2014 Michigan Reads Programming Guide

Michigan Reads!

Programming and Resource Guide | September 2014

MIReads_ProgramCover_2014.indd 1 5/1/14 11:49 AM

The Library of Michigan presents.

Michigan Reads!Programming and Resource Guide for Acoustic Rooster and His Barnyard Band

by Kwame Alexander and illustrated by Tim Bowers

Written by Meagan K. Shedd, PhDEdited by Karren Reish, Library of Michigan

This guide was created thanks to generous sponsorship by:

Target (www.target.com/community)

Library of Michigan Foundation (www.libraryofmichiganfoundation.org)

This project is supported in part by the Library of Michigan with federal funds from the Institute of Museum and Library Services.

Library of Michigan cataloging-in-publication data:

Michigan Reads! : programming and resource guide

Lansing, Mich. : Library of Michigan

1. ChildrenBooks and readingMichiganPeriodicals. 2. Reading (Early childhood)MichiganPeriodicals. 3. Early childhood educationActivity programsMichiganPeriodicals. I. Title.

LB1139.5.R43 S742 372.4

Table of ContentsIntroduction ............................................................................. 1

Developing Literacy ............................................................. .......2

Literacy Components .......................................................... .......3

Supporting Literacy Skill Development by Age ........................... 5

The Importance of Shared Reading ........................................... 11

Tips for Parents Handout ..........................................................13

ResourcesMore Great Books to Share with Children ...............17

Digital Resources: Websites and Cell Phone and Tablet Applications .......20

Resources: For Parents Using the Library ..................................25

Resources: For Librarians Working with Families and Early Childhood Educators 26

Programming Tips for Librarians ...............................................27

Notes for Educators about the Common Core State Standards ................ 27

Activities for Acoustic Rooster and His Barnyard Band ..............28

Templates and Activity Sheets ................................................ 36

References ...............................................................................54

Introduction About Michigan Reads Michigan Reads! is a program sponsored by the Library of Michigan Foundation in partnership with Target Stores. Recognizing the value of libraries in providing children and their families with quality books, programs, and services, Michigan Reads! acknowledges the foundation for literacy learning these books and services provide to enable future reading and school success. Modeling after the One Book, One Community concept, the program is intended to emphasize shared reading which children beginning at birth and continuing through school age, including infants, toddlers, preschoolers, and children in grade school. The Michigan Reads! program is planned with play-based activities to support librarians, early childhood educators, parents and caregivers, and anyone else who spends time with young children as they develop literacy skills in young children.

More information about the Michigan Reads program can be found by visiting the Library of Michigan website at http://www.michigan.gov/michiganreads.

About the Book The 2014 Michigan Reads! book choice is Acoustic Rooster and His Barnyard Band by Kwame Alexander, illustrated by Tim Bowers (Sleeping Bear Press, 2011).

After realizing he cant win the barnyard talent contest as a solo act with such fierce competition, a rooster with a love for jazz looks to help from other animals. A quartet with an unbelievable sound is created, with their ability to work together cleverly captured in this book with rhyming text, references to key American musicians, and vivid illustrations.

About the Author and Illustrator Find out more about author Kwame Alexander at http://www.bookinaday.org/ and learn more about illustrator Tim Bowers at http://www.timbowers.com/.

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2Developing Literacy What is Literacy? Once thought of as simply reading and writing, literacy is now defined as the ability to read, write, speak, and visually represent ideas (National Council of Teachers of English (NCTE) and International Reading Association (IRA), 1996). The development of these skills occurs because of the experiences offered for young children by adults, including making the right materials available to help expand these skills, and offering the right experiences that allow adults and children to spend time together to increase literacy skill development.

Before children formally enter school, the development of literacy skills is important for a number of reasons. Early literacy skills such as concepts of print, comprehension, knowledge of the sounds in language (or phonological awareness), vocabulary, and writing have been identified as important early literacy skills children can develop with the help of adults (Lonigan & Whitehurst, 1998). Additionally the National Early Literacy Panel identified name writing, paying attention to sounds, but also the ability to identify letters of the alphabet as important for future literacy success (Longian, Schatschnieder, & Westberg, 2008). Early literacy skills will help shape a childs reading success as a child moves through elementary school. Whats even more important is that these skills can be influenced by the experiences made available to them because of the adults around them (Bracken & Fischel, 2008; Britto & Brooks-Gunn, 2001; Britto, Brooks-Gunn, & Griffin, 2006; Payne, Whitehurst, & Angell, 1994; Senechal & LaFevre, 2002; Zill & Resnick, 2006).

Literacy Components Close or deep reading x Understanding the text that children are reading or that is being read to them is important. Close or deep reading goes beyond traditional comprehension techniques by analyzing text further. More than just asking questions or predicting what will happen next, close reading asks children to think more intentionally about the text and make observations about specific parts of the text. This can include first impressions, thinking about vocabulary, looking for patterns or symbols, or thinking about points of view (Wheeler, 2014). Close reading often takes place after more than one reading and through discussions of the book or text. More importantly, it is best done with high-quality books that encourage children to make observations to interpret what they are reading (Rosenblatt, 1995).

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4 Informational or non-fiction books x As children move through grade school, they will encounter more and more informational text, or text that is intended to share information about the natural and social worlds (Kamberelis, 1998; Wollman-Bonilla, 2000). Storybooks are fun to read and children enjoy them, but its also important for them to be exposed to other types of text, including informational text (Duke, 2007). Unlike storybooks, children can hear or read informational text without having to see the pictures or illustrations in a specific order to be able to make sense of the text. Its purpose is to explain, persuade, or share an opinion, or it is written about a concept such as shapes or numbers. Someone who knows more about the subject than the reader usually writes informational text.

Engaging young children in reading x One of the single most important things families can do with children is to read together. The earliest reading experiences at home (Theriot et al., 2003) and in early childhood education settings (Storch & Whitehurst, 2001) are critical for young children. These early reading experiences have been shown to be important to help children see reading as an enjoyable experience later on (Zeece & Churchill, 2001) and are essential for motivating young children to develop literacy skills successfully. More importantly, children who enjoy reading early on are more likely to be motivated to continue reading as they move on through school.

Writing x A childs first attempts at writing are often just simple marks on a page (Bodrova & Leong, 2006). These first marks, or drawings, then become scribbles and soon transition into recognizable letters as children imitate the writing of other children and the adults around them. While the initial attempts at writing might not look like much to adults, they are immensely important to children and represent language and the words they see others communicating (Bloodgood, 1999). As children watch others around them writing, it is important for them to have opportunities to write as well. This gives them the chance to develop their own theories about how marks on a page form letters, but also how to make those marks and communicate thoughts with others.

5Supporting Literacy Skill Development by AgeBeginning in infancy and continuing through the school age years, helping young children to develop literacy skills is one of the most important things adults can do. Whether it is offering developmentally appropriate materials or spending time playing with children to develop literacy skills, try some of the following suggestions based on the particular age groups:

6Infants x Talk with babies as much as you can. Talk as soon as you can with them and talk a lot. Be sure to explain what you are doing as you are doing it, no matter what you are doing. Whether you are doing things together or you are narrating for baby, talk about the day, wait for babys response, and expand on what you think baby is saying. Speak to babys needs with soft words that will help infants learn new vocabulary.

x Read as much as possible. Read favorite books over and over again, whether they are board books, cloth books, concept books about shapes or colors, nursery rhymes, or favorite storybooks. Let baby choose the books by touching them or choose one of the favorites from your childhood. Introduce infants to books containing poetry, information, or simple books with bright colors and vivid illustrations. Aim to read for a total of 30 minutes a day, choosing a variety of books to read in short spurts throughout the day.

x Sing to infants. Try singing a favorite lullaby, old favorites such as the Itsy Bitsy Spider, or new favorites from the radio adding in the infants name. Babies love to hear the sound of your voice, so make up a song as you go along.

x Look for letters of the alphabet in infants names. Point out letters as you see them in books or in their environment and be sure to say both the letter and the sound that letter makes. x Talk to infants about the details in books. Relate something in a book to something in his or her life. Ask questions about the pictures and wait for the infants response. Look for patterns in the text and be sure to point them out to the infant too.

x Write with infants, talking with them about what you are writing and how you do it. Be sure to let them try too. Infants can practice writing with non-toxic finger paints, using water mats or gel pads, or other age-appropriate materials. As you write together, talk about the shape of the letters you are making or the purpose of what it is you are writing.

7Toddlers x Read books with toddlers and point out new words as you read. Using words the toddler already knows, explain the new word, repeating it several times. Use the new word throughout the course of the day to help them learn it too.

x Write with toddlers, using a variety of materials. Include the usual paper, crayons, pencils, and markers, but try adding chalk, colored pencils, tissue paper, and thick paper as well. Toddlers also can write in sand trays, wiping the tray clean after making letters. Play dough or modeling clay can be shaped into letters and help develop the pincer grasp necessary for writing as they roll the dough into shapes.

x Read a favorite storybook and ask toddlers about a specific character. What do they notice about that character or how is that character like them? Every time you turn the page, ask them to find the character on the next page.

x Point out letters when and where you see them and ask toddlers to help you identify the name of the letter and the sound that letter makes.

x Read favorite books as often as possible and look for other books by the same author or about similar topics. Encourage toddlers to look at books independently and to treat books gently and with respect as well.

x Write with toddlers using the things you have available to you. Use both upper and lower case letters and write in the air, in dirt, on their backs, on rugs, or have them write on the back of your hand as they learn their letters.

x Look for a new word in a book and try to use it throughout the day. For example, you might discover the word announced in Acoustic Rooster and His Barnyard Band is a new word for toddlers and talk about how announced means you tell everyone at once. Encourage toddlers to use this word throughout the day as you use it yourself, such as you need to announce that it is time for snack, or that you need help to announce a visitor is coming.

8Preschoolers x Choose one image from the book and ask preschoolers if it reminds them of an image from somewhere else in the book theyve already seen. Ask them to make connections between images in the book or the image in the book and their own lives. x Ask preschoolers to notice new words as you read a book together. As you come across a new word, help them learn the meaning by explaining it with words they already know, then use it throughout the day.

x Read books based on a common theme or topic, but using different types of books such as storybooks, information books, and other books including poetry or books to encourage children to become engaged with the text, such as activity books.

x Write with preschoolers in new and unexpected places, such as the block area, outdoors, or in the dramatic play area. Offer preschoolers a variety of writing materials in these unexpected places too. Add a clipboard or notepad to the block area, sidewalk chalk outdoors, and a grocery list and pen to the dramatic play area. Encourage them to draw or write about the things that are part of their everyday experiences or they see everyday.

x Read a text more than once to look for or explore themes. For example, after reading Acoustic Rooster and His Barnyard Band, ask children what they notice about how the animals are able to work together. You might also ask them to connect this to a time when they were able to work with others.

x Help preschoolers practice writing their names. Let them watch you write the letters and talk about how you are forming the letters as you write. Be sure to use an uppercase letter for the first letter and lowercase letters for any remaining letters. Give them examples of letters and let them have a chance to practice at their own pace. Be sure to let them show you where their name might be as they see it on their belongings, in a classroom, or even in books!

x Help children connect to the text they are reading by asking them questions such as how is that like when you? or tell me about the time that you

x Encourage preschoolers to continue to love to read by re-reading favorite books over and over again. Read the books with them or ask them to read the books to themselves, sharing with them that looking at the pictures and making up stories about what they see or remember on the pages is important too.

School Age x After reading a text with school age children ask them to focus on a particular section and ask them why they think the author chose to use those specific words or why the illustrator chose that type of imagery. An example might be in Acoustic Rooster and His Barnyard Band when Rooster has tears in his eyes.

x Encourage children to look for new words as they read and keep a list of those words in a journal. Their journal should include not only the word, but its meaning, and the word in a sentence to help them learn how to use it. School age children can share their new words using a word wall, by sharing the words in writing, or by talking with one another as part of a word challenge that includes using at least one of their new words that week.

x Ask children to tell a partner about a book they have read from beginning to end without looking at the book, or to retell the book. Once they have each shared, ask them to share one important thing they think their partner should know about the book from the authors perspective.

x Set aside time for school age children to spend time in conversation with others. This conversation time can help them learn new words, whether that conversation is with a younger or older peer, or with an adult.

x Write journals with children. Each day ask children to respond to a specific prompt and write for a set amount of time, allowing them time to finish their thoughts at the end of the time. At the end of the week, collect all of the journals and respond to their entries so they know you value what they write.

x Encourage school age children to find books of interest to them and set aside specific time each day to read the books they choose. During my time reading the only rules for reading should be that each child is reading a book of his or her choice during the reading time.

x Encourage children to write by having an established writing area in classrooms and at home that contains all of the materials necessary to write. Stock this area with writing paper, notebooks, pencils, pens, markers, highlighters, crayons, and even a stapler. You might also consider materials to encourage correspondence, such as envelopes, stickers, and stamps, with a mailbox area for children to send letters back and forth to one another.

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x Find books that share a common theme and have them available for children to read. For example, after reading Acoustic Rooster and His Barnyard Band, have books about music or musical instruments or books about working together as a team. Include storybooks, informational books, and other types of books such as poetry or activity books too.

x Ask children to think if the author left anything out of the text or to make inferences about the text. For example, while reading, ask children why the chicks might swoon for the bossa nova.

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The Importance of Shared Reading Reading with young children early, often, and using a variety of books is an important part of their early reading experiences and a critical part of how they develop literacy skills (Garton & Pratt, 2009). Shared reading helps children develop a love for reading that will stretch into adulthood, but will also help develop overall literacy skills (Aram, 2006), facilitate language skills (Beck & McKeown, 2001), improve vocabulary (Wasik & Bond, 2001), and benefit comprehension skills (Dickinson & Smith, 1994). By reading a variety of books, including storybooks, information books, poetry, and books that engage children in the text, adults can increase the likelihood that children develop important literacy skills as reading is one of the most important things adults can do with young children (International Reading Association and National Association for the Education of Young Children, 1998).

Not every book is the same and different books can support literacy development in different ways. However, the bonds created during shared reading experiences and the lifelong love of reading can be the same no matter what type of book is read. This is what makes the shared reading experience so essential. Including children in the experience can be accomplished through the following:

x Choose books you know children will love or ask them to choose books of interest to them. Mix up the types of books you are reading together by including a blend of storybooks, information books, poetry, and other books that ask the reader to become involved in the text, such as activity books. As you read together, be sure to talk about each type of book and its purpose too.

x Look at the photos or illustrations as you read the text. Ask children to make connections between the photos or illustrations and their own experiences as you read the book together. Try questions such as how does this remind you of or tell me about this picture and a time when you to get an idea of what children are thinking about as you read together. x Discover what a child knows about the things in books as you read together. Build on a childs prior knowledge as you talk about the content in the books by having conversations while talking about the text or the illustrations or photos.

x Ask open-ended questions as you read the book together to determine what children understand about the text. Begin questions with words like how or why rather than what to invite children to tell you what they are thinking about the book.

x Listen to what children have to say about the book. Stop and talk about the pages in the book, allow children to think about what a character is thinking, what the author might have been trying to convey, or what they think might happen next. After reading the next page or pages, talk about the text some more with children to see if they are feeling the same about their predictions or feelings.

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Tips for ParentsParents can support developing literacy skills at home in easy and simple ways, but having quick suggestions are always appreciat-ed. The following tip sheets are written for parents of preschoolers especially. They can be provided as a handout and are intended to give simple ideas that are free or inexpensive to support literacy learning at home or for busy families who are on the move.

Close or Deep ReadingReading books is one of the most important things you can do with your child. You may find that your child wants to read the same books over and over again, and this is a helpful thing to do to support your childs understanding of the things she reads. By reading the same book more than once, looking at specific parts of a favorite book, and asking questions about a favorite book, you can develop your childs ability to read closely.

x Choose high-quality books to read with your child. Ask the childrens librarian for suggestions based on the topics that interest your child.

x Read books more than once. Each time you read, focus on a different part of the book, whether it is looking at new words, searching for a character, or identifying patterns.

x Look at one page of the book with your child. Ask your child what she notices about that page. For example, ask your child to look at the page in Acoustic Rooster and His Barnyard Band where the animals are looking at the barnyard talent show poster. Ask her what she notices about the different animals, or to think about what the Roosters plan might be.

x Talk about what you notice in the text, such as rhyming, interesting describing words, or words that seem to relate to each other, such as the musical terms in Acoustic Rooster and His Barnyard Band.

x Find images that connect to one another in the pages of the book. Look through the pages of the book for characters or images that might appear in the background, but also might be important, such as Roosters guitar case in Acoustic Rooster and His Barnyard Band. Talk about why these characters or images are important too.

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Informational or non-fiction booksThe types of books you choose to read with your child are important. We often choose storybooks for their familiar plots or favorite characters, but it is also crucial for preschoolers to read informational text too. Reading books about the things children see or do everyday helps children learn more about these things. They can also learn new words about these things, learn about new places or people, and understand concepts they will need as they start school. When choosing books for your child, think about the following:

x Choose a variety of informational books as you find out what interests your child. Offer books about concepts such as the alphabet, shapes, and numbers, as well as more specific topics that may be of interest to your child based on the things around him or her, such as families, pets, or music.

x Find out what interests your child and choose books about that topic. If your child is interested in farms, look for books about farms to learn more about what crops are grown, animals that live on them, or what equipment is used.

x Look at the different parts of the book together. Show your child the front and back of the book, but also the table of contents, index, and glossary. Point out these special parts of information books and how they work.

x Talk about what an informational or non-fiction book is. Share with your child that these types of books help us learn about new things. Be sure to choose books that have illustrations as well as those that use photos so children can see that books with illustrations can help them to learn new things too.

x Relate informational books to the things that are happening in your childs life. If your family is getting a new pet, find a book about that pet. If you are visiting a new place, choose a book about that location.

x Ask questions about informational text after reading. Ask your child to point out an important detail or to share something she learned from reading the informational book together.

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Engaging Young Children in ReadingOne of the most important things a parent can do with a child is read to him. Reading together with a young child helps to establish a love for reading that lasts a lifetime. Reading with your child not only helps him to learn important literacy skills, it helps him to learn that reading is fun. As you read, try some of the following:

x Allow your child to choose the books you read together. You might select books ahead of time from which to choose, offering books from your own home or books youve borrowed from the library.

x Make a big deal out of reading books together. Comment on the book he has chosen and why he wanted to read a particular book. Ask him what he thinks will happen in the book or to make connections to something in the book a nd his life.

x Enjoy reading together by sitting close together. Allow him to sit in your lap or immediately next to you and turn the pages of the book while you spend special time together.

x Get into the book. Become the different characters by changing your voice or reading with a lot of expression.

x Encourage him to repeat text of favorite books or if the pages repeat words. Ask him to interact with the book by chiming in and filling in words as you pause for words that rhyme or repeat.

x Hold the book so he can hold the book and turn the pages. If you normally read on the couch or just before a nap in his room, try a new location and get outside and read under a tree on a blanket.

x Spend time each day with him reading. Be sure he knows this is his special time and if the time needs to change, ask him when you will make up the time.

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WritingChildren begin to write early with their first attempts at making marks on a page. Whether they are learning how to write from watching you or from having materials available, the things you do to help support the earliest writing experiences can make a big difference. Try some of the following to help your preschooler with writing:

x Create a special writing space for your child. Include writing materials just for your child such as paper, pencils, markers, crayons, chalk, and even special paper.

x Write with your child and talk about what you are writing and how. Talk about the marks you are making on the paper and how you are forming the letters or how letters combine to form words. Share what you are writing about or where your writing will go when it is finished.

x Notice writing around you. If you see others writing, point it out to your child and ask her what she notices about others writing as well.

x Talk about the rules for using writing materials in your home. Using washable materials can avoid accidents, but sharing ideas about being respectful of the writing materials and the items in your home is important too.

x Write outside. Use chalk to write on the sidewalk, smooth rocks or sticks to write in dirt, or blades of grass to write in puddles. Look for letters in the trees or on buildings and talk about your writing too.

x Show her name in writing and talk about the letters that make up her name. Write her name in front of her and talk about the upper case letter that begins her name and the lower case letters making up the remainder of her name. Let her practice writing her name however she would like.

x Write together, taking turns writing or illustrating a story, letter, or even a grocery list. Take turns with the crayon, pencil, or marker, talking about what you are doing while you write or draw.

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Resources Books About MusicFor Infants and Toddlers x Ah, Music! by Aliki (HarperCollins Publishers, 2005) x Music, Music for Everyone by Vera B. Williams (HarperCollins Publishers, 1988) x Hip Cat by Jonathan London, illustrated by Woodleigh Hubbard (Chronicle Books, LLC, 1996) x Never Play Music Right Next to the Zoo by John Lithgow, illustrated by Leeza Hernandez (Simon & Schuster Books for Young Readers, 2013) x Curious Baby Music Play by H. A. Rey (Houghton Mifflin Harcourt, 2009) x Geraldine, the Music Mouse by Leo Lionni (Random House Childrens Books, 2009)For Preschoolers x Bens Trumpet by Rachel Isadora (HarperCollins Publishers, 1991) x Music Everywhere! by Maya Ajmera, Elise Hofer Derstine, and Cynthia Pon (Charlesbridge Publishing, Inc., 2014) x Snow Music by Lynn Rae Perkins (HarperCollins Publishers, 2003) x Jake the Philharmonic Dog by Karen LeFrak, illustrated by Marcin Baranski (Walker & Company, 2006) x This Jazz Man by Karen Ernhardt, illustrated by R.G. Roth (Houghton Mifflin Harcourt, 2006) x M is for Music by Kathleen Krull, illustrated by Stacy Innerst (Houghton Mifflin Harcourt, 2003) x Mole Music by David McPhail (Square Fish, 2001) x Zin! Zin! Zin! A Violin by Lloyd Moss, illustrated by Marjorie Priceman (Aladdin, 2000)For School Age x The Musical (Babymouse Series #10) by Jennifer Holm, illustrated by Matt Holm (Random House Childrens Books, 2009) x Gershwins Rhapsody in Blue by Anna Harwell Celenza, illustrated by Joann E. Kitchel (Charlesbridge Publishing, 2006) x Can You Hear It? by William Leach (Harry N. Abrams, Inc., 2006) x Violets Music by Angela Johnson, illustrated by Laura Huliska-Beith (Penguin Group, 2004) x My Family Plays Music by Judy Cox, illustrated by Ebrite Brown (Holiday House, Inc., 2003) x The Music in Me by Jane Pinczuk, illustrated by Brad Davies (Ciletti Publishing Group, Incorporated, 2010) x For the Love of Music: The Remarkable Story of Maria Anna Mozart by Elizabeth Rush, illustrated by Lou Fancher and Steve Johnson (Random House Childrens Books, 2011)

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Books About Collaboration and Team WorkFor Infants and Toddlers x Sheep in a Jeep by Nancy E. Shaw, illustrated by Margot Apple (Houghton Mifflin Harcourt, 1988) x Owl Babies by Martin Waddell, illustrated by Patrick Benson (Candlewick Press, 2002) x Feast for 10 by Cathryn Falwell (Houghton Mifflin Harcourt, 1995) x Mouse Count by Ellen Stoll Walsh (Houghton Mifflin Harcourt, 1995) x Caps for Sale by Esphyr Slobodkina (HarperCollins Publishers, 1987)

For Preschoolers x Red & Yellows Noisy Night by Josh Selig (Sterling Childrens Books, 2012) x Farmer Duck by Martin Waddell, illustrated Helen Oxenbury (Candlewick Press, 2011) x The Enormous Potato by Aubrey Davis, illustrated by Dusan Petricic (Kids Can Press, 1997) x A Chair for My Mother by Vera B. Williams (HarperCollins Publishers, 2007) x Duck in the Truck by Jez Alborough (Kane/Miller Book Publishers, 2008) x Town Mouse, Country Mouse by Jan Brett (Penguin Group, 2002)

For School Age x Frederick by Leo Lionni (Random House Childrens Books, 1973) x Stone Soup by Marcia Brown (Aladdin, 1997) x Pumpkin Soup by Helen Cooper (Square Fish, 2005) x The Giant Carrot by Jan Peck, illustrated by Barry Root (Penguin Group, 1998) x Office Buckle and Gloria by Peggy Rathman (Penguin Young Readers Group, 1995) x The Biggest Snowman Ever by Steven Kroll, illustrated by Joni Bassett (Scholastic, Inc., 2005) x The Little Red Hen by Paul Galdone (Houghton Mifflin Harcourt, 2011)

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Books About AnimalsFor Infants and Toddlers x Animals by Roger Priddy and Neville Graham (St. Martins Press, 2002) x Animals (Bright Baby Series) by Roger Priddy (St. Martins Press, 2004) x Animal Opposites by Petr Horacek (Candlewick Press, 2013) x Fifteen Animals! by Sandra Boynton (Boynton Moo Media, 2012) x Snouts & Sniffers by Stan Tekiela (Adventure Publications, Incorporated, 2013) x My Big Animal Book by Roger Priddy (St. Martins Press, 2011) x Animal Opposites by Nicola Killen (Ergmont UK, 2014)

For Preschoolers x Eric Carles Animals Animals by Eric Carle, compiled by Laura Whipple (Penguin Group, 1999) x Animals by Rebecca Rissman (Heinemann-Raintree, 2013) x I Spy Animals by Jean Marzollo (Scholastic, Inc., 2012) x National Geographic Animal Stories: Heartwarming True Tales from the Animal Kingdom by Jane Yolen, illustrated by Jui Ishida (National Geographic Society, 2014) x Oodles of Animals by Lois Ehlert (Houghton Mifflin Harcourt, 2008) x Animal Atlas by Mark Williams (Salariya, 2014) x Roosters Off to See the World by Eric Carle (Aladdin, 1999)

For School Age x Animal Atlas by Anna Claybourne, illustrated by Christine Wald (Bloomsbury USA, 2014) x Animal Poems by Valerie Worth, illustrated by Steve Jenkins (Farrar, Straus, and Giroux, 2007) x Animal Hedge by Paul Fleishman, illustrated by Bagram Ibatoulline (Candlewick Press, 2008) x Animals A-Z by Roger Priddy (St. Martins Press, 2011) x 101 Animal Secrets by Melvin Berger (Scholastic, Inc., 2009) x The Mitten by Jan Brett (Penguin Young Readers Group, 1989)

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Websites about Reading x Association for Library Service to Children www.ala.org/ala/mgrps/divs/alsc/aboutalsc/index.cfm To find a list of award-winning childrens books for the current year as well as previous years, this web site by the Association for Library Service to Children is the first stop for book suggestions for children as well as other resources to help support literacy development. x Colorin Colorado www.colorincolorado.org/ This website is a great resource for parents and educators of children who are learning both English and Spanish, with additional resources for speakers of other languages such as Arabic, Chinese, Korean, Navajo, Russian, and others also available. Providing a host of research-based information and evidence-based practices, the site includes suggestions of book titles, tip sheets for supporting dual languages learners in classrooms and at home, as well as webcasts and multimedia.

x Common Core State Standards www.corestandards.org/ Early childhood educators and parents can learn more about the Common Core State Standards, how they are used in classrooms, or to see the standards for English Language at this website.

x Early Learning from Fred Rogers Center www.fredrogerscenter.org/resources/early-learning environment/ The Fred Rogers Center provides a searchable database for early childhood educators and families of children ages birth up to age 5 to find resources and other tools related to digital media. Focusing on the use of social networking, the website aims to provide a web-based support system to help those working with young children understand uses for and navigate digital media for young children.

x Reading is Fundamental www.rif.org This website is a valuable tool for finding books, activity ideas, games, and handouts for young children to use at home or in early childhood education settings.

x Reading Rockets www.readingrockets.org Using recent research, parents and educators can access information and resources to support literacy development. This helpful website includes podcasts and videos for educators.

Digital Resources

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x Read Write Think www.readwritethink.org This joint partnership between the International Reading Association and the National Council for Teachers of English is a website geared primarily for teachers. The site includes resources for the classroom, including lesson plans searchable by grade and/or keyword, resources for parent and afterschool activities, videos, and professional development.

x Scholastic www.scholastic.com A favorite teacher site for teaching ideas, printables, and other teaching resources such as book lists, this website also has resources for parents and teachers alike about ways to support literacy development. Another unique feature is Scholastics Book Wizard that allows you to search for books based on grade level equivalent, reading level, or find a book based on a similar book.

x Wonderopolis wonderopolis.org/ The perfect website for curious kids (or educators!), this website highlights a wonder of the day and archives previous wonders by category. Educators can link a wonder to Common Core State Standards, while families can post to the blog, tweet and link to the site, or participate in the virtual camp what-a-wonder.

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Websites about Music x Jazz Kids

www.jazzkids.com his website was created to introduce children of all ages to jazz. With interactive audio and video children, teachers, and parents can learn all about jazz.

x Daria Music www.dariamusic.com This global music site allows children to listen to music from other cultures, build their own instruments, and download unique musical crafts from all over the world as they explore music in different ways. Includes information for parents and educators too, including fun class projects.

x Datadragon http://datadragon.com/education/ A straightforward website that allows children to explore the ways instruments sound, helps them learn how to read music, and provides information about different musical genres. Children can also post questions to the message board and learn more about music.

x San Francisco Symphony for Kids www.sfskids.org A website hosted by the San Francisco Symphony, children can listen to music, play different games, perform using different instruments, conduct a virtual symphony, and write their own music.

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Websites about Collaboration and Team Work x Debate Graph

www.debategraph.org This unique tool allows children and educators to collaborate together in a variety of ways, including making posters, relating topics together, creating non- linear stories, or constructing concept maps. Ideal for students in elementary classrooms, but could also be used with younger aged children with support from their early childhood educators.

x Primary Wall www.primarywall.com A web-based tool that allows children and/or their teachers to create a shared space in real time and collaborate to write, draw, or create other projects together. The wall can be used to create word walls, share ideas about books, or write stories together. Families can also use this tool at home as a journaling tool.

x Pop Tropica www.poptropica.com A multi-player online gaming site, children can register for free (with an adults permission) to play online educational games with other children. Identifying information about the child is never obtained. Children can read books, play games, and explore different quests with other children.

Websites about Animals x National Geographic Animals

animals.nationalgeographic.com/animals/ National Geographic includes an alphabetic list of animals plus a searchable database children can explore. Site includes video, facts, and photos. Note that users will need to register for free access.

x A to Z Animals a-z-animals.com/ This website is an A-Z encyclopedia of animals children can explore to learn more about their favorite animal, a new animal, or just to search random animal. A unique feature of this website is the phobia filter to eliminate any animals that might cause anxiety for a child (or an adult!).

x PBS Nature www.pbs.org/wnet/nature/ The PBS nature site includes video of different animals, as well as blogs, fact sheets, and teacher guides for the different episodes featured on the site.

x Rudiments of Wisdom www.rudimentsofwisdom.com/themes/themes_animals.htm Drawn in cartoon form, information about dozens of animals is presented in alphabetical order for children to explore in a unique format.

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Cell Phone and Tablet ApplicationsTechnology is increasingly available, but it is important to consider how it can be used appropriately with young children, whether at home or in early childhood education settings. Two early childhood organizations have partnered together to offer guidelines about the amount of screen time for young children. The National Association for the Education of Young Children (NAEYC) and the Fred Rogers Center for Early Learning and Childrens Media at Saint Vincent College issued a joint position statement in 2012 suggesting children under the age of 2 should not be exposed to any screen time. These guidelines are consistent with the 2011 recommendations made by the American Academy of Pediatrics (AAP). Screen time for children over the age of 2 should be limited, with parents and/or educators monitoring both the amount and type of media used. The following apps are recommended with the joint position statement and AAP guidelines in mind:

x Storypatch (iPad) - This writing app allows young writers to create a story using the templates provided or on their own, including pictures to illustrate their creations.

x Opposite Ocean (iPhone, iPod touch, and iPad) - An app designed to help children learn about opposites, players drag the correct word into the clam to earn pearls.

x Electric Company Wordball (iPhone, iPod touch, and iPad) - Based on the childrens television show, this spelling and reading app is intended to help children learn spelling rules in an interactive game.

x Aesops Quest (iPhone, iPod touch, and iPad) - This app is based on the famous Aesops fables, but encourages children to recall parts of the story. With each successful recall, a puzzle piece is earned with a goal of solving the entire puzzle to begin a new story.

x Mad Libs (iPad) - This classic game for the iPad asks for the same nouns, verbs, and adjectives but with interactive fill-in-the blank sections and hints if children need help.

x Hideout (iPhone, iPad) - An app that encourages children to learn letter-sound association, but also to find meaning in the words through the use of illustrations and context.

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Resources: For Parents Using the LibraryThe childrens section of the library not only contains wonderful books, there are librarians who specialize in helping select books for children and support the development of literacy skills as well. Childrens librarians can help you find the perfect book about a specific topic, theme, or concept, but they can also:

x Help you find books by theme, topic, or concept in different genres, including traditional storybooks, informational or nonfiction books, poetry books, interactive or activity books, folk tales or fairy tales, nursery rhymes or other books;

x Share new books based on a common theme with you such as books about music (including books such as Acoustic Rooster and His Barnyard Band) to encourage children and families to browse and borrow new books;

x Identify new authors or illustrators for children and families, or let you know when favorite authors or illustrators have a new book available to borrow;

x Share books with children and audiences of all ages through story hours, book discussions or literary groups, theater groups, musical events or childrens concerts, or other special events;

x Create and maintain summer reading programs to encourage and promote reading during throughout the summer months of school vacation;

x Provide resources for families, including programs and/or materials sharing information about literacy development;

x Visit with children about the books they are reading to identify other titles and subjects of interest to suggest for borrowing, as well as to include in the librarys collection;

x Guide outreach efforts in partnership with community groups aimed at families that may not frequent the library;

x Talk with parents and educators about the current collection and how it can be sustained;

x Request books for children and families from another library if the local library does not have a copy in its collection;

x Communicate about the wide variety of programming and services the local library has available for all ages.

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Resource: For Librarians Working with Families and Early Childhood EducatorsChildrens librarians are a critical source of information, regardless of whether early childhood educators are regular visitors, making their first trip to the library or checking out childrens section. The librarians in the childrens section do much more than just suggest titles of books, but also are rich in information, including valuable resources about the community. They can model effective strategies to support literacy development in the home or early childhood education settings too with some of the following suggestions:

x Read aloud to young children and model effective strategies during shared reading families and educators can use in their own practices.

x Ask questions about what is happening in the book, reviewing a specific section of the text, asking children to connect to what is being read.

x Allow children to draw conclusions if something is not specifically stated in the text or to infer meaning from the text by asking them what they think the author or a character might be trying to say.

x Point out new or unfamiliar words as you read, using words children already know to explain their meanings.

x Point out the parts of the book that might be familiar to children such as the title, author, and illustrator, but also talk about other parts of books that might be new, such as table of contents, the glossary, and the index in informational books.

x Model thinking about text as you read aloud to children to help them learn how to engage in close reading. For example, before turning a page, focus on the illustration of Roosters guitar and point out things you notice. Talk about how you notice a small chicken in the bottom of the guitar but also in the fret holes and wonder why they might be there.

x Make connections to experiences in childrens lives or to other books youve read together by asking children to think about a time when they have encountered something similar or how this book reminds them of another book.

x Take time to write in front of children to model how letters are formed or to show them the different reasons we might write. Be sure to talk about leaving spaces in between words or the use of specific punctuation too.

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Programming Tips for Librarians x Work to establish reading programs as both year-round events and for more targeted programs during school vacations, such as over winter break and in the summer. These can begin for children as early as infancy to develop a love for reading and encourage shared reading experiences and continue through the elementary school year to foster independent reading.

x Collaborate with other community organizations that work with families. Partner organizations may work with families that might not know about the services and programming offered at the library and can offer valuable networking opportunities.

x Offer appropriate programming at appropriate times based on the ages of each group served by the library. Consider the ages of children and programming times, scheduling short, mid-morning read aloud sessions for younger children while reserving later afternoon or early evening sessions for children who are in school.

Notes for Educators about the Common Core State StandardsThe activities offered with this programming guide have been cross-walked with the Common Core State Standards to help teachers in K-3 classrooms supplement existing curricula. Adopted by the State of Michigan in 2010, the Common Core State Standards are intended to provide clarity to teachers, administrators, and parents about student learning outcomes and offer consistency relative to these learning outcomes across states. The standards are considered a way to help determine a consistent set of knowledge and skills children should meet at the conclusion of a particular grade within particular constructs. As the activities are intended for a range of ages, it is important to note the Common Core State Standards are included for grades K-3 only where appropriate. Teachers may need to provide modifications to the activity or may wish to identify additional, appropriate Common Core State Standards for the grade in which the activity is being used. Activities identified for younger children may be modified for older children. This may also necessitate the identification of the appropriate Common Core State Standard by the educator for that grade.

For the purpose of this programming guide, teachers can access the crosswalk chart of the Common Core State Standards and the activities at www.michigan.gov/michiganreads.

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Activities for Acoustic Rooster and His Barnyard BandInfantsFrom the Story: x Find a page from the book with bright illustrations or one thing on which to focus. Talk with the infant about the illustration, drawing his or her attention to the color and action on the page. For example, you might look at the page where Rooster is leading the grand finale and look at the red feathers on his head and the red guitar, talking about how bright the color red is and how happy Rooster looks as he is playing his guitar. As you talk, wait for the infant to coo, babble, or talk back with you, responding to each of the special noises he or she makes.

x Look through the book with an infant and identify each of the animals you see in the illustrations. Point to each animal and talk about what it is and what you notice about each one, pausing for any contributions from the infant. Music: x Find pictures of photos of different musical instruments and laminate them. They can either be placed together in a book for infants to look at, attached to a wall at the infants eye level, or fixed on the floor for the infant to explore during tummy time.

x Provide infants with everyday objects to turn into musical instruments. Turn a plastic bowl into a drum. Put clean soda or pop bottle tops in a plastic container with the top carefully sealed for an instant shaker. Show infants how to blow in one end of a funnel to become a horn. Try several wooden spoons to create sticks to bang together too.

x Play jazz and dance gently with infants, talking about the music that you hear. Try other kinds of music too, singing if you know the words (if there are lyrics). If there arent words, you can always make up words to the music, adding the infants name or rhyming words. Be sure to listen for any words that the infant might add too.

Collaboration and Team Work: x Create a concert poster for infants using the template (see template on page 37). Using a photo of the infant, include all of the special people in the infants life as band members and describe how they back up the infant who will be the lead in the band.

x Talk with infants about the special people in his or her life and how they help him or her every day. Ask family members to bring in pictures of the special people in the infants life so you can talk about the team members as well. Family members can also share how they work together to help one another out as part of their daily routines.

Animals: x Trying singing this song about animals with infants: I went to the animal fair, The birds and the bees were there The big baboon by the light of the moon Was combing his auburn hair. The monkey bumped the skunk, And sat on the elephants trunk; The elephant sneezed and fell to his knees, And that was the end of the monk! The monk! http://bussongs.com/songs/i-went-to-the-animal-fair.php

x Gather board books or other books about different animals for infants to explore. Talk about the different animals you see in the books. If you have plastic animals, have those available too and help the infant match the plastic animal to the animals he or she sees in the books. You can also sort the books by where the animals live (zoo, wild animals, farm animals).

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ToddlersFrom the Story: x Toddlers can become Rooster by creating their own rooster feathers hats using the template (see template on page 38 ). Help toddlers create the crown of their hat by wrapping a piece of construction paper around their heads and securing the width of the paper with glue. Next, take another strip and using the template, have toddlers trace over the template to create the comb (toddler may need help with this step). Cutting out small notches at each end can tuck the comb into the crown.

x Have a concert with toddlers. Ask toddlers to share their favorite song or put on a talent show just like Acoustic Rooster and His Barnyard Band.

x Go through the book together with toddlers identifying the animals and the sounds those animals make. Ask toddlers to find specific animals on a page by the animal name, or mix it up by asking them to find the animal based on the sound the animal makes.

Music: x Create tambourines using paper plates and soda/pop bottle tops. Toddlers can first paint the paper plates. After they have dried (or before, depending on how quickly you want to work), punch holes about 1 inch apart along the circumference of the plates. Take a handful of clean soda/pop bottle tops you have recycled (you can also purchase bottle caps at the craft store) and place them between the two paper plates. Using pipe cleaners or ribbon, seal each hole to close the tambourine together, tightly securing the seams.

x Play jazz freeze with toddlers. Put on jazz music with an upbeat tempo and plenty of space for toddlers to move around. Encourage them to dance and move their bodies, until the music stops. When they dont hear the music anymore, they should freeze their bodies, taking on the shape of their favorite animal. As you touch each of them, ask them to make the sound of that animal to become unfrozen.

Collaboration and Team Work: x Using plastic animals, ask toddlers to build a fence together in which to keep the animals. Talk to them about what they need to keep their animals safe, how they can work together, and why the fence is important for the animals. When they are done, talk about the contributions of each toddler, but also how they worked successfully together.

Animals: x Toddlers can continue to think about the sounds animals make with this favorite song, Animals on the Farm:

The pigs on the farm go oinkoinkoinkoinkoink oinkoink oinkoinkThe pigs on the farm go oink oinkoinkAll night longThe sheep on the farm go bahbahbahBahbah bah Bahbah bahThe sheep on the farm go Bahbah bahAll night longThe cows on the farm go moomooomoomoomooomoo moomooomoo The cows on the farm go moomooomoo All night long The ducks on the farm go quackquackquack quackquackquack quackquackquack The ducks on the farm go quackquackquack All night long http://www.everythingpreschool.com/themes/farmanimals/songs.htm

Using the template (see template on page 39), print out the animal finger puppets for toddlers. The back strip can be glued to fit toddler fingers, or finger puppets can be glued to craft sticks. Finger puppets can be colored by toddlers too!

x

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PreschoolersFrom the Story: x Play Acoustic Rooster and His Barnyard Band Memory game (see template on page 40). Using the cards for all of the animals, place the cards in front of two to four players, face down. Encourage each player to take a turn flipping over two cards at a time to look for a matched pair. As a player finds a matched pair, see if he or she can remember the character from the book and the instrument that animals plays.

x Go through the book together and find new words related to music such as bebop and riff. Try to find other words in the book that mean the same thing.

x List all of the characters in the book as you read it a second or third time. Next, have the children decide which character is their favorite, making a tick mark or tally mark next to that character (see template on page 41). Add up the tally marks and create a graph of their results, using either a bar graph, line graph, or pie chart.

Music: x Make your own guitar using a shoebox, an empty paper towel roll, four to six rubber bands, and craft sticks. Cut out a circle in the center of the lid of the box. Glue a craft stick about two to three inches from the bottom of the box. Glue two craft sticks to the top of the paper towel roll. Stretch the rubber bands over the box (long ways). Next, glue the paper towel roll to the end of the box to create the neck of the guitar. Once the glue is dry, the guitar is ready to be played. [Note that children might want to paint the shoebox before any gluing or cutting takes place, which will add more time to the activity]. (See template on page 42.)

x Ask children to keep track of the different instruments they see as you read the book a second time or as they read it on their own or with a family member. Children can choose a favorite instrument or find an instrument about which they would like to learn more by choosing another book.

x Talk with children about the glossary in the back of the book. Look at the musical vocabulary terms and see if there are new terms they would like to investigate further. After children have had a chance to learn the terms, write each term on a piece of paper and play musical vocabulary charades with them, allowing each child a chance to select one of the terms and act it out for the others to guess.

Collaboration and Team Work: x In the dramatic play area, create a stage or band area and encourage children to form a band. Provide instruments and costumes and ask them what they need to do to put on a show. Include other props such as tickets and concert posters, but also ask them what they think they might need for a concert based on what they read in the book too.

x Duck told Poncho Ernesto Cruz his name was too long and gave him the nickname Percussion Pig. Create a band and have each of the children help decide what the nicknames of the band members would be.

Animals: x Create animal masks (see template on page 43) using paper plates, construction paper, pipe cleaners, string, and other supplies that you have available. First, have children decide what animal theyd like to create. Either cut out eye holes ahead of time or help children to cut out the holes in the paper plate. Using a hole punch, cut out two holes on each side of the paper plate and tie string or secure pipe cleaner to each side to secure the mask to the childs face. Encourage children to decorate the mask however they would like to represent that animal, including whatever is necessary for ears, nose, whiskers, or other face parts for that animal. [Note masks can also be used for band activity described in Music section.]

x Look through the book and see how many different animals there are. Make a list of the animals and where they live based on what you know about them. Then, use books, magazines, and the internet to see if preschoolers want to add information to where they might live.

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School AgeFrom the Story: x Create a talent show poster (see template on page 44). Have children illustrate their poster, but also include the rules for being in the talent show as part of the written instruction.

x Look at the timeline in the back of the book together. Create a timeline of musicians and/or jazz music for your classroom, adding other important historical events too. Students can use the template (see template on page 45) for planning purposes as they create individual timelines to help contribute to a class timeline.

x Use the T-Shirt outline of Acoustic Rooster on page 53 as a base to create a t-shirt children can color in with water proof markers to personalize their own t-shirt. You can copy the page 53 on transfer paper or go to the Michigan Reads web site

(www.michigan.gov/michiganreads) for the pdf of the T-Shirt outline and print on transfer paper. You can add text to the

copy or print if youd like such as We Geek Acoustic Rooster. Trim the transfer paper and iron on to a t-shirt,

following the instructions from the transfer paper (see template on page 53). You can also take the pdf of the T-Shirt

outline to a local t-shirt printing company and have them print on t-shirts for you.

Music: x Ask children to select a jazz musician of interest to them and then engage in further research. Children can then write a biography of that person using the template (see template on page 46), presenting their research to their classmates, dressing in costume too.

x Using the glossary in the back of the book, ask children to identify music terms that might be new to them. Create a word wall of the terms, asking children to provide explanations for the terms in their own words too. Provide additional books about music available for children to find these terms and others to add to the word wall to help expand their knowledge about music too.

x Have children interview family members about the different types of music they enjoy. Ask children to first brainstorm a list of questions they can ask family members. Then ask children to interview family members. Using the template (see template on page 47), ask children to compare the results of their interviews individually, but also as a class to see what kinds of music were most popular and what other kinds of preferences in music were more unique.

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Collaboration and Team Work: x Write about a time when you were part of a team or were your friends helped you out. Using the template, write a personal narrative explaining how team work or collaboration has been helpful for you (see template on page 48).

x Research jazz or learn more about a jazz artist. Create a class book or produce a mural to show the results of what your class has learned about this musical genre.

Animals: x In Acoustic Rooster and His Barnyard Band Ella sings as sweet as candy. Talk with children about similes and have them write their own using animals from the book in their sentences. For example, Rooster might be as cool as a cucumber when he strums his guitar.

x Play an animal guessing game using the template provided (see template on page 49). Tuck one of the animal cards into a headband and take turns asking yes or no questions of your partner until you guess what animal is tucked into your head band. You might ask questions such as, does my animal have two legs? or does my animal fly? [This game can also be modified to be played with pictures of musical instruments.]

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Templates and Activity Sheets ListInfants Concert Poster Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Toddlers Rooster Hat. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Animal Finger Puppets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Preschoolers Memory Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Favorite Character Graph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Guitar Craft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Animal Masks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

School Age Talent Show Poster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Jazz Timeline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Jazz Musician Biography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Interview about Music and Comparison Chart. . . . . . . . . . . . . . . . . . . . . . . . 47

A time when I was Part of a Team. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Animal Guessing Game Cards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Coloring Sheets Acoustic Rooster Sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Ella Finchgerald Sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Mules Davis Sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

T-Shirt Template Acoustic Rooster Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

For the purpose of this programming guide, teachers can access the crosswalk chart of the Common Core State Standards and the activities at www.michigan.gov/michiganreads.

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InfantsConcert Poster Template

Photo of infant in center with special people as band memberssomething with text to describe how they provide back up.

____________and the Baby Band!

38

Toddlers Rooster Hat

CrownComb

39

Animal Finger Puppets

40

PreschoolersMemory Cards

Print out make two copies of each of the cards, being sure there is a pair of each of the animals. Then, follow the directions in the activity section.

0 5 10 15 20 25 30

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Favorite Character Graph

List all of the characters in the book as you read it a second or third time. Next, have the children decide which characters is their favorite, making a tick mark or tally mark next to that character. Add up the tally marks and create a graph of their results, using either a bar graph, line graph, or pie chart.

Character Votes for favorite

Acoustic Rooster

Thelonious Monkey

Mules Davis

Ella Finchgerald

Duck Ellington

Bee Holiday

Pork Chop

Bar Graph Example

Pie Chart ExampleAcoustic Rooster

Thelonious Monkey

Mules Davis

Ella Finchgerald

Duck Ellington

Bee Holiday

Pork Chop

AR

TM

MDEF

DE

BH

PC

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Guitar Craft

Make your own guitar using a shoebox, an empty paper towel roll, four to six rubber bands, and craft sticks. Cut out a circle in the center of the lid of the box. Glue a craft stick about two to three inches from the bottom of the box. Glue two craft sticks to the top of the paper towel roll. Stretch the rubber bands over the box (long ways). Next, glue the paper towel roll to the end of the box to create the neck of the guitar. Once the glue is dry, the guitar is ready to be played. [Note that children might want to paint the shoebox before any gluing or cutting takes place, which will add more time to the activity].

Animal Masks

Suggested items for decorations for masks based on what is available or can be purchased from craft store. (Adult supervision recommended as many of these items are choking hazards, and adults should either pre-cut the holes for eyes or assist children in doing so):

Pom pomsFelt (for ears)Pipe cleaner or ribbon/yarn to attach mask to faceCrayons/markers/colored pencilsGlitterFoam shapesConstruction paper

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School AgeTalent Show Poster

Talent Show Announced!

Rules for Entry:

45

Jazz Timeline

Planning Guide

Date Event

46

Jazz Musician Biography

Jazz Musician____________________________________________________________________________________

Born:__________________________________________________________________________________________

Place of Birth____________________________________________________________________________________

Instrument(s) played:_______________________________________________________________________________

Important facts I learned about this musician:

1)______________________________________________________________________________________________

_______________________________________________________________________________________________

2)______________________________________________________________________________________________

______________________________________________________________________________________________

3)_____________________________________________________________________________________________ _______________________________________________________________________________________________

Other musicians this musician played with:________________________________________________________________ _______________________________________________________________________________________________

Other types of music this musician played:_________________________________________________________________ _______________________________________________________________________________________________

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Family Music Interview and Comparison Chart

Interview Questions:

1. What kind(s) of music do you like?

2. What kind(s) of music do you listen to?

3. Do you play any musical instruments?

4. What kind?

5. Questions I have a._________________________________________________________________________________________ b._________________________________________________________________________________________

c._________________________________________________________________________________________

Possible comparisons: Instruments family members play

Band instruments Jazz Instruments

48

A Time When I Was Part of a Team

Write about a time when you were part of a team or were your friends helped you out. Space here for illustration

49

Animal Guessing Game Cards

Print out a copy of the cards, carefully cutting around each of the cards. Have the children then tuck the card into a headband so that the other player can see the card, but the child wearing the card cannot. Each player then takes a turn asking yes or no questions for a minute to guess what animal is pictured on the card.

Coloring SheetAcoustic Rooster

ISBN: 978-1-58536-688-0 Written by Kwame Alexander and Illustrated by Tim BowersSleeping Bear Press

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ISBN: 978-1-58536-688-0 Written by Kwame Alexander and Illustrated by Tim Bowers Sleeping Bear Press

MeetElla Finchgerald

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Coloring SheetElla Finchgerald

ISBN: 978-1-58536-688-0 Written by Kwame Alexander and Illustrated by Tim Bowers Sleeping Bear Press

Meet Mules Davis

52

Coloring SheetMules Davis

53

T-Shirt OutlineAcoustic Rooster

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Aram, D. (2006). Early literacy interventions: The relative role of storybook reading, alphabetic activities and their combination. Reading and Writing, 19, 489515.

Beck, I.L., & M.G. McKeown. (2001). Text talk: Capturing the benefits of read-aloud experiences for young children. The Reading Teacher, 55, 1020.

Bloodgood, J. W. (1999). Whats in a name? Childrens name writing and literacy acquisition. Reading Research Quarterly, 34, 342-367.

Bodrova, E., & Leong, D. J. (2006). Vygotskian perspectives on teaching and learning early literacy. In D.K. Dickinson and S.B. Neuman (Eds.). Handbook of early literacy (2nd ed) (pp. 243-256). New York: Guilford Press.

Bracken, S. S., & Fischel, J. E. (2008). Family reading behavior and early literacy skills in preschool children from low-incomebackgrounds. Early Education and Development, 19, 45-67.

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Join the Library of Michigan and Target for Michigan Reads! One State, One Childrens Book Program. Were inviting everyone in Michigan to share Acoustic Rooster and His Barnyard Band written by Kwame Alexander and illustrated by Tim Bowers. 2011 Sleeping Bear Press Majority support for the Michigan Reads! program provided by Target. The Bullseye Design and Target are registered trademarks of Target Brands, Inc. 185407. Additional support provided by Sleeping Bear Press and the Library of Michigan Foundation.

Cool Cats Read!


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2014 Michigan Reads Programming Guide

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