TELL A STORY DAY

National Tell A Story Day (April 27th) is celebrated by encouraging people of all age groups to tell a story. A story can be read from a book, an imaginary story, or an actual memory.

In person or online, stories will capture children’s attention and nurture their literacy skills. Oral language, phonological awareness, comprehension, sequencing, and multiple skills are reinforced with stories. The secret ingredient to a good story is YOU! You add the magic with your enthusiasm and unique personality.

Before telling your story you need to focus children’s attention with a chant or rhyme similar to the one below:



Two little hands go clap, clap, clap. (Clap hands 3 times.)
Two little fingers go snap, snap, snap. (Snap fingers 3 times.)
Two little eyes go blink, blink, blink. (Blink eyes.)
If you want to hear a story go wink, wink, wink. (Wink eyes.)
(Lower your voice as you say each line.)

Hands up high. (Hands in the air.)
Hands down low. (Hands down.)
Hide those hands, now. (Hands behind your back.)
Where did they go? (Shrug shoulders.)
One hand up. (Right hand up.)
The other hand, too. (Left hand up.)
Clap them, (Clap.)
Fold them, (Fold in lap.)
Here’s a story for you!

Here's a participation story where children can listen and follow directions.

The Wiggle Family

Directions: Assign children to be the different characters below. (Two or three children can be each character.) Instruct them to stand up, wiggle, and then sit back down whenever their name is mentioned in the story.

Hint! When telling the story, pause slightly after saying each character's name.

Mama Sister Baby Cat Grandma

Papa Brother Dog Grandpa

One day Mama Wiggle said, "It’s such a beautiful day. Why don't we all get in the van and go to Grandma and Grandpa Wiggle's house. We’ll take a picnic lunch and have a great time!" Papa got the van ready while Sister packed a picnic lunch. Mother got the baby, and Brother got the cat and dog. Soon Mother, Father, and Baby were in the front of the van, and Sister and Brother, the cat and the dog were in the back of the van and they were on their way to Grandma and Grandpa Wiggle’s house..

"Oh, no," said Sister, "I forgot the picnic lunch!"

So Mama told Papa to stop the van. They turned around and drove back to their house to get the picnic lunch. Sister ran back to the house while the others sat in the van. Just then the dog started barking and scared the cat who jumped out of the van. Brother had to chase the cat and bring her back to the van. The Baby got so upset, he just cried and cried. Finally, Mama, Papa, Sister, Brother, Baby, the dog, and cat were all back in the van and were on their way to Grandma and Grandpa's house.

When they arrived at Grandma and Grandpa’s house everyone was so happy! The cat and dog jumped out of the van first, followed by Brother and Sister. Mother, Father, and Baby got out of the van last.

They spread a blanket under a large tree and put out the picnic lunch. And, oh, what a feast it was! They had sandwiches, and fried chicken, and cupcakes and fruit. After lunch Grandpa, Grandma, Mother, Father, and the Baby fell asleep and took a nap. Brother and Sister chased the cat and dog around and played hide and go seek.

It started to get dark, so Grandpa and Grandma gave Mother, Father, Baby, Sister and Brother a big hug good-bye. They all hopped in the van with the cat and the dog and set off towards their home.

What a special day it had been!

Here are videos where I tell some of my favorite stories.

https://youtu.be/L3UdCHXq03c
Scat the Cat

https://youtu.be/EEGo7achQeU
Kittens’ Mittens

https://youtu.be/xr7VdZtFFlU
Bingo

THREE LITTLE PIGS

https://bit.ly/drJ3PigsNarrated

POETRY SONGBOOK

If I were in charge of the world, this is something that I would put in each child's hands. It's so simple and inexpensive, but it could give a lasting memory to a child. This idea could be adapted for any age group or skill level.

On a personal note! I have a friend with Alzheimer's who has a difficult time carrying on a conversation. Another friend took her out to lunch, and I asked, "What did you talk about?" She replied, "Oh, we don't talk. I put on the 50's radio station and we sing!" And that's why we must sing with children and teach them poems. Those songs and rhymes will stay tucked in their brain, and they might give them a smile and a few minutes of happy memories one day!

What? pocket folders with 3 prongs, copies of poems and songs, markers, art media

Why? love of reading, oral language, phonological awareness, social skills, reading skills

When? large group, small group, independent, home/school

How? Purchase a pocket folder for each child. This will be a good project for them to decorate the first week of school. Think of 4 or 5 simple songs, nursery rhymes, or poems that you would like to introduce the first month of school. (I would not put illustrations on these because the children will be able to make a personal connection with their own drawings.) Run off copies of these and insert them in the pocket folder. Each week introduce one of the songs using the strategies below. As the year progresses add new songs or rhymes that would engage the children or relate to a theme or season.

Hint! Some good songs might include: “Twinkle Little Star,” “BINGO,” “Baa Baa Black Sheep,” “The Itsy Bitsy Spider,” “The Farmer in the Dell,” “London Bridge,” “Yankee Doodle,” “Jack and Jill,” “Mary Had a Little Lamb,” “Row, Row, Row Your Boat,” “The Alphabet Song,” or “Rain, Rain, Go Away.”



Monday - Introduce the poem as a shared reading experience. Reread the poem several times using one of these strategies:

Shadow Reading– Teacher reads a line and then students repeat.

Magic Word– Choose a “magic word” (high frequency word) in the text. Every time you come to that word, the children get to clap, jump, snap, etc.

Say What? Read the wrong way and have children correct you by shouting out, “Say what?”

Missing Word – Omit a word and have the children fill it in.

Read with me IF you…like chocolate ice cream
like broccoli have a dog
can ride a bike are wearing red

Stand and Read – Children stand and take a small step to the right for each word. At end of the line jump “down” to the next line. Everyone moves back to the left and quickly moves to the right with every word until the end of the next line. Repeat until the end of the poem.

Take a Turn- Divide children into groups and each section reads a different line. For example: Let boys and girls alternate reading lines.

Tuesday - Let children use pointers to find letters or words they can recognize, point out words that rhyme, punctuation, etc. Have children illustrate the poem or song as an independent activity.

Wednesday - Use the poem for skill work during small group. Highlight parts of speech, sight words, etc.

Thursday - Children bring notebooks to large group and reread this week’s rhyme and review previous poems.

Friday - Children read poems independently or with a buddy.

Weekend Homework - On Friday, let children take home their poetry notebooks. Ask children to read the poem to someone in their family over the weekend. Encourage parents to sign their name and write their comments and compliments on each poem.

LET'S MAKE SOME MUSIC

 You can buy musical instruments or you can let children make their own.

Tin Pan Band
Get out the junk box and invite children to create a musical instrument.


Family Project
For homework, ask parents to help their children make a musical instrument from something around the house. Can they find a box or cardboard roller and recycle it?


Classroom Objects
Challenge children to look around the classroom and find something they can use to make music. 

*Two paper plates, cups, craft sticks, pencils, or blocks can be used to tap out a beat or repeat a pattern.


Body Parts
Brainstorm body parts can they “play” to make music. Snap fingers, clap hands, thump fists, stomp feet, and so forth.


Loud and Soft
What child hasn't wanted to be a conductor? Let them take turns leading their classmates as they play instruments. Demonstrate when the conductor's arms are open they should play loud, but when the conductor puts her hands close together they should play softly.

HINT!  Use these instruments to keep the beat and expose children to different styles of music.   For example, classical, big band, marches, show tunes, etc.

ARE YOU A COUCH POTATO?

Click to view Couch Potato on YouTube 

Click to view La Sofa Papa Pokey on YouTube

Handout: https://bit.ly/drJCouchPotato-pdf

You will also find links on the description on YouTube.

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SPRING PENCIL WALK

Here's a "Spring Pencil Walk" that I hope your children will enjoy. Story symbols can help children develop top to bottom and left-to-right orientation. They’re also an engaging way to develop small motor skills. These stories should be told multiple times so children can practice the pre-writing strokes and feel more competent. You might want to do the same story every day for a week as you invite the children to recall what will come next.

Hint! Demonstrate these stories on the board or a large chart so children will be able to copy what you do on white boards or clip boards.

A SPRING WALK
Let’s put a green dot at the top of the page to show us where to start. And let’s put a red dot down here at the bottom to show where our story will stop. Pick up your pencil and let’s use it to tell a story.

It’s a beautiful spring day, so let’s go for a walk.

The grass is growing nice and tall.

The sun is shining in the sky.

The clouds are rolling around.

The insects buzz up and down.

The little rabbits hop around.

The kites are flying in the air.

All of a sudden, the wind starts to blow.

The wind is blowing in every direction.

Better run home as fast as we can!

Home at last!

https://drive.google.com/file/d/0B1SnEagA4jljc0J0SF95WHZnS2s/view?usp=sharing

*Make a tape of the story to put in a listening center.


A Walk in the Zoo
Here's another pencil story about a walk in the zoo. Can you guess what the different symbols represent?

https://drive.google.com/file/d/0B1SnEagA4jljY0FscXBmekxxSDg/view?usp=sharing


Pencil Power
To help children have better control of their pencil give them a silly band or rubber band to wear on their wrist. Loop the end of the pencil through the band so it doesn't flip flop around.

INDIVIDUAL RESPONSE GAMES

These games will involve all your students and you can quickly check to see who has mastered a skill and who needs additional work.

Cell Phone
Run off an image of a phone on heavy paper. Children can “design” their own cover on the back. As you call out numbers or letters they tap them on their phone.

*Use phones to practice learning phone numbers.

*Have children spell out sight words on their phones.

*Let children make up their own games they can play with a partner.

*Hole punch the corner so they can take “photos.”


Yes/No

Each child has two index cards. One says “yes” and the other says “no.” As you ask questions, children respond by holding up the card with their response. For example: “Our state is Arizona.” “Fish has the short a sound.” “Blue and glue rhyme.”

*Cut an envelope in half. Write “yes” on one side and “no” on the other.


Zip It
Write letters, words, numbers, etc. on the left side of a sheet of paper as shown and insert the paper in a zip bag. Call out a question, and children “zip” to the correct answer and then hold up their bag.

*If you write numerals horizontally you can use it like a number line.


Wipe Off Boards
Children write letters, words, or numerals on wipe off boards and hold them up. Erase with a sock and you’re ready to go again.

Hint! Plastic plates or laminated white card stock are great substitutes for white boards.

Three Little Pigs

Enough with all those skills, how about a new story Alex May (webmaster) just created.

https://bit.ly/drJ3PigsNarrated

PUMPKIN TALES

NOTE!  Here's the video where you can watch me tell these stories:

https://www.youtube.com/watch?v=JetOeIrEnAU&t=52s

I must have told this story thousands of times over the past 40 years. The wonderful thing is that it's "old" to me, but most of the teachers and children have never heard it before. You'll need to practice a few times before doing it for your class, but I guarantee you'll hear, "Do it again! Do it again!"

Pumpkin House Cut and Tell Story
Materials: orange paper, scissors
Directions: Place the orange paper and scissors in your lap. As you tell the story cut out the different parts with the scissors. At end of the story, the children will be delighted with the pumpkin house!
Hint! You can also tear out the paper with your fingers.

Once there was a little old lady who lived in a funny orange house near name of your school. Her house was shaped like half a circle with the chimney at the bottom.

This little lady had a cat named child’s name in your room. This cat had a long, curved tail, so the old lady had a special door cut just for the cat’s tail.

The little lady always wore a pointed hat. She had a special door built for herself, too, so her hat would not fall off every time she went in and out the door.

The little lady had two pet birds. Their names were child’sname and child’s name. She had a window cut just for them so they could fly in and out and in and out.

It was getting close to Halloween, so all the children inteacher’s name classroom went to her house and knocked on her door. The little lady came to the door and said, “Close your eyes.” SURPRISE! It’s a jack-o-lantern!

Here's a link so you can download the directions.

https://drive.google.com/file/d/0B1SnEagA4jljYUVocVhRRTFHVGs/view?usp=sharing


Pumpkin Man Tell and Draw Story
Materials: large sheet of paper, marker 

Directions: Explain that you will need everyone to help you tell this story. Demonstrate the movements below. When you say the words in the story, then the children should make the motions.


“Knock” – pretend to knock on a door

“Rock” – move body back and forth

“Spin” – twirl hands around each other

“Come In” – make motion with hand


Draw the body parts on the paper as you come to them in the story.

Once there was a little old lady who would just sit all day and rock and spin and wait for somebody to come in.
 One day as she sat there rocking and spinning she heard a knock at the door.


“Come in,” she called. In came two big, black boots. (Draw boots on the board.) “I can’t talk to you big, black boots,” said the little old lady. So she just sat there and she'd rock and spin until she heard a knock at the door.


“Come in,” she called. And in came two bony legs. (Draw two skinny legs coming out of the boots.) “I can’t talk to two bony legs,” said the little old lady.
 So she just sat there and rock and spin until she heard a knock at the door.



“Come in,” she called. And in came a funny body. (Draw a pear shaped body on top of the legs.) “I can’t talk to a funny body,” said the little old lady.
 So she just sat there and rock and spin until she heard a knock at the door.


“Come in,” she called. And in came two wiggly arms. (Draw wiggly arms coming off the body.) “I can’t talk to wiggly arms,” said the little old lady.
 So she just sat there and rock and spin until she heard a knock at the door.


“Come in,” she called. And in came two big hands. (Draw hands at the end of the arms.) “I can’t talk to two big hands,” said the little old lady.
 So she just sat there and rock and spin until she heard a knock at the door.


“Come in,” she called. And in came a big pumpkin head. (Draw a pumpkin head on the figure.) “Well, I can talk to a pumpkin man,” said the little old lady. And she did! 


Adaptations: End by singing “Do You Know the Pumpkin Man?” to the tune of “Do You Know the Muffin Man?”

LISTEN UP!

When most teachers are asked what they look for in good students, they will respond, “I want students who can listen and follow directions.”  As children spend more time in front of a screen, it’s important to slow down at the beginning of the school year to develop positive listening skills.

Turn it off! Turn off the big screen and get down at the children’s eye level and look at them.

Engage them! Get their attention with a finger play or a cheer.
*Teacher: Hocus pocus. (Pretend to wave a magic wand.)
Children: Everybody focus. (Children make imaginary goggles and put them around their eyes.)

Wait. Sit quietly and smile and wait.
*Close your eyes and pretend to wave a magic wand. Say, “Abracadabra. I will open my eyes when all my friends are sitting quietly.”

Lower your voice. By simply talking slowly with a quiet voice you will remind the children that it’s time to listen.
*Lip sinc a song or finger play like “Itsy Bitsy Spider.” Anything different or original will give children “pause.”

Busy Hands - Give them something to do with their hands. Demonstrate how to cross your fingers and put your “listening hands” in your lap.
*Thumbs up. (Put up one thumb.)
Across the chest. (Stretch fist to the opposite shoulder.)
Pat on the back. (Pat back.)
Cause you’re the best. (Hug self with both arms.)

Pretzels and Applesauce – If children are sitting on their bottoms they will be less likely to squirm around.
Hint! I explain that the doctor said it’s important to sit with their legs like pretzels. If the “doctor says” they are more likely to respond. (This is true because orthopedists warn sitting on the knees can be harmful.)

Body Check. Remind children to listen with their eyes, ears, and bodies.
*Teacher: Are your eyes looking at me?
Children: Check!
Teacher: Are your ears ready to listen?
Children: Check!
Teacher: Are your bodies sitting quietly?
Children: Check!
Teacher: Are you ready to learn?
Children: Check!

Breath – Tell children to slowly breath in and out their noses. It’s surprising how this will calm them – and they won’t be able to talk!

Spotlight – Use a flashlight to “focus” on a child who is sitting quietly.
*You can also sing, “If you don’t know what to do look at _____” to the tune of “If You’re Happy and You Know It.”

Signs - Run off a copy of a giant ear and tape it to a stick. When you hold up the ear children know they need to listen with big ears!

Repeat - Practice giving directions ONE time. Invite another student to repeat what you have said.

Close Your Eyes – Have children close their eyes as you give directions. Who can open their eyes and repeat what you said?
*Occasionally, have children close their eyes when you read a story. Can they make pictures in their brain?
*Invite children to sing songs or say nursery rhymes with their eyes closed.

RAINHAT STORY

RAIN HAT STORY

*Note! You can watch me tell the story on this video:

https://youtu.be/WhRYKyxRosg

Once there was a very creative and resourceful teacher. There was a huge thunderstorm one night and when she got to school the next morning the whole classroom was flooded. The only thing left were newspapers on the top shelf. So, the teacher gave each child a newspaper and they looked for words they could read and talked about the pictures. After a while she realized the children needed some exercise, so they turned the newspapers into rain hats so they could go outside. 

(Fold the paper in half. Open. Fold one top corner to the middle crease. Fold the other top corner to the middle crease. Fold up the top bottom edge. Turn over and fold up the other bottom edge.)

The children had fun wearing their rain hats, but then they heard a “RRRRRR” sound coming down the road. It was a fire truck, and the teacher showed the children how to turn their rain hats into fire helmets.
(Put your thumbs in the corner of the hat and bring them together. Flatten. Fold up one bottom point.) 

The children even used their fire helmets like scoops to help put out the fire.

All the water reminded the teacher of boats and pirates, so they turned their fire helmets into pirate hats.
(Bring the other bottom point up to the top.)

Now, all pirates need boats, so they turned their pirate hats into boats.
(Grab the top two points and gently pull out to make your boat.)

They went floating down the stream and ran into a rock and the front of their boat came off.
(Tear a little off the front of the boat.)

They went floating down the stream and they ran into a tree and the back of their boat came off.
(Tear off a little from the back of the boat.)

They went floating down the stream and they went under a bridge and the top of their boat came off.
(Tear a little off the top.)

Anybody else would have been a nervous wreck, but that teacher knew the children all had life preservers, so they put them on and swam safely back to school.
(Open and hold up as shown.)

And when they got back to school they drew pictures and wrote stories about all of their adventures!


Rainy Day Reads
Make a special place to read on rainy days by opening a large umbrella and putting it in a cozy corner in your classroom. Put some books and stuffed animals under it and your children won't be able to resist!
Note! Limit two at a time and they'll be lining up for their turn!

SEALED AND DELIVERED

Here are more ideas "sealed and delivered" in envelopes.

Letters
Write the uppercase letter on one side and the lowercase letter on the other side.
Sing the “Hokey Pokey” with the letter puppet.
You put your (letter) in,
You take your (letter) out,
You put your (letter) in
And you shake it all about.
You make the (letter sound)
And then you put it down.

Listen Up
Children listen as you say words. If the word starts with that sound they hold their puppet up. If it doesn’t start with that sound they keep their puppet down.

Shapes
Glue shapes to envelopes and pass out to students. Children listen and then respond as you sing this song to the tune of “If You’re Happy.”
If you have a circle stand up.
If you have a square stand up.
If you have a rectangle stand up.
If you have a triangle stand up.
*Adapt for other shapes, as well as three-dimensional shapes.

*Use shapes to reinforce positional words. Can you put your shape ON your head? Can you put your shape BEHIND you? Can you put your shape UNDER your chin?

I Have - Who Has Numbers?
Seal envelopes, cut them in half, and then write numbers on the envelopes. (You will need one for each child in your class). Pass out envelopes and have the child with 1 say: I have 1. Who has 2?
The child with 2 says: I have 2. Who has 3? And so forth.
*Count backwards: I have 20. Who has 19?
*You can also play this game with alphabet letters.

High Five Words
Write sight words on envelopes. Children walk around the room giving a high five and reading each other’s words.

Missing Fingers
Hide several fingers in the envelope. Can the children tell how many you have in the envelope? How did you know that?

Note!  Here's the video I did if you want to see these activities demonstrated: 

 http://bit.ly/drjean_classenvelope

ACTIVE LISTENING

Good listeners are ACTIVE listeners. These are some simple strategies that can engage your students as they listen to instructions, books, or videos.

Schema
Teach sign language for "connection" (thumbs make circles with index fingers and join like a chain). Discuss that when they connect what is in the book with what is in their brain they make a "schema." If they've made a "schema" they can show you with their hands. Call on random students to explain how they connected personally with the book.

Me Too!
Teach children sign language for “me too!” (Extend thumb and pinky finger and place the middle three fingers on your palm as you point your thumb toward your chest.) Tell children when you are reading a book they can use the sign to let you know they’ve had a similar experience.



Don’t Understand
Children can use this sign when something is not clear to them. Put your index finger next to your brain and wiggle it like you are turning on a light as you shake your head “no.”

Understand
Pretend to scratch your brain.



Big Ears
Download a picture of a big ear and glue it to a craft stick. Remind the children when you hold up the ear, they need to use their "big ears" to listen.

Listening Chant (Tune: “If You’re Happy and You Know it”)
If you’re listening to me do like this- (make a face for children to imitate).
If you’re listening to me do like this-(make another silly motion for children to copy).
If you’re listening to me then be quiet as can be.
If you’re listening to me ____(line up, get ready for a story, get out your books, or whatever you want them to do).

TURKEY TALES

Here's a video where you can watch me tell this story.

http://bit.ly/drjeanTurkeyTalk

Many things go in and out of style, but a good story is everlasting. I've got two of my favorite turkey tales for you today. I first heard Timmy Turkey about 50 years ago. In the original story grandmother turns Timmy into a color that "everyone will like" and you pull out a picture of a brown roasted turkey on a platter. I thought that might be a little too graphic for the kiddles, so I adapted it to be "kinder and gentler." The alliteration and oral language, as well as the sequencing skills, are perfect for engaging children. I guarantee they'll want to hear the story again and again.


Directions: Download the pattern and cut the turkey's body out of the front of a file folder. Insert colors of construction paper inside the file folder according to the story. (brown, blue, red, green, yellow, purple, and multi-color) Glue the words to the back of the folder so you can just read it and remove one sheet of paper at a time.

*Encourage the children to join in on the chorus!

TIMMY TURKEY
Once upon a time there was a beautiful brown turkey named Timmy. One day as he strutted down the road he heard a bluebird say:

Ha, ha, ha! He, he, he!
You’re the funniest turkey I ever did see.
Timmy Turkey replied: Oh, dear, oh, dear! Oh, me, oh, me!
Why am I the funniest turkey you ever did see?
The bluebird answered: You should be blue like me. It’s such a peaceful color.
So Timmy went home a dyed himself blue. (Remove the brown paper to reveal a blue turkey.)

The next day as Timmy strutted down the road he heard a red hen say:
Ha, ha, ha! He, he, he!
You’re the funniest turkey I ever did see.
Timmy replied: Oh, dear, oh, dear! Oh, me, oh, me!
Why am I the funniest turkey you ever did see?
The redbird answered: You should be red like me. It’s such a bright color.
So Timmy went home and dyed himself red. (Remove the blue paper to reveal a red turkey.)

The following day as Timmy was strutting down the road he heard a green frog croak:
Ha, ha, ha! He, he, he!
You’re the funniest turkey I ever did see?
Timmy sadly replied: Oh, dear, oh, dear! Oh, me, oh, me!
Why am I the funniest turkey you ever did see?
The frog croaked: You should be green like me. Green is the color of life!
So what do you think Timmy did? That’s right! He went home and dyed himself green.
(Remove the red paper to reveal a green turkey.)

Timmy was strutting down the road a beautiful shade of green the next day when he heard a yellow cat say: Ha, ha, ha! He, he, he!
You’re the funniest turkey I ever did see!
Timmy answered: Oh, dear, oh, dear! Oh, me, oh, me!
Why am I the funniest turkey you ever did see?
The cat laughed and said: Who ever heard of a green turkey?
You should be yellow like me. It’s such a happy color.
Yes, you’re right! Timmy went home that night and dyed himself yellow. (Remove the green paper to reveal a yellow turkey.)

The next day Timmy was strutting down the road again when he heard a purple parrot squawk:
Ha, ha, ha! He, he, he!
You’re the funniest turkey I ever did see!
Timmy said: Oh, dear, oh, dear! Oh, me, oh, me!
Why am I the funniest turkey you ever did see?
The parrot squawked: Yellow’s no color for a turkey.
You should be purple like me. Purple is the color of royalty.
Timmy went home immediately and dyed himself purple. (Remove the yellow sheet of paper to reveal the purple turkey.)

Once again Timmy was walking down the road when he heard his turkey friends laughing. They said: Ha, ha, ha! He, he, he!
You’re the funniest turkey we ever did see!
Timmy cried and said: Oh, dear, oh, dear! Oh, me, oh, me!
Why am I the funniest turkey you ever did see?
The other turkeys replied: Who ever heard of a purple turkey?
You look so silly!
Timmy slowly walked home and as he walked he thought to himself, “I have dyed myself blue, red, green, yellow, and purple, and I have pleased no one.” Then he got a brilliant idea! He got all the bottles of dye and made all his feathers different colors. (Remove the purple sheet of paper to reveal the turkey with the colorful feathers.)
The next day as Timmy Turkey strutted down the road everyone laughed and cheered!
Ha, ha, ha! He, he, he!
You’re the most beautiful turkey we ever did see!
And that’s why you always see turkeys with beautiful tail colors!

Timmy Turkey Download
https://drive.google.com/file/d/0B1SnEagA4jljdVlScjd2UlZzdGc/view?usp=sharing

Note! To make the final turnkey I cut little feathers and glued them to make a collage as shown.



OWATAGOOSIAM
This next story is a tell and draw story. After you do it several times invite the children to retell the story and draw along with you.

Once there was a little old lady who lived out in the country.

Her house was shaped like an oval. (head)

It had a little window that was a circle. (eye)

She had a garden beside her house. (beak)

And she planted seeds there.

Near her house there was a lake. (body)

And there was a little island in the lake. (wing)

Campers from the city would come and pitch tents by the lake. (feet)

They would walk to the lake to look at the fish in the water. (legs)

They would also watch the geese on the island.

But the people made so much noise they scared the geese and away they flew. (feathers)

The little old lady heard all the commotion and went down to the lake to see what was going on. (neck)

What do you think she saw?

When she got home she laughed and said, “OWA TAGOO SIAM!”

Say this faster and faster and it will sound like, “Oh, what a goose I am!”

BLENDING

Children will be actively engaged as they practice blending sounds with some of the activities below.

Body Touch
Blend words touching parts of the body. Touch the head as you say the beginning sound in the word. Touch the stomach as you say the middle sound. Touch the feet as you say the final sound. Quickly move from head to feet and blend the sounds.

*You can also use the body to isolate sounds.
For example: Where do you hear the /s/ in bus? (Children touch feet.)


Sound Sack
Take a small sack and fill it with common objects or small toys. Engage children’s attention with this song to the tune of “I’m a Little Teapot.”
What’s in the sound sack, who can tell?
Maybe it’s a book or maybe it’s a shell?
What’s in the sound sack, who can say?
Blend the sounds, you’ll know right away!

Choose an object and stretch out the sounds. When children can blend the sounds and say the word, remove it from the sack and place it on the floor. Before putting each item back in the bag, segment the sounds again.

*Start with compound words. When children are successful with that, use objects with two syllables. Finally, children will be able to blend individual phonemes.


Finger Tap
Bend in your fingers and extend your thumb. Going from the left tap a finger for each sound with your thumb.
For example: /j/ /e/ /t/. Run your thumb over your fingers as you blend the sounds and say the word.



*You can do a similar activity by extending your left arm in front of you. Make the first sound as you touch your shoulder, the second sound as you touch the elbow, and the third sound as you touch the hand. Then quickly sweep the right hand down your left arm as you blend the sounds and say the word.

SYLLABICATION

Syllabication is the practice of breaking down words into individual sounds. Syllabication can help children read unknown words and learn to spell words.

Mouth It!
Have children gently place their palm under their chin and ask them repeat to words. Surprise! The mouth opens on each syllable (all syllables have vowels and the mouth opens).

Move It!
Clap, hop, walk, or nod the syllables in classroom objects.
*Disco, hula, swim, or march to syllables in rhymes and songs.
“Beep” like aliens or “Wa wa” like Charlie Brown’s teacher as you say words or read.


Instruments
Have children beat out syllables with instruments.

*You could also use cardboard rollers, straws, pencils, etc. like drum sticks to tap out rhythms and syllables.


Syllable Show
Slowly say a word. Children hold up the number of syllables they hear on their fingers.

*You could also let them show the number of syllables by placing the appropriate number of poker chips or other objects on their desk.

Clap a Name


Cut out small hands from construction paper. Glue them under children's pictures to indicate how many syllables in their names. Make a book with their pictures and clap your hands!

Hickety Pickety
Slowly clap hands to the beat as you say the chant below.
Hickety, pickety bumblebee
Who can say their name for me? Child’s name.
Clap it. (Clap out syllables as you say the name.)
Snap it. (Snap syllables in name.)
Whisper it. (Whisper name.)
No sound. (Lip sinc name.)