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The Napping House

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Book: The Napping House

Weekly Learning Center Ideas

Items to collect

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Story props Cardstock Scissors Crayons

Dramatic Play

Recreating the Story - Copy the props on cardstock, laminate, and cut them out. Set them in the dramatic play area with a copy of the book. Encourage the children to dramatize the story in the correct sequence. *You could also place stuffed animals, dolls, and a doll bed for the children to use in recreating the story.

optional

Stuffed animals Dolls Doll bed Sand Small buckets Scrap paper Toothpicks Small sticks Markers Glue sticks Blocks Pattern blocks

Science and Discovery/Sand and Water Play

Sand Sculptures - Dampen the sand in the sand table to make it the correct consistency for making sand castles. Provide small buckets, scrap paper, toothpicks, small sticks, markers, and glue sticks. Allow the children to create sand castles and other sand sculptures. Explain that they can use the toothpicks, small sticks, markers, and glue sticks, and scrap paper to make flags (as nametags) for their creations.

Blocks

Stacking - Encourage the children to stack similar-sized blocks. Have them continue stacking until the tower topples over. Advise the children to center the blocks to encourage stability. Discuss the reason why bigger blocks should be used at the base.

Manipulatives

Exploring Pattern Blocks - Set out a set of pattern blocks and challenge the children to come up with as many ways to sort them as possible.

Science Project

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Scissors Carton of eggs

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Animal pictures

Surprising Strength - Before beginning this activity: Print and cut out the animal pictures. Show the children the pictures of the different animals. Ask them which animal they think is the strongest. Explain that the ant is actually the strongest because an ant can carry 5 to50 times its own weight (depending on the species) on its back. None of the other animals can come close to this. Tell the children that eggs are surprisingly very strong, as well. Discuss why eggs have to be strong (to protect babies, so the mother's can sit on them). Conduct the following demonstration to show the children just how strong they are. Show the children a carton of a dozen eggs. Open it up and show them the inside, as well. Next, close the carton and set it on the floor. Gently stand on top of the carton. Nothing will happen because the eggs in the carton are strong enough to support the weight of an adult. Allow the children to try standing on it carefully.

Book: The Napping House

Cooking Activity

Ingredients

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Hot cocoa mix Milk Chamomile tea Honey

A Good Night's Sleep - Explain to the children that hot cocoa (made with milk) and chamomile tea are known to help people sleep well. Make both beverages and allow the children to have small samples of each. *You may want to do this before naptime and then after the children wake up discuss whether or not the cocoa and tea helped them sleep.

Songs and Poems

"Frere Jacques"

Are you sleeping, Are you sleeping? Brother John, Brother John? Morning bells are ringing, Morning bells are ringing. Ding, Ding, Dong, Ding, Ding, Dong!

Other Suggested Readings

A House for Hermit the Crab By: Eric Carle The Three Little Pigs A Tree is A Home By: Bill Gaynor In A Cabin In A Wood By: Darcie McNally Owl At Home By: Arnold Lobel The House That Jack Built

Shared Reading

Day 1

Book: The Napping House

1. Prior Knowledge- Ask the children if they share a bed with anyone (pet, sibling, Mom and Dad). Encourage them to describe the size of their beds and whether they are ever squished. 2. Introduce the Book- Show the children the cover of the story and introduce the title, the author and the illustrator. Ask the children if they think the book is real/non-fiction or pretend/fiction. 3. Picture Walk-Take the children on a picture walk through the book. Challenge the children to look carefully at the pictures. Point out to the children that on each page a new person/animal gets onto the bed. Stop at the page where the flea bites the cat. 4. Make Predictions- Have the children make predictions about what they think will happen to all the of the people and animals on the bed. 5. Read for Fun- Read the entire story to the children to see which predictions were correct.

Day 2

1. Recall & Review- Hold up The Napping House. Ask the children to share what they remember about the story. Reread for fun, but this time use story props (the bed and all of the people/animals) to retell the story. Have the children sit in a circle and give each child a prop to hold. Direct each child with a prop to bring his prop to the middle of the circle at the appropriate time. 2. Introduce the Companion Poem- Post the "Homes" poster. children listen carefully. Ask the children some comprehension questions:

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Read the poem two time as the

With what types of materials can a home be built? What do you think "Home Sweet Home" means? What are some things that all homes have in common? (Provide shelter, doors, windows, etc.)

1. Companion Story-Choose one of the books from the Suggested Reading List. Tell the students that you have another book to share with them. Go through the Day 1 steps with the new story. After reading the story, ask the children how the book was like The Napping House. 2. Review Companion Poem - Reread and discuss the poem. Show the children pictures of the homes mentioned in the poem.

Day 3

Book: The Napping House

Shared Reading

Day 4

1. Acting Out- Invite the children to act out their favorite parts from the story using the story props or actual dolls/stuffed animals. 2. Review Companion Poem-Reread and invite the children to snap/clap/stomp to the rhythm of the poem.

Day 5

1. Reread for fun! 2. My Favorite Part - Encourage each child to share what his favorite part was and why. Record the responses on chart paper. Hang the chart paper up so parents can read their children's answers. 3. Review Companion Poem-Encourage the children to recite the poem with you. Homes By: Betsy Franco Homes can be trailers, Homes can be boats, Home is place Where you hang your coat. Homes are apartments And mansions and tents. Homes can be wooden Or stone or cement. Homes can be large, Homes can be tall, Homes can be cozy and Friendly and small. Where ever you live, If it's old or it's new, Your home is your "home sweet home" to you.

Day 1

Book:

The Napping House

Morning Meeting

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chart paper markers Music

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Phonological Awareness Activity direction sheet (on next page)

The Weekend News Report- Have the children tell about something they did over the weekend. Write their news on chart paper. Leave a space so that the children can come back to the chart during centers and illustrate their sentence.

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2. Phonological Awareness Activity - (See following page for directions.) Conduct these activities allowing the children to yell out the answers. These are oral, not visual activities. When you see /J/ say the sound not the actual letter. The focus of these activities is to help children practice developing the ability to manipulate sounds in their heads. 3. Music and Movement-Encourage children to stand up, get moving, and start singing. You can practice the song of the week. Then sing some of your class favorites!

Story Time

Items to collect

1. Follow the Day 1 Shared Reading Schedule.

Phonological Awareness Activity

Accentuating The Initial Sound: Teacher says the words and the children repeat. j/j/j/jam j/j/j/jim j/j/j/jog j/j/j/jump j/j/j/jenny j/j/j/jeep

Blending The Initial Sound: Teacher says the initial sound followed by a pause and then the rest of the word. Children say the whole word. j/ello j/uice j/elly j/ack j/ewelry j/unk

Blending All The Sounds: Teacher says each sound in the word with a pause in between. Children say the word. j/i/ve j/ea/n j/u/gg/le j/e/nn/y j/o/ll/y j/o/ke

Rhyming: Children repeat the pairs of words if they rhyme and say "No" if they don't rhyme. Jam/pam Jog/hog Juice/moose Jack/japan Jim/jan Jelly/belly Jewelry/junk Jeans/beans Jump/dump Jenny/penny Jello/fellow Jive/jump

Which Word Is Not Like The Others?: Children listen to the four words and say the word that does not rhyme. juice/loose/spoon/moose Belly/mellow/smelly/jelly Holly/jolly/fog/dolly Joke/spoke/poke/boat

Word Play: Say jellyfish. Now say it again but don't say jelly. Say jumprope. Now say it again but don't say rope. Say jam. Now change the /j/ to /r/. Say poke. Now change the /p/ to /j/.

fish jump ram joke

Syllables: Children sit cross-legged and clap out the syllables in each word. Jell-o juggle jam jelly jenny jellyfish jewelry jumprope

Day 1

Book: The Napping House

Small Group ­ Language Arts

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Matching Game - Before beginning this activity: Print, cut out Display them on a bulletin board or in a pocket chart. Put the words on one side and the characters on the other. Have the children look at each character picture, identify it aloud, and find that word card. Suggest that they pay close attention to beginning sounds.

Scissors crayons

and laminate the character blacklines and the word cards.

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Character blacklines word cards

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Crayons Stapler pencils

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"Beds" booklets

"Beds" Booklet - Before beginning this activity: Print and staple the "Beds" booklets together. Give each child a booklet. Read the booklet to the children. Have them follow along and point to each word as you read. As you come to a dotted word, have the children trace it. Next, direct the children to illustrate each page.

Creative Arts (Fine motor)

Beds

By: _______________

Day 2

Book: The Napping House

Morning Meeting

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Megaphone, microphone, pom poms, tambourines Chart/butcher paper Markers tape

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Chart header Bed cut out

1. Name Cheering - Use megaphones, microphones, pom poms, and tambourines to cheer the names of the children in your class. Each child will have a chance to yell the following chant (spelling her own name). The other children can use noise makers and pom poms as they respond. Have the children's names visible. This will help the children make a connection between the letters being cheered and the letters in each child's name. "Give me a "L". Kids yell L. Give me an "O". Kids yell 0. Give me an "R". kids Yell R. Give me an "I". Kids yell I. What does that spell? Kids yell LORI. What does that spell? Kids yell LORI!

2. Are You a Wiggly Sleeper? - Before beginning this

child if he/she is a "wiggler". When the child answers have him print his name on the cut out, place a piece of tape on the back of it, and then place it in the correct column. Repeat this procedure for each child. Once each child has had a chance to chart her response, tally the responses. Discuss the results in terms of more and less. *You can also print the chart pieces and use them in a pocket chart.

activity: *Make a T-chart on a large piece of chart paper. Write "Yes" on one side and "No" on the other. Title it "Are You a Wiggly Sleeper?". Hang the chart onto the wall at the children's eye level. Give each child a bed cut out. Ask each

Story Time

Items to collect

1. Follow the Day 2 Shared Reading Schedule.

Day 2

Book: The Napping House

Small Group ­ Math

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Crayons scissors

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Numbered houses

Numbered Houses ­ Before beginning this activity: Print, color, laminate, and cut out the numbered houses. Have the children work together to put the houses in order (in a row). Next, challenge the children to put them into descending order. *Use an appropriate number of houses to meet the needs of your group. For more advanced children: make copies of the blank house and print higher numbers on them.

Creative Arts (Fine motor)

A Pile of Characters - Give each child copies of the bed and character blacklines. Direct the children to color and cut out the characters and bed. Next, have the children glue the bed to the bottom of a large piece of paper (the paper will need to be vertical). Lastly, they will glue all the characters onto the bed in the correct sequence.

Items to collect

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Scissors Crayons Glue sticks Large pieces of paper

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Character and bed blacklines

Information

binder cover

10 pages

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