The Grand Finale

1
The Grand Finale

• By Room 11 Teachers
• Jennifer M. Casey
• Danean E. Cooper
• Kendra M. Miranda

2
The Theme

• The Teeny Weeny Tadpole by Sheridan Cain
• Vocabulary Focus
• Tadpole
• Frog
• Lily pad
• Leaping
• Jumped
• Paddled
• Downstream

3
Goals

• What are your literacy goals for the week?
• Phonological awareness and/or Fluency
• Vocabulary development
• Reading comprehension
• Alphabetic Principle

4
Blocks

• Write The Teeny Weeny Tadpole on a sentence
  strip. Write letters to this sentence (both
  upper and lower case) on blocks. Ask students to
  put the blocks in the correct order. (Print
  Awareness, Alphabetic Principle).

5
Dramatic Play

• -Flippers, lily pads, goggles, other book-related
  props. Ask children to retell story using these
  props. (Comprehension)
• -Life cycle puppets-(Comprehension-story retell,
  expanding vocabulary).

6
Toys and Games

• -Match game with rhyming words. (Phonological
  awareness).

7
Art

• - T is for Tadpole. Glue T collage items to
  letter T (toothpicks, tape, tissue paper).
  (Alphabetic Principle).

8
Library

• Read Aloud other frog-related books. For example
  Froggy, In the Small, Small Pond. Point out
  capital and lower case letters, where to begin
  reading, encourage them to make predictions,
  comprehension of the story, etc. while reading.
  (All areas).

9
Discovery

• -Life cycle sequencing and vocabulary cards using
  vocabulary related to the book. (Vocabulary)
• -Real tadpoles in jar. Have students observe the
  changes. Have them record what they see in their
  Tadpole Journal by drawing pictures. Teachers
  write their dictation (allowing students to
  understand the relationship between a written and
  spoken word). This also will make connections to
  the text, and build background knowledge.
  Encouraging students to think about what will
  happen to the tadpoles encourages them to make
  predictions.

10
Sand and Water

• -Plastic animals from story in sand. Ask
  children to sequence them as they were in the
  story. (Comprehension). Or, ask them to retell
  the story using the animals (Story Retell).
• - Go fishing for tadpoles in water. Students try
  to catch tadpoles with letter T (either upper
  or lower case) and they throw back other letters
  after identifying it. (Alphabetic Principle and
  Print Awareness).

11
Music and Movement

• -Lily pad rhyming jump game (Phonological
  Awareness).
• -Throw a bean bag frog. The frog jumps on the
  bat. When you throw the bean bag to the child,
  they have to answer with The frog jumps on the
  word that rhymes with bat

12
Cooking

• Make cookie dough, following the recipe printed
  on chart paper (with pictures that correspond
  with the words). Make frogs out of the dough
  using cookie cutters and decorate. (Print
  Awareness)
• (or) Lily Pad pancakes following recipe.

13
Computers

• -Use Book Builder software to create a class
  book. At circle, teacher starts story with Once
  there was a teeny weeny tadpole Then choose a
  child to finish the sentence. Write the childs
  sentence on a piece of paper, ask them to
  illustrate it. Continue to have other children
  add onto the last sentence. (Print Awareness)
• -Tadpole book by Gina Stefanini from Public
  Library on Read with Me eBooks. The coaches on
  this book focus on making predictions
  (Comprehension).

14
Outdoors

• Take a walk to a nearby pond. (Use a map to find
  the pond. Use pictures and words to help
  children find their way.) Talk about vocabulary
  words. Discuss what you see. (Vocabulary and
  Print Awareness).
• -Letter T Scavenger Hunt. Letter T hidden
  around playground (or) have children find T
  objects ex. Tree (Phonological Awareness and
  Alphabetic Principle).

15
Family and Community

• -Ask family members to find magazine cutouts for
  T words (ex. tea) and glue to a tadpole
  picture. (Phonological Awareness).
• -Ask family members to come to help out with
  activities and read other frog stories to the
  class.
• -Send home newsletter about what we are learning
  for example the vocabulary words that we are
  learning, songs that we are singing, etc.) and
  ask families to encourage children to discuss
  what they are learning, etc.