Thank you AT&T
We used the wiring for our artful galimotos
Goldilocks has invited her little bears to come and play
OUTSIDE the art room, just for today.
(Because it's raining)
The worms will think they’re giants, Rain puddles will be sky
Blue Bird will be watching from up on high
(Because it's raining)
Goldilocks and her little bears will dance in the rain
There is always magic when they’re together
(Even when it rains)
The rain is raining all around
It falls on fields and trees
It rains on the umbellas here
and on the ships at sea.
~ Robert Louis Stevenson
"The Bird Friends of a Country Doll" By: Caroline Stetson Allen
" I hope." said Alice, "that you feed your babies wisely, on the creamiest of milk such as our clover gives."
"Milk!" exclaimed the bluebird in disdain. "My babies wouldn't look at it! Insects are what they like best."
"Insects " cried Alice, and her eyes grew as big as saucers.
"And worms," said the bluebird
Alice fell flat on her back with horror.
"Why certainly," said the bluebird. "What is there surpring about that? Just try a worm some day."
"Give me some water!" Moaned Alice faintly.
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RF.K.1 I can understand how books are meant to be read. RF.K.1A I can read the words in a book in the right order. RF.K.1B I can understand that words I say can be written using letters in a certain order. RF.K.1C I can understand that words have spaces between them. RF.K.2A I can recognize and make rhyming words.
“I Can” Read fiction (Reading – Literature) I can read, understand and tell about fiction. RL.K.1 I can ask and answer questions about important details in stories. RL.K.2 I can retell a story I know using important details from the story. RL.K.3 I can tell the characters, setting and what happens in stories. I can read, understand and tell about fiction. RL.K.1 I can ask and answer questions about important details in stories. RL.K.2 I can retell a story I know using important details from the story. RL.K.3 I can tell the characters, setting and what happens in stories.RL.K.7 I can tell how the words and pictures go together in stories. RL.K.9 I can tell what is the same and different about the actions of characters in stories I know. RL.K.10 I can be an important part of fiction reading activities in my classroom.
"I Can Read Non Fiction "RI.K.8 I can find the reasons an author gives to make the information more clear. RI.K.9 I can tell how two nonfiction books about the same thing are alike and different.
I can use research to help my writing. W.K.7 I can help my class learn about a subject and then write about it. W.K.8 I can use what I know and have read about to answer questions.W.K.1 I can draw or write to help me share what I think. W.K.2 I can draw or write to help me explain about a topic. W.K.3 I can draw or write to tell an organized story about something that has happened.
I can share my ideas and what I have learned. SL.K.4 I can use details when I tell about people, places and things. SL.K.5 I can use drawings to help add details to what I share. SL.K.6 I can speak and share my ideas clearly.
K.OA.A.3 I can take apart any number from 1 to 10 to show that I understand that number. (5 = 2 + 3)
C Create:Engage in selfdirected play with materials.Use a variety of artmaking tools, a. Share materials with others.Share and talk about personal artwork.
Identify reasons for saving and displaying obects, artifacts, and artworks.
Identify places where art may be displayed or saved.
Identify where art is displayed both in and outside school.
F Finding Connections
E Engaging with the Arts
Recognize art in their environment.
Distinguish between images and real objects.
Interpret art by identifying and describing subject matter.
Select a preferred artwork.
Part one experience is going outside and dancing in the rain (moving, jumping, splashing, twirling) to a rhythm
Part two is students drawing a self portrait of themselves dancing in the rain.
While students are on carcpet revisiting rain stories or at tables drawing selfportraits, small groups come to the table where we create our milk paint and paper prints. We use descriptive words for colors, actions, and sounds of rain as we quietly work.
a. Respond in movement to a variety of sensory stimuli (for example, music/sound
b. Find a different way to do several basic locomotor and non-locomotor movements. Hop like a frog, waddle like a duck,wiggle like a worm, flap like a bluebird, twirl like the umbrella
a. Respond to suggestions for changing movement through guided improvisational experiences.
b. Identify parts of the body and document a body shape or position by drawing a picture
Hopping over puddles
Looking on an upside down world
Though a lake's eyes
Pretending to be giants
in an earth worm's world
And exploring the muck
under the drain storm pipes
We took a rain walk
And I was their guide.
~ C. Schell