1 Curriculum Extension ActivitiesMacros are in RAR Scaffolding Activities file

2 Table of Contents Build a Brain at Home Shape Collage Matching shapesGoodnight Moon Matching Game Dramatic Play Friendship Card Friendship Bracelets Word Brainstorm Making Feltboards Armando un Cuento con Fieltro Family Book Activity Share Your Song: Create an Instrument! Create a Face Plate Create a Face puzzle Story Puzzles Rhyming Match Game Rebus Stories Gluing Feathers on a Turkey Parachute Game Bubbles Cover the City in Snow Where the Wild Things Are Puppet Performance (1 of 2) Where the Wild Things Are Puppet Performance (2 of 2) Mystery Box Blooming investigation Leaf Chart Spring Poem Collage Spice and Seasonings Watercolor Take Home: Find the Fruit 10 Minutes Till Bedtime Alexander and the Terrible, Horrible, No Good, Very Bad Day Umbrella Mobiles Chicka Chicka Boom Boom Alphabet Tree Moose Puppets Hickory Dickory Dock Clock Farm Collage Paper Kites Animal Puppets Mouse Shapes My Mommy Cards Paper Penguins Paper Plate Ladybugs Paper Plate Owls Elephant Pencil Holders Yummy, Yucky Foods

3 Build a Brain at Home Families create a “brain” with push pins and string. Toddler/Kindergarten Parents/Parents of Children with special needs Participants will 1) track their dialogic reading interactions and 2) visually demonstrate how their activities help grow their children’s brains. Overview N/A See file “01 Build a Brain Extension Activity” for visual Prepare this activity by pasting a brain silhouhette onto corkboard. Outline the brain with tapered pushpins. Have colorful string bundles for each family. Make sure the length of the string can reach from pushpins on the opposite sides of the brain. Instruct parents to add string to their brain each time they engage in dialogic reading activity at home. Record on post its (if able to provide) the titles of the books, or a new vocab word, for example. Invite families to bring the brains back to the last session to see how much they have grown! File “Build a Brain Extension Activity” Brain silhouette Pushpins Colorful string bundles Overview Side note : Adaptations formatting got slightly messed up, but fixable (01/18) Enlarge adaptations to get a better look at it

4 Shape Collage Children make tissue paper collages while parents practice asking open ended questions about shapes and colors. All Children /Parents/Playgroup Participants will apply what they have learned about open ended questions to a craft activity with their children. Asking good questions N/A Show example to group. Each child gets 2 squares of contact paper and some tissue paper shapes. Peel of backing from one square and stick on shapes until the entire surface is covered. Parent asks questions about colors and shapes while they create collages. Parent peels off backing from other square and places it over the first one. Collages make stained glass when affixed to windows. Marvel at the artwork! Examples 2 squares of contact paper each child Tissue paper shapes

5 Matching shapes In a group setting, parents observe modelled opened ended questions and children practice shape identification. All Children /Parents/Playgroup Parents will learn how to ask open ended questions about shapes. Asking good questions N/A Tape circle, square, and rectangle construction paper cutouts on wall behind you Pull out one item at a time (facilitator or child volunteer) that we saw in “Round is a Mooncake.” Ask, “What shape is this?” and let children call it out. Hold object against corresponding shape and then put it under the shape. Paper cutouts (circle, square and rectangle

6 Goodnight Moon Matching GameParticipants play a matching game with parents asking open ended questions about images. Toddler/Pre-school/Kindergarten Children/Parents/Playgroup Parents will apply lessons about asking open ended questions to a game using pictures from Goodnight Moon. Asking Good Questions N/A Mix the matching cards and arrange them in rows, face down in the middle of the table and give the child a board. Each parent reviews the pictures on his/her child’s board by asking open ended questions such as: “What is this?” “What do you see here?” “What color is this/” and “How many pictures are on your board?” One at a time, beginning with the youngest player, choose one card and turn it over so everyone can see it. If it belongs on that player’s board s/he takes it and takes another turn. If it does not, place it back on the table in the same position. Players should watch carefully so they will remember where their cards are when it’s their turn again. The first player to fill his/her board wins. Parents should support the players with questions like, “What is that?” “Who has this picture on their board?” etc. Cards and boards found here: Play the game more cooperatively by leaving all the cards in one stack. Take turns choosing the cards one at a time. Anyone who has that card can claim it for their board. Play until all children have completed their boards. Everyone wins!

7 Dramatic Play Participants act out bedtime routine with parents asking questions about the process. All Children/Parents/Playgroups Parents will apply open ended questions to a real-world situation (bedtime routines). Asking Good Questions Prediction and Recall Children and parents act out their own bedtime routine, including conversation about what they will do. Encourage parents about what they are doing, what they should do next, etc. Include props such as pajamas, blankets, books, stuff animals, etc. Bedtime props such as pajamas, blankets, books, stuff animals,

8 Friendship Card Participants make friendship greeting cards. AllChildren/Parents/Playgroups Parents will apply open ended questions to a real world activity (craft project). Asking Good Questions Relationships Parents help children make a friendship card to give to someone Use construction paper, markers and stickers Encourage parents to ask questions as they create the cards. If only selecting one extension activity, this is a good option for younger children Paper Markers Stickers

9 Friendship Bracelets Participants make friendship bracelets.Toddler/Pre-school/Kindergarten Children/Parents/Playgroups Parents will apply open ended questions to a real world activity (craft project). Asking Good Questions Relationships Parents help children make a friendship bracelet to give to someone Use pipe cleaners and large wooden beads (available at craft stores). This is a good option for older children, but may be a choking hazard for younger children. Pipe Cleaners Large wooden beads

10 Word Brainstorm Participants will brainstorm words about an object.Toddler/Pre-school/Kindergarten Parents/Children Participants will demonstrate expanding on answers by asking questions to brainstorm describing words. Expanding on Answers N/A In this activity, parents and children will brainstorm as many words as possible to describe an object. After practicing storytime, give each parent (and child) an object that relates to the story. (ex. Read The Very Hungry Caterpillar and give each family a fruit). Have parents and children list as many words as possible that describe that object. They can just talk about the list or write it down. Parents ask questions to help their child think of additional words. (ex. What color is it? How does it feel?) Encourage families to have the same conversations at home after they read a book. Objects that are aligned with storytime book.

11 Making Feltboards Participants will make feltboards to use to retell the story, The Very Hungry Caterpillar. Toddler/Pre-school/Kindergarten Parents and Children/Playgroup Parents re-tell The Very Hungry Caterpillar using prediction and recall questions and props. Recall and Prediction N/A The more opportunities we give our children to speak to us, the faster their vocabulary will grow, the better they will understand the world, and the closer they’ll feel to you. This is great preparation for kindergarten, when children will need confidence and familiarity with language to excel. Retelling stories provides the perfect opportunity to reinforce concepts, vocab, and pride! Distribute felt board kits and have parents assemble them there. In a plastic baggie for each family include: 1 large rectangle (half a sheet) of a neutral colored (black, grey) heavy felt for the felt board 1 green sparkly pipe cleaner. Children twist it around their finger to make the caterpillar (could also use felt) Small squares of fruit colored felt (ie red, yellow green) A small square of brown felt (cocoon) A medium tie-dye rectangle of felt (butterfly) Pre-cut template pieces of the fruit (3 pieces), butterfly, and cocoon (link to patterns in materials, below) Ask for some children to come retell the story for the group. Can anyone (parents, children) make up a new story? Challenge parents to come up with related activities at home that they can share next time! Plastic baggie Felt pieces (see lesson steps for specifics), template here:

12 Armando un Cuento con FieltroParticipants will make feltboards to use to retell the story, The Very Hungry Caterpillar. Toddler/Pre-school/Kindergarten Parents and Children/Playgroup Parents re-tell The Very Hungry Caterpillar using prediction and recall questions and props. Recall and Prediction N/A Entre mas oportunidades le damos a nuestros hijos para hablar con nosotros, más rápido su vocabulario crecerá , entendera mejor el mundo , y se sentirán mas cercanos y seguros hacia usted. Esta es una gran preparación para el jardín de infantes , porque tendrán la confianza y familiaridad con el lenguaje el cual lo llevara a un exito. Volver a contar historias proporciona la oportunidad perfecta para reforzar los conceptos , vocabulario y orgullo! Distribuya los paquetes de fieltro para que los padres los armen. En una bolsa de plástico para cada familia incluyen : 1 ) 1 rectángulo grande ( la mitad de una hoja) de un color neutro ( negro , gris ) fieltro pesado para el tablero de fieltro 2 ) 1 limpiador de pipa verde brillante. Niños tuercen alrededor de su dedo para hacer la oruga (también podría utilizar fieltro ) 3 ) Los pequeños cuadrados de color de las frutas que vieron ( es decir, rojo , verde amarillo) 4 ) Un pequeño cuadrado de fieltro marrón ( capullo ) 5 ) Un tie-dye rectángulo) medio de fieltro ( mariposa y el capullo (enlace a los patrones en los materiales , más abajo) Pida a algunos niños que vuelvan a contar la historia a el grupo. ¿Puede alguien (padres, hijos) construir una nueva historia ? Desafíe a los padres para que creen actividades similares en la casa y las puedan compartir en el siguiente taller! Plastic baggie Felt pieces (see lesson steps for specifics), template here:

13 Family Book Activity Families will create their own book that is related to the storytime book. Pre-school/Kindergarten Parents/Children/Playgroup Parents will apply understanding of distancing questions to an activity with their child; participants will re-tell a family story. Making Connections Family After reading, remind the participants about how they connected the story to their own life. Hand out blank books. Ask parents (and children) to write/draw their own book telling a story that the book made them think of. For example if you read Good Night Gorilla, they might create a book about their own trip to the zoo or bedtime ritual. Encourage parents to talk to their children about the experience while they create the book. Remind them that they do not need to write words, pictures can tell a story! Blank books Markers/pens If children are not present, parents can: Prepare books and bring them home to discuss with children. Bring blank books home to create with their children.

14 Share Your Song: Create an Instrument!Participants will create a paper plate instrument after reading a story about music. All Parents and Children together Parents will apply understanding of distancing questions to an activity with their child. Making Connections Show the musical instrument we will be making to share rhythm and song with others. Hand each family two paper plates and materials to decorate them with. Encourage parents to ask questions about the process and how it connects to the book. After plates are decorated, children can put a scoop of beans on one plate. Volunteers should help seal the top plate onto the bottom with duct tape. When they are finished, count to 3 and have everyone shake their instrument. Point to the left side and give them a turn. Then point to the right and give them a turn. Finish with everyone playing together again. Two paper plates each family Materials to decorate Scoop of beans Duct tape

15 Create a Face Plate Participants will create a face on a plate to represent different emotions. Toddler/Pre-school/Kindergarten Parents and Children together Parents will apply understanding of distancing questions to an activity with their child. Making Connections Feelings/SEL After reading, tell participants: We just talked about emotions. Now we are going to create a simple puzzle that helps children identify opposite emotions. Show example to group Each child gets a paper plate, popsicle stick, glue stick, and cut out face shapes Children can mix eyes, nose, and mouth to make 2 faces, one on each side of the plate Encourage parents to ask questions about the process and the emotions shown. Reflect: What emotions do the puppets show? Can children imitate their puppet’s face? Paper plate Pobsicle stick Glue stick Scissors

16 Create a Face puzzle Participants will create faces demonstrating different emotions, and turn them into puzzles. Toddler/Pre-school/Kindergarten/Playgroup Parents and Children together Parents will apply understanding of distancing questions to an activity with their child. Making Connections Feelings Hand out discs of cardboard and markers. Tell parents and/or children to draw two faces, one on each side. The faces should be feeling opposite emotions (ie happy/sad, surprised/bored...) b) Encourage parents to ask questions about the process and the emotions shown. c) Once the faces are drawn, have the parent and/or child cut the disc in half with a zig-zag or wavy line. Encourage child to fit the pieces back together. Discs of cardboard Marker Scissors A two piece puzzle is suitable for infants and young toddlers. Using a bigger piece of cardboard, older children can cut the puzzle into more pieces to make it more challenging. Similarly, older children can try drawing more complex emotions to expand their vocabulary. Puzzles can be made for shape/color recognition as well. Simply cut cardboard into shapes and have parents/children decorate with solid colors, but don't be afraid of texture! For example, red markers with red glitter glue on a square, yellow feathers glued onto an oval, etc.

17 Story Puzzles Parents will create “puzzle” pieces to put together as stories with their children. Toddler/Pre-school/Kindergarten Parents/English language learners Participants will remember key elements of the book and retell the story in their own way. Parents will apply understanding of completion, recall, and prediction questions to an activity with their child. Completion Recall and Prediction Tell parents that after we read a book it’s always fun to do other activities so we keep thinking and talking about it. We are going to do one activity together, and hope you’ll think of others to do at home. After reading, remind the participants about the times you had them complete phrases. Distribute to parents (and children) a set of small blank cards. Ask them to either write words that they remember from the story, or draw pictures of things they remember from the story, one on each card. (ex. caterpillar, hungry, butterfly, apple, plum, orange, etc.) Tell parents and children to take the cards and put them in order to tell a story. Encourage them to do this many times and rearrange the cards each time, so they’re telling different stories. Encourage to use completion questions, such as, “Next, he ate a…” Small blank cards If children are not present, parents can prepare cards and bring them home to make stories with their children or bring cards home to create with their children.

18 Rhyming Match Game Participants will use pictures to practice rhyming.Toddler/Pre-school/Kindergarten Parents/English language learners Parents will use a matching game to demonstrate their understanding of completion questions using rhyming words. Completion N/A Give each parent/child a rhyming mat and rhyming cards. Parents cut out the rhyming cards. The child chooses a card, and places it on the mat on the picture with which it rhymes. Encourage parents to use open ended questions and completion prompts to help their child match the pictures. Ex. What is this? Yes! It’s a cat. Cat rhymes with…. Rhyming mat Rhyming cards Distribute materials for families to take and make at home.

19 Rebus Stories In this activity, parents will tell stories with their children using a rebus. Toddler/Pre-school/Kindergarten Parents/English language learners Parents will use a rebus to demonstrate their understanding of completion questions. Completion AGQ Tell parents that after we read a book it’s always fun to do other activities so we keep thinking and talking about it. We are going to do one activity together, and hope you’ll think of others to do at home. After reading, remind the participants about the times you had them complete phrases. Distribute to parents (and children) a rebus story. This is another way to complete phrases- using pictures that are part of the story. Tell parents to share it with their children by reading the words and asking their child to “read” the pictures. First, walk through the pictures and have the child identify them using “w” questions. Then, read the story with the child filling in the words for the pictures. Rebus handout for each family Create a large version of the rebus and read it together. Or, if children are not present, parents can bring rebus stories home to share with their children.

20 Gluing Feathers on a TurkeyParticipants will create pictures of turkeys using feathers. Toddler/Pre-school Parents/Playgroup Parents will demonstrate W questions while making a craft project with their child. Asking good questions Counting Hand each family a construction paper turkey handout, some feathers, glue, and a writing instrument. Ask children to glue as many feathers on their turkey as they would like. Encourage parents to ask their children questions about the feathers and the process. When they are finished, parents help children count the feathers and write the number in the blank at the top of the page. Construction paper turkey handout Feathers Glue Writing instrument

21 Parachute Game Children connect their own body movements to the book “From Head to Toe.” Toddler/Pre-school/Kindergarten Parents and children Parents will be able to ask questions that connect their children’s experiences to a book. Making Connections Let's practice the body vocabulary we learned! Have children try to hold and shake the parachute handles with different parts of their body- first fingers, then elbows, knees, feet, etc. Take turns having a child enter the center of the parachute while others shake it. Call out one of the movements in “From Head to Toe” for the child to imitate. Parachute

22 Bubbles Children pop bubbles using different body parts after reading From Head to Toe (or another body book). Toddler/Pre-school/Kindergarten Parents and children Parents will apply connection question to a real-life activity with their child. Making Connections Blow bubbles and call out what parts of the body children should try to pop them with. Let children take turns calling out the commands if they are pre-k age. Bubbles

23 Cover the City in Snow Children will create a snowy picture using cotton balls Toddler Parents and children/Playgroup Parents will apply w-questions to a real-life activity with their children. Asking Good Questions Seasons Have each child pick cotton balls out of a basket. Ask children: “What color is the snow? How does it feel?” Invite children to cover contact paper city with cotton “snow.” Encourage parents to ask questions about the process- textures, colors, etc. Ask, what happens when the sun comes out? Cotton balls Basket Contact paper

24 Where the Wild Things Are Puppet Performance (1 of 2)Participants create puppets and act out Where the Wild Things Are. This serves as an excellent culminating activity at the end of a workshop series. Toddler/Pre-school/Kindergarten Parents, English language learner Parents will demonstrate knowledge of dialogic reading strategies through a puppet performance. Blended Dialogic Reading through Puppet Performance Let’s remember what happens in WTWTA. (Note: This agenda assumes reading Where the Wild Things Are in prior workshop. Read now if have not already.) (5 minutes) Facilitator asks questions to direct brief re-cap. Suggested questions: How did the story begin? 6. What did the monsters do? Why was Max sent to his room? 7. How were Max and the monsters feeling ? What happened next? 8. Why do you think Max wanted to leave? Where did Max go and how did he get there? 9. What happened in the end? Who welcomed him? Do you believe in monsters? 11. Why do you think children imagine things? Focusing in on key scenes (10 minutes) Facilitator directs attention to scenes in illustrations from the book posted around the room. Max arrives by boat to the island where the wild things are. Monsters name Max king Max and monsters are tired and sad Max leaves to return home. ii. Facilitator asks participants to form pairs, look at the 4 scenes posted around the room and write dialogic questions (at least 1) on the paper posted below each. No repeats! Optionally, the whole group can walk to each scene and shout out questions, with the facilitator recording. Coach parents to ask deeper questions- more open ended vs. w’s. Review the questions as group if they were written in pairs. Ask parents to explore these questions in their performances. Puppet making materials- socks, yarn, markers, etc. Pictures from Where the Wild Things Are Use any story as a base for this activity

25 Where the Wild Things Are Puppet Performance (2 of 2)c) Demo Scene (5 minutes) Facilitators/volunteers use puppets to perform a short rehearsed scene, in which Max is sent to his room and his mother calls him a “wild thing,” to demonstrate what participants will do. Performers do not just recite the text from the story but provide more information through their characters’ conversation. Puppets can be made by people of any artistic level. We express emotions thorough our tone of voice. Characters ask questions of each other to find out more information. Ie. Max to Mom, “Why do I have to go to my room?,” “Where is my supper?” Ask if there are any questions. d) Preparing Your Scene (20 minutes) The larger group splits into smaller groups that will each be assigned to a scene Parents can form their own groups or they can count off “1, 2, 3, 1, 2, 3” to assign scenes randomly. Consider mixing languages within groups for an extra fun community building challenge! Parents create puppets with materials provided for their scene. Encourage parents to incorporate many materials into their puppets. After creating puppets, parents rehearse performing their scene with puppets. Assist parents as needed with generating and practicing character dialogue in their group. Emphasize the use of questions. Encourage spontaneous speech rather than writing a script. e) Lights, Camera, Action! (10 minutes) Consider inviting director to be in the “audience” Groups take turns chronologically performing their scenes (can remain seated at round table). Take lots of photos and applaud their work!

26 Mystery Box Parents describe an object for their children to guess.Pre-school/Kindergarten Children and Parents Parents will apply knowledge about using rich vocabulary to support their children guessing the object. Overview Leo the Late Bloomer Partner parents and children together Children wear blindfolds or cover their eyes while parents grab an object from a mystery box Parents describe the mystery object in the language they are most comfortable in without saying the name. Children guess the object based on the description. Do at least one round so everyone can participate If there are lots of parents, split into two groups and have both groups race against each other Reflection: What did you do to help your child be successful in this activity? The more descriptive the language, the easier it was for children to picture the object The language used did not matter as long as parent and child understood each other The most important skills were listening and responding Takeaway: By exposing your child to rich language, they are able to describe and understand the world around them. Mystery Box supplies- objects that children will be familiar with Book: Leo the Late Bloomer

27 Blooming investigationParticipants will plant a bean seed. Pre-school/Kindergarten Children and Parents Parents will apply asking open ended questions to a real-life activity with their child. Overview Leo the Late Bloomer Give each family some bean seeds, a paper towel and a Ziploc bag. If a sink is not available, bring a bowl and a gallon of water to wet the seed. Once bean seed is in a wet paper towel place inside a Ziploc bag. Encourage parents to ask their child questions about the process Share with families to keep this somewhere sunny so that children can see roots begin to grow in a couple of days! Bean seeds Paper towel Ziploc bag Sink/bowl and gallon of water

28 Leaf Chart Children create a group leaf collage. ToddlerParents and children Parents will learn w- questions about colors, and counting techniques. Asking Good Questions Colors/Nature Have each child pick a leaf out of a basket Ask each child: “What color is your leaf” and ask them to add to the contact paper chart Count how many leaves there are in different languages Leafs Basket Large piece of contact paper

29 Spring Poem Collage Children and parents discuss weather and shapes, and create a group collage. Toddler Parents and children Parents will apply asking open ended questions to a real-life activity with their child. Asking Good Questions Each family gets a few weather related cutouts: raindrop, sun, cloud, flower Parents: ask your child to describe your cutout. Pick your favorite word and help your child write it on the cut out. Bonus if you write the word in your heritage language! Call out cutout shapes. Children take turns sticking their cutouts onto a large piece of contact paper to create an “May Showers” poem Ask everyone to join in a dramatic reading of the words Weather cutouts Contact paper

30 Spice and Seasonings WatercolorTo reinforce our food-focused book, today we’ll engage in an extension activity sure to help kids remember what we learned: scented paintings! Scent has a special connection to memory; when specific smells are linked to a learning experience, it makes it easier for kids to remember in the future. All Parents/Children/Playgroup Parents will apply asking open ended questions to a real-life activity with their child. Asking Good Questions Food Each child should receive a section of a used, but clean, Styrofoam egg container. They should have several egg-cups, so that they can paint with a variety of spices and seasonings. The child can select what spices/seasonings they would like to paint with. Adult should assist the child in sprinkling a small amount of each spice/seasoning into the eggcups (one flavor per cup). Adults should be sure to engage children in questions about the experience: What does that smell like? What food might that be yummy with? Who could you share that taste with? Adults should pour a small amount of water into each cup holding spices. Child can use a paintbrush and these “paints” to create their own fun designs on a piece of paper: voila, scented artwork! Section of a used, but clean, Styrofoam egg container Water Spices

31 Take Home: Find the FruitParticipant will take home pictures of fruit to hide at home. Parents will ask questions to find the hidden pictures. Toddler/Pre-school Parents/Children/Playgroup Parents will apply asking open ended questions to a real-life activity with their child. Asking Good Questions Food We know repeated exposure helps students to strengthen connections in their brain. Families will each receive a handout with pictures of different fruits on it. At home, the children should hide each piece of fruit in the house. Parents will ask their child questions in order to find the fruit. Keeping with the theme of today’s lesson, parents can ask questions that emphasis the relation to their child’s life (ie., What do we do in the room where you hid the pineapple?) Handout with pictures

32 10 Minutes Till Bedtime Parents/ChildrenChildren will learn how to count backwards in a fun way. They will be creating a book of what they did 10 minutes before bedtime. The children, depending on their age, can go higher than 10 if they like. Toddler/Preschool/Kindergarten Parents/Children Parents will apply w- and recall and prediction questions to an activity with their children. Recall/Prediction Counting Begin by folding three pieces of construction paper in half widthwise. Staple them in the crease (top, middle, and bottom). Let the children draw on each page pictures of things they do 10 minutes before going to bed. Encourage parents to ask questions about the process, including prediction questions- what will you do next? After the child draw 10 different pictures of the things he/she does, go to the very first picture. Assist the child with writing “10 minutes till bedtime” on the first page (book cover). Then keep writing the numbers 10 through 1 on each page that the child drew a picture on until they get to 1 minute. On the back of the book, have children write or help them write “bedtime” and their name. After the book is done you can ask the children to count from 10 to 1 by telling their story. Construction paper Stapler Markers/crayons It can also be extended to more than 10 depending on how old the child is. Parents can draw pictures for youngest infants and discuss

33 Alexander and the Terrible, Horrible, No Good, Very Bad DayChildren will learn about their own feelings as they draw their faces. All Parents/children Parents will apply knowledge of w-questions to an activity with their children, while also helping their children to identify emotions. Asking Good Questions SEL Instruct your child to look in the mirror and make a: happy, sad, angry, excited, etc. face. Then, talk to them about that feeling. Ask them to describe how they look. The link below uses a premade booklet for drawing their faces, which you can print if you subscribe to their mailing list. However, this activity can be just as effective if you make it very interactive and allow your child to be creative. Have them draw the face that they just made in the mirror. You can also have them write a sentence about it. The link for this activity is: Mirror Paper Markers or colored pencils Simply look in the mirror and make different faces. Ask questions to describe the faces and the emotions they represent.

34 Umbrella Mobiles Participants will make an umbrella mobile.Toddler/Preschool/Kindergarten Parents/Children Parents will apply knowledge of w-questions to an activity with their children, while talking about the weather. Asking Good Questions Weather Draw an umbrella and raindrops. Cut out the umbrella and raindrops. Have your child decorate the umbrella and color the raindrops. Glue or tape the umbrella to a popsicle stick. Glue or tape pieces of string to the bottom of the umbrella. Attach the raindrops to each piece of string. Attach another piece of string to the top of the umbrella. Encourage parents to ask questions about the process and the related book while creating the mobile. Your rain mobile is now ready to be hung! Something to draw and color with Paper Glue or tape String Popsicle stick (or pipe cleaner) Stickers to decorate the umbrella (optional) Hole puncher (optional) Draw a cloud instead of an umbrella. Make three copies of the umbrella (or cloud) and glue the backs together to make it more dimensional. Instead of a popsicle stick, you can also use a pipe cleaner or anything else that is thin and straight. Instead of glue or tape, hole-punch the umbrella and raindrops to attach the pieces of string.

35 Chicka Chicka Boom Boom Alphabet TreeStudents will make their own coconut alphabet tree—similar to the story– out of construction paper. Pre-school/Kindergarten Parents/Children Parents will apply knowledge of w- and completion questions while creating an alphabet tree with their children. Asking Good Questions Completion Give each participant a coconut tree template. Have children color and cut pieces. Glue the pieces together onto a new sheet of construction paper. Have children write whatever letters they’d like onto the leaves of the tree—similar to the book! Encourage parents to ask questions about the process and the book. Construction paper Glue Scissors Tree template Markers Use many colors of construction paper and markers to create a colorful tree

36 Moose Puppets All Parents/childrenChildren will create a moose puppet with a birthday hat. They can then use the moose to act out scenes as they dialogically read Duck Duck Moose. All Parents/children Parents will apply knowledge about w-questions while creating puppets with their children. Asking Good Questions Trace hands on construction paper and cut them out. Paste hand cut outs to the top of paper bag as moose ears Color and cut out party hat and paste to top of paper bag Use markers and crayons to draw a face on your moose. Use sequins, googly eyes, feathers ect. to customize your moose! Encourage parents to ask questions about the process and book while creating the puppets. Paper bags Glue Construction paper Birthday hat worksheet Scissors Markers/crayons Sequins Feathers Googly eyes

37 Hickory Dickory Dock ClockChildren will create a clock and mouse to help them tell time. Pre-school/Kindergarten Parents/Children Parents will apply knowledge of w-questions to creating a clock with their children. Asking Good Questions Counting/Telling time Have your child color in the mouse printout. Then cut it out, and cut out the rectangle strip. Then, make the clock: help your child label the clock (suggest to do this in a room with a clock or use an analog watch!) This gives them some practice with numbers and getting familiar with how a clock works. Using the brass fastener, attach the rectangle strip to the back of the clock (this is where the mouse will go!) Glue mouse onto rectangle. Attach pipe cleaner by wrapping around the brass fastener, make one end longer for ‘big hand’ and ‘little hand’, cut to size as required. Decorate the clock – glitter, markers, get creative! Encourage parents to ask questions about the process while creating the clock Chant: Hickory Dickory Dock, The mouse ran up the clock. The clock struck one, The mouse ran down! Hickory Dickory Dock. As you chant the rhyme, children can bring their mice ‘up’ one side of the clock and then ‘down’ the other side by rotating the mouse around the clock! This is a fun way to get them to participate and to introduce them to time. For older kids, you can use the pipe cleaners to show them different times, and how the big and little hand work! Brads/brass fasteners Paper plate or cardstock/cardboard cut into circles Markers Pipe cleaners Scissors Decorations for clockCardstock/cardboard cut into rectangle strip Mouse printouts

38 Farm Collage Participants will create a collage with animal picturesAll Parents/Children Parents will apply knowledge about w-questions to creating a farm collage with their children. Asking Good Questions Animals Print and/or cut different animals from the internet/magazines. Help the child draw a barn/farm on a piece of construction paper and cut the farm/barn out. Start gluing all the animals you saw from the book onto the barn/farm. Encourage parents to ask questions about animals and the book while creating the collage. Glue Construction paper Magazine/ internet pictures Scissors You can also have children sing “Old McDonald had a Farm” while pasting the animals onto the barn/farm.

39 Paper Kites Children will be able to make their own kites and fly them outside or hang them up as a decoration! Toddler/Preschool/Kindergarten Parents/Children Parents will apply knowledge about asking questions while making paper kites with their children. Asking Good Questions Pre-cut the kites into a diamond shape from construction paper Take to straws and staple them one down and the other one across Color the kite and put stickers if you like Tie up a string across the straws You’re ready to fly the kite Encourage parents to ask questions about the book and the process while making the kites. Straws Pre-cut kites from construction paper Stickers Markers/crayon Strings Scissors

40 Animal Puppets Children will make paper bag puppets representing farm animals. All Parents/Children Parents will apply knowledge about asking questions while making animal puppets with their children. Asking Good Questions Animals Prepare animals parts for puppets. Cut out eyes, ears, noses, tails, etc. in advance, and place inside the paper bags so that each bag contains enough parts to create an animal. Give each child a paper bag. With assistance, children glue the parts onto the bag, and color the bags as they please. Each child has an animal puppet to play with! Encourage parents to ask questions about the process and the book while making the puppets. Paper bags Pre-made animal parts (construction paper, scissors) Glue Crayons/markers Stick-on eyes (optional) Instead of a paper bag, use a paper plate.

41 Mouse Shapes Children will make animals using different cut-out shapes. All Parents/Children Parents will apply knowledge about asking questions while making animals out of shapes with their children. Asking Good Questions Animals, Shapes Draw all the shapes from the book in different sizes (circle, triangle, square). Cut out all the shapes. Glue the triangle on top of the circle (face/head). Then glue the small circles on top of the triangle (to make the ear). Glue the arms. Glue the legs. Glue the tail. Glue the eyes (small circles). Mouse Shape Book Glue Construction paper Crayon/markers Scissors Children can make their own animals/creatures using the shapes, they do not need to follow the guide provided.

42 My Mommy Cards Children will be able to make a card for their mother out of construction paper. All Parents/Children Parents will apply knowledge of asking questions while making cards with their children. Asking Good Questions Family Take two pieces of construction paper (any color). Fold the construction paper evenly. Use a little bit of glue to glue the two sheets together. Let the glue dry. Have children draw or write whatever they like on the card. Encourage parents to ask children questions about the book and process. Construction paper Glue Markers

43 Paper Penguins Children will create penguin art. They can then use the penguin to act out scenes as they dialogically read Tacky The Penguin Toddlers/Preschool/Kindergarten Parents/Children Parents will apply knowledge of asking questions to creating paper penguins with their children. Asking Good Questions Animals Gather pre cut body parts . One black oval, one white heart , three orange hearts and two googly eyes. Paste all parts together c) Encourage parents to ask questions about the book and the process. Pre cut body parts (outer body, inner body, feet, nose) Googly eyes Markers/crayons (optional) Child can cut out their own penguin body parts, could also provide a penguin body worksheet and have children color it in. Can be changed to apply to each of the Tacky books ( add a birthday hat for Tacky’s Birthday, add a bowtie for Tacky the Penguin ect.)

44 Paper Plate Ladybugs Children will make their own paper plate bug.Toddler/Preschool Parents/Children Parents will apply knowledge of asking questions while creating paper plate ladybugs with their children. Asking Good Questions Insects Give each child a paper plate, and explain that they can decorate it to be a bug. Provide bowls of paint and sponges to the children for painting. Use a hole punch to make holes for legs, antennae, etc according to child’s preference. Stick pipe cleaners through holes and twist to keep in place. Encourage parents to ask questions about the process and the book while making the ladybugs. Paper plates Pipe cleaners Paint Sponges Bowls Wiggly eyes (optional) Hole puncher Instead of paint and sponges, use markers/crayons instead for less messiness. Use wiggly eyes.

45 Paper Plate Owls Children will learn how to make an owl out of paper plates. Toddler/Preschool/Kindergarten Parents/Children Parents will apply knowledge of asking questions while creating paper plate owls with their children. Asking Good Questions Animals Take one of the paper plates and cut it in half. These will be the owl’s wings. Glue/tape/staple the two half plates (the wings) to the other paper plate. Draw two circles for the eyes. Draw one triangle for the beak. Color the paper plates. Encourage parents to ask questions about the process and the book while making the owls. Two paper plates Something to color with (markers, colored pencils, crayons, paint, etc.) Glue, tape, and/or stapler Scissors The plates do not need to be colored. For a white owl, skip the last step. Instead of drawing the eyes and the beak, you can also cut these shapes out of construction paper or find other things in the house that are also these shapes. For example, buttons can be eyes. For something more advanced, you can also add feathers to the wings, two more triangles at the bottom of the whole plate for feet and/or at the top of the plate for ears, etc. Customize it however you like!

46 Elephant Pencil HoldersChildren will make a plastic/paper cup into an elephant pencil holder. Toddler/Preschool/Kindergarten Parents/Children Encourage parents to ask questions about the process and the book while making the owls. Asking Good Questions Animals Color elephant template. Cut out the ears, trunk, and eyes & attach them to the cup. Encourage parents to ask questions about the process and the book while making the pencil holders. Elephant template Plastic/paper cup Crayons/colored pencils/markers  If you are using a paper cup, you can color the cup as well. Or instead of a plastic or paper cup, you can use an used toilet paper roll, paper bag, or paper plate. Hang up as decoration when you’re done!

47 Yummy, Yucky Foods Children will identify what things do and do not taste good to them. All Parents/Children Parents will apply their knowledge of asking questions to a discussion about yummy and yucky things to eat. Asking Good Questions Food Hand out worksheet Read directions Have children color yummy things and X out yucky things. Encourage parents to ask questions about the process and the book while discussing yummy and yucky foods. Worksheet with pictures of yummy and yucky things Crayons or markers Parents and children can talk about the items on the page without coloring.