STOPPING BY WOODS ON A SNOWY EVENING:  FEELING A POEM
 
Benefits:

Materials:
 

Groundwork:

The Experience:

 This illustrated version of a famous poem can be a sensory experience for children. 

Stopping By Woods On A Snowy Evening by Robert Frost and illustrated by Susan Jeffers, E. P. Dutton, 1978. A large sheet of paper, water colors or chalk in pastel shades. 

Save this book for a snowy day, or the day after. Hang the large sheet of paper on a low wall or bulletin board. 

Gently, softly read this poem to the children. Be sure to share the beautiful illustrations with them. Afterwards, go for a quiet walk in the snow. If possible, walk through a section of woods. Encourage the children to use their eyes and ears. What do they see? What can they hear? When you arrive back at your classroom, write a group experience story on the large sheet of paper. Using art materials, give each child the opportunity to illustrate the group's story. 
 
Reflections:        Other than in finger plays and nursery rhymes, poetry is often absent from the preschool classroom. How unfortunate for the children, as well as the teachers! Explore the poetry section of your library and local book stores. You will be surprised by what you find. 
 
Variations:        
  • While outside on a winter day, allow the children to make snow angels. Perhaps even show them how, yourself. Lie on the ground, moving your arms and legs to create an angel shape. 
  • Using sleds with ropes attached, children can take turns pretending to be the horse pulling the sleigh. 
  • Other books of poetry to experience: 

    • A Child's Treasury of Poems edited by Mark Daniel, Dial Books, 1986. 
    A Very First Poetry Book compiled by John Foster, Oxford University Press, 1984. 
    Where The Sidewalk Ends by Shel Silverstein, Harper and Row, 1974. 
    Wynken, Blynken, and Nod by Eugene Field, illustrated by Susan Jeffers, E. P. Dutton, 1986. 
    Catch Me. And Kiss Me And Say It Again by Clyde Watson, Philomel Books, 1978. 
    Father Fox's Pennyrhymes by Clyde Watson, Thomas Crowell Co., 1971. 
    The Random House Book of Poetry for Children selected by Jack Prelutsky, Random House. 1 983. 
     


    I WAS SO MAD:  A "FEELING" DISCUSSION
     
    Benefits:

    Materials:

    Groundwork:      

    		 This book takes a realistic approach to "What makes you mad?" and "What can you do about it?". 

    I Was So Mad by Norma Simon, Albert Whitman & Co., 1974. 

    Young children are just beginning to be aware of the many different feelings they have, and they need to learn that those feelings are OK. it is how they act on them that is either ac capable or unacceptable. Children need models of how to respond to or express feelings 'in acceptable ways. 
     
    The Experience: Plan plenty of time to read and discuss this story. Limiting the group to five or six children allows everyone the opportunity to be heard. 

    The story presents different situations which can make someone feel mad. Discuss these situations. "Have you ever had that happen to you? How did you feel?" Help the children identify their feelings - rage, sorrow, jealousy, crankiness. Encourage them to give their feelings accurate names. There are many words besides "mad, sad, or glad" which can describe a child's feelings about a particular event. Ask "What did you do? What else could you have done?" End with the song. 
     
    Reflections:        Every day children experience a wide range of emotions. At this age, they are continually trying out different ways to express their angry feelings. Sometimes their behavior is acceptable; other times it is not. Often, young children do not have the mature vocabulary to describe and express their feelings to others. 

    Take time to communicate individually with the child who seems to be angry a lot, or the one who seems to have very real things to be angry about. This book may help them learn to use words, rather than aggressive behavior. It provides a model for talking about anger, what caused it, and ways to resolve the problems. 



    BUBBLE, BUBBLE:  MAKING UP THE WORDS
     
    Benefits:

    Materials:

    Groundwork:

    The Experience:

    		 Each child will interpret this wordless picture book differently. 

    Bubble, Bubble by Mercer Mayer, Four Winds Press, 1973. Liquid dish soap, glycerin (buy at any drugstore), pipe cleaners, a tape recorder. 

    Make bubble soap by mixing water, liquid dish soap, and glycerin. The glycerin makes the bubbles stronger. 

    Working with a group of no more than five children, have everyone sit so they can easily view the illustrations. You will want to explain that a "wordless" book is one in which the pictures tell the story. Ask them to quietly "read" the pictures as you turn the pages. Then go back to the beginning and have the children read the story out loud to you. Allow plenty of time for each page. Make' no corrections, encouraging each of them to use the picture's clues to put the story together. 

    When you're finished reading, bring out the bubble soap and pipe cleaners. Fashion bubble blowers from the pipe cleaners and have fun blowing bubbles. You may want to do it outside where there is more freedom to be messy. 
     
    Reflections:

    Variations:            		 This is an excellent book for promoting expressive verbal language and building vocabulary.

  • Record the children's "reading" of the story on tape. They love to hear themselves when the tape is played back and It en enables them to listen to their story again and again.


  • While blowing bubbles, have the children pretend it is magic bubble soap. Encourage them to make up their own Bubble, Bubble story.


  • Challenge their imaginations by having them develop a sequel to this story. A lead-in question might be: "What happened to the sea serpent?" 



    		•
    SAM:  BAKING TARTS
     
    Benefits:

    Materials:

    Groundwork:       

    		 Sam is a frustrated young boy with whom many children can identify. 

    Sam by Ann Herbert Scott, McGraw Hill, 1967. Pie crust dough, several jams or fresh fruits for tart fillings, cooking utensils. 

    Prepare the story. This book works best with a small group of children, no more than six. Set up an area and the ingredients for making tarts. 

    Even though you did this experience with only a few children, you will probably want tarts for everyone. Using prepared tart shells or making turnovers, will simplify preparation. 
     
    The Experience: Gather for a story in a quiet area. Read slowly to allow time for the group to absorb the story line and ask questions. Then turn to the tart-making activity. Have each child roll their own crust, choose their own filling, and fill the tart shell. 

    While the tarts are baking, talk about the story. Why was Sam so sad? Why was everyone in his family too busy for him? What did Sam do to get their attention? Does crying always get you what you want? How else could Sam have let his family know how he was feeling? What could Sam have done until someone could play with him? What things do you enjoy doing by yourself? 


    THE SNEETCHES:  CONSIDERING OUR DIFFERENCES
     
    Benefits:

    Materials:
     

    Groundwork:      

    		 These imaginative and hilarious creatures help children consider how it feels to be different and begin to accept differences in others. 

    The Sneetches by Dr. Seuss, Random House, 1933. Blue star shapes cut from self-adhesive paper. On a warm spring or summer day, use nontoxic face paint instead. 

    Be sure to pre-read this story a couple of times before presenting it. As Dr. Seuss uses nonsensical words and a rhyming style, it pays to get the feel of his stories beforehand. 
     
    The Experience: Introduce the book to the children. If they are familiar with other Dr. Seuss titles, mention them. Draw their attention to the cover. Pass out the blue stars and have the children put them on. 'Does having the star on change you? How?" Have them take the stars off. "Does not having the stars change you? How?" 

    Randomly divide the group of children. One half will wear the stars; the other half won't. As you read, change the stars according to the story. Ask again if having or not having a star makes a person different. If the stars change, how do they feel about their friends then? Finish the story. Allow the children to continue wearing their stars. 

    As you talk about whether wearing the stars makes a difference, avoid being judgmental. Acknowledge children's responses, incorporating them as you discuss how it is fun for each person to be different. "It is the differences in our friends that usually draw us to them." Give examples. For instance, one child's sense of humor may be especially appreciated. Another child may be caring and gentle, while still another usually has good ideas for what to do next. Remember to include differences among the teachers and other adults in the discussion. 


    THE OX-CART MAN:  LEARNINGABOUT HISTORY
     
    Benefits:


    Materials:

    Groundwork:

    The Experience:    		 When combined with hands-on experiences, historical fiction presents valuable knowledge of the world and introduces the concept of life "long ago. 

    The Ox-Cart Man by Donald Hall, The Viking Press, 1979. 

    Pre-read the story to decide which activities you want to make available to the children after the story. 

    Without dwelling too much on the concept of time, introduce The Ox Cart Man as a story about what life was like years ago. Read the story. Afterwards talk about how the homes, clothes, ways of getting food, and means of transportation were different from those of today. Refer back to the book's illustrations as you talk. There are a variety of hands-on activities you can arrange for the children to do and observe. 

  • Set up a trading post and introduce the concept of trading goods or bartering. Use classroom materials. "How many blocks will you trade for this fireman's hat?" 
  • If possible, visit a beekeeper, maple syrup farm, weaver, candle maker, broom maker, or other craftsperson. Try some of these activities in your classroom. 
  • Read this book in the spring, before planting seeds or a garden with the children. 
  • Sample raw and cooked foods, using apples, turnips, cabbages and maple syrup. 
  • Construct a cart and let children take turns being the farmer, his family, and the ox. Try this outside using a wheelbarrow or garden cart. 
  • Find an old feather pillow. Open it up and feel the feathers. Are they all the same? Have fabric squares ready for everyone to make a smaller feather pillow of their own. 
  • Find out what an ox is. How does it differ from a cow? 
    		•
    Variations:        Other books of historical fiction to experience: 
    Thy Friend Obadiah by Brinton Turbie 
    Obidiah the Bold by Brinton Turble 
    On the Day Peter Stuyvesant Sailed into Town by Arnold Lobel 
    The Sweet Patootie Doll by Mary Calhoun 
    Anno's Counting Book by Mitsumasa Anno 


    LOOK AGAIN:  FIGURING IT OUT
     
    Benefits:

    Materials:

    Groundwork:


    The Experience:    		 The rich, visual experience of this book stimulates children's imaginations and problem-solving skills. 

    Look Again! by Tana Hoban, MacMillan Publishing Co., Inc., 1971. 

    This is the exception to the rule of pre-reading a book before presenting it. You'll want to share the fun and be surprised along with the children. 

    The book itself is a hands-on literature experience. Gather a group of children together and, page by page, discover the whole object after viewing a small part of it. Leave the book out for the children to read again and again. Even though they remember the surprise on each page, the game of discovery continues to intrigue them. 
     
    Reflections:         Is This a Baby Dinosaur? by Millicent E. Selsam is another excellent book similar to this one. 


    NO SUCH THINGS:  CREATING FANTASTIC ANIMALS
     
    Benefits:

    Materials:

    Groundwork:      

    		 The silly animals in this nonsense story have a magical way of bringing out humor in preschoolers. 

    No Such Things by Bill Peet, Houghton Mifflin Co., 1983. Magazine pictures of animals, glue, paper. 

    Collect animal pictures from' magazines, such as Ranger Rick and cut them up, separating the body parts. Make sure to have many examples of each body part: heads, feet, legs, hands, arms, and body trunks. 

    Reread the story several times to catch the rhyming rhythm and practice the imaginative animal names. 
     
    The Experience: Because these animals are so silly and funny, take the time to get to know and enjoy them. As you read this story, talk about the animals, their names, what they look like, and what they are doing in the story. 

    Invite the children to design their own make-believe, silly animals by using the animal body part pictures, paper, and glue. Afterwards, each child can tell about his creation. Does it have a name? What makes one child's animal different from another's? What can it do? Crawl? Jump? Hang by its tail? Sing? Stand on its head? What 'does it eat? 
     
    Reflections:        Bill Peet's The Wingdingdilly is similar to No Such Things. It is a more involved story, which takes at least twenty minutes to read. Dr. Seuss has also written many books with make-believe animal characters. Share some of these, too. 
     
    Variations:       
  • Display the silly animal pictures made with magazine cutouts. Some children may want to draw or color imaginative animals. 

    •  


    HAROLD AND THE PURPLE CRAYON:  DRAWING A STORY

    Benefits:

    Materials:
     

    Groundwork:

    The Experience:

    		 Harold and his crayon introduce children to the storytelling process and give them opportunities to express their hopes, needs, and fears. 

    Harold and the Purple Crayon by Crockett Johnson, Harper and Row Publishers, 1935. A large sheet of paper (at least 3' by 6'), purple markers or crayons. 

    Hang the large sheet of paper on the wall, low enough so the children can easily reach the top. 

    As this book is small, gather a small group of children. Introduce them to Harold as the boy who tells us a story by drawing his adventures. After reading the story, give each child a purple crayon and designate a part of the paper for her. Encourage children to draw their own adventures. As a child is drawing, or after she is finished, write down her story near the drawing. It's very helpful to have an extra adult or two available to assist. 

    This is an experience that improves with repetition. At first, children tend to draw one picture and tell a story about it. Ask, "What happened then?" and "Why don't you draw that, too?" You will help them draw more involved adventures. Remember that some children prefer to retell an experience they have had, while others enjoy making up truly outrageous tales. 
     
    Reflections:        When using a book from a series, It is often helpful to have one or two of the other books available. There are more Harold books. Offer to read them later on. 
     
    Variations:        
  • This also can be a group drawing. Gather the children in front of the paper. As they take turns, sketch in a path for the adventure. Include their descriptive phrases and label the path accordingly. Have each child be responsible for illustrating part of the adventure. If children choose to work by twos, encourage thier cooperative effort. 
  • Use this experience on an individual basis with a child who is excited or fearful about an upcoming event. Encourage the child to draw what she is feeling, what has happened, or what she thinks will happen. Acknowledge the feelings behind her drawings without criticizing them. 



    		•
    REGARDS TO THE MAN IN THE MOON:  SPACE TRAVEL
     
    Benefits:

    Materials:
     

    Groundwork:
     

    The Experience:


    Reflections:
     

    Variations:

    		 The trip into space on IMAGINATION I allows children to feel confident to be anyone, try out ideas, and live out fantasies. 

    Regards to the Man in the Moon by Ezra Jack Keats, Four Winds Press, 1981. Large boxes, markers, paints, a wide selection of dress-up clothes and accessories. 

    Set up an area of the room with ample space for each child to construct an IMAGINATION 1. Make sure the boxes, markers, and paints are easily accessible. You may want to cover the floor with newspapers. 

    After reading the story, invite everyone to make an IMAGINATION 1. Allow plenty of time. When the paint is dry, get out the dress-up clothes and' other dramatic props and let imaginations run wild. 

    Young children are intrigued with outer space. Provide them with useful information. Follow up this book and their play with facts on planets, stars, meteors, and the sun. They can then incorporate the real into their make-believe play. 

  • Instead of each child having her own box, use an empty appliance box for several children to work on. Encourage cooperation and joint decision making. 
  • Make a permanent IMAGINATION 1 for your center. Working with small groups of children, build a wooden box for a space vehicle. Paint it, decorate it, and use it over and over again. You may want one for the playground, too. 
  • Write down some of the journeys the children take in their space ships. Be sure to leave room for them to illustrate their stories. 
  • When your dress-up area has become a bit "old hat" and needs some spark, this is a good experience. Collect some new dress-up materials, particularly items that might space exploration - big work or snowmobile boots, heavy gloves, and sports helmets.



    		•
    1, 2, 3, TO THE ZOO:  A COUNTING EXPERIENCE
     
    Benefits:

    Materials:

    The Experience:

    		 This hands-on experience builds children's counting skills and understanding of number concepts. 

    1. 2. 3 To The Zoo by Eric Cane, Phiomel Books. 1968. Large-size construction paper, a variety of art materials. 

    With a small group of children, probably no more than six, read the story. Take plenty of time to explore each page. Count the animals, point out the written numeral, and talk about the train at the bottom. When finished, invite the children to make their own number books. 

    Have each child fold several sheets of construction paper in half. Then assemble them in book fashion. Encourage those who can.write their numbers to do so; help those who cannot. Each page should have one numeral and the corresponding number of objects. The objects can be drawn on or cut and glued, and the possibilities are endless. Each child will approach such a project differently, depending on temperament and ability. Encourage the children to talk and share their ideas with one another. 
     
    Reflections:        Keeping pages together in "book" form can be a problem, particulary since many children want their books to look "like a book." Staples are one easy solution. Another way is to keep a large darning needle and a skein of yarn on hand. A length of yarn "sewn" through the folds of paper and tied on the outside makes a quick and easy finishing touch. 

    Many children will not know or be able to write numerals yet. Use sponge prints to help them begin to understand number concepts. "How many are there? One. That's right, one." This will probably be a gradual process for most children. Encour age such activity when the child shows interest, but don't push. 
     
    Variations:       
  • Using a large assortment of stickers, help the children place the correct number of stickers on each page. If possible, have them choose one type of sticker per page. For example: on the "1" page, one star sticker; on the "2" page, two dog stickers, etc. 
  • "Print" the number of objects needed on each page. Make printing pads by folding a couple of sheets of paper toweling into 4 x 4 squares. Pour out just enough paint to wet the paper towel square. For printing objects, use fruits (oranges and grapefruits make very interesting prints) or vegetables cut in half, sponges cut into a variety of shapes, or commercial printing stamps. 
  • Make color, alphabet or shape books in a similar fashion. 
    		•




    THE THREE BEARS:  A SEQUENTIAL STORY
     
    Benefits:

    Materials:
     

    Groundwork:      

    		 This classic fairy tale offers children opportunities to examine family relationships, fearful feelings, and a variety of thinking concepts. 

    A blonde doll, a small table or tablecloth, three different-sized teddy bears, bowls, spoons, chairs, beds or blankets. Have available The Three Bears, retold by Paul Galdone, Seabury Press, Inc., 1972. 

    Your role in this experience is as a storyteller. Read the story several times, so it will be fresh in your memory. You need not remember the tale word for word. Simply be familiar with the action sequences. It is the way you retell the story that makes 'it special and unique for the children. Often preschoolers will be quick to point out "that's not the way the story goes. Explain that it is fun to hear and tell the story a new way every time. Later you can invite them to retell the tale, perhaps creating another version. 

    Set the scene and tone for your story presentation. Lay out your props, putting the dishes on the table and arranging the chairs and beds. 
     
    The Experience: Gather the children in a semicircle around your "stage." As you retell the story, manipulate the bears, Goldilocks, and the props accordingly. Place emphasis on the Great Big Bear having the largest bowl, spoon, chair and bed, as well as a louder, deeper voice. Do the same for the other bears. 

    Often young children will spontaneously participate in the counting, matching, and size repetitions, as well as each character's dialogue. Encourage them as they become a "chorus." 

    At the end of the story, put the bears and props in an area where small groups of two or three can experiment with retelling or enacting the story. Also, have the book in the classroom for the children to look at. 
     
    Reflections:        Although Galdone's version uses size terms to describe the bears, you can choose papa, mama, baby or other family terms to emphasize these relationships. 

    This story presents a wealth of concepts to explore: counting, one-to-one correspondence, matching sizes, and sequencing. 
     
    Variations:       
  • Serve porridge for lunch or snack. Or, have the bears' meal match your menu for the day. 
  • Retell the story with puppets instead of the doll and teddy bears. Use old socks or make stick puppets with felt and tongue depressors. 
  • Use paper grocery bags to make masks of the four characters. Leave these in the housekeeping area for dramatic play. 
  • Make felt board pieces of the characters and props, or buy them from a commercial source. Be sure to emphasize the different sizes. Retell the story by passing out all the pieces to the children for them to add at the appropriate times. Leave the pieces out during free play. A group could present the felt board version to the rest of the class. 
  • Several children may wish to dramatize the story fot the class. Help them put it together, but follow their lead. Let it be their version of the story. 



    		•
    SOME GOOD BOOKS: FOR PARENTS
     

    Here are some books that preschoolers enjoy. You may want to look for them or others by these authors in your local library. Book stores can order them if you want one for a special present.



    RESOURCES
     

    These adult resource books may help carry out the goals of the Experiencing Literature Section:

    Butler, Dorothy. Babies Need Books. New York, N.Y.: Antheneum, 1982.

    Cullinan, Bernice and Carolyn W. Carmichael, Editors. Literature and Young Children National Council of Teachers of English, 1977.

    Huck, Charlotte. Children's Literature in the Elementary School. New York, N.Y.: Holt Rinehart and Winston, 1976.

    Oppenheimer, Joanne, Barbara Brenner and Betty D. Boegehold. Choosing Books for Kids. New York: Ballantine Books, I 986.

    Ross, Ramon. The Storyteller. Columbus, Ohio: Charles E. Merrill Publishing Co., 1980.

    Taylor, Denny and Dorothy S. Strickland. Family Storybook Reading. Hunemann Educational Books Inc., 1986.

    Trelease, Jim. The Read-Aloud Handbook. New York, N.Y.: Penguin Books, 1982.



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