These cross-curricular activities for Put Me in the Zoo incorporate key skills from the Common Core. The activities integrate literature with social studies, science, mathematics, and more. Included activity pages engage and challenge students.

Put Me in the Zoo: An Instructional Guide for Literature features engaging, rigorous lessons and activities that work in conjunction with the text to teach students how to analyze and comprehend rich, complex literature. Students will learn how to analyze story elements in multiple ways, practice close reading and text-based vocabulary, and determine meaning through text-dependent questions as they are engaged in reading this charming story.

Travel through the zoo and learn about zoo animals through rhyme. Count up all of the animals you have seen. Includes section "For Creative Minds" with cards and activities.

As topical today as when it was first published in 1938, this book tells of Bartholomew Cubbins (from Caldecott Honor winner Bartholomew and the Oobleck) and his unjust treatment at the hands of King Derwin. Each time Bartholomew attempts to obey the king’s order to take off his hat, he finds there is another hat on his head. Soon it is Bartholomew’s head that is in danger . . . of being chopped off! While The 500 Hats is one of Dr. Seuss’s earliest works, it is nevertheless totally Seussian, addressing subjects that we know the good doctor was passionate about: abuse of power (as in Yertle the Turtle), rivalry (as in The Sneetches), and of course, zany good humor!

Gerald tells of the very unusual animals he would add to the zoo, if he were in charge.

Sophie dreams of wild animals losing their fur, feathers, scales, and skin, and helps them all find their proper coverings again.

Play is serious business. Whether it's reenacting a favorite book (comprehension and close reading), negotiating the rules for a game (speaking and listening), or collaborating over building blocks (college and career readiness and STEM), Kristi Mraz, Alison Porcelli, and Cheryl Tyler see every day how play helps students reach standards and goals in ways that in-their-seat instruction alone can't do. And not just during playtimes. "We believe there is play in work and work in play," they write. "It helps to have practical ways to carry that mindset into all aspects of the curriculum." In Purposeful Play, they share ways to: optimize and balance different types of play to deepen regular classroom learning teach into play to foster social-emotional skills and a growth mindset bring the impact of play into all your lessons across the day. "We believe that play is one type of environment where children can be rigorous in their learning," Kristi, Alison, and Cheryl write. So they provide a host of lessons, suggestions for classroom setups, helpful tools and charts, curriculum connections, teaching points, and teaching language to help you foster mature play that makes every moment in your classroom instructional. Play doesn't only happen when work is over. Children show us time and time again that play is the way they work. In Purposeful Play, you'll find research-driven methods for making play an engine for rigorous learning in your classroom.

"Beep Beep Sheep in a jeep on a hill that s steep.""Sheep in a Jeep" is well-loved by the preschool and early-reader sets for its slapstick story of five sheep (in a jeep) and silly sound effects especially when the jeep goes splash and thud in the mud Nancy Shaw s rollicking rhymes are Seuss-snappy, and Margot Apple s appealing pencil illustrations are expressive and hilarious. Shear delight. Don t miss Shaw and Apple s other sheep-heaped titles: "Sheep in a Shop," "Sheep on a Ship," "Sheep Out to Eat," "Sheep Trick or Treat," "Sheep Blast Off," and "Sheep Take a Hike." "

The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.