More will be added after school.
Every Monday, I highlight a book from our school bookroom along with lesson plan suggestions.
One Woolly Wombat, by Rod Trinca and Kerry Argent
Counting books are great. Austrailian counting books with adorable Australian animals are even greater. Especially if that counting book goes all the way up to 14 instead of the standard ten. You can find this book in the red “Math” bucket in the bookroom.
The numbers in this book are written out in word form, rather than in standard form. This might be helpful for second and third grade teachers working with their students on spelling the numbers correctly.
One Woolly Wombat is a recent addition to our mentor texts in the bookroom, so if it meets your needs, make sure you stop by room 301 and thank Anne and Tin for putting the most recent book order together!
There are no lesson plans included with this book. There is a CAFE menu included with this mentor text, and I’ve highlighted these as suggestions:
- Determine and analyze author’s purpose and support with text. This is so much more than a counting book. It introduces students to Australian wildlife, shows them the word forms of their favorite one-digit numbers, familiarizes them with Australian slang, and entertains them with animals in silly situations. By the way, if you want to learn more about unique Australian animals, check out this fantastic web site.
- Use the pictures.. Do the words and pictures match? This could be an important lesson on a time when this strategy can fail. If a student doesn’t know what a echidna is, looking at a picture of one won’t help them decode the word. This is a great opportunity to talk about what to do when one reading strategy isn’t working. This is also an opportunity to encourage students to read widely and engage adults in conversation — the more words they’ve heard orally, the better they’ll get at decoding them in their reading.
- Blend sounds; stretch and reread. There are plenty of blends and digraphs in this book, both at the onset of words and in the middle. There’s not much text, so it would be relatively painless to type the text into a Word document and then project it onto a screen. I’ve typed the text for you here: One Wooly Wombat . If you project the document onto a whiteboard (or SmartBoard), you can then highlight or circle all the blends and digraphs.
- Practice common sight words and high-frequency words. I imagine it must get a bit tiresome in the primary world to use the same twenty or so numbers each year. If the text in this book isn’t at your students’ reading level, perhaps they can at least practice finding and writing the number words they see.
Please add any lessons or supplemental materials to the book bag so future teachers can utilize your good thinking!
Comments and constructive criticism are always welcomed! Please leave a comment if you’ve found this helpful!
Today I was catching up on our Letters to Ms. Houghton, a weekly homework assignment that I stole from Mrs. Chan where my students write to me on Tuesday and then I write back.
One student wrote, in response to my question of what teachers could do to become better at their jobs, that we should talk with our kids about their “deep, DEEP thoughts.” Rather sage advice from a well-spoken third grader.
I am fortunate enough to have learners who are willing and eager to tackle tough conversations that include their deep, deep thoughts. When I embarked on our first themed literature unit, I hoped we’d be able to just touch the surface of issues of civil rights and standing up for yourself. I had no clue that we’d be having discussions about
- Why so much time passed between Lincoln and MLK — my students thought that they were contemporaries.
- Why the North didn’t “need” slavery
- Why it took so long for black public officials to be elected
- How Chicano-Latino Americans and Asian Americans were being treated during all of this.
- the Emmett Till murder and trial
- the librarian of Basra, Iraq, shuttling 75% of the city’s library to safekeeping
- Busing — When black kids wanted to go to traditionally white schools (circa Brown vs. Board of Education), did white kids want to come to black schools? (!!! X, thank you for your insight on this one!)
- Who judges are, and what they do
- How people of color were able to learn and be taken care of when they were sick if they weren’t allowed into certain schools and other public places. And then how black people became teachers and doctors if they couldn’t go to traditional colleges. (!!! This one blew my mind, my kids are SO SMART)
- The role of power, money, and religion as being at the core of most conflicts.
My kids have been incredible. They are able to apply these questions to the text we’re reading and the activities we’re doing, so it’s not like we’re spending all our time going off on birdwalks. They are interested when we watch grown-up documentaries and talking-heavy historical footage.
They know that some parts of the past were awful, but they’ve been incredibly mature in not seeking out super-gory details. I firmly believe they understand that the intent of our work together is not merely to discover shocking facts, but to learn from our history and see how we can apply its lessons today.
There are a few more books we’ve related to our theme that I didn’t initially expect we’d use:
My kids also asked that I include this one, because Dan and Amy stand up for themselves even when other family members play dirty, and even when their own aunt gave up on them:
Who knows what else we’ll learn in the next week before the month is over! I can say that I’m definitely ready for something a little less heavy. So our theme for next month might be something along the lines of, “Curiosity leads to discovery.” Discussing inventors and scientists and nonfiction texts…
Learn more about the Brown vs. Board of Education decision here:
In the 3rd grade social studies curriculum, we study our communities and the 50 states. We’ve also been talking about the presidents in our study of the book So You Want to be President. What a perfect time to introduce the 44 Presidents rap I discovered. I don’t know if it’s the original version Ron Clark used, but it’s pretty awesome and kind of ridiculous.
You can watch a video of it here:
And I made a Powerpoint of the lyrics so we can have them to reference as we practice.
If you’re wondering how I prioritize the physical materials I’d like to have available in my classroom, you might be interested in checking this out.
This is my budget proposal to the district powers that be:
This is the accompanying justification:
We finished reading When Marian Sang today, by Pam Munoz Ryan. What a beautiful book.
You can watch Marian sing at the Lincoln Memorial here:
Tomorrow, we’ll be learning more about Rosa Parks!