We all love to hate mandatory testing for students! I am responsible for testing a group of students and the offices of the library space are being used for small group testing, so I had to re-think the library schedule for a two week time frame. The first half of the school day, the library is closed. But once testing is done, we open the doors to our "De-stress from the Test" activities! And it has been a huge hit this first week....students in 5th grade can't wait to come next week! So...what am I doing? Take a look...
You know I just had to advertise with signs made in Buncee, right?!
I had a 1000 piece puzzle out during National Library Week and the reaction from teachers and students was overwhelming. They loved it! But...it didn't get completed. It is a very challenging puzzle that I bought for $4 at a local discount store. I chose to leave it out and add more options!
I purchased four more puzzles from Barnes & Noble. They are 500 piece puzzles of varying difficulty. I knew that the only students working on these puzzles would be 3rd-5th graders, so I didn't have to have anything too primary. I set each puzzle box and pieces out on a library table. I also purchased these really cool Sort & Go puzzle trays! They are awesome!!! You can use them to sort pieces as you work or to gather loose pieces for storage at the end of the day. They are really handy.
The most adorable puzzles I purchased were from Mudpuppy. Everyone loved the designs and the colors. This one called "Little Feminists" was my absolute favorite...and many afternoons I could be caught sitting at the table working on it myself!
The way the schedule has worked this week is that the library has been closed until around 11:30 or so. Once I'm in here to open the doors, teachers write a pass for 2-3 students at a time to come and work. They can work a puzzle of their choosing OR they can opt to sit and read. Most have chosen the puzzles. I think out of novelty. And after reading the state test for three hours, who wants to read a book? Very few...and that's okay.
I marked the time students arrived and when their 20 minutes were up, I just sent them back with a friendly pass. Then, most teachers sent another pair of students. It has worked well because many teachers chose to do centers in their own classrooms and the library visit became one of the centers! Genius!
With close supervision, there haven't been any real issues other than one torn puzzle piece. I still opted to print some guidelines and tape to each table. These just serve as reminders. You can see parts of these signs in the bottom photos in the gallery above. Overall, I am pleased with the effort from students in caring for the puzzles. And I've had a little chuckle over how possessive of certain puzzles the teachers have become...several teachers have come in almost every day to spend 5-10 minutes working on a puzzle! LOVE it! This truly has been one of the best ideas I've had all year!
Better than never, I'm sharing the results of my second dictionary skills lessons with 3rd graders today. If you didn't get to read my first lesson with Dictionary Dude, you can catch up HERE. So this past week's lesson was a follow-up on our dictionary skills lesson review and creation of Dictionary Dudes. I decided to use Jo Nase's idea for a dictionary relay. I used Jo's rules/guidelines in the beginning but had to tweak once I saw the "trouble spots" with my own groups of students. I also set my relay up a little differently. So, just take a look at what Jo created, read my lesson format, and then decide on what will work for your kids! It was a lot of fun and well-worth the very brief time it took to pull it all together. But, one word of caution, if you like a quiet library, this may not be the activity you are looking for.
I set up three stations for my relay game. I had these cute little cones from the Dollar Tree that I had stashed in a drawer and pulled out to mark the team tables. I also took a second to create little signs for each team, as well. I put a clipboard, 2 pencils, and a dictionary at each station as well.
I welcomed students to the library and we did book check-out first. We limited this to 10 minutes so that we would have about 30 minutes to play the relay after review and instructions. I wasted no time in settling our 3rd graders down on the carpet and doing a quick review of our key dictionary skills from last week's lesson. The kids remembered almost everything. Guide words are tough for kids, so I made sure to really emphasize the guide words and how we use them in our review.
I asked my classroom teachers to help me pick teams. Each teacher did this a little differently, but it worked quickly and efficiently. Once kids were lined up with their teams, I gave them the rules of the game. Basically, the first person would "run" up to the table and tackle question one, which is always looking up the word and writing the page number on which it was found. Then the second person is tagged and runs up to answer question two and so on. Once all questions are answered, they bring the clipboard to me for a quick check. I found out after about two classes that few teams rarely get all of the questions correct the first time, so I allowed the entire team to pull together to solve the problem of which answer(s) were wrong. This made it a little more inclusive.
One thing I had to tweak in my particular relay was the set up for classes that had a larger amount of inclusion or special education students. Teachers and I decided that we would allow pairs of students to tackle the questions to build confidence in the game and to keep kids from getting too bogged down if they were really struggling with a particular skill. It worked fairly well, but we did have some groups that needed a lot of help from myself and the classroom teacher.
After round one of the relay, the teams became a little more competitive. Some classes were able to do two rounds and some three. I didn't give any type of prize to teams who won, other than cheers of course. And I am happy to report that only ONE student approached me to ask "what do we get for winning". My answer? "The satisfaction that your team won." It was a great deal of fun and certainly made people wonder what on earth we were doing...the library was super NOISY each day I did this with students!!! And who doesn't love a little ruckus now and then?!
I was recently asked by my principal to cut back on STEM-maker lessons and focus more on supporting classroom teachers with our state testing. I lucked out when I found Jo Nase's Dictionary Dudes and Dictionary Relays activities posted on her blog. If you've never read Jo's blog, it is well worth a look and she also has a TpT store where you can get a pile of freebies and great library materials.
I started the first lesson this week with my third graders. I reviewed the concepts of alphabetization, guide words, parts of speech, and other elements of dictionary entries. This was no easy task because most students see dictionaries as obsolete. They told me to "Google it!". Of course we had a few giggles and it opened the door to some digital citizenship conversation, but we had to get past the digital and embrace the print. Once I got past this hurdle, things went more smoothly. The culminating activity was the creation of individual Dictionary Dudes using a template from Jo's website.
I had different words printed out and cut apart and in a basket. Students received a worksheet, pencil, dictionary, and then drew a word from my basket. The mystery of what word they would receive made the lesson a bit more exciting.
Once they had their word, they found it in the dictionary in order to complete their "Dude-sheet" as we called it. I also allowed small groups to do book check-out during this part of the lesson. Things went fairly well. Some students chose to embellish their "dudes" for a little extra fun.
Next week, I plan to use Jo's relay activity to have team races centered around dictionary skills. Of course, I'll be sharing that with you too! Click HERE to get the materials from Jo's website.
As I begin to think about what types of things will be placed in our new makerspace area, I have really started paying attention to what other media specialists have done with making. My first source of inspiration tends to be Pinterest, but eventually I seek out those who are close to me. The librarians that I work with in my local RESA are usually the BEST source of great ideas!
Several of those librarians have used origami in their own makerspaces with success, so I thought I would give it a try. As I prepared stations for my "maker week" lesson of the month, I included a winter animals book mark activity. I used only materials I already had on-hand so there was no cost involved.
The origami station was set up with a sign, directions, materials, and also a laptop. I created a Padlet where students could see the real-life image of the animals to choose from. I have shared my Padlet below, so feel free to use it for your own makerspace. I also linked to four YouTube tutorial videos on how to make the book mark for each animal type. The fact that I was limited to only one computer meant that students at the center all had to work on the same creation. This was only a problem in one class. All of the others came to a quick consensus and were fine creating the same animal.
I took a minute to get the kids at this station started because they had to begin with a "perfect square" piece of paper. I didn't have origami squares, so I taught them how to fold and cut the existing paper in order to get the square. This step is included in the videos, but it worked best with me helping them get started. After that, it was all smooth sailing! The snowy owl and polar bear involved a lot of small piece cutting, so it was harder for the 3rd graders, but 5th graders had no issue with these. The snowshoe hare was by far the simplest to make and really was the perfect choice for the 3rd graders. The 4th graders gravitated toward polar bear making and although challenging, they were able to do it!
I think the kids were inspired by this activity! They were amazed that they could create such cute creatures and then when they saw that they could be used as corner book marks, they were beside themselves! They wanted to pose for pictures and everything! I even had one student ask to make a spin-off UNICORN and I said, of course!
I do believe that more origami is in our future. I think students in other centers (like coding and puzzle solving) were wishing they had chosen origami! It was fun, required them to follow directions and work together, and they walked away with a little inspiration to keep reading.
December in an elementary school is cRaZy busy! Every day it seems we have a new event happening...chorus concert, Santa pictures, holiday breakfast, and on and on. I had been really looking forward to sharing holiday stories with students and had the idea of doing a passport for a "Christmas around the world" event, but my calendar got the best of me. As it turns out, I only get one week during the entire month of December to have regular library classes. Only one.
I debated over doing STEM challenges or holidays around the world, but I ended up at The Nutcracker. The ballet has been one of my personal holiday favorites for a very long time. I even did a nutcracker themed Christmas in my own home, when my boys were younger, where I put a different themed tree in every room of our house! I had the Dance of the Candy Canes in my youngest son's room, the nutcrackers in the mud room, the Arabian Coffee dance in the kitchen....you get the picture. It was over the top, but the best thing about Christmas that year was dressing our boys up and taking them to the Chattanooga Ballet's performance of The Nutcracker. The boys behaved very well, enjoyed the show, and were exposed to a little "culture," as my momma would say.
Most of my students have not had cultural experiences like these. So, I set upon finding a storybook to share and figuring out a lesson. And, even though you probably don't have time to implement it this year, maybe sharing it here will inspire you to think about personal stories and experiences that you had growing up that you could turn into library lessons for your students!
I found a lovely picture book at Barnes & Noble that is a re-telling of the ballet as performed by the New York City Ballet Company and beautifully illustrated by Valeria Docampo. The text is quite lengthy, but worth it. It does a great job of telling a very complex story, but in language that students can follow with the added bonus of a few vocabulary words you can introduce to them.
I started my lesson by showing students two of my own nutcrackers and talking a bit about what a nutcracker is, why we use them as decoration this time of year, and introducing Tchaichovsky's writing of the music. I then read aloud the book.
After reading, I had a few links to scenes from the ballet placed in a Google slide show. I introduced each scene briefly and connected to our story. The possibilities are endless here, but these are the scenes I chose and the reasons why. I have also inserted the videos so that you can see them.
1. Act 1. Tableau 1. Scene 7. The Battle between The Nutcracker and The Mouse King. I felt like the battle was important to highlight for the boys. Many young boys feel that ballet is for girls. We talked about this and I shared with the boys that many strong men perform ballet. I was pleasantly surprised by how the boys were really engaged watching the video! They noted how strong the nutcracker's legs looked and they laughed at the antics of the mice and the "bang" of the cannon. I did fast-forward into the clip to about 2:10 or so, just to save time and to get to the actual dual of the nutcracker and mouse king.
2. Act 2. Scene 12. Divertissement. Trepak. (Also known as the Dance of the Russian Candy Canes.) This was obviously a choice because of the music. I knew students would recognize the tune and I wanted them to make the connection to Tchaikovsky and the ballet. It was fun to see their faces light up when they heard the music and exclaim, "I know this!" They also loved the jumping and leaping of these dancers! And this scene is only about one minute long, so quick and easy. The only thing here is that the dancers are not dressed as candy canes and that was a little confusing to the children. In the future, I might look for a version that has the candy cane costumes rather than the traditional Russian costumes.
3. Act 2. Scene 14. Variation 2. Dance of the Sugarplum Fairy. We talked about the principal ballerina and why the role of the Sugarplum Fairy is so coveted. I also asked students to listen for the music to see if they recognized it...which, of course, they did. I also told students about the wooden toe blocks placed inside of a ballerina's toe shoes for pointe work and they were fascinated! Even the boys were really into this...they watched her feet very closely, looking for the blocks of wood! Watching their faces was the highlight of my week!!! So fun...and this particular ballerina, Nina Kaptsova is such a delight to watch. She seems to be having fun, so that makes the video clip so much more interesting. The students also commented on how different the sets look in each clip. This opened the door for some conversation about productions, costumers, set designers and so on. Lots of STEM ideas there!
After watching each of the clips, we moved on to the final portion of the lesson. I had coloring sheets that I purchased HERE and I also provided a Nutcracker word search for those who didn't want to color. As students worked on these, I played more of Tchaikovsky's music. They loved it.
As students lined up to leave the library, I handed them a scratch-n-sniff bookmark that was either a gingerbread scent or peppermint candy cane scent. These went over with RAVE reviews!!!
Most of my students had never been to see The Nutcracker. Only about two students in each group admitted to having been and most of those had only been to local productions by student ballet companies and not professional companies. I would really like to find videos that feature dancers with more ethnic diversity and I also think it would be really neat to find variations on the story of The Nutcracker...maybe something by the Alvin Ailey Dancers that is more contemporary would be fun.
I did this lesson with all third through fifth graders and I would say that 3rd and 4th graders were the most engaged. I think that involving a STEM aspect to the lesson, or getting more technical with the ballet or music portions of this lesson would be more appealing to the older students, but overall I think everyone enjoyed the lesson. And teachers were appreciative...they commented that they were so glad I was exposing students to this production, noting that most of these kids have never been to a live performance outside of a school concert. I think I need to find a way to change that.
I am beyond thrilled that today is November 1st. Why? Because I absolutely adore picture books! There is so much that this art form offers our young readers. I took the opportunity today to kick off National Picture Book Month with students in grades 3 through 5.
In preparation for this month, I visited the PBM website in order to find a little inspiration. The website features a little promotional video that I showed to students to "kick off" my lesson. I know that some students couldn't really read all of the author's quotes on the screen, but the music and pictures did a nice job of setting the tone for the lesson.
The next thing I did was instruct the students to select two picture books from the shelves. I told them they were on a scavenger hunt for picture books they have not read or seen before. Some students picked books from the displays, but most really took this task very seriously and searched the shelves for something of interest.
Once students had their two books, I asked them to sit and look at them...the pictures, words, details, covers, and so on. I asked them to think about how they would define a picture book. What is a picture book's characteristics?
I gave them each a sticky note and a colorful marker and they wrote a few key words that they felt described a picture book. We then put them on our little board and discussed them. Most of their descriptions were predictable: easy, colorful, funny, written for little kids. It was exactly what I expected.
Then I showed the students a book that would not fit their description. We looked at Patricia Polacco's The Butterfly. We first examined the cover and the students realized that the book probably wasn't funny or silly. We talked about the Nazi flag on the cover and the fact that the book's characters looked sad. Then I showed them a few of the pages and we talked about the lengthy text, paragraph format, dialogue, and other features that indicated the book might not be an "easy" book. This activity really got the kids wondering what this book was about and several asked about checking it out after my lessons were done this week. What a great result, right?!
For the final part of the lesson, I showed the students a video of Mac Barnett talking about why he believes picture books are for everyone. Although his language is somewhat elevated in this particular video, students can see his passion for picture books and for kids. The students really responded to this video, as did their teachers (who are in the library with us during library lessons).
To conclude the day, students did book check-out and I was tickled that many of them chose to select a picture book as one of their two books. I am also doing a Picture Book Challenge activity which I plan to share with you in a later post. Hooray for picture books!
This is the final post in a series for lessons in October 2017. To read the previous post, click HERE. To read the initial post, click HERE.
Where has the time gone? October has flown as fast as a goblin on Halloween night! This week wraps up (no mummy pun intended) the final week of not-so-scary library lessons and it was a great week! There will be two days of lessons next week to get us through Halloween, so I'll be sure to include those plans at the end of this post. Hope you have enjoyed the series and have gained some inspiration for some spooky fun in your library!
You must be living under a rock if you've not heard of The Creepy Pair of Underwear by Aaron Reynolds. It has been all the rage on Instagram and when it showed up in our Fall Book Fair, I knew it would be a big hit for this month. With the fantastically ghoulish, greenish glow in the illustrations by Peter Brown, this book was a HUGE hit with students of all ages! Just look at their faces!
I started the week by reading this story to my 1st and 2nd graders during story time and they loved it so much that I took the chance to use it with older students later in the week. Remembering that I have only 30 minutes with my younger students, I only read to them and then did book checkout. With my older students, grades 3 and 4, I chose to include a creative writing and art activity.
I found a great little packet on TpT by Moonlight Crafter that was both cost effective and simple to access. I decided that I like the handout that included both the blank undies to color and a writing section. For the writing, students described an imaginary pair of underwear that would scare them and told how they would "get rid of" them! This opened the door for lots of discussion about describing words (adjectives have been a big topic for 3rd grade this month) and for making connections to the story (I gave students the opportunity to make predictions as I read the story aloud to them).
With the illustration part of the worksheet, students were only allowed to use pencil and a green crayon or green colored pencil. We talked about Peter Brown's choices in using black and white illustrations with the neon green accents and how those choices increased the "creepiness" of the underwear. We had such a blast sharing our thoughts about these illustrations!!! I just love anything Peter Brown does....right?!
The students were so creative with this worksheet....I was tickled by how clever the illustrations and descriptions turned out. And when I overheard one student saying, "This is the best thing ever!" as he worked on his drawing, I knew I had a hit. Days like this are what make my job the best job in the school!
To wrap us this week, I can't forget to include my Kindergarten and PreK students. I brought back a favorite character from the beginning of the school year....Splat the Cat! His adventure with his Halloween costume and jack-o-lantern turned out to be just right for the younger students....lots of giggles with this read-aloud. Once we finished our story, students practiced reading a library book of their choosing (from a pre-selected table display) in a space of their choosing.
Another little side note that made this lesson work really well is that it was Red Ribbon Week and we had a "Crazy Sock and Crazy Hair" dress up day. I took full advantage and wore my eyeball socks, Halloween librarian shirt, and googly eyes headband. It really made the Splat lesson more festive.
As promised, I want to share what I will be doing on Monday and Tuesday of next week since they are the last two days of October and one of them is Halloween. Students who come into the library on these days will get to do a Flashlight Fun Day....I will cover the windows with black paper, have inexpensive flashlights at the ready, and greet students in a dark library. I'm thinking I will hang a few string lights around our story carpet to keep things Not-So-Scary. I plan to read I Want to be in a Scary Story by Sean Taylor and then will have the students get their own flashlights to do book selection and silent reading. I will post pictures to my social media accounts, so if you aren't following those, look for the links in the right-sidebar of the blog.
Last but not least, my 5th graders did not have library with me this week because I was attending a conference....so, they will present their Monster Buncees on Wednesday. We might turn the lights out for that lesson too! Happy Halloween!
This is the fourth post in a series on library lessons for October 2017. Read the previous post HERE.
It's hard to believe we've already arrived at the middle of the month! This post will be somewhat abbreviated, as this week included two days out of school for our district's fall break. Without Monday and Tuesday classes, I didn't see any Kindergarten, 1st, or 2nd graders and I also missed two of my 3rd grade groups. Then, we had Georgia Power presentations (energy conservation) on Thursday morning in the library, so I didn't get to host my regular 4th grade lessons this week either! So, what to do with a "messed-up" week? READ, of course!
In keeping with the monster theme, the 3rd grade classes that I did see this week listened to Bone Soup by Cambria Evans. The main character is not really a monster, but a skeleton. However, there is a monster in the story so I felt like it was a good fit. The book is such a treat! Ms. Evans was inspired by the soup her mother made for her each Halloween season. She took this inspiration to write a new version of the stone soup story and it was a big hit with the kids! The story also features fabulous vocabulary, so it tied right in to the previous lessons I've done with 3rd graders on adjectives. They really did love this story and reacted with lots of "ooo...gross!" and "yucky" commentary as I read aloud. After the read aloud, we did book check-out and silent sustained reading...the kids and the teachers really enjoyed this. Sometimes I forget how much everyone just wants some quiet time to enjoy their books.
The only other group I was able to see this week were my sweet PreK students. They come on Fridays for a short story time, so the crazy schedule didn't interfere with their regular library time. I read aloud Monsters Love Colors by Mike Austin and we had fun naming all of the colors in the story. I also found a plush red crayon doll while cleaning out a back storage space and thought it was the perfect compliment to the lesson. We asked "RED" to join us for the story and we waited patiently to get to the page in the story that features the red crayon. I forgot to take a picture of the crayon I have, but it is very similar to the one pictured below.
This book was fun and I will certainly use it again. I also introduced the concept of an illustrator and used the "scribble" pictures in the book to talk a little about book care....."we don't scribble in our library books with crayons do we?" and "the illustrator is the person who chooses what to draw in the book" and so forth.
So that's a wrap on a 3-day week of quick lessons. I'll be back next week to finish out the series with our 4th week of activities. It is sure to be a busy week and we will be gearing up to announce our winners for the Eye Candy Contest (eyeballs in a jar) for the month! Our school also hosts a Monster Mash dance for the students next week, so that will be the perfect ending to this month of monster-themed fun.
This is the second post in a series for October 2017 library lessons. Read the previous post HERE.
I have my first week of "Not-So-Scary" lessons under my belt and wanted to share them with you! My week starts with all first and second grade classes on Monday. I only see these students for 30 minutes, so when you include book circulation, that leaves me about 15 minutes for a lesson...not a lot of time!!! I decided to use a video recording from Storyline Online to kick off our monster month. The book is I Need My Monster by Amanda Noll. It is a cute story about a boy who requires a monster under his bed so that he can sleep. He is visited by substitute monsters when his very own perfect monster goes fishing. It is such a cute story and all of the students really loved it! If you've never used Storyline Online, I highly recommend it. Since this particular story video lasts 12 minutes, that was it for the lesson for 1st and 2nd grades. But I connected it to the book check-out time by telling students that we needed to search out monstrously good books just like the little boy searched out the perfect monster. It worked.
Kindergarten classes visit on Tuesdays and I decided against reading a book this week. I was inspired by the "Five Little Pumpkins" poem that many students learn this time of year. I re-wrote the lyrics and created my own poem "Five Silly Monsters," complete with hand motions. I created a Google Slide using the same free monster clip art I mentioned in the preparation post and had it up on the interactive board. Students learned the words and motions and we had such fun! It got them moving around and that was great.
Since I am only in my fourth week with kinders, I am still focusing on basic library procedures. I spread books about fall, scarecrows, apples, and the like on a big table. After we did the poem, I told them that just like the silly monsters went looking for a library book, we were going to do the same thing. We practiced walking with our hands behind our backs and looking with our best googly monster eyes first. Then, students were allowed to select a book and find a carpet area to read. Obviously they were reading the pictures, but it was a great way to practice book selection and book care.
My third and fourth grade students are in the library for 45 minutes, so I can do so much more with them. I shared the same Storyline Online video with them as I did with first and second graders, but we followed it with a writing activity. We brainstormed adjectives and adverbs we heard in the story describing the different monsters that visit the main character. Then, I posted the directions for our writing activity on the interactive board.
The third graders had trouble getting started, so upon the suggestion from a teacher, I also gave them some sentence starters and typed up the words they offered up. I placed those on an additional slide and we used them during the writing activity. I think the fourth graders enjoyed the creative writing more than third graders did...not sure why.
And finally, the fifth graders....I mentioned a few posts back that I spent two weeks teaching these students how to use Buncee. I introduced their first Buncee assignment this week...monster research! They viewed my instructional Buncee presentation and asked questions. (I have posted it below so that you can see the directions and also so that you can see how versatile Buncee is! Flip through the slides to see the list of monsters we are using, as well.) Then, they spent the rest of our lesson time (45 minutes) deciding which monster they wanted to research. The kids are so excited about this project!
So, that's the first week recap. Basically, I was able to use the same story for all grades and then do little spin-off projects from there. It worked pretty well. The only grades that didn't get the story were kindergarten and fifth. And I was able to share the eyeball guessing game guidelines with each class. Kids are already making their predictions about how many eyeballs are in the jar! Now to work on next week's lessons...
Some of the best library lessons are inspired by great children's books. I recently got a shipment of new picture books and in it was Lady Pancake & Sir French Toast by Josh Funk. What a fun story!
If you aren't familiar, the story centers around two friends who race each other to the last drop of syrup. There are many great lessons you could pull from this tastefully illustrated book (pun intended). I chose to use the book with 3rd graders and to focus on two standards: (1) identifying characters and (2) identifying the problem and solution within a story. I originally thought I might pair it with If You Give a Pig a Pancake, but I ended up dropping that idea somewhere along the way. (It is a good idea that I might use in the future.)
I had the students make predictions about the characters by looking at the cover. Right-away, students noticed that Lady Pancake and Sir French Toast appeared to be upset with one another. They also noticed that Lady Pancake's "hair" is really whipped cream!
I then read the story aloud to them and it was a big hit. We discussed the problems that arose during the story and I had students brainstorm what they thought was the central problem.
I then moved on to directions for our project. I put a slide on the interactive board with directions, but I also read the directions and showed them the handout before moving them to tables to begin working. Some classes did need more direction than others, but for the most part, students seemed to know exactly what I wanted them to do.
They moved to tables and completed the "fun-sheet" (we don't call them worksheets in The Happy Library) by filling in the title of the book, the two central characters names, the problem of the story, and the solution. Then, they used colored pencils to illustrate the two characters. They were really excited about the drawing part! Students really talked a lot about the food items in the book, too....many kids didn't know what sauerkraut or celery are!
I can think of several ways to use this book in the future, and with other grade levels, but it seemed to be a good fit for 3rd graders. They didn't feel that it was too childish and I'd love to revisit the book and talk about nutrition and what is in our refrigerators at home!
The final results were just adorable! The kiddos did a great job with these and I am in love with all of the detailed illustrations they did. I hope you plan to use this book in the near future....it is utterly delicious!
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