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Week

At A Glance
Date: March 28-31
Teacher(s): Carli
Statement of Intent for Learning: For children to use critical thinking skills, imagination, storytelling, cooperative
play, and team work when engaging with materials throughout the classroom.
Monday Tuesday Wednesday Thursday
Art Painting on the floor to support the development of large motor muscles and a provocation for a
new experience.

Blocks Assistant teachers and their Balls and Ramps exploration. The children will learn critical thinking
skills by building and testing.

Books & Books that highlight families, rhyming, nature, emotions, imagination, self-efficacy, friendship, and
Listening Station stories for beginning readers.

Writing Butcher paper covering the table and document holders displaying different shapes for the children
to draw to support fine motor muscles. Different writing utensils to support the use of different
materials.
Dramatic Play
Camping and outdoor scene to provide the children with an environment that supports their play.

Quiet Small motor development (hand strength and dexterity), emergent literacy and numeracy (one-to-
Manipulatives one correspondence; number, shape, letter, and color recognition); cooperative play, imagination,
and problem solving supported through puzzles and board games.

Math Shape pizza to support simple mathematics. Shapes will include similar to those on the writing table
to connect the activities. Children will count the number of each shape and record it on a worksheet
or by simply counting the shapes and using correct names for shapes.
Sensory Kinetic sand with matchbox cars and road signs to offer another place of play and support group
play.

Light Table Magnetic shapes offer another medium and place to build. The Children showed interest in these.

Music CD: Relaxing Harp

Outside The children will engage in motor activities that use large muscle groups that support development,
strength, balance, and endurance as children ride strider bikes, pull wagons, ride scooters, and
shovel sand.
Inquiry
Sarahs Group-Movement, Carlis Group-Dinosaurs,
Investigations
Large Group There was an Old
The Adventures of
Lady Swallowed a Gone for Field Trip Molly and Isaac Skit
Beekle
Fly
Snack Fruit & Snack
Rice Pilaf, Milk Cerel Bar, Milk Yogurt & Fruit, Milk
Crackers, Water
Special Plans

Activity Plan for: February 1-4, 2016


Art Area Floor Painting
Many children have shown an interest in art and more specifically painting. To provide the children with a
new experience and a different way to paint to work on different techniques and muscles, children will be
Rationale:
painting on the floor. This activity can provide an open-ended experience and support exploration with
working with different surfaces.
The children should: Use the provided materials to create paintings in whatever context they want to as long
Intent, Provocation, &
as it is in the borders. The goal is to support the understanding different surfaces and experiences in an open-
goal(s):
ended manner that allows for exploration in a safe environment.

Materials/ Taped border in art area, paint, (8) painting trays: 2 white, 2 blue, , 2 yellow, (8) long-sleeved painting
Resources: shirts, (8) paint brushes

Remove tables from art area and tape a large square border on the floor. Make sure the border is not blocking
any walkways or if a child chooses to lay on stomach and paint, their feet are not blocking walkways. Add a
Specific Set-Up: drop of soap to each paint container, hang (8) shirts on the hooks by the art shelf. Place the (8) paintbrushes
and (8) paint trays around the square, 2 different colors on each side of the square. Paint in the square to give
the children an example of what they are doing in the area. MAYBE OF A RECTANGLE BORDER?
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
(8) children at a time. No other materials should be brought out or added to the table. Be sure to have a
camera to capture childrens creations during activity. A teacher should be in the area at all times, guiding the
Guidance Limits:
children to only paint in the border. Children may sit or lay on stomach to paint. Children may only paint
within the border. May not paint on the floor in any other area of the room.
Evaluation/Questions
What happens when materials work together? What is different about painting on this surface?
to support activity:
Specific Skills Language and Literacy (Reading, Writing), Fine Motor, Creative Arts (Visual Arts), Approaches to Learning
supported: (Initiative and Persistence, Curiosity and Eagerness, Invention and Imagination)




















Block Area Balls and Ramps
To support block, play, building, and math skills. This will give children another medium to build with and
Rationale:
support physics concepts.
The children will learn how to incorporate new ideas and skills with those they already know.
Intent, Provocation, &
They will be able to verbalize why they decided to place something in a specific place.
goal(s):

rubber track, swiss cheese board, white PVC pipe, documentation sleeve with How can you use
Materials/ these materials to make a loop?, printed roller coaster pictures, camera to document the
Resources: process, Stairs, bookshelves for elevation.

Set up will be completed at Free Play begins. At the beginning of the day be sure that all materials are present.
Specific Set-Up: When free play begins: Begin to build structures with balls and ramps materials and blocks in the block area.
Incorporate the two mediums together.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Observe for specific guidance issues. Materials should be used to build and support block play. Children can
Guidance Limits: work independently or cooperatively. Support children in problem solving (use of materials, building
structures).
What happens when the blocks work together? How can you stack / balance these materials? Use terms such
Evaluation/Questions
as: longer/shorter than balance counter-balance heavier/lighter than Discuss any stories and or
to support activity:
dramatic play that is occurring.
Math (Shapes/Geometry, Measurement), Science (Science and Inquiry, Physical Science), Approaches to
Specific Skills Learning (Problem Solving and Reflection, Invention and Imagination, Initiative and Persistence), Fine Motor,
supported: Gross Motor, Social/Emotional (Pro-Social Behaviors and Cooperation), Social Studies (Families/Culture,
Community/Civics)

Light Table Magnetic Shapes
Magnetic Shapes offer another medium and method in which to build. Magnetic Shapes at the Light Table
should ease traffic in the block area. As learned in previous weeks, magnetic shapes are a common interest in
Rationale:
the classroom. This area can also connect to the math table and writing table in terms of shapes and the
sensory table in terms of magnetics.
Intent, Provocation, &
The children should: use provided materials to create and build.
goal(s):
Materials/
Magnetic Shapes
Resources:
Baskets of Magnetic Shapes should be placed on the back of the Light Table in the center. Begin to build
Specific Set-Up:
structure to engage children in building.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Two children at the Light Table at any given time. Children should use materials to (re)create objects.
Guidance Limits: Materials should stay at the light table. Observe for any specific guidance issues; support children through
problem solving process.
Evaluation/Questions Describe what you created How did you create _____ like that? How does the light travel through the
to support activity: shapes?
Math (Shapes/Geometry, Measurement), Science (Science and Inquiry, Physical Science), Approaches to
Specific Skills
Learning (Problem Solving and Reflection, Invention and Imagination, Initiative and Persistence), Fine Motor,
supported:
Gross Motor, Social/Emotional (Pro-Social Behaviors and Cooperation)


Literacy and audio books: rhyming, familiar stories, families, nature, emotions, friendship, self-efficacy, that
Literacy, Listening
support picture reading, and reading
Station
Listening Station: #27 There Was an Old Lady Who Swallowed the Sea 1 CD, 1 Book
Picture reading and story retelling are foundations for beginning reading. These skills support knowledge that
Rationale: words and pictures of have meaning. Children can then use multiple methods/tools to gain meaning from
print.
Intent, Provocation, & The children should: engage in emergent literacy skills, picture reading, retelling stories, turning page, and
goal(s): correct book orientation. Children should also engage in conversation about the book with a peer or teacher.
Materials/
See Book List.
Resources:
Books should be placed in corresponding baskets. Place books for listening station at listening station. CD
Specific Set-Up: should be in CD player and paused. Be sure to check that volume is at a normal level and that all head phones
are working.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Children should use materials appropriately, reading independently with a peer/teacher.
Evaluation/Questions What is happening in this book? Will you use the pictures to tell me a story? What do you think will
to support activity: happen next? How do you know that?
Specific Skills Language and Literacy (Reading, Listening and Phonological Awareness, Speaking/Communicating and Oral
supported: Language Development), Social/Emotional (Pro-Social Behaviors and Cooperation)


Quiet Manips Puzzles, Board games
To provide opportunities to work independently or with a small group in a quieter setting. To support small
Rationale: motor development, persistence, critical thinking, problem solving, cooperative play, sequence,
color/shape/letter/number recognition, 1:1 correspondence in an open-ended, self-paced method.
Intent, Provocation, & The children should: complete puzzles, board games as materials allow; work cooperatively in a small group
goal(s): and/or with a teacher.
Materials/
Board games, puzzles.
Resources:
Games and puzzles should be left on quiet manip shelf during until Free Play. At the beginning of Free Play,
Specific Set-Up: take out one game (and set up), and one puzzle (open box) and place on floor an adequate amount of space in
between.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Materials should remain in QM area, limit children working together 3-4. Observe for any guidance issues;
Guidance Limits:
support children through the problem solving process.
Evaluation/Questions Observe childrens fine motor skills, persistence, number/letter/shape/color recognition. What support
to support activity: and/or scaffolding is needed in recognition of items listed above.
Approaches to Learning (Curiosity and Eagerness, Initiative and Persistence, Problem Solving and Reflection),
Specific Skills Language and Literacy (Speaking/Communicating and Oral Language Development, Reading, Listening and
supported: Phonological Awareness), Math (Shapes/Geometry, Patterns/Algebra), Social/Emotional (Pro-Social Behaviors
and Cooperation)


Math Shape Pizza
To informally assess the childrens mathematical abilities and provide an activity that will hopefully help gain
Rationale:
the childrens interest because of the activities incorporation of art.
The children should: use materials to explore mathematical concepts (1:1 correspondence, addition,
Intent, Provocation, &
subtraction, describing and comparing quantities, pattern making) use the shapes to glue onto their brown
goal(s):
circle and then count the number of each shape they used and record it on their worksheet.
Materials/ Brown pre-cut circles, cut out shapes (circles, triangles, rectangles) Shape Pizza worksheets, 4 baskets, 1
Resources: container of markers, (4) glue pots

Specific Set-Up: In front of each seat should be: (1) Shape Pizza worksheet (1) basket of shapes, (1) brown circle

Guided Instruction Co-Op Learning Independent Work Small Group


Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: 1 child at each place. Materials should stay at the Math Table. Children can work with teachers or in pairs
Observe for childs math skills, specifically: 1:1 correspondence, rote counting, ability to distinguish more /
Evaluation/Questions less , ability to predict pattern, numeral recognition , Geometrical recognition. Children can be assessed by
to support activity: worksheets or just by using one-to-one correspondence. They can also be assessed by using the correct
geometrical terms.
Specific Skills Math (Number Sense and Operations, Shapes and Geometry, Measurement, Making Sense of Data, Patterns
supported: and Algebra), Literacy and Language (Reading, Speaking/Communicating and Oral Language Development)





























Writing Table Shape Drawings
Childrens sketch pads, pencils, markers, and crayons as well butcher paper covering the table with no chairs will support
engagement in writing and drawing as a means of communication. Having the children stand to draw and write will
support muscles while drawing the shapes. Having sketch pads, present and visible throughout the day will support and
encourage children to use sketch pads frequently throughout the semester.
On Monday display basic shapes that children might see around the room
Rationale: On Wednesday display two shapes working together and outline shapes (ex. A square and a triangle to make a
house)
On Thursday display multiple shapes working together
The children should use the examples to recreate them or make some of their own. The goal is for the children to see how
shapes can work together and help them connect shapes to commonly seen items in their everyday life.

Intent, Provocation, & The children should: use a tripod grasp (static or dynamic), use writing utensils to draw the shapes displayed
goal(s): and/or write.
Materials/ (17) sketch pads, 4 pencils (sharpened, with eraser), (1) container of mixed colors of markers (1) container
Resources: of mixed colors of crayons (2) document holders of shapes.
On the top of the risers place the 4 baskets of sketch pads. Cover the table with butcher paper and place (1)
Specific Set-Up:
container of mixed markers, (1) container of mixed crayons, (1) container of pencils
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Two children in area at a time. Sketch pads and writing utensils should be used to write and draw. If children
Guidance Limits:
wish to bring their sketch pad to another area of the classroom they are free to do so.
Observe for childrens grasps (support and correct if needed). Observe for childrens letter recognition and
Evaluation/Questions
writing ability (are the drawing? Writing? What does their motor control look like? How are they producing
to support activity:
letters?)
Specific Skills Language and Literacy (Reading, Writing, Speaking/Communicating, Oral Language Development), Fine Motor,
supported: Approaches to Learning (Curiosity and Eagerness)

Sensory Kinetic Sand with matchbox and road signs

Kinetic sand with matchbox cars and road signs will provide another place to play and support knowledge of
Rationale:
everyday signs that the children may see.

Intent, Provocation, &


The children should: use sensory table as an area for exploration and sensory experience.
goal(s):

Materials/
Kinetic sand, Matchbox Cars, Road Signs
Resources:
Fill Sensory Table with kinetic sand. Add cars to table and make a road and put up road signs to make a usual
Specific Set-Up:
street scene.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Four children at sensory table at a time. Sand and objects should stay in sensory table.
Evaluation/Questions
Describe what you are feeling. How are the materials working together?
to support activity:

Specific Skills Visual Arts, Social Emotional (self-concept, regulating emotions), Approaches to Learning (invention and
supported: imagination)



Dramatic Play Camping and Outdoor

Rationale: An outdoor scene and a camping environment will support, storytelling and cooperative play.

Intent, Provocation, & The children should: engage in cooperative play (teacher can and should support cooperative play by
goal(s): intentionally engaging children with each other), use materials to support play.

Materials/
Tent, (4) tree stumps, fire, (3) fishing poles, fish
Resources:
Set the (4) tree stumps around the fire, place the fish into the lake and the (3) fishing poles around the lake.
Specific Set-Up: Make sure the tent door is facing the fire and that the dramatic play area looks put together and not
overwhelming.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Observe for specific guidance issues. Children should use materials in a way that supports their camping play.
Evaluation/Guidance
Children shouldnt take materials into another are of the room. If sharing limited materials becomes an issue,
Limits:
support children through problem solving.
Questions to support Tell me about what your doing while your camping. Tell me about what is happening with your family
activity: today. Are there any tasks to do?
Approaches to Learning (Invention and Imagination, Problem Solving, Initiative and Persistence), Language
Specific Skills and Literacy (Speaking/Communicating), Science (Science as Inquiry, Physical Science), Fine Motor, Gross
supported: Motor, Creative Arts (Dramatic Play), Social Studies (Families/Culture, Community/Civics), Social Emotional
(Self-Concept, Self-Confidence, Regulating Emotions, Pro-Social Behaviors)



















Outside Large motor activity, music, workshop, house
Strider bikes, scooters, wagons, tricycles, and shovels, as well as running and impromptu games will support
development of large muscle groups, coordination, strength, and endurance. Other activities including musical
Rationale:
instruments and workshop lend to creativity and problem solving. All cooperative and parallel play will
encourage problem solving as well as social-emotional development.
Intent, Provocation, & The children should: use gross motor muscles to run/walk/play, use problem solving, social/emotional skills,
goal(s): engage in conversation and game play with peers and teachers.

Materials/
Wagons, Strider bikes, scooters, tricycles, shovels, tools, house materials (dishes, cooking tools)
Resources:

Place shovels into the sand box, help give children strider bikes and helmets so no problems occur. Place
Specific Set-Up:
wagons and scooters around playground.

Guided Instruction Co-Op Learning Independent Work Small Group


Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Be aware of childrens use of materials materials are being used as intended; discuss appropriate use of
materials if needed. Make sure helmets are being worn while children are riding the strider bikes. Listen for
Guidance Limits:
and support any guidance issues. Do not problem solve for the children, engage in problem solving
techniques.
Evaluation/Questions
Observe for gross motor abilities.
to support activity:
Specific Skills Gross motor, Social Emotional (Pro-Social Behaviors and Cooperation, Regulating Emotions, Self-Concept, Self-
supported: Confidence, Social Studies (Families/Culture, Community/Civics)


Music CD: Relaxing Harp

This CD highlights classical movements from several different composers including Vivaldi, Handel,
Rationale:
Beethoven, Tchaikovsky, and Bach. This music is intended to create a calm, relaxing atmosphere.

Intent, Provocation, &


Intent is to provide a calm, relaxing environment
goal(s):
Materials/
CD player, CD Relaxing Harp
Resources:

Place CD in CD player. Turn CD player on, and press Repeat button to ensure all tracks repeat until turned
Detailed Set-Up:
off. CD should be played throughout Free Play. Be sure to adjust volume to an appropriate lelvel

Guided Instruction Co-Op Learning Independent Work Small Group


Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Teacher assistance required if a child is working with CD player.

Evaluation/Questions Do the children recognize the different movements? Tell me what youre hearing. Who do you think
to support activity: created the music? Does this music remind you of something youve heard before?
Specific Skills
Creative Arts (Music)
supported:

Monday Literacy
Assistant teachers literacy lesson
Group Time

Story comprehension and to engage the children in the storytelling process through puppets and having them
Rationale:
assist.

Intent, Provocation, & Students will be able to follow along and comprehend the story timeline.
goal(s): Students will be able to retell the story with the assistance of the puppet props.
Elder lady puppet
Materials/ Puppets of a fly, spider, bird, cat, dog, goat, horse, and cow
Resources: The book, "There Was an Old Lady Who Swallowed a Fly".

Introduction: ask what they ate for lunch/breakfast that day. Tell the student you know a lady who
once swallowed a fly, and ask if they want to hear what happened after that.
Teachers will read the story "There was an Old Lady who Swallowed a Fly" and ask comprehension
questions throughout.
Detailed Set-Up, Children will use the animal puppets of what she ate to track the storyline of the book.
Activity Introduction, Questions:
& questions or Who has the __ (ex cat)?
comments to provoke What comes next?
learning: Is the old lady full yet?
How much more can she eat?
Why is she eating these things?
Do you think the old lady will actually die?

Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Children should be at group time. For sake of sharing ideas, one child should speak at a time. Teachers will
Guidance Limits: call on children in a queue and repeat the queue throughout conversation so that children know they will
have a chance to speak.
Childrens conversations about books as well as their body language and the feel of the group will help gage
the childrens interest in group time. Rubric: 1=provides 2 events, 2=provide 3 events, 3=provides 3 events
Evaluation:
and includes details and character names and events are in order, 4=provides 4 events and includes details
and character names, events are in order, and captures main idea.
Language and Literacy (Reading, Listening and Phonological Awareness, Speaking/Communicating), Social
Specific Skills
Studies (Families/Culture, Community/Civics), Social Emotional Development (Regulating Emotions, Respect
supported:
and Appreciation for Similarities and Differences)














Wednesday Literacy
Isaac and Molly Social Story
Group Time

As children begin to encounter more social problems, it is important to give the children the knowledge on
Rationale:
how to solve them. It is important for them to help solve them and know how to do so on their own.

Intent, Provocation, &


The children should: Watch skit, engage in conversation
goal(s):
Materials/
Isaac and Molly, Script for social story (Will add script later)
Resources:
Detailed Set-Up,
Activity Introduction,
Teacher Carli, Teacher Jessie, Teacher Haley, and Teacher Sarah will use Molly and Isaac to act the script out.
& questions or
They will then ask the children if they have any ideas to help solve the issue.
comments to provoke
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Children should remain at group time. Children should raise their hands if they have ideas and wait to be
Guidance Limits:
called on.

Evaluation: Childrens conversations, body language, conversations in the classroom and small groups.

Language and Literacy (Reading, Listening and Phonological Awareness, Speaking/Communicating), Social
Specific Skills
Studies (Families/Culture, Community/Civics), Social Emotional Development (Regulating Emotions, Respect
supported:
and Appreciation for Similarities and Differences)

Thursday Literacy
The Adventures of Beekle: The Unimginary Friend
Group Time

Rationale: To engage childrens imagination and reflection; and connect group time to activity in the classroom.

Intent, Provocation, & Working on building friendships in the classroom is an important for the teachers. This book will help children
goal(s): to understand that friends come in many different ways, styles and they each have different personalities.
Materials/
The Adventures of Beekle: The Unimagninary Friend (Dan Santat)
Resources:
Detailed Set-Up, Activity
Teacher Carli will read The Adventures of Beekle to the preschoolers. Then Teacher Carli will ask the class how
Introduction, &
Beekle an Alice became friends and different ways that they can become friends with others. Teacher Carli
questions or comments
to provoke learning: will only call on children that are raising their hand.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Children should be at group time. Teacher Carli will call on children in a queue and repeat the queue
Guidance Limits:
throughout conversation so that children know they will have a chance to speak.
Childrens conversations about books as well as their body language and the feel of the group will help gage
Evaluation: the childrens interest in group time. As interest wanes, Teacher Carli will wrap up group time. Overall
evaluation will be based on childrens conversations and actions in the dramatic play area.
Language and Literacy (Reading, Listening and Phonological Awareness, Speaking/Communicating), Social
Specific Skills
Studies (Families/Culture, Community/Civics), Social Emotional Development (Regulating Emotions, Respect
supported:
and Appreciation for Similarities and Differences)


Special Plans Activity: Field Trip to Gold Medal Gymnastics

Rationale: To engage children in different ways to move their bodies by using the different equipment at Gold Medal.

Intent, Provocation, & The children should: arrive at gold medal and be prepared to sit and listen to Dave as he informs the children
goal(s): on rules and what he has planned.

Materials/ Permission Slips, Snack, First Aid backpack, clipboard, emergency forms, books, sketch pads, puzzles, board
Resources: games

Detailed Set-Up: Drop-off and Pick-up at gold medal. 12:45-3:30.


Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Children will need to have permission slips to participate. Long hair must be pulled back. Children should
Guidance Limits:
follow instructions from Dave and other teachers.
Evaluation: Observe for childrens body movements, interest in the activities, completion of tasks, and body language.
Specific Skills
Gross motor, critical thinking, language, communication, cooperative learning
supported:



Rainy Day Activity: Obstacle Course

To complete the obstacle course children will need to follow verbal and visual directions. Activity will give
Rationale:
children the opportunity to complete multiple gross motor tasks.

Intent, Provocation, &


The children should: follow directions to complete the obstacle course, work independently or with a peer.
goal(s):

Materials/
(5) cones, (3) Lets Get Moving! tiles, (3) jump ropes
Resources:

Set up on carpeted area: 5 cones evenly spaced (children should weave in and out of), choose 3 Lets Get
Detailed Set-Up: Moving! tiles (children will hop to and complete each activity on tile) children can then attempt to jump rope
at the end of the obstacle course and start over
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Children should follow instructions on obstacle course. Send one child through obstacle course at a time.
Guidance Limits:
There can be at least 3 children jumping rope at the end of the course

Evaluation: Observe for children successfully completing tasks.

Specific Skills
Gross motor, critical thinking, language, communication, cooperative learning
supported:
Book List
Author Title
Carle, Eric Roosters Off to See the World
Carle, Eric Draw Me a Star
Falconer, Ian Oliviaand the Missing Toy
Carle, Eric The Very Busy Spider
Santat, Dan The Adventures of Beekle: The Unimaginary Friend
Tullet, Herv Help! We Need A Title!
Tullet, Herv Mix it Up!
Tullet, Herv Press Here
Chaud, Benjamin The Bears Sea Escape
Henkes, Kevin Waiting
Groenink, Chuck & Bram, Elizabeth Rufus the Writer
Ray, Mary Lyn & Frazee, Marla Stars
Falconer, Ian Olivia
Zoboli, Giovanna I Wish I Had
Scillian, Devin Memoirs of a Goldfish
Taback, Simms I Miss You Every Day
Wheeler, Lisa Dino-Basketball
Whatley, Bruce Wait! No Paint!
Winter, Ariel S. One of a Kind
Russell, Natalie Lost for Words
DiPuccio, Kelley & Myers, Matthew Clink
Curtis, Jamie Lee My Brave Year of Firsts
Clickard, Carrie Victricia Malicia
Kanninen, Barbara A Story with Pictures

Beginning Reader
Scotton, Rob Splat the Cat: The Rain is a Pain

Listening Station
Adams, Pam There was an Old Lady Who Swallowed the Sea