Dinosaurs+Travel

=//Dinosaurs Travel// by Laura Krasny Brown and Marc Brown=

**__Literacy Center/Reading Group Ideas:__**
==1. (//Math//): Students create a graph on “How We Get to School”, asking classmates the information and graphing the results (students can choose bar graph, picture graph, or pictograph, depending on what has been covered in math class).==

3. (//Phonics//): “Alphabet Soup”: students sort “ou” words as in “soup” as crackers into the soup bowl. If it does not make the “ou” sound, students sort it onto the plate. [[file:ou soup sort.pdf]]
==4. (//Phonics/Below Level Readers//): Word Building: Have students shape the letters in the “ou” words with pieces of string or wiki sticks. (This is also good to do with word study words).==

5. (//Art/Comprehension//): Get Packing! Students outline a suitcase on a piece of paper and draw and label items they would pack in their suitcase if they were going on a two or three day trip.
==6. (//Writing//): Students write about either a real trip they have been on, or about a trip they wish they could take. Provide travel brochures at the writing center for students to look through and “plan” their trip.== ==7. (//Science//): In the story, (pg 349), the illustrator write “fossil fuel” on the gas pump. Provide books or magazines about fossils, as well as a few fossil samples with magnifying glasses at a Science center. Students then create their own fossils out of clay and shells, by pressing the shells into the clay and letting them dry (have students sketch their initials into the clay so you can distinguish them after they dry).== ==8. (//Science/Art/Writing//): Provide students with books and magazines about dinosaurs, as well as a laptop with links to appropriate information about dinosaurs (portaportal under Harcourt Trophies). Students then create a “Dinosaur Details” poster, highlighting 3-5 important facts about their chosen dinosaur, including how it was different from other dinosaurs. Students need to draw and illustrate their dinosaur on the poster as well.== ==9. (//Phonics/Art//): Students search through magazines for pictures of words that make the /oo/ sound, cutting them out and making a collage. (If students have trouble finding pictures, they can also draw their own, using words from other centers, or from a given list of words you have in an envelope labeled “top secret”).==

**__[[image:dinosaur_reading2.jpg align="left"]]After Read Aloud Activity:__**
==*Using the story, create a 2-column chart on transportation: long ago/today. Students locate the information in the story and help create the information on the chart. (Alternate activity: hand out two column charts with the headers, students pair up and fill out the chart. Come back together as a class to create a class chart on the information).==

**__Grammar Activities:__**
==1. Create a chart with the headers: word, now, past. Write sentences on the board for students to identify the verbs: Li goes to the park. Li went to the park yesterday. The boys do the dishes. The boys did the dishes last night. Students find the verbs and add them to the chart. Repeat with other sentences and other verbs, having students note that some past tense verbs add “ed” while others are “oddballs” and change their name (i.e. come/came, run/ran).== ==2. Using the story, students go on a “word hunt” for verbs, then add them to the chart started the previous lesson, also providing the past or present tense of the verb. Students then pick a verb and write one sentence in the present and the other sentence in the past.== ==3. Students write four sentences about where they go and what they do on the weekends, being sure to include the verbs written on the chart created in the previous lesson. Students then illustrate their writing with a picture. (Extension: Students trade papers and rewrite sentences to tell about the past).== http://www.thebookingonline.com/index.php/home/home_en#.U2pBbVeufUM