We called it come ready for bed in pjs and bring a blanket.
It was for an hour of time and it was scattered in leaving times. In the end, the 5th grade students handed out a cup of milk or a small water bottle along with a chocolate chip cookie to the kids.
Each group read a book then had an activity to follow.
Grade K
Placement: ½ Gym
Book: Everything Goes by Sea
Author: Brian Biggs
Activity: Large paper attached to the wall, each child draws a picture to the paper anywhere. Drawings can create a story therefore we will use pictures to words.
(Supplies large paper taped onto the wall and several pencils)
Grade 1
Placement: ½ Gym
Book: The Incredible Book Eating Boy
Author: Oliver Jeffers
Activity: Come dressed as your favorite book character. Bring the book with you to share your favorite page, or if you want to talk about what you like about the character.
Reader:
(Supplies: None or reader's favorite childhood book to show character)
Grade 2
Placement: Cafetorium-stage area
Book: Extra Yarn
Author: Mac Barnett
Activity: Bring your favorite book and read your favorite page. Do you think your book is similar or different to Extra Yarn? Why/Why not? Choose a red yarn if “no” and blue yarn if “yes”. Find a person with the opposite color and braid the yarn together. Once made, cut the “bracelet” and half and split between the 2 students.
(Reader: Yarn red and blue, scissors-several pairs in closet second floor)
Grade 3
Placement: Art Room
Book: Mapping Penny's World
Author: Loreen Leedy
Activity: Create a map of any of the following choices: Your neighborhood, your room, your school, your favorite place to visit, or your imaginary city.
Reader:
Grade 4
Placement: Hallway between cafeteria and the art room.
Book: White Snow, Bright Snow
Author: Alvin Tresselt
Activity: Match the phrases to the correct literary device sheet. Large white post it notes will be placed on the wall and the students will have an opportunity to read a few sentences or phrases to determine metaphor, simile, onomatopoeia, alliteration, hyperbole, and personification.
Reader:
(Large Post it notes, cut up the figurative language pages-paste, extra pencils to add to paper)
Grade 5
Placement: Cafeteria
Book: Wonder
Author: R. J. Palacio
Activity: Discussion- ·How would you describe Auggie as a person in the first few chapters of the book? What about the final few chapters? Has he changed significantly? Are there any experiences or episodes during the story that you think had a particular effect on him? If so, how?
Ask- What are some ways to encourage to include everyone?
Students will be given an eye flap cover that they can tie on with string and they are asked to do this while they are handing out the cookies and milk to the other students. Students are encouraged to discuss their feelings of how they felt as the other students looked at them. How they are feeling while they are handing out the items?
Show message history
Last year I hosted a literacy night with the wizard of oz theme. Parents and students followed a yellow brick road to different activities. The assistant principal and other teachers dressed like the wizard of oz characters. Students had their picture taken with the characters. We had "toto" dogs, hot dogs and poppy punch. Each grade level was given a catchy name: Scarecrow's field, Tin man's forest, Lion's den etc. We had literacy phonics activities, living authors where student's read and dressed up like authors. I had our local library set up a table for kids to sign up for library cards. At the end of the night we had door prizes with the oz books/bookmarks and other books.
