Teacher Resource Page
This is the Teacher Resource Page. This page explains how these activities are educational and can be implemented into the classroom. Furthermore, with every activity there is a summary of the activity, a rationale of why I chose to implement the activity, at least one Common Core Standard that aligns with the activity, and the level of Blooms Taxonomy that is addressed through completion of the activity.
Book Information and Summary page
The Hello, Goodbye Window is a wonderfully magical book for students to read that is written with poetic text and engaging illustrations. The book is directed toward kindergarten through third graders. I choose to focus on first grade as my target students. I believe that the students will be challenged by the activities that I have created while also being actively engaged. The various activities are derived from the Common Core Standards for first grade. There are a variety of activities that focus on grammar, writing, and poetry. Within each of these activities there are numerous opportunities for the students to work on their writing skills and expressing their individuality.
Grammar Activity #1: proper nouns
The first grammar activity that the students can complete is centered around Proper Nouns. There are a few proper nouns within The Hello, Goodbye Window. With this activity the students have the option of choosing and identifying proper noun they like from the story. Once they have chosen one, they write it down, underline the proper noun, and draw a picture of the proper noun on a poster board. With this activity the students are allowed individuality in choosing the proper noun they want and creativity in their representation of the proper noun all while addressing and showing if they comprehend what a proper noun is.
Here are the Common Core Standards that align with this activity:
Presentation of Knowledge and Ideas:
The level of Blooms Taxonomy that is addressed through this grammar activity is: Application. This grammar activity is addressed through the application level of Blooms Taxonomy because it has the students use the concept of proper nouns and apply it to a new activity where the identify a proper noun with information on what it is and draw an illustration of the proper noun.
Here are the Common Core Standards that align with this activity:
Presentation of Knowledge and Ideas:
- CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
- CCSS.ELA-Literacy.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CCSS.ELA-Literacy.L.1.1b Use common, proper, and possessive nouns.
- CCSS.ELA-Literacy.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
The level of Blooms Taxonomy that is addressed through this grammar activity is: Application. This grammar activity is addressed through the application level of Blooms Taxonomy because it has the students use the concept of proper nouns and apply it to a new activity where the identify a proper noun with information on what it is and draw an illustration of the proper noun.
Grammar Activity #2: Present, Past, and Furture
The second grammar activity that the students can complete is centered around the past, present, and future tenses of verbs. This is a very important concept that students must master early in school. I thought this would be a great concept to practice with The Hello, Goodbye Window since many of the verbs are simple everyday verbs that students will encounter. With this activity the students will generate a list of verbs from the story. Once that is complete, I have a Verb Tense Chart created that has five different verbs from the story listed. With the verb tense chart, there are areas for the present, past, and future verb tenses. Also with the verb chart I filled in one verb tense section with each verb to help guide the students. Furthermore, I included the completed Verb Tense Chart for the students to check their answers.
Here are the Common Core Standards that align with this activity:
Conventions of Standard English
The level of Blooms Taxonomy that is addressed through this grammar activity is: Comprehension. This grammar activity is completed at the comprehension level of Blooms Taxonomy because the students have to have prior background knowledge on verb tenses while they compete the chart. It is at the application level because the students are applying what they know about verb tenses and changing the verbs that are in the chart.
Here are the Common Core Standards that align with this activity:
Conventions of Standard English
- CCSS.ELA-Literacy.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CCSS.ELA-Literacy.L.1.1e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
The level of Blooms Taxonomy that is addressed through this grammar activity is: Comprehension. This grammar activity is completed at the comprehension level of Blooms Taxonomy because the students have to have prior background knowledge on verb tenses while they compete the chart. It is at the application level because the students are applying what they know about verb tenses and changing the verbs that are in the chart.
Writing Traits Activity for ideas #1: Letter to grandparents
The first idea for writing that I created was to have the students write a letter to his or her grandparents. Grandparents are a strong focal point of this story. After reading the story and listening to the little girl express her love for her grandparents and the fun, exciting things she does at her grandparents house, I thought the students would enjoy writing a letter to his or her grandparents expressing their love and gratitude. The students are given the opportunity to write about his or her favorite thing to do at grandparents or a favorite moment. It is up to them! This allows the student to express his or her own individuality while working on the conventions of writing. Once the students have completed their letter, the teacher or parent could read through and make corrections with the student to improve their writing. Once all of the final changes have been made, the letter will be sent out to their grandparents!
Here are the Common Core Standards that align with this idea for writing activity:
Text Types and Purposes
The level of Blooms Taxonomy that is addressed through this writing ideas activity is: Evaluation. This writing ideas activity is completed at the evaluation level of Blooms Taxonomy because the students are evaluating a proper memory to use while explaining and describing the specific memory.
Here are the Common Core Standards that align with this idea for writing activity:
Text Types and Purposes
- CCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
- CCSS.ELA-Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
- CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
- CCSS.ELA-Literacy.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CCSS.ELA-Literacy.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
The level of Blooms Taxonomy that is addressed through this writing ideas activity is: Evaluation. This writing ideas activity is completed at the evaluation level of Blooms Taxonomy because the students are evaluating a proper memory to use while explaining and describing the specific memory.
Writing traits activity for ideas #2: The window
The second idea for writing that I created was to have the students write about the window since it is one of the main focal points. This window symbolizes a lot of different important elements in the story. For this activity, the students are going to develop his or her own "magic" or special item from their grandparents house. In order to do this, the student is going to generate a list of the special things at their grandparent's house. Once that is complete, the student will write about that special element using VERY descriptive words. It is of upmost importance that the student use descriptive words to describe the element and items around it because the trick is that they are NOT allowed to say what the element is that they chose. They can only describe it. Once they have finished their writing piece, they will share with a partner, parent, teacher, friend, etc. While the student it reading his or her partner will be drawing a picture of what the items is based on the descriptive details. In completing this writing activity, the students will see if they have included enough detail in their writing for the reader to create a mental picture of the object. If the reader did not draw the correct item, the student can get feedback and add more descriptive words! Completing this activity will help the students to see how important details are in writing.
Here are the Common Core Standards that align with this idea for writing activity:
Production and Distribution of Writing
The level of Blooms Taxonomy that is addressed through this writing ideas activity is: Evaluation. This writing ideas activity is completed at the evaluation level of Blooms Taxonomy because the students are describing in very specific detail an item from their grandparents house. It was extremely important within this activity that the students evaluate the item that they chose to describe.
Here are the Common Core Standards that align with this idea for writing activity:
Production and Distribution of Writing
- CCSS.ELA-Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
- CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
- CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
- CCSS.ELA-Literacy.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CCSS.ELA-Literacy.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
The level of Blooms Taxonomy that is addressed through this writing ideas activity is: Evaluation. This writing ideas activity is completed at the evaluation level of Blooms Taxonomy because the students are describing in very specific detail an item from their grandparents house. It was extremely important within this activity that the students evaluate the item that they chose to describe.
writing traits activity for ideas #3: STory time
The third idea for writing that I created is to have the students create a story. To do this, the students are going to take some time to think about a special memory that they have with their grandparents. After deciding on one special memory, the students are going to write a story based on this memory. The stories are going to be written in booklet format where there is text to tell the story and illustrations to reinforce it. They are going to write as if it happened all over again. The student should include all of the descriptive details that they remember. The students goal is the make the reader to feel as though they are there experiencing the memory with you. Before the students write his or her story, they are going to complete a Story Map to build structure to their story. Once the student has created his or her own story, they are going to partner up with a teacher, friend, or parent and share their stories! In completing this writing activity, the students are expressing their individuality through their writing and illustrations while working on their writing skills and mechanics.
Here are the Common Core Standards that align with this idea for writing activity: Synthesis
Integration of Knowledge and Ideas
The level of Blooms Taxonomy that is addressed through this writing ideas activity is: Analysis. This writing activity is completed at the analysis level of Blooms Taxonomy because the students are separating and outlining the elements of their story into a story map. Then they are compiling this information into a story about a time at their grandparents house.
Here are the Common Core Standards that align with this idea for writing activity: Synthesis
Integration of Knowledge and Ideas
- CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
- CCSS.ELA-Literacy.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
- CCSS.ELA-Literacy.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CCSS.ELA-Literacy.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
The level of Blooms Taxonomy that is addressed through this writing ideas activity is: Analysis. This writing activity is completed at the analysis level of Blooms Taxonomy because the students are separating and outlining the elements of their story into a story map. Then they are compiling this information into a story about a time at their grandparents house.
word choice activity
For this activity, the students are going create similes. To do this, the students are going to use a template that I created and describe items that were in The Hello, Goodbye Window. Also, with this activity I included an example of similes for the students to reference when they create their own. This activity is beneficial for students because they will have to carefully choose descriptive words that give meaning to what they are writing about. Furthermore, they will still be allowed to be creative when writing the similes.
Here are the Common Core Standards that align with this activity:
Craft and Structure
The level of Blooms Taxonomy that is addressed through this word choice activity is: Synthesis. This word choice activity is completed at the synthesis level of Blooms Taxonomy because the students are composing and creating similes. They are creating these similes from descriptive words and then writing them down in the template.
Here are the Common Core Standards that align with this activity:
Craft and Structure
- CCSS.ELA-Literacy.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
- CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
- CCSS.ELA-Literacy.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CCSS.ELA-Literacy.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
The level of Blooms Taxonomy that is addressed through this word choice activity is: Synthesis. This word choice activity is completed at the synthesis level of Blooms Taxonomy because the students are composing and creating similes. They are creating these similes from descriptive words and then writing them down in the template.
Voice Activity
This activity for voice allows the students to bring in their own family experiences and share them with the class. For this activity, the students are going to use several pictures (at least two) of his or her grandparents, relatives, and/or parents that would be okay to keep for the rest of the year. They need to make sure it is okay with their parents that the photos are in use for the rest of the year. No worries, nothing will happen to the photos can they will be returned at the end of the year if this activity is completed in a classroom! With each photo, the students are to attach a paragraph about why these people are an important part of his or her life. This is an opportunity for the students to express their individuality. The students will share their photos and why these people are important with the class. After the students have presented their photos, the students will create their own "page" in a classroom scrapbook. All of the pages will be collected to create a classroom album that will show the immense diversity of classroom families. This activity will allow students to work on their writing skills and mechanics.
Here are the Common Core Standards that align with this voice activity:
Text Types and Purposes
The level of Blooms Taxonomy that is addressed through this voice activity is: Synthesis. This voice activity is completed at the synthesis level of Blooms Taxonomy because the students are creating and explaining why these people in the picture are important in their lives through their own voice.
Here are the Common Core Standards that align with this voice activity:
Text Types and Purposes
- CCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
- CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
- CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
- CCSS.ELA-Literacy.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CCSS.ELA-Literacy.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
The level of Blooms Taxonomy that is addressed through this voice activity is: Synthesis. This voice activity is completed at the synthesis level of Blooms Taxonomy because the students are creating and explaining why these people in the picture are important in their lives through their own voice.
Poetry Page
On this page there were three different elements on poetry. The first element of poetry that the students looked at was a Found Poem. A found poem is solely based off of the text of the story. The found poem that I wrote is solely based off of The Hello, Goodbye Window. The next element of poetry that was on this page was a poem that I created myself about grandparents. Within this poem that I created I used three of the four different poetic elements. I used repetition, comparison, and onomatopoeia. The only poetic that I did not make use of was alliteration. The final poetic element on this page is a poetry activity for the students to complete. For this activity, the students are going to complete an "If I Were..." poem. An "If I Were..." poem is written as if you were the character in the story. With this type of poem, the students will write about how he or she would feel and what they would do if they were someone else. I included an example poem that I completed for the students to reference when making their own. With these different activities the students are being exposed to the variety of ways that poetry can be included within the classroom.
Here are the Common Core Standards that align with this activity:
Craft and Structure
The level of Blooms Taxonomy that is addressed through this voice activity is: Analysis. This poetry activity is completed at the analysis level of Blooms Taxonomy because the students are analyzing and breaking down the different characters and how they would feel to be those characters within the story. It is important for this activity that the students look at each character individually when writing the poem.
Here are the Common Core Standards that align with this activity:
Craft and Structure
- CCSS.ELA-Literacy.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
- CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
- CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
- CCSS.ELA-Literacy.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CCSS.ELA-Literacy.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
The level of Blooms Taxonomy that is addressed through this voice activity is: Analysis. This poetry activity is completed at the analysis level of Blooms Taxonomy because the students are analyzing and breaking down the different characters and how they would feel to be those characters within the story. It is important for this activity that the students look at each character individually when writing the poem.