Snowballs by Lois Ehlert.

28 Feb

Figured I should post about this book before winter officially ends. We have had such a mild one here in Chicagoland that books about snowmen almost don’t feel appropriate. But, hey, with all the kids who have s-blend goals on my caseload? I will use every snow-related material I can get my hands on.

Activities: I brought in a “mystery sack” with random items (some normal: scarf, hat, etc—mostly bizarre like in the book: markers, quarters, etc) and had the kids decide what body parts the items should be (an arm made out of headphones? an orange marker nose?). For snack we emphasized our hot/cold theme with cups of hot chocolate…and a scoop of vanilla ice cream. We also drew snowmen on the whiteboard; I had the kids give me directions on what to draw next (using body part vocabulary, top/bottom, how many?, etc) until we had a great snowperson.Also a great book for simple predictions (They made a snow dad. Who do you think they’ll make next?).

Other snow/winter books for preK+: 

There Was a Cold Lady Who Swallowed Some Snow by Lucille Colandro

The Jacket I Wear in the Snow by Shirley Neitzel

Red Sled by Lita Judge

Toby and the Snowflakes by Julie Halpern

Snow by P.D. Eastman

Snow by Cynthia Rylant

Bear Snores On by Karma Wilson

The Mitten by Jan Brett

Downloads: Visuals from the story (made by co-worker, Kristin), Sn- blend visuals (mostly snow related), SMARTBoard targeting hot vs. cold, SMARTBoard for building snowmen (made by Kristin), S-blends to go with “Snow” by P.D. Eastman, S-blends to go with “The Jacket I Wear in the Snow”. If you do have access to Boardmakershare, also recommend searching for winter/snowman activities—there are some great ones!

We print/cut/laminate/velcro the visuals from most books we use during large-group activities. Use it to hold the kids’ attention (give each student a picture, have them listen for their word during the story), provide visual assistance to kids who need it, have an assistant use the folder with a student who needs some extra  support during circle, etc. Once we’ve sequenced all the pictures, I usually have the kids help me retell the story at the end to start practicing “first, then” (First they made a snow dad! Next they made…?).

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