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SummerLearningToolkit

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Table of Contents

1. Six Books to Summer Success .......................................

2. Tweet About Today! ......................................................

3. Be A Hero .....................................................................

4. Suncoast Summer Book Challenge ...............................

5. Summer Learning .........................................................

6. Team Building ...............................................................

7. How to Tell if a Book is Just Right ..................................

8. Sight Words ..................................................................

• Kindergarten ...........................................................

• First-Grade ..............................................................

• Second Grade .........................................................

• Third Grade .............................................................

9. Sample Activities ..........................................................

• Soundscapes, Drama, and Those Shoes ...................

• Oh, The Places You’ll Go ...........................................

• Reader Response Ideas: Speed-Dating Style! ..........

• Building Confidence... Creating Learners .................

10. Summer Blast Off Presenters ........................................

11. 2017 Suncoast Summer Book Challenge Pictures ..........

12. Notes ............................................................................

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CONTENT PAGES

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Six Books to Summer SuccessThe Suncoast Campaign for Grade-Level Reading is sponsoring the 2018 Suncoast Summer Book Challenge, encouraging children to read at least six books over the summer months. Research shows that reading at least six books at the appropriate reading level during the summer may help children experience summer learning gains, instead of the all-too-common summer slide.The Suncoast Campaign for Grade-Level Reading is partnering with over 60 summer sites, from Parks and Recreation programs to Boys & Girls Clubs, from Summer Learning Academies to United Way Reading Rooms. All the participating children will be encouraged to read at least six books and will receive the official Suncoast Summer Book Challenge Log and a Family Guide.As children finish books and enter them into their logs, they will be awarded brightly colored silicone bracelets, a different color for each book read.A culture of reading will be embraced and encouraged by all staff members interacting with the children. The emphasis in each location will be on cultivating a love of reading and a love of learning.The Suncoast Campaign for Grade-Level Reading will be keeping track of the number of children participating in the Suncoast Summer Book Challenge and the number of books read. In partnership with Charlotte County Public Schools, The School District of Manatee County, and Sarasota County Schools, iReady scores will be used to determine the amount of summer learning gains the students experience.5….4….3….2….1…. Blast Off to a Summer of Success!

Tweet About Today!@SuncoastCGLR@LeerPara3ro@ThePattersonFdn@CFSarasota@UWSuncoast@summerlearning

@BHS_Sarasota#GLReading#SSBC2018#EverydayHeroFL#SummerLearning#AprendizajeDeVerano

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Summer is a wonderful opportunity for children to take a learning journey, and you can be the spark that helps blast them off to success.

Many of the children you will encounter this summer are behind their peers in important reading skills. Summer is the perfect time to help close that gap.

Be a hero by influencing a love of learning. Your dedication and enthusiasm can propel your young charges to success. The more you speak in a positive way about reading and learning, the more they will read and learn.

This toolkit is full of ideas to help you create fun, literacy-rich experiences. We look forward to witnessing your success.

Be A Hero

The Suncoast Campaign for Grade-Level Reading, through the generous support of The Patterson Foundation, is sponsoring the 2018 Suncoast Summer Book Challenge engaging with dozens of summer providers to encourage students read and log at least six books at their appropriate reading level* between May 29th, 2018 and August 10th, 2018.

Summer Camp Providers, Students, Parents, Library Systems, School Systems, Summer Recreation Locations, Foundations, and Teaching Artists will work collaboratively to motivate children to read, develop positive attitudes about reading and books, and increase their reading skills over the summer.

Through partnerships with Charlotte County Public Schools, The School District of Manatee County and Sarasota County Schools, aggregate i-Ready Data will be used to evaluate the success of the Suncoast Summer Book Challenge at participating summer locations.*Appropriate Reading Level: Remember the goal is to increase reading proficiency - we want students to select books at or slightly above their reading level.

Suncoast Summer Book Challenge

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Summer learning is a key solution to closing academic and opportunity gaps that plague many communities across the country. Recent research from the RAND Corporation funded by The Wallace Foundation shows that high-quality summer learning programs can not only curb summer learning loss, they can even help boost student achievement. When children continue to learn during the summer, they are healthier, safer, and smarter, and their schools and communities are more successful.

The Suncoast

Campaign for Grade-Level Reading is a community wide effort in

Manatee and Sarasota counties to help children, especially

those from low-income families,succeed in school by ensuring they read on grade level by

the end of thirdgrade.

Research shows that low-income

children can lose two months or more of reading skills over the summer, and

children who do thatconsistently can wind up two

years behind their class-mates by the end of

sixth grade.

Summeris a time of great inequity for young

people. Over the summer, many young people and their

families lose access to critical support that keeps

them safe, healthy, and engaged inlearning.

Summer learning can be bolstered by

coming up with effective ways to get more kids

engaged in independent reading and encouraging

communication about what they have read to ensure

understanding.

Research shows that reading six

books at theappropriate reading

level during the summer may keep a struggling

reader fromregressing.

Team Building

The Name GameA fun, quick game to help learn the names of everyone in the group.

Have the students stand in a circle.

The 1st student steps into the circle and says their first name while making some kind of change in their physicali-ty. For example: Jumping into the circle and blurting out their first name, sliding into the circle and singing their first name, or tip-toeing into the circle

and whispering their first name.

The student then takes their place back in the circle.

Everyone in the circle, at the same time, tries to replicate what the student has done. (Note: guide the physicality so there isn’t a crash in the center of the circle).

The game continues until everyone has said their name at least once.

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Create the game by separating the picture pages of an inexpensive children’s book into one-page sheets. You can laminate each page or place them in clear plastic sleeves to protect them and prolong usage.Mix up the pictures and hand out one to each person. Make sure you use a continuous sequence.Tell the group they may only look at their own picture and not show their picture to anyone else.The goal is for the group to put the pictures in the correct order. They may ask and answer questions to do so, but not reveal their pictures.When the group thinks they have all of the pictures in order, turn them over to see if they are correct.

SequenceAn engaging group activity, Sequence helps develop communication and problem solving skills for a group or teams.

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Take Flight!A fun getting-to-know-you game for the beginning of a new semester… that involves making paper airplanes!

Gather the class into a sitting circle.

Pass out a piece of paper to each student and a writing utensil.

On the piece of paper they must write their name, and two places they would fly to if they could fly anywhere in the world.

Then give the class 2-minutes to make their papers into paper airplanes. If they don’t know how to make an airplane, encourage them to ask a neighbor for help (this begins breaking downbarriers!) Assure them that the quality of the airplane really doesn’t matter – just do the best they can!

When you say Go! and play the music, they can throw their airplane high into the circle. Then tell them to keep picking up other airplanes and throwing them around the circle, until the music stops and all the airplanes are mixed up.

When the music stops, they are to pick up one last airplane from someone they don’t know. They should unfold the paper, find the original owner and introduce themselves, and ask why they chose those two specific places to fly to.

Back in a standing circle, everyone should introduce the person to the group by reading the name on the plane and telling the group the answers given by that person and the reason behind them.

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Participants will be asked to stand in a circle, and gently toss a Koosh ball to someone, using his/her name, and they in turn toss it to someone else, using the next person's name. This continues until everyone has received a ball one time.As the group becomes comfortable, more and more balls are introduced leading to laughter and shared accomplishment.

Koosh Ball / Human JugglingHuman Juggling is a fun way to break the ice and begin working together. This game can be used to learn names and develop a sense of interconnectedness.

Workshop participants will be divided into groups of 6. Each group will receive a blank jigsaw puzzle template. Each person will receive two blank puzzle pieces. Each participant will help select a name for their group, and will then decorate their puzzle pieces with their names, important words, and pictures. The puzzle will be assembled and shared to symbolize the importance of each individual's contribution to the group.

I Am Part of the Whole Jigsaw Puzzle

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It’s important to make sure the books children read on their own match their reading level. Books that are too easy may make reading time a bit boring, while those that are too difficult may cause the child to become frustrated,

skip parts of it, and fail to understand what happened.

The Five Finger Rule is a quick and easy way to see if a book is suitable for a child to read on their own. Before they start, turn to a random page in the book and ask the child to read the page. For every word that they don’t know, hold up a finger. Use the following guidelines according to how many fingers you end up with:

How to Tell if a Book is Just Right

# OF FINGERS WHAT IT MEANS0 or 1 Most probably too easy for your child.

2 A good choice that will give your child a reasonable challenge and allow them to learn new words.

3 Your child might need some help, but still a good choice if they’re up for a challenge.

4 May be too difficult for your child to read on their own. If you are on hand to give them help or read along with them it can be suitable, but if they are reading on their own, choose a different book.

5 Most probably a bit too advanced, try a different book.

If the child has their heart set on a book that may seem too difficult for them, you can offer to read it with them, or you can always tell them that they can read it later in the year when they have had more reading practice. Once they have progressed in their reading, they will enjoy these books so much more as they won’t have to skip parts and will be able to read confidently without your help.

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Sight WordsSight words are words that appear frequently in most of the text people read, but can’t easily be sounded out. Learning these words helps children become more confident readers. This list of kindergarten, 1st grade, 2nd grade, and 3rd grade sight words include the most commonly used words every kid should know, also called high frequency words. Although kids won’t need to be able to read these sight words until the end of their grade, if you’ve got a child itching to

get started with sight words, this is a great place to start!

KINDERGARTEN

FIRST GRADE

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FIRST GRADE (continued)

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SECOND GRADE

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THIRD GRADE

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a

By Freda Williams freda.williams@sarasotacountyschools.net

Soundscapes, Drama,and Those Shoes

Set Up for Success1. Read the book ahead of time. It is short, won’t take long and

it helps.2. Provide a color

copy of pages from Those Shoes for each group of 2-3 kids and one for the leader.

3. Have chart paper or white board to write down brainstormed ideas.

4. Find a space in the room free of furniture.

5. Ask kids to take off hats, empty pockets, and leave any “toy” items on tables or anywhere safe but off their person while you lead this activity. (Helps to keep the kids focused).

6. Gather the kids in a circle and have them stand with their hands out of their pockets.

Activity1. Have the kids sit in front of you. Tell them that today we are

going to create a soundscape of a busy city street. In order to do this, we will need to brainstorm a list of things we may hear on a busy city street. Allow the kids to help you brainstorm a list.

Sample Activities

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Write the list on the whiteboard or chart paper. If the kids need some help, suggest some of the following: car horn, brakes, dog barking, door opening/closing, clicking high heels, wind etc. Once you have a good list of ideas for the kids ask them to mentally (silently) select one and then to use their voice to create a sound to go with it. Allow them some time to practice and experience the sound. Tell them to pick one that is their favorite. THEN ask for some volunteers to share their sound with the rest.

Show the kids the image from Those Shoes which is set on a city street in the winter. Tell the kids that we will use our sounds to create a soundscape for this image. A soundscape is a collection of sounds we might hear at a place in time.

Use your hand like a conductor might. Raise it to have the kids go louder or lower it to make the kids go quieter. Point to kids on one side of the group and lead them through the sounds and then have them become silent, then direct the other half of the class through their sound effects. Have fun with it! Bring both sides together, single out one sound effect, etc. Transition to the next activity. Have the kids stand up and make a circle again.

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2. Kids are now standing in a circle and the following drama game will help get some of the wiggles out and help them focus. Call the game “8”. Raise your right arm and tell the kids to shake their arm. Tell them we will count backwards from 8 then 7 and so on. Have them start with you and they will catch on quick. • Shake the right arm and outloud count

backwards normal pace: 8, 7, 6, 5, 4, 3, 2, 1.• Then your left arm same thing: 8, 7, 6, 5, 4, 3, 2, 1.• Then shake your hips left to right and count. • Then your right leg, left leg, right foot and left foot.• THEN start at the top but count backwards from 7. • Keep going and make it a little faster until you get to one.

This helps set the tone and get them pulled together.

NEXT explain the following: We are going to do drama! What is drama? Accept answers. Explain that the drama we will do today isn’t performed on a stage, there is not a script to memorize, and there are no costumes or props. For drama we use tools we already have:• In drama we use our bodies (scoop up your arms and point

to your shoulders while saying it)• In drama we use our voices (scoop up your arms and point

to your mouth or throat)• In drama we use our imaginations (scoop up your arms

point to your mind/head)• We also use

concentration a n d collaboration ( w o r k i n g together).

3. Quickly, we will find some personal space. This means that no one can

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bump into you and that you can move safely. Have the kids spread out safely.

4. Warm up: Whenever we do drama there are a few rules to keep everyone safe. You must have at least one hand or foot on the ground at all times. No one is allowed under furniture or blocking doorways. You must stay in this space. Let’s get started.

Just using your imagination, think about someone who has just been given an awesome gift. Think about their expression when they first see it. When I say “Action”, show me with your body and facial expression what that would look like. Get Ready, and Action. Now think about someone walking a dog through the streets. What would that look like? Get Ready, and Action. Point out kids who are doing an especially great job and have them model this for the other kids.

5. Leader Tip: If the kids are getting super silly or way off task, ask them if they are STRONG enough to control their bodies or STRONG enough to control their voices or concentration. Remind them that they are in control of their body, mind, and voice. If they need to sit out and watch and try again, please remove them and have them wait on the sidelines. Then quickly

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ask them if they are feeling STRONG enough to participate.

6. Group the kids up in groups of 2-3 kids. Once they are in groups, have them take a seat with their group to listen to more directions. Explain that we will create a frozen image that the French call “tableau” (ta-blo). It’s like a picture frozen in time. Pull up a couple of kids to model this for the rest of the group.• Tell one of the kids to become a shoe with their body and to

hold their position. • One kid can be a character who is shocked to get the

new shoe, and the other, a kid who gave the shoe, but doesn’t want to be found out.

• This action takes place with the actors silent and frozen.

Then, have these kids go back to their group. Pass out the image from Those Shoes. Tell the kids that they need to create a frozen picture that matches the image on the paper. • If they are a group of 2 kids, have them become the two

boys in the image.• If they are a group of 3, have the kids include the character

who is walking the dog.

Allow them some time to figure out which part to play but NOT TOO MUCH TIME. Literally look at the clock and time them for 5 minutes, tops. Any more than that you may lose

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their focus. The urgency will force them to make some quick decisions. Then, call their attention and tell them you will use the following cues to get them ready to perform: Places (means they will get ready to show their image) and Action (means to become the frozen image, silently and without movement).

7. Leader Tip: If you are having trouble getting a few kids focused ask them to sit out and observe. Don’t make it a punishment but a place for them to observe and prepare themselves to join the group. Focus the kids on making STRONG choices (literally use the words STRONG and WEAK choices to hopefully lead them to participating with the group). Try to always keep your voice level even and keep your control. The kids will mimic you.

8. After 5 minutes or less, stop the kids and have them get ready to perform their “tableau”. Call Places, and then Action. Walk around and observe. Make sure to compliment those kids who are making strong choices with their concentration, collaboration, or body/imagination.

9. Next, remind them about the soundscapes. Tell them to quickly pick some sounds that will go with their “tableau” (make it quick). Then have them recreate their “tableau”, but this time with their sound effect. Allow them time to practice and then perform one at a time for the rest of the group to observe.

10. Leader Tip: This activity can be done before or after reading Those Shoes. It can also be used just as a fun activity that might inspire the kids to READ Those Shoes. You can partner up the kids to read the book together and have the kids act out additional scenes from the book.

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Other Those Shoes Ideas

1. The soundscape activity can work with any picture book or an image from a magazine. This activity can be a fun way to spend a rainy afternoon. For instance, use the same steps but create sound effects for a thunderstorm. Snapping fingers could be used for slow rain drops and could also be used for stronger rains. Rubbing their hands together can be thunder and clapping could symbolize lightning booms. Other soundscape ideas: rainforest, baseball game, circus, and a spooky night.

2. Kids can design their own shoes on construction paper.

3. Bring in a collection of shoes from home or from Goodwill and ask kids to come up with stories about the shoes or who wore the shoes.

Read Aloud Tips for any Book,All Grade Levels

Pre-read the

book. Select at least one character and create a different voice for that character. An accent or a

distinct voice that tells the age of the character

can be fun.

When reading

aloud make sure to show the pictures to

your audience as much as possible. Also try to read slower than you normally talk so that the audience

can engage with the story.

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Sticky

note one or

two pages where you

can stop and either ask a

question or allow the kids to

make a prediction about

what might happen on

the next page. Consider

having a small stuffed animal that only

comes out for read alouds. Anytime a kid makes a comment

or connection to something related to the book, they get to hold

the stuffed animal until the next question/comment is made. Try to keep the stuffed animal moving so

that all that are participating get a turn with the

animal.

Always ask the same

questions for early readers.

• Who are the characters?• What is the problem?

• How is it solved? • What is the setting?

• What did this story remind you of?

Have the kids answer you in sentences when possible.

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Character Project FunRead aloud the following description and have the kids create the character only using construction paper, glue, and a black marker (no scissors). Here are some descriptions:

Pippi Longstocking

Albus Dumbledore (from Harry Potter)He was tall, thin, and very old, judging by the silver of his hair and beard which were both long enough to tuck into his belt. He was wearing long robes, a purple cloak which swept the ground and high-heeled, buckled boots. His blue eyes were light, bright, and sparkling behind half-moon spectacles and his nose was very long and crooked as though it had been broken at least twice. This man’s name was Albus Dumbledore.

Her hair, the color of a carrot, was braided in two tight braids that stuck straight out. Her nose was the shape of a very small potato and was dotted all over with freckles. It must be admitted that the mouth under this nose was a very wide one, with strong white teeth. Her dress was rather unusual. Pippi herself had made it. She had meant it to be blue, but there wasn’t quite enough blue cloth, so Pippi had sewed little red pieces on it here and there. On her long thin legs she wore a pair of long stockings, one brown and the other black, and she had on a pair of black shoes that were exactly twice as long as her feet. These shoes her father had bought for her in South America so that Pippi would have something to grow into, and she never wanted to wear any others.

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Enduring Understanding

(Purpose for reading)

This story shares how life has many ups and downs, but that within themselves each reader can find success! This

story allows you to help young readers realize their own

potential for success, encouraging

them to be their best!

Purpose of Lesson

To provide a creativeand challenging

opportunity for youngreaders to become engaged

in their own learning.

Oh, the Places You’ll Go!

Objectives

• Students discuss the future and their role in deciding it.

• Students complete an activity to pinpoint their goals and dreams

while recognizing their struggles.• Students discuss potential and

self-motivation.

Reading and ArtActivity Lesson Plan

By Stephanie Boynton2nd Grade Teacher

Lamarque Elementary

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1. Have a discussion with students asking the following questions:• What other Dr. Seuss books have you read? What was your

favorite?• What do you want to be when you grow up and why?• Where would you love to travel to? What would you want to

see there?• Where have you traveled already that is different than

(whatever city you are in)?2. Advise students to listen to how Dr. Seuss uses rhyming words

in the story. Ask for someone to explain what “rhyme” means. (Answers should be about how the end sound of the words sound alike).

• How are “brains in your head” and “feet in your shoes” going to help you get somewhere? (pg. 2)

• What can you do if you are not sure where you want to go? (pg. 3)

• What feelings might you have if you go down the wrong path or don’t get what you want? (pg. 4)

• Would you ever want to go in a hot air balloon? What do you think it would be like? (pg. 17)

• Where might you want to go or do or be, that will make your life what you want?

• Have you ever been lost? How did you feel? How did it turnout? (pg. 21)

• How are you going to make sure you stay on track with what you want for your life?

Have a discussion about the following:• Do you have goals that you want to accomplish?• What are your short-term goals (in the next year)?• What are you long-term goals (in the next several years)?

Before Reading

During Reading

After Reading

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Materials• Brown paper lunch bags• Markers• Glue Sticks• Construction Paper• 3x5 Inch Unruled Index

Cards• Velcro Stick Back 5/8

Circles

Directions

1. With the brown paper bag laid out in a horizontal position, fold into three equal parts.

2. Attach the Velcro stickers as a closure for the suitcase.

3. Use choice of colored construction paper to make a “C” -shaped suitcase handle.

4. Glue the handle to the edge of the first folded section.

5. Open bag back up and glue to each section an index card.

6. The first index card should be labeled at the top as “Where I’m Going”. Students will then write their future goals on this index card. The second index card is labeled “How I Will Get There”. Students will write what they need to do to meet their dream- college? practice? rehearse? etc.

7. The final index card is labeled “Who is Going to Help Me Get There?” Students will write who they need on their “team” or “side” to help support them getting there.

8. Have students decorate the outside of their suitcase and encourage them to discuss their goals and dreams with the adults in their life.

• What kinds of difficulties might you face achieving your goals?• What were the difficult places in the book?• Discuss how you would overcome a problem that you might

face (e.g., ask for help from someone you know).

Arts Activity: Mini Suitcases

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Reader Response Ideas:Speed-Dating Style!

1. Character TraitsExamine a character’s actions based on the camp (or organization)’s rules and expectations.

2. Flipgrid.comReaders can record and respond to videos posted by others who have access to the “grid,” allowing interaction across time and distance.

3. Note in Book to Future ReaderYoung readers can write a letter together to another group about a book they love. Older readers can leave notes in a book for the next reader to find.

4. Paper ChainColored paper chain links can be based on character traits, opinions, senses, types of books, etc.

5. Storylineonline.netCurrent books read aloud by Screen Actors Guild members with lesson plans included.

6. Character SelfieReaders compare themselves to a book character using a drawing or a photograph.

7. Mannequin ChallengeReaders become a scene from their book using music and props, but without moving!

8. Storybook STEAM/STEAM binsSolve problems presented in a book by using odds and ends including pipe cleaners, popsicle sticks, yarn, LEGOs, etc.

9. Rewrite the EndingWhen reading a book aloud, the adult stops reading and asks

By Tessa Healytessa.healy@sarasotacountyschools.net

and Sarah Davissarah.davis@sarasotacountyschools.net

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the children to write what they think the ending of the story will be. Their endings can be compared to the actual ending or voted on for group favorite.

10. Speedy PreviewsReaders face each other Speed-Dating Style and talk about books! Kids can keep a paper and pencil nearby so they can write down books that interest them.

11. Wordless BooksThese books encourage readers to look closely at artwork to make meaning of the story.

12. EmojisAllow readers to describe their books using emojis only. See if others can determine what is going on in the story based on emoji choices.

13. Padlet.comResponses can be typed, in video, photos, or weblinks.

14. Directed DrawingA “director” (child or adult) directs the drawing of a character one step at a time.

15. Gallery WalkChildren’s work is placed around the room and visited as part of a mock “art gallery.”

16. Picture Prediction WalkUsing the Gallery Walk format, illustrations from a book are placed around the room and readers write down predictions of what the book will be about.

17. Swap the SettingWhat would happen if the setting of your book was swapped? Readers write/draw their responses.

18. Walk the StoryGet children up and moving as they “walk” through a story’s elements.

19. Grudge BallA review game outlined on the blog: www.toengagethemall.blogspot.com.

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20. Fan Fiction WritingReaders become writers using their favorite movie or book characters as inspiration.

21. Tweet the AuthorHave children generate questions for the author of their book. Sometimes authors respond!

22. Word CloudsUse readers’ responses and Wordle.com or Mentimeter.com to create interactive word clouds.

23. Open MindReaders brainstorm what is happening in a book character’s mind through illustration or words.

24. Hot Seat/Be the ExpertReader-experts sit in “Hot Seats” around the room and are interviewed about their subject knowledge.

25. What if THAT Never HappenedReaders imagine what would happen if an event in a story never happened.

26. Letter to a CharacterReaders write to their favorite character in a story.

27. SCOOTGoogle ideas of ways to use this interactive game that gets kids moving around the room.

28. You be the AuthorCover the words in a picture book and children write a story that goes along with the pictures. Compare their stories to the actual book.

29. Five Word SummaryReaders summarize a book in exactly five words. It’s harder than it seems!

30. GoNoodle.comThis website provides hundreds of videos that encourage movement, learning, and mindfulness.

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Building Confidence...Creating Learners

1. Warm up the group with a table discussion using quotes about learning through failure.

2. Generate a list from the group• Common kid

complaints3. Act out scenarios playing

the role of the child and the instructor.

4. Read aloud The Dot, by Peter H. Reynolds.• Model: an interactive way to read a story

5. Practical applications/Brain-On Learning (strategies required from Reading Recovery):• Building confidence, ease, and flexibility• Book introductions• Shared Readings• Repeated Readings

6. Hands-on Learning:• Mediums for writing and drawing

• Act It Out7. Technology to support learning

a) Flipgrid b) Recapc) Kahoot d) Padlet

8. Questions/Comments

1. Sand 2. Magnetic letters3. Legos 4. Play-doh5. Watercolors 6. Etch A Sketch

By Holly Brody and Leigh Michalojko

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Supply & Activity ListMany of these activities promote the use of fine motor

skills, literacy, and engineering

Colored sand or normal sand Here students can write in the sand. They can practice letters, letter sounds, words, word families, and their name. They can draw a picture about a character or event in the book they just read.

Etch A SketchThey can practice letters, letter sounds, words, word families, and their name. They can draw a picture about a character or event in the book they just read.

Cookie traysTrays can be used to hold sand and for use with magnetic letters. They can roll play-doh into letter shapes. They can make characters or events from a story. They can stamp letters into play-doh using LEGOS or other objects that make an impression. LEGOSStudents can be given various challenges and left to build their own creations (i.e., build a letter or your entire name, make an object in the story, www.thestemlaboratory.com/lego-stem-activities; www.educatingyoungengineers.com/lego-club-activity-ideas). Magnetic LettersStudents can build their own names, their friends and family’s names, sight words, vocabulary words, and words posted around the room.

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Acting Out Students can react to their favorite moments from a story or change a part of the story and someone familiar with the story can guess what they changed.

Technology – FREE 1. The following resources can be used for answering questions or retelling stories through web-

based video recording in a closed circuit.• www.flipgrid.com• www.letsrecap.com

2. The following resource can be used to ask children questions in a web-based environment using electronic devices such as a phone or tablet. There are pre-made questions or you can create your own.• www.kahoot.com

3. The following resource is a web-based open forum for children to respond to questions or make statements.• www.padlet.com.

Watercolor Paints (glue, salt, water droppers, shaving cream, shaving cream, bubbles)Students can create art connected to stories or just unique expression. For more ideas, visit: w w w . a r t f u l p a r e n t . c o m /watercolor-techniques-ideas-kids.

MoreActivities!

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NEIL PHILLIPS, Keynote SpeakerNeil Phillips, educator, motivational speaker and co-founder of Visible Men Academy. He is a graduate of Harvard University where he received a B.A. in English and American Literature. He has had an illustrious career as an athlete, educator, coach, and entrepreneur.

STEPHANIE BOYNTONStephanie teaches the 2nd grade inclusion class at Lamarque Elementary School in North Port, Fl. Stephanie believes in the power of teaching students to have a Growth Mindset and that Arts Integration is the key to breaking the learning barriers of many struggling students. Stephanie is a married mother of three sons who, in addition to Arts Integration, has a passion for American History. Stephanie received her B.S. in Elementary Education (K-6) at the University of South Florida, Sarasota-Manatee where she was named the Fall 2014 Outstanding Graduate. Stephanie is certified for ESE education K-12 and holds her ESOL endorsement. She is a member of Sarasota County School’s Project Amplify and the Arts Now Program Grant at Lamarque Elementary.

HOLLY BRODYHolly currently serves as the STEAM Integration Coach at Wilkinson Elementary. Holly has her undergraduate degree in Mass Communications, Masters degree in Exceptional Student Education and a Specialists degree in Curriculum and Instruction. She has taught all levels in elementary education with the most experience being in Kindergarten. She has also worked with adults as an Instructional Staff Developer in Pinellas County. Education isn’t the only thing she loves. She has a small family consisting of a well-fed husband, a dreamy dog (or maybe it should be a well-fed

Summer Blast Off Presenters

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dog and dreamy husband?), a sweet cat and 10 chickens.

SARAH DAVISSarah was born in Sarasota, FL and is a proud product of Sarasota County schools! She earned her undergraduate degree from USF in Elementary Education, and her graduate degree, also from USF, in Educational Leadership. Sarah is wrapping up her tenth year of teaching. She has taught all grades from kindergarten through high school, with the exception of 5th grade. Most of her years teaching were in the middle school grades, and she is currently teaching kindergarten. Sarah lives in Venice with her growing family of soon-to-be four children. She loves all things family, learning, and sun-related!

TESSA HEALYTessa was born in New Jersey, but considers herself a Floridian after attending Sarasota county schools from elementary through high school. Tessa’s undergraduate degree in Elementary Education and master’s degree in Reading Education has led her to six years of teaching in elementary and middle school classrooms; she is currently a fifth-grade teacher at Wilkinson Elementary. Tessa believes that literacy is a civil right and no child should complete their educational career without the ability and passion to read. Tessa lives in Venice with her three busy children and basset hound, who all do their best to keep her on her toes!

LEIGH MICHALOJKOLeigh is presently a Reading Recovery Teacher and Literacy Coach at Wilkinson Elementary. Leigh holds a Master’s Degree in Reading and Educational Leadership, as well as undergraduate degrees in Elementary and Special Education. In prior years, Leigh was a fourth-grade teacher, having specialized in utilizing technology to enhance instruction. Additionally, she spent many years instructing students with special needs. Leigh has a passion for fitness, and is a cycle instructor at the YMCA. Leigh enjoys spending time with her husband, who is also an educator, and her 105-pound Bullmastiff pup, Otto!

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SHALIA MOORE-HAYESShalia has spent the last 13 years working with students with disabilities. Identified as a Highly Effective teacher at an A-rated school for seven years (State College of Florida Collegiate School), she has also been identified as a Best and Brightest Teacher according to the Florida Department of Education. Over the course of the last six years, Shalia has contributed to raising the reading levels of students of varying exceptionalities as a Reading Specialist and Exceptional Student Education Coordinator. Shalia is currently obtaining licensure as a School Psychologist and has recently been selected to participate in State College of Florida’s first Community College Leadership program for aspiring leaders in education.

KELLI KAREN SMITHKelli Karen has been a consultant with The Patterson Foundation since 2014. Kelli began at TPF as part of the production team for All-America Cities and the opening of Patriot Plaza at Sarasota National Cemetery. Most recently, Kelli was the coordinator for the live talent at the Nation’s First Age-Friendly Festival. In addition to her work behind the scenes, Kelli is a facilitator for Mind In The Making workshops as part of the Suncoast Campaign for Grade-Level Reading. She has co-led workshops at Sarasota Memorial Childcare Center, The DeSoto Boys and Girls Club of Manatee County and Second Chance Last Opportunity. Kelli’s teaching experiences include Care Pointes in Swaziland, South Africa, The Pines of Sarasota, Girls Inc., The Boys and Girls Clubs, and playwriting at numerous local elementary schools as well as in Sarasota’s sister city of Dunfermline, Scotland. Selected Stage Management credits include Off-Broadway: The New Victory Theater (FLY), Pasadena Playhouse (FLY), Crossroads Theatre (FLY), Oprah Winfrey Theatre Smithsonian (FLY) and numerous shows at Florida Studio Theatre.

FREDA WILLIAMSFreda has been teaching in Sarasota county for the past 15 years. She has taught almost every elementary grade in almost every socio-economic demographic and has finally landed at Pine

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View School for the Gifted in Osprey, teaching 3rd grade. As a Ringling College Alumni she brings innovation and creativity to her classroom on a daily basis. She leads workshops in our area focusing on integrating the arts and academics for teachers and families. Making learning interesting, intriguing, and meaningful are the focal points of her teaching philosophy.

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An opportunity for Parents, Grandparents, Child CareProfessionals, Early Learning Educators, and Caregivers. Join

us on a learning adventure designed to help you and yourchildren thrive. Fee waived due to the generosity of The

Patterson Foundation. For more information, please contactinfo@gradelevelreadingsuncoast.net

Mind In The Making Workshops