Toys Galore

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For ELLs: To scaffold active listening for key details, distribute word/picture cards for the Word Wall to a few students before the read-aloud. Tell them to listen for these special words and to raise their hands when they recognize them in the text. Allow students to help place the words on the Toys and Play Word Wall as each arises in the text. (MMAE) They are always happy to assist if you are struggling to think of a gift to buy or if you simply want to know more about a particular toy. This toy shop has something that no other shop in Edinburgh has - an electric train that runs around the top of the shop. When visiting, feel free to ask if it's not already turned on. For ELLs: Introduce a physical activity to illustrate the action of choosing. Example: Hold up the preference cards for chocolate and vanilla. Invite a student to the board to choose one. The student may take the card she chooses, but only after she says, "I prefer _______."

To complete your weekly shop, you might visit the butcher, W Christie, the fishmonger, George Hughes and Son, and Bakery Andantefor breads, buns and pastries. This lesson builds upon students' knowledge and understanding of the attributes of various classroom toys. During Work Time C, as students draw classroom toys and label those drawings, they rely on their growing vocabulary of descriptive language. As the capital of Scotland, Edinburgh is particularly famous for its castle, the Hogmanay Street Party and the annual Fringe Festival. As well as the city's history and culture however, Edinburgh is a hugely popular shopping destination with a good selection of pram, baby and toy shops.

Wordle Helper

Previously we've enjoyed Cars Galore as a board book, so I was eager when I heard that Peter Stein was writing a new picture book entitled Toys Galore. Just like Cars Galore, Toys Galore is also a fun and funky book!

Briefly review the directions for the game and expectations for safe and courteous movement in the classroom. Remind students which side of the room they should travel to for "A" preferences, which side of the room they should travel to for "B" preferences and that they should stay in their spots if they prefer neither choice. Invite students to take out their imaginary bows and take aim at the learning target as they recite the "Learning Target" poem with you. During Work Time C, students draw and describe a classroom toy, using the rich vocabulary they have learned by way of the various attribute anchor charts. This activity presents teachers with an informal assessment of students' descriptive language skills to this point ( W.K.2, L.K.5c, L.K.6). One of my pet peeves in children's literature is books written in clunky, forced rhyme. Usually about halfway through reading those books out loud, I will stop and just tell the story in prose. I read Toys Galore out loud, all the way through, and using the original text. During Work Time C, look for opportunities to support students as they draw and label classroom toys. Consider seating those who have yet to master descriptive language and vocabulary near the attributes anchor charts.What does the word prefer mean? What does it mean to prefer something?" (to like one thing more than something else) Encourage students to use a sentence frame: "I prefer _______ because ______" or "I like ______ best because ______."