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Creative Out-of-School Learning
Books and Beyond! Integrating Literacy into
Enrichment Activities
Presented by
Kathleen Martinez [email protected]
Creative Out-of-School Learning
Creative Out-of-School Learning
MODES OF LITERACY
READING, LISTENING, WRITING, SPEAKING
LITERACY SKILLS
Breaking the Code: Reading Writing
Concepts of print
Word Analysis
Structural Analysis
Vocabulary
Usage
Grammar
Capitalization
Punctuation
Meaning Making: Reading Writing/Speaking
Reading for Information
(Expository)
Literary Response and analysis
Organization and Structure
Evaluating/Critiquing
Reading Writing/Speaking Reflecting on language, style and
emotional impact
Evaluating accuracy/bias
Revising
Evaluating the effectiveness of
word choice, structural patterns,
organization
Applying:
Reading Writing/Speaking For enjoyment For gaining information
To narrate
To inform
To persuade
Creative Out-of-School Learning
Sample Enrichment Activities that Integrate Literacy
Playing with Song Lyrics Material: White construction paper, crayons/markers, pre-cut lyric strips, chart paper or blackboard,
glue
Directions
1. Before the participants arrive, clearly write the song lyrics on chart paper or a board and cut up
the song lyric strips so that each participant has a set, or there is a set for a small group.
2. Sing the song together with the participants, pointing to the words on the chart while you sing. Have them
repeat the song a few times, until you are sure they are familiar with the lyrics.
3. Have the participants take turns identifying words on the chart. For instances, ask a participant to point out the
word “monkey” on the chart.
4. (optional) Have the participants identify words that begin with a certain letter. For instances, all the words that
begin with an /M/ or /m/, or words that have short vowel sounds like short /e/ in “bed,” “fell.”
5. Hand out the song lyric strips. Have the participants put them in order and glue them to a piece of construction
paper.
6. Have them decorate the paper, drawing pictures that illustrate the song.
7. Sing the song again before leaving.
Websites for Lyrics
Children’s Music and Songs http://falcon.jmu.edu/%7Eramseyil/songs.htm
Children’s Songs: http://www.theteachersguide.com/ChildrensSongs.htm
Books with Lyrics
De Colores & Other Latin American Folk Songs for Children, Jose-Luis Orozco
KidsSong Series, Nancy and John Cassidy
Kids Make Music! Clapping and Tapping From Bach to Rock! Avery Hart
Sing Through the Day: Eighty Songs for Children, Maryls Swinger (Comes with a CD; emphasizes
multicultural selections; the reading level is upper elementary)
Step It Down: Games, Plays, Songs and Stories from the Afro-American Heritage, Bessie Jones
Bottle Blues Supplies: Six drinking glasses or juice bottles, Water, Masking tape, Wooden spoon or stick
Directions: Fill your six juice bottles with different amounts of water. The six different levels will make a
six note scale. Line the bottles up starting with the one with the most amount of water to the one with the least
amount of water. With the masking tape, label the bottles #1—#6. Number one has the most water, six has the
least amount. If you want to, start with the following pattern, but experiment afterwards with other amounts of
water.
1 2 3 4 5 6
3” 2½” 2” 1½” 1” ½”
First tap the bottles with the stick to make sounds. Then blow into the bottles of water. Is there a difference? What
else can you change and what happens when you change it?
Sample Songs: The numbers to the songs represent the numbers on the bottles. Here are a few songs for you to play
on your Bottle Blues:
Jingle Bells This Old Man Twinkle, Twinkle Little Star
333 333 35123 535 535 6543234 11 55 66 5 44 33 22 1
444 4433 3355421 345 1 111 12345 55 44 33 2 55 44 33 2
11 55 66 5 44 33 22 1
Creative Out-of-School Learning
RIDDLE BOOKS Supplies Crayons, Pencils, Paper, Coin size manila Envelopes 2¼” x 3½”, Index cards, cut into 2 “ x 3” slips, Glue,
Scissors, Rubber bands, Craft sticks
Directions
1. Have the participants read riddle and joke books and find their favorites.
2. On the first page of the book, have the participants write their book title, name as author, illustrator, date
of publication.
3. For each question or riddle they are going to use, there should be facing pages, the left side for
the question and the right side for the answer envelope.
4. Glue the envelope on the right side of the page with the flap facing out.
5. Have the participants write their riddles on the left side large enough to fill the page. Work with
them to assure proper spelling and punctuation.
6. Encourage the participants to make up their own riddles.
7. Have them write the answer on the 2” x 3” card and slip it into the envelope.
8. Decorate the pages, and the cover of the book.
9. Exchange books and have the participants try to answer each other’s riddles.
Craft Stick Books
1. On half sheets of paper, punch two holes on top of a stack of paper (15 sheets). The holes should be measured
approximately 1 inch from top edge of paper and 1.5 inches apart from another.
2. Feed a rubber band through the two holes from the bottom of paper.
3. Slide a craft stick through the two hoops of the rubber band on top of the paper. If this is too loose, use a
smaller rubber band or add more paper.
4. Slipping a pencil in on top of the craft stick keeps the pencil handy!
Personalized Greeting Cards Supplies
Colored pencils and paper, Thesaurus and dictionary, Old magazines and greeting cards to
cut up, Scissors and glue, Stickers, rubber stamps, glitter, etc. , Envelopes
DIRECTIONS
1. Discuss activity with the participants. Share examples of different types of greeting cards,
Birthday, Valentines, Mother’s Day, etc.
2. Explain to the participants that they will be creating greeting cards and writing sentiments to
give to their families and friends.
3. Demonstrate to participants how to address an envelope. Provide an example on the table to share.
4. As a group, brainstorm words participants may want to include in their cards. Write these words on a large
sheet of paper, or board to help participants with spelling.
5. Help younger participants fold their paper into cards. Folding a 8”x11” sheet of paper in half twice makes a
great size and shape for a card.
6. Assist the participants, relax and enjoy their efforts!
Pet Rocks Supplies: Index cards, Rocks, Cotton, Wiggly Eyes, Shoe Boxes or smaller boxes, Index Cards, Pencils or pens,
Yarn and other decorating material
Directions:
1. Enjoy a rock collecting adventure with the participants. Encourage the participants to collect rocks of different
shapes and textures. The rocks should be able to fit in the palm of their hands.
2. Explain that they will be making a Pet Rock and a home for them.
3. Have the participants decorate their rocks. When the rocks are completely decorated and dry, participants may
glue them down in their boxes.
4. On index cards, have the participants write down the name of their rocks and at least three specific and creative
things about the rock. Silly descriptions work best. For example:
My Rock, Flying Heart
My rock has super powers and can fly through the air.
Creative Out-of-School Learning
My rock fits in my hand perfectly so that it can hide.
My rock is shaped like a heart because it is so sweet.
5. The participants may decide to decorate the outside of the boxes with colorful paper and write their rock’s story
on the box. Using pictures from calendars and magazines can make their pet rock’s environment very special.
6. The boxes will be the Rock’s homes. Line the boxes by gluing down cotton on the inside bottom, and have the
participants place their pets inside.
Creature Feature
Supplies: Bug jars. These can be small jam jars with lids, or special jars bought from a distributor,
Magnifying glasses, Poster boards or large construction paper, Pens, markers, pencils, Scrap paper,
Science and nature magazines to cut up, Scissors, Glue, Rulers
DIRECTIONS
1. Discuss with participants that they will be creating ‘Creature Features’. These are posters all about the bugs
that they have caught and observed.
2. Provide the participants with their bug jars and out they go to explore and collect ‘creatures’, bugs!
3. After the bugs are caught, the participants will create miniature habitats for their creatures. Leaves and dirt may
be added to the jar to imitate the natural habitats where the bugs lived. Be sure to punch holes in the lids for air!
4. Provide participants with scrap paper to make notes and observations about the environment where they caught
the creatures.
5. Have them use the graphic organizer to brainstorm descriptions of the bug including color, size, length, number
of legs, etc. personality, habitat
6. Have participants create a rough draft of a poster featuring their bugs. Suggest a movie type poster, or a book
cover. Check spelling on these rough drafts.
7. Next, the Creature Feature posters will be made to share facts and observations with others about the bugs.
Using writing, magazine pictures and drawings, participants will be creative and share all about their bugs on a
poster.
8. Encourage participants to title their poster clearly across the top center of the board. Creative names add fun
and focus, such as ‘Planet of the Ants’.
9. Movie poster samples and books may be shared with the participants to encourage creativity. Stories focused
on the life of a bug usually work well to focus Creature Feature works.
10. When posters are complete, display them for parents and have participants share!
11. Be sure to let bugs lose back where they were found outside!
Creative Out-of-School Learning
Middle School Activities
Business Cards and Beyond! Supplies: Samples of stationary and business cards. You may request these from parents or neighboring
businesses such as the school, a grocery store or offices. Paper such as card stock (Optional: office
supply stores carry business card stock with perforated edges.) Pens/Pencils Computer, Printer
DIRECTIONS
Challenge participants to collect and share a large variety of different letterheads, business cards, personalized note
pads and similar items. You can pick up such material in most businesses, from neighbors, friends, schools, etc.
After items are collected, take the time to share and compare. Discussion leads include:
What different styles do we have? Do different businesses share a common theme or style?, What
do you like about the different samples?, What are the company logos and slogans like?
Explain to the participants that they will be creating their own business products, such as those collected.
Have the participants brainstorm and begin planning their layout, designs, colors, slogans and logos. This should be
done on scrap paper and allow participants as much time as necessary to come up with their ideal format.
The final products can either be made free hand, or with the use of a computer. Both methods are acceptable and
allow for creativity.
Guidelines
Do not allow participants to include personal contact information on their products. If contact information
is required, be sure to use your program’s general information.
Set up expectations about the type of businesses that are acceptable as themes for their products.
Graphic Novel Movie Producer No Flying, No Tights: A website review graphic novels for teens: http://noflyingnotights.com/core.html#middle
Material: Different graphic novels
Directions:
1. Let the participants select a graphic novel and sit back and enjoy reading them. 2. Using the Movie Producer Worksheet, have them develop the plan for how they would produce the
book as a movie.
We Are…. Poems Material: Directions for poems, White construction paper, Glitter pens, Markers Directions
1. Brainstorm different things that are similar about all the members in the group: things we like
and dislike, physical characteristics, who we are in relation to others, things we can do.
2. Using the following format write a “We are …. Poem” on a regular paper.
3. After you have written the poems, and all corrections have been made, re-write it on a clean unlined white
paper, paste it on a piece of construction paper, and decorate the paper. Make sure you sign it.
WE ARE….. POEM FORMAT
#1. Write the phrase “ We are”
#2. List three things (nouns) about which you all have strong feelings. Each word starts with a capital letter.
#3. Write a complete sentence about two things that you all like. #4. Write a sentence starting with at least three things that describes what you all like to see in other people; ending with “are important to us.”
Capitalize each noun.
#5. Write a sentence containing a positive thought or feeling. It can tell something that you find acceptable in yourself.
#6.-#7. Write one sentence that first says something that is negative about yourself or others, then describe how out of something BAD can come
GOOD. Use the word “but” to link the bad and good.
#8.-#9.-#10. Write three short sentences relating something about which you all have strong feelings—likes or dislikes. They do not have to relate to each other or to the previous lines you have written.
#11. End with “This is us” or “We are.”
“Pass It On” Books- Question and answer books that are passed around between peers allowing for
quick, creative responses! Materials: Construction paper, ruled paper, stapler, etc., pens, pencils
Directions:
1. In your group, brainstorm different questions you would like to ask in an interview of your peers. Consider
silly questions and questions about popular trivia, such as favorite TV shows, colors, and movies.
Creative Out-of-School Learning
2. Each participant creates a book by taking two pieces of construction paper and stapling to 5-10 sheets of ruled
paper between the paper.
3. At the top of each sheet of paper in the individual books, write a question you would like to ask your fellow
participants. Big, bold writing works best. Everyone’s questions will be different, no two books alike!
4. After books are put together with a question on each sheet, pass their books around and answer each other’s
questions. Each participant answers every question when they receive a book, and sign their names to their
answers.
Example of Question and responses:
Question: What is your favorite thing to do after school?
“I like to hang out with my friends and eat oranges.” C.M. “Play Volleyball” Z.E. “Listen to music and talk with my friends.” S.N.
Marshmallow Catapult Pictures scanned pg. 120-121 from Gadgets and Gizmos by Jill Frankel Hauser
Materials: Master Copy of Directions for Marshmallow Catapult, Rubber bands, Hole Punch, Tape, Dried Beans,
Index Cards, Pencils, Two 1-quart plastic bottles per pair (Bring in a case of quart size water or soda into your next
staff meeting or an activity with your kids, and you will have enough), scissors, Marshmallows
Directions
1. Have the participants work in pairs using the following directions and pictures to guide them.
2. Hold a contest to see whose catapult is the most successful for distance and accuracy.
3. Have the participants write their findings and use their ideas to lead a discussion.
Creative Out-of-School Learning
Species
Major Features
(# of legs, eyes, etc.)
Color and Size
Habitat
Personality
My Creature
Name: _________
Brainstorm ideas for each
circle. Write down one or
two words on each line.
Creative Out-of-School Learning
MAKING A MOVIE
Imagine that you are a Movie Producer. Your job is to plan a film version of the book that you
have just read. Follow these steps:
1. Name: What name will you be giving the movie?
________________________________________________
2. Who would you cast in the roles of the main characters?
Main character Actors
1. ______________ _____________
2. ______________ _____________
3. ______________ ______________
4. ______________ _______________
3. Where would you film your movie? List some places where you would film the different
scenes?
________________________________________
________________________________________
________________________________________
4. Mood and Atmosphere: List some sound effects, music for the background of the movie.
__________________________________________
___________________________________________
___________________________________________
___________________________________________
Creative Out-of-School Learning
WE ARE….. POEM FORMAT
1. Write the phrase “We are”
2. List three things (nouns) about which you all have
strong feelings. Each word starts with a capital letter.
3. Write a complete sentence about two things that you all like.
4. Write a sentence starting with at least three things that describes
what you all like to see in other people; ending with “are
important to us.” Capitalize each noun.
5. Write a sentence containing a positive thought or feeling. It can
tell something that you find acceptable in yourself.
6-7. Write one sentence that first says something that is negative
about yourself or others, then describe how out of something
BAD can come GOOD. Use the word “but” to link the bad and
good.
8-11. Write three short sentences relating something about which you
all have strong feelings about—likes or dislikes. They do not
have to relate to each other or to the previous lines you have
written.
12. End with “This is us” or “We are.”
We are
Friends, Middle School Students, Family
We love to eat pizza and watch TV/
Silliness, Sense of Humor and Honest are important to us.
Time to be quiet is necessary for our happiness.
When people are mean to us, we want to get mad, but we try to control
ourselves so we are not mean back.
We love having fun.
We hate doing homework.
We enjoy talking to our friends.
This is us.
Creative Out-of-School Learning
Marshmallow Catapult
Directions
1. Cut the tops off two plastic soda
bottles, and cut what you have cut
off into the shapes shown in the
pictures below.
2. Punch three holes in the smaller
section as shown. Poke a pencil
through the two side holes.
3. Loop a rubber band through the bottom hole. Catch a pencil through the loop. Twist
other rubber bands on either side of the loop to hold it in place. Place this
pencil across the other pencil, and secure them to each other with rubber
bands as shown.
4. Create a marshmallow hold by folding and taping the sides of an index
card into a lid shape. Tape the hold to the top of the pencil so that the tip
sticks out.
5. Fill the large bottom section of the bottle with beans to stabilize the
catapult. Jam the other section into the weighted bottom.
6. Place a marshmallow in the holder. Push down on the pencil while holding
onto the base. Then release it, and watch it fly.
Remember the energy to send the marshmallow is stored in the elastic bands.
After the Fling
Complete the following questions and be ready to report to the group:
How did your marshmallow catapult perform?
What was successful in the design of the catapult? _______________________
What would you change about the design if you could do it over?
Creative Out-of-School Learning
Letter and Word Games
Hey, That’s Me!
Supplies: Sticky name tag badges, or pieces of scrap paper and tape, Markers
Directions: Gather the participants together to sit in a circle. Pass out the name tags and
have each participant write their name on one tag. Do not put them on yet! Collect the
name tags and shuffle them up. Pass out one name tag per participant. They cannot
have their own name, or that of the person next to them. They cannot show anyone the name tag they have. Now the
participants put the name tag they are holding onto the back of the person next to them. Remind them not to share
the name they have. When you say ‘go’, the participants mingle about and try to find their own name on the back of
another participant. When they find their own name tag, they peel it off of the other person’s back and put it on their
own chest. They continue to mingle until they have their own name tag and the name tag on their back is gone.
When finished, each participant sits back down in circle. When all participants are seated, go around the circle and
have participants read their names.
Label That Thing Supplies: Post’em notes or slips of paper and scotch tape, Markers
Directions: Write names of objects found in the after-school program site on post’em
notes. Pair up the participants. Give them the slips and have them post them around the
room.
Other things you can do:
Make it a race. You will have to make a set for each team.
Give them slips with just letters on them and have them find objects that begin with the letters.
Write the words in a phrase like “on the desk,” “under the clock,” “beside the door.”
If you are working with bilingual participants, write the words in their language and in English.
Examples of LABEL WORDS: Door, Clock, Chair, Crayons, Wax, Pencil, Books, Sign, Game, Calendar, Friend
Alphabet Walk
Supplies: Post’em Notes or slips of paper and scotch tape, markers
Directions: Break the participants into teams. Practice the beginning sound of the letters that
you are studying. Give the participants the post’em note sheets. Either assign one or two
letters per team or have the teams work with all the letters. Have them walk around the room
looking for something that begins with the letters or words on posters that contain the letter. When
they find something, have them write the letter on the post’em and stick it on the object.
Human Letters and Words
Supplies: Slips of paper, Construction paper for the letters, Container
Directions:
Body Language: Letters: Divide the participants into groups of five. (It takes about that many
participants to be able to form most letters.) Put a letter of the alphabet on slips of paper, and put
the slips in a box or container. Have the participants pick one slip of paper and have them say the
name of the letter. Have them figure out how they are going to make the letter with their bodies. Have them lie on
the floor forming the letter. Let the other participants guess what letter they are making.
Body Language: Words (For groups of at least 15 participants) Write three letter words that have short vowel
sounds on slips of paper. If you have at least 20 participants, you can write four letter words that have blends. Pull
out one slip and have the participants decide how they are going to form the word with their bodies.
Word Relay (Can be done with as few as three participants)
Write each alphabet letter, individually on construction paper to make a set of 26 letters. You should make enough
sets so that each group can grab two of the same letters if needed to spell the word. (You can have the participants
make these.) Put the letters in a pile. If you want to have more movement in this activity, put the piles of letters on
one end of the room, and the participants on the other end. If you have enough participants group them by three. Call
out a word. Have the participants run to the letter piles and find the letters that will spell out the word. Have the
participants go back to a designated space, and with each child holding one card in front of them and standing in the
right order to spell out the word. You can make this a competitive game between teams, giving points to the group
that forms the words the fastest.
Creative Out-of-School Learning
DOLCH WORDS LISTS Students should know list 1, 2, 3 by end of 1
st, List 4 by end of 2
nd, List 5 by end of 3
rd.
Sites with Sight Word/High Frequency Words Activities
Flash Cards- http://bogglesworldesl.com/dolch/flashcards.htm
Great website with many flash cards and downloadable games:
http://www.theschoolbell.com/Links/Dolch/Contents.html
List 1 a
and
away
big
blue
can
come
down
find
for
funny
go
help
here
in
is
it
jump
little
look
make
me
my
not
one
play
red
run
said
see
the
three
to
two
up
we
where
yellow
you
List 2
an
are
at
ate
be
black
brown
but
did
do
eat
four
get
good
have
he
into
like
new
no
now
on
our
out
please
pretty
ran
ride
say
she
so
soon
that
there
they
this
too
want
was
well
went
what
white
who
win
with
List 3
after
again
an
any
as
ask
by
could
every
fly
from
give
going
had
has
her
him
his
how
last
know
let
live
may
of
old
once
open
over
put
round
some
stop
take
thank
them
then
think
walk
were
when
List 4 always
around
because
been
before
best
both
buy
cat
cold
does
don't
fast
first
five
found
gave
goes
green
its
made
many
off
or
pull
read
right
sing
sit
sleep
tell
their
these
those
upon
us
use
very
wash
which
why
wish
work
would
write
your
List 5 about
better
bring
carry
clean
cut
done
draw
drink
eight
fail
far
full
got
grow
hold
hot
hurt
if
keep
kind
laugh
light
long
much
myself
never
only
own
pick
seven
shall
show
six
small
start
ten
today
together
try
warm
Creative Out-of-School Learning
QUESTIONS AFTER READING FICTION
Below you will find a list of possible questions to help you with conversations about your
participant’s reading. They are not intended to be used all at once or every time you read
with your participant. Use them at your discretion and where they are appropriate.
Can you remember the title? In your opinion, was it a good title for this book? Why or why not?
Were your predictions about the story correct? If there was a problem, did it get solved?
What happened because of the problem? Why do you think the author wrote this book? What is the most important point the author is trying to make in his
writing? What was your favorite part of the story?
If you could change one thing in the story, what would it be? Can you retell the story in order? If you were __________, how would you have felt?
What is the most interesting situation in the story? Is there a character in the story like you? How are you alike?
Why did you like this book?
QUESTIONS FOR READING NON-FICTION
Below you will find a list of possible questions to help you with conversations about a nonfiction
article, book or short reading selection. They are not intended to be used all at once or every time
you read. Use them at your discretion and where they are appropriate.
Does the author try to persuade you in any way? How?
Can you identify the facts? The opinions? How do statistics and data support the author’s perspective? Did you find the author’s evidence convincing? Explain.
What new information did you learn? How can you apply this information to an issue or problem in today’s world?
How did this new information change your way of thinking about this subject?
What words, phrases, or statements does the author use that caught your
attention? Why? How did they make you feel? What did they make you think?
Did the author weave opinion and fact statements into the piece? Find examples of each.
Were there any photographs, illustrations, charts, graphs, or diagrams that
were important? Select two or three and show what you learned from them and explain why you believe each one was important.
Did the reading leave you with unanswered questions? What are they? How did you connect to the piece? Was it personal? Was it an issue that
affects your community and the world? Explain.
