Superintendent Jeff Eakins has stated he not only wants more students proficient in reading. He thinks it is “the code to crack”. He has publicly stated that his goal is to have all third grade students reading at grade level. Currently only 53% of students are reading at grade level by third grade (Sokol, M. The Tampa Times. “An ambitious new goal for Hillsborough schools: Every child up to speed on reading by third grade,” September 12, 2018).
I incorporate multiple standards into my teaching activities whenever possible. So the following learning exercise incorporates the following standards: LAF.3.R.L1.1, LAFS. 3.S.L.1.1, LAFS.2.4, LAFS.2.5, LAFS.2.6, LAFS.3.7, LAFS.3.8, LAFS.3.9. Most importantly for the purposes of this grant and in keeping with Superintendent Eakins mandate is LAFS.3.RI.1.2. My students in third grade are excited to come to reading cafe for a menu of reading and research options to study for the standard LAFS.3.RI.1.2; Determine the main idea of a text; recount the key details and explain how they support the main idea.

As a third grade teacher this is a focus of my teaching plan. I have integrated a unique offering to excite students about reading and research. I found one solution to excite students not only about reading but also researching a topic. They like to do a detailed report on, pull out the key details on said living thing into a report and present the living thing they picked to the class. In the past students often picked a living thing they already knew about instead of venturing into an unknown jungle of living things. That is why we now change the classroom into a reading cafe where the students have the option to find a living thing based on our theme: “The Best Living Things Menu Ever!”. These students arrive posing as a patron but are actually food critics. The food on the menus have descriptions of the literature on the tables. A book of prompt questions for their food citic report (research project) will be comb bound. The cafe experience allows the students to go between four tables and for ten minutes explore different kind of living things; domestic, wild, insect, reptiles, amphibians, insects, mammals and fish. What will they pick? The biggest teeth, the most tricks, grossest, prettiest or just plain pink living things? This grant will allow us to not only increase our selection of books for the reading cafe but also provide laminator for our living things menus, aprons for maitre D and other appropriate props to transform a classroom into a magical world.

I would like to provide my students with the love of reading by having them participate in a interactive learning activity.

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“The Best Living Things Menu Ever!”

School:
Hunter's Green Elementary 
Category:
Language Arts 
Teacher/
Administrator:
Nicole Russ-Cihaner 
 
116131 
Students Impacted:
120 
Grade Levels Impacted:
Date:
October 30, 2018

Investor

Thank you to the following investor for funding this grant.

 

FOUNDATION FUNDED - $1,911.11

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Project Goal

Superintendent Jeff Eakins has stated he not only wants more students proficient in reading. He thinks it is “the code to crack”. He has publicly stated that his goal is to have all third grade students reading at grade level. Currently only 53% of students are reading at grade level by third grade (Sokol, M. The Tampa Times. “An ambitious new goal for Hillsborough schools: Every child up to speed on reading by third grade,” September 12, 2018).
I incorporate multiple standards into my teaching activities whenever possible. So the following learning exercise incorporates the following standards: LAF.3.R.L1.1, LAFS. 3.S.L.1.1, LAFS.2.4, LAFS.2.5, LAFS.2.6, LAFS.3.7, LAFS.3.8, LAFS.3.9. Most importantly for the purposes of this grant and in keeping with Superintendent Eakins mandate is LAFS.3.RI.1.2. My students in third grade are excited to come to reading cafe for a menu of reading and research options to study for the standard LAFS.3.RI.1.2; Determine the main idea of a text; recount the key details and explain how they support the main idea.

As a third grade teacher this is a focus of my teaching plan. I have integrated a unique offering to excite students about reading and research. I found one solution to excite students not only about reading but also researching a topic. They like to do a detailed report on, pull out the key details on said living thing into a report and present the living thing they picked to the class. In the past students often picked a living thing they already knew about instead of venturing into an unknown jungle of living things. That is why we now change the classroom into a reading cafe where the students have the option to find a living thing based on our theme: “The Best Living Things Menu Ever!”. These students arrive posing as a patron but are actually food critics. The food on the menus have descriptions of the literature on the tables. A book of prompt questions for their food citic report (research project) will be comb bound. The cafe experience allows the students to go between four tables and for ten minutes explore different kind of living things; domestic, wild, insect, reptiles, amphibians, insects, mammals and fish. What will they pick? The biggest teeth, the most tricks, grossest, prettiest or just plain pink living things? This grant will allow us to not only increase our selection of books for the reading cafe but also provide laminator for our living things menus, aprons for maitre D and other appropriate props to transform a classroom into a magical world.

I would like to provide my students with the love of reading by having them participate in a interactive learning activity. 

 

How Project Benefits Students

What Will Be Done With My Students:
The week prior to the cafe, students will spend two periods creating “menus” for the cafe. The pupils will design the menus, print out on colorful paper and laminate the menus. before the cafe, students are going to spend two periods over a week to create menus for the reading cafe. The students will design the menus, print out on colorful paper, laminate and comb bind the menus.

At the day of the cafe, third grade classes are combined during two class periods. When the students return from their specials, a classroom has been transformed into an imaginary reading cafe. Tables are pushed together with tablecloths on top, books on living things are arranged on the table and living things themed snacks are on the table such as gummy bears, goldfish crackers, animal crackers, bone shaped cookies and swedish fish.

The students are assigned a starting table ahead of time to one of four tables. As they enter the classroom, they are greeted by a Maitre D at the door which leads them to their starting table. Each table has a different theme; reptiles, amphibians, prehistoric, mammals, insects, domestic animals, fish & wildlife. A server comes by with a comb bound Food Critic report that students can fill out as they look through the books at the table. Students are given 10 minutes at each table with a menu of living things and papers that asks what living thing they found most interesting and what was the fact that caught their eye about that living thing. At the end of the 10 minutes, a few students on each table report what living thing they found interesting at that table and why. Then they rotate to the next table. After going to 2nd, 3rd, and 4th table they are also asked has their choice change during the cafe experience and why. For example maybe they found there was more information on another living thing or maybe there was a much more compelling fact they found fascinating they wanted to learn about, etc. The teacher takes these question and answer times to also reinforce how much they can learn by reading and how when they are starting a research project going to the library and skimming through several books is a great way to focus their topic. Throughout the cafe there are snacks on the tables that reinforce living thing concepts. At the end of the cafe they return to their desks with their research paper to start focusing on their subject and writing a research project and presentation. So it is research and literacy!

The biggest roadblock would be not to have enough books for a student to find some living things interesting and this grant addresses that with wide variety of books for different reading levels. The books range from appealing to K-3 to 3-6 grade along with picture books and guides.


Benefits to My Students:
I have been a teacher for many years and have my toolbox to get my students to stay engaged in the classroom learning. I like to break up the lessons and come up with innovative lesson plans that can be shared across all the third grade classes in the school. If appropriate I follow a holistic strategy where students are able to role play, work in teams, investigate, practice and review their work. I like when students take ownership of the lessons by planning for them and executing. When the students are vested in learning, they are engaged. After reading cafe the books can be used for independent research.

Reading cafe introduces the students to reading in a social context. The students can take the concept of the reading cafe to the outside world and invite friends over to read books and explore topics they are interested in.
 

 

Expected Outcome(s)

I will assess the lesson plan in three parts: the creation of menus, the reading café and research project.
As an educator I will answer the following questions:
1. Did the lesson plan meet the objective of the taking an idea and teaching to a standard?
The idea is the Reading Café and the standard I am teaching to is LAFS.3.RI.1.2.
2. Are students actively participating in their learning?
A) During the creation of menus, I will assess the students team work. This will be judged on engagement, focus and output of the menus. I will make visual observation during the reading care to assess these items. My objective for this section is to create excitement for the Reading Café and for reading and research in general.
B) During the Reading Café itself, I will assess the students individual learning. This will be done by observing if they are scanning through literature, making notes on their menus and verbally responding to questions requiring absorption of literature points and comparative thinking.
C) During the creation of the written research report, I will assess the student’s ability to gather data from the literature, string thoughts together in a logical progression to convey information and the final product.
3. Would I make any changes to Reading Café based on my visual observations?
4. Would I choose different books for Reading Café?
5. Did students exercise their four C’s: Communication, Collaboration, Critical thinking and Creativity?
6. What were the greatest challenges in the Reading Café?
7. Would I do anything different next time?
 

 

Detailed Cost Summary

The budget contains both books and equipment needed for reading café. The equipment is as following:
GBC Fusion 7000L Laminator
Business Source Laminating Pouches, Letter, 5Mil, 9 x 11-1/2 Inches, Pack of 50, Clear
Neenah Bright White Cardstock, 8-1/2 x 11 Inches, 65 lb, Pack of 250
Neenah Paper Astrobrights Cardstock, 8-1/2 x 11 Inches, Bright, 250 Sheets
Children's Factory Role Play Server Costume Set, Apron with Guest Order Book and Menu
Brother MFC-J5830DW Business Smart Plus All-in-One, Inkjet Multifunction Printer,, Gray
Deflect O Freestanding Bottom Loading Sign Holder - 11 x 8 1/2 inches - Clear
Fellowes Pulsar +300 Manual Comb Binding Machine with Starter Kit, Gray

The book list is a balanced list of books that are engaging.
FAKE OUT ANIMALS THAT PLAY TRICKS 0448446561
WATCH OUT THE WORLDS MOST DANGEROUS CREATURES 0448451085
FREAK OUT ANIMALS BEYOND YOUR WILDEST IMAGINATION 0448443082
GROSS OUT ANIMALS THAT DO DISGUSTING THINGS 0448443902
BUG OUT THE WORLDS CREEPIEST CRAWLIEST CRITTERS 0448445433
MAXED OUT GIGANTIC CREATURES FROM THE PAST 0448448270
FAR OUT ANIMALS THAT DO AMAZING THINGS 0448448262
OUTRAGEOUS ANIMALS : WEIRD TRIVIA AND UNBELIE {HC} 0147516161
MEERKATS 1628323647
SEA TURTLES 1628320915
CHEETAHS 0898125618
SHARKS 0898127440
PENGUINS 0898127432
HAWKS 1628320907
OWLS 0898127904
BROWN BEARS 1628320877
FOXES 1628324945
RACCOONS 1628323655
MONKEYS 0898127424
JELLYFISH 1628323639
SEA LIONS 0898129281
EAGLES 0898126916
BIGHORN SHEEP 1628323590
REMARKABLE REPTILES 0531227499
FREAKY FISH 0531227472
AMAZING MAMMALS 0531227464
INCREDIBLE INSECTS 0531227480
BIRD 0756637686
FISH 0756610737
INSECT 0756630045
EYEWITNESS ENDANGERED ANIMALS 0756668832
DINOSAURS 1465454292
ANIMALS 1465454268
REPTILES AND AMPHIBIANS 1465463100
FOREST 1465462325
BUGS 1465462082
INSECT 1465462481
SEASHORE 0756607213
EVERYTHING YOU NEED TO KNOW ABOUT SNAKES 1465402462
BUTTERFLY AND MOTH 0756692989
NAT GEO WILD ANIMAL ATLAS EARTHS ASTONISHING 1426306997
125 TRUE STORIES OF AMAZING ANIMALS 1426309198
125 TRUE STORIES OF AMAZING PETS INSPIRING TALES 1426314590
BEST FRIENDS FOREVER AND MORE STORIES OF 142630935X
ANIMAL SUPERSTARS AND MORE TRUE STORIES OF 1426310919
20 FUN FACTS ABOUT MARINE ANIMAL ADAPTATIONS 148244433X
20 FUN FACTS ABOUT AMPHIBIAN ADAPTATIONS 148244447X
20 FUN FACTS ABOUT INSECT ADAPTATIONS 1482444496
20 FUN FACTS ABOUT REPTILE ADAPTATIONS 1482444526
20 FUN FACTS ABOUT MAMMAL ADAPTATIONS 148244450X
WEIRD ANIMALS IN THE WILD 1615337350
WHALE VS GIANT SQUID 0545301734
LION VS TIGER 0545175712
POLAR BEAR VS GRIZZLY BEAR 0545175720
KOMODO DRAGON VS KING COBRA 0545301718
TARANTULA VS SCORPION 0545301726
HAMMERHEAD VS BULL SHARK 054530170X
KILLER WHALE VS GREAT WHITE SHARK 0545160758
HOW TO LOOK AFTER YOUR HAMSTER : A PRACTICAL 1843228335
HOW TO LOOK AFTER YOUR PET CAT : A PRACTICAL 1843227320
HOW TO LOOK AFTER YOUR PET DOG : A PRACTICAL 1843228394
ULTIMATE ENCYCLOPEDIA OF SMALL PETS AND PETCAR 1780191103
PARAKEETS 0793837677
BEARDED DRAGONS 0793837138
GUINEA PIGS 0793837693
SUGAR GLIDERS 0793837111
RABBITS 0793837650
FERRETS 0793837871
RED-EARED SLIDERS 079383709X
YOUR FIRST AQUARIUM 0793837995
FINCHES 0793837979
LOVEBIRDS 0793837804
HERMIT CRABS 0793837081
BUGS : FACTS AT YOUR FINGERTIPS 1465445609
DINOSAURS : FACTS AT YOUR FINGERTIPS 1465445617
MAMMALS : FACTS AT YOUR FINGERTIPS 1465445897
SHARKS : FACTS AT YOUR FINGERTIPS 1465445927
ANIMALS : FACTS AT YOUR FINGERTIPS 1465445269
HORSES : FACTS AT YOUR FINGERTIPS 1465445870
CHOOSING A HAMSTER, GERBIL, GUINEA PIG, RABBIT, FE 1464402175
CHOOSING A DOG : HOW TO CHOOSE AND CARE FOR A 0766040801
CHOOSING A FISH : HOW TO CHOOSE AND CARE FOR 076604081X
CHOOSING A HORSE : HOW TO CHOOSE AND CARE FOR 0766040836
STINGRAYS 0531254836
WORKING DOGS 0531243109
ANACONDAS 0531225178
DOLPHINS 0531210758
GECKOS 0531251551
PARROTS 053125481X
ALLIGATORS 053124301X
KOALAS 0531225186
SLOTHS 053121494X
LEMURS 0531219372
ANTEATERS 0531216608
HUMMINGBIRDS 0531219356
RED WOLVES 0531254372
OTTERS 0531211908
 

 

Items

# Item Description Total Cost
1 GBC Fusion 7000L Laminator $337.49
2 Business Source Laminating Pouches $11.17
3 Neenah Cardstock (white & color) $32.54
4 Children's Role Play Server Costume $80.08
5 Brother MFC-J5830DW Printer $464.21
6 4 Deflect Bottom Loading Sign Holder $58.48
7 Fellowes Pulsar +300 Manual Comb Binding Machine $167.99
8 Childrens educational books $839.15
  Total: $1,991.11

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