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AUTHOR Schumacher, JoyTITLE Integrating Physical Education and Language Arts: What

Literature Do Physical Education Specialists Use, and HowAre Physical Education and Language Arts Integrated?

PUB DATE 1999-07-12NOTE 79p.; Some figures may not reproduce clearly.PUB TYPE Reports Research (143)EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS *Childrens Literature; *Curriculum Development; Elementary

Secondary Education; Integrated Activities;*Interdisciplinary Approach; *Language Arts; *MovementEducation; *Physical Education; Psychomotor Skills

ABSTRACTThis study investigated the literature physical education

(PE) specialists used and how they integrated PE and language arts. Theresearcher kept a journal to record books, poems, and ideas of ways tointegrate to two disciplines. She sent a survey to 10 PE teachers that askedwhat books they used and how they integrated language arts and PE. Shecompiled an annotated bibliography of books and poems, listing ways tointegrate ideas from PE with the literature. Results indicated that storieswere more frequently read to K-2 PE students. Other types of reading werealso incorporated into K-2 classes more frequently than in other gradelevels. Writing was done most often in grades 3-6. Neither reading forwriting were done often in any of these situations. Listening skills andverbal skills were used most of the time at all grades levels. Computerskills were not used at any level. Teachers listed 11 ways they incorporatedreading, other than books, into their lessons. Limiting factors tointegrating PE and language arts included time constraints and spacelimitations. Most PE activities listed in the literature related to animalmovements. The paper offers suggestions for making PE classes a place forliteracy. The annotated bibliography for integrating PE and language arts isincluded. (Contains 2 figures and 20 references.) (SM)

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Integrating Physical Education and Language Arts: What Literature Do PhysicalEducation Specialists Use, and How Are Physical Education and Language Arts

Integrated?

ByJoy SchumacherMaker's Project

ISan AT State UniversitySan Diego, CASummer 1999

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BYrtA.

1\73TO THE EDUCATIONAL RESOURCES

INFORMATION CENTER (ERIC)

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

ED ATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it.

O Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position cr policy.

BEST COPY AVAILABLE

Integrating Physical Education and Language Arts: What Literature Do PhysicalEducation Specialists Use, and How Are Physical Education and Language Arts

Integrated?

A Project Presented to the College of Education Faculty of San Diego State Universityin partial fulfillment of the Requirements for the Degree of Masters in Education

ByJoy SchumacherSan Diego, CA

1999

Approved by

Dr. James Flood

J 3

Dedication

I would like to thank my family and friends for their encouragement and

support in making this project happen. I would like to specifically thank Maria for taking

such wonderful care of Kaitie and Dominick while I worked on this project, Kaitie and

Dominick for giving up both their time with mommy and the computer, and Leigh and Jim

for their tech support. I especially want to thank Bob for his love and patience. Without all

of you, the completion of this project would not have hapPened. I love you.

iv

Acknowledgments

I would like to acknowledge the following people for their help with this project:

Dr. Doug Fisher, Dr. James Flood and Dr. Diane Lapp from San Diego State University,

and Cindi Elrod, Robin Etheridge, Sharon Fields, Geoff McCloud, Becky Paradise, Lynn

Wallace, and Alissa Weiss, teachers in the San Diego Unified School District.

C 5

v

Abstract

The purpose of this study was to investigate what literature physical education

specialists use, and how they integrate physical education and language arts. A journal was

kept by the researcher to record books, poems and ideas of ways to integrate. A survey

was sent to other physical education teachers, in an effort to find out what books other

teachers use, and how they integrate language arts and physical education. The researcher

compiled an annotated bibliography of books and poems, listing ideas to integrate

activities from physical education with the literature.

0 u u 6

vi

Table of Contents

Signature Page

Dedication iii

Acknowledgments iv

Abstract

Chapter 1: Introduction 2

Chapter 2: Literature Review 3

Chapter 3: Methods 9

Chapter 4: Results 11

Figure 1 14Figure 2 15

Chapter 5: Discussion 37

References 41

Appendix A 43

Appendix B 48

7

Integrating physical education 1

Running head: INTEGRATING PHYSICAL EDUCATION AND LANGUAGE ARTS

Integrating Physical Education and Language Arts: What Literature Do PhysicalEducation Specialists Use, and How Are Physical Education and Language Arts Integrated?

Joy SchumacherSan Diego State University


Chapter 1Introduction

The ability to read is a key to promoting lifelong learning habits that can lead to

intellectual, emotional, and spiritual growth. Through physical education, teachers have a unique

vehicle in which they can help make reading a significant venture. The physical education

specialist can utilize the students' desire to improve sports knowledge and performance as the

foundation for many reading and thinking activities. They can also use literature to introduce new

ideas, background knowledge or vocabulary, to review material, or to create interest before a

new activity.

Unfortunately, most instruction in sports and physical education places major emphasis on

physical performance; accomplishment relies heavily upon development of strength, balance,

endurance, coordination, and skills development. Even though the California Department of

Education frameworks say that physical education and language arts should be integrated, many

physical education teachers often overlook the use of using physical education classes as a way to

help advance students' reading and language skills, or the affects of the influence they may exert

as models of literacy. Many teachers, especially in the elementary grades, may not think that they

know how, when, or why to integrate literature into their physical education programs.

L.)


Chapter 2Literature Review

Physical education teachers have a unique opportunity to affect the lifetime fitness and

recreational habits of their students. Student attitude toward, and interest in class activities

certainly influences their involvement, or lack of involvement in physical activities in later years.

Because students' enthusiasm for physical education (P.E.) activities may affect lifetime habits,

P.E. teachers have a responsibility to be aware of student feelings and knowledge. Teachers need

to make every attempt to increase student interest, improve student attitude, and provide the

necessary information to make each lesson meaningful and understandable to each student.

Physical Education

The most important aspect of physical education is the direct impact it has on children's

physical, mental, and social well-being. A child who is well educated physically is more likely to

become a healthy adult who is motivated to remain healthy. This includes a working knowledge

of, and an appreciation for, a healthy life-style that includes a balanced diet, health related fitness

and skill related fitness. Components of health related fitness include aerobic endurance,

flexibility, and muscular strength and endurance, and body composition (Gabbard, 1993). Skill

related fitness is associated with athletic abilities and performance (Gabbard, 1993). When

planning a physical education program at the elementary level, each of these components should

be addressed and regarded as desired outcomes. The assumption that fitness will be developed

and maintained to an acceptable level as a by-product of a general activity program has not been

supported by research. This would seem especially true when the P.E. program is taught by a P.E.

specialist only once a week, for less than an hour, with the remainder of the 100 minutes of time

taught by the classroom teacher.

Physical Education Framework

The Physical Education Framework is based on the premise that the quality and

productivity of each person's life can be enhanced by participation in a comprehensive physical

education program that promotes not only physical, but mental, emotional, and social well-being

1 0


(California Department ofEducation, 1994). "Education implies a focus on the whole person as

opposed to a narrow range of skills or abilities." (California Department of Education 1994, P. 4)

This would imply that students not only need to demonstrate that they can perform specific tasks,

but need to show understanding and knowledge by listening, speaking, reading, and writing.

Physical education should be more than games, sports, and fitness. It should facilitate a student in

becoming a physically educated person, who values health and physical well-being (California

Department of Education, 1994). "Sequential development of skills, talents, attitudes and

behaviors" (California Department of Education, 1994, p. 8) is essential in developing students

who become physically fit adults for a life-time.

The Framework states that a supportive environment is important for the success of the

overall P.E. program (California Department of Education, 1994). Support should include the

following elements: 1) Physical education is recognized as an integral part of the school

curriculum, 2) Physical education should continually support and interact with other subject areas,

and 3) The psychological environment enables and encourages all students to succeed in physical

education. Physical education should involve students directly in thinking, creating meaning, and

learning how to learn (California Department of Education, 1994).

Language Arts

Language provides the connecting tissues that binds a society together. It is what allows

us to express our ideas and feelings, and influence the attitudes of others. Language allows people

to gain access to the knowledge that makes us literate. Effective literacy skills permit students to

develop a full sense of themselves as individuals, and prepares them to function as informed and

effective citizens in our society (California Department of Education, 1987). Literacy skills

include listening, speaking, reading, and writing effectively.

Language Arts Framework

"The first curriculum priority is language." (California Department of Education, 1987).

This would seem especially true of children who are learning English as a second language (ESL).

The Framework calls for a program that encourages reading, and exposes all students, including

Integrating physical education

ESL students, to significant literary works. It also calls for instructional programs that emphasize

the integration of listening, speaking, reading, and writing, and the teaching of language skills in

meaningful contexts, instructional programs that guide all students through a range of thinking

processes, and a writing program that includes attention to the many stages of the writing process

(California Department of Education, 1987).

Speaking and listening skills must involve students actively and interactively as they

communicate their understandings and insights to others. Reading activities must help students

become fluent in language. Writing activities must enable students to plan strategies for

communicating their thoughts effectively, according to their purpose and audience (California

Department of Education, 1987).

There are many features of an effective Language Arts program. An oral language

program should be one in which all students experience a variety of speaking and listening

activities. These activities should include individual and group activities, and should be integrated

with reading and writing activities (California Department of Education, 1987). The school

environment should be one where "teachers of all subject areas encourage students to read widely,

to write frequently, and to speak effectively." (California Department of Education, 1987, p. 4).

The school environment should also be one where all adults support the importance of language

arts skills to the school program, and model effective use of all literacy skills. An assessment

program should encompass the full range of goals of the English-language arts program. The

assessment program should be aligned with what students are expected to learn in the

English-language arts program, and provide alternative assessment strategies (California

Department of Education, 1987).

Curriculum Integration

State and district requirements for each subject area or discipline are often stated in terms

of minutes taught per week. Schools respond to these requirements by dividing the school day

into blocks of time in order to parcel out specific responsibilities, and to maintain accountability.

Students rarely understand why their day is designed in such a way, nor do they understand the

1

Integating physical education 6

relationships between the subject areas. It should be no surprise that students look at the arbitrary

divisions, and begin to defme subject areas as separate bodies of knowledge with little or no

relationship to one another (Jacobs, 1989).

Heidi Hayes Jacobs (1989, P. 7) describes a discipline as "[A] body of teachable

knowledge with its own background of education, training, procedures, methods, and content

areas." The motivation for discipline divisions is in part based on the notion that the disciplines

encourage efficient learning. The advantage to teaching disciplines is that it permits schools to

investigate with systematic attention to the progressive mastery of related concepts. Teaching by

using discipline divisions rests on a rationale that cites instructional effectiveness, conceptual

cohesion, and socially sanctioned community base (Jacobs, 1989).

A common concern of students is the irrelevance of their school work (Jacobs, 1989).

Jacobs believes that one of the reasons that many students stop participating in, or drop out of

school is because they do not relate subject content to other disciplines, or to their lives out of

school (Brandt, 1991). To lessen some of the fragmentation of teaching through the disciplines,

various types of integrative curriculums have been proposed (Vaxs, 1991). We should assign

topics that we teach so that they support the other disciplines. In this way, we integrate the

curriculum, and show relevance and relationships to our students. By integrating the curriculum,

students can engage in meaningful learning experiences, where the tasks are relevant and engaging

(Lapp, & Flood, 1994).

Opportunities to Integrate

As stated previously, both the Physical Education Framework and the Englis10.angtlw

Arts Framework support the goal of integrating the curriculum. Effective curriculum integration

occurs when the content of one subject area is used to enhance or enrich the content of another

subject area. When integrated curriculum instruction is designed, it is important to remember that

activities should be selected because they promote progress toward specific educational goals, not

just because they cut across subject matters (Lapp, & Flood, 1994).

13


Research done by both Tannehill and Zakrajsek (1993), and Carlson (1995), found that

many students do not like P.E. because they feel it lacks meaning, they are isolated because they

are not good athletes, and it is not relevant to other subjects, or their lives outside school. One

way to motivate students, provide background information, tap prior knowledge, review a lesson,

use alternative assessment, or show relevance is to integrate Language Arts into the P.E.

program. This may be especially helpful for students who are learning English as a second

language. This will also support the expectation that physical educators should incorporate the

cognitive and affective domains, as well as teaching and assessing skills development.

By incorporating books, poems, chants and songs into the lesson, P.E. teachers can

facilitate language development. Tinajero(n.d.) says that second language learners need to be

engaged in natural language activities. These activities include songs, poems, stories, games and

role playing. These can all be used at any part of a P.E. lesson to enhance language skills,

introduce a concept or skill, review a lesson, or help in informal assessment.

Picture books are the mainstay of children's literature. Children's books can greatly enrich

the teaching of motor skills and concepts (Kane,1994). As teachers read literature aloud to

students as part of the lesson, students will be allowed to hear patterns, idioms, and vocabulaty of

the language, giving them background information, and creating interest for the next activity

(Butler, 1980). Reading aloud can create a context for meaningful communication (Tinajero,

n.d.), and help develop descriptive language (Early, 1991). Reading aloud will also facilitate

integration of knowledge and information back into the classroom.

Small groups can be used in many P.E. activities. They are used when skills are being

practiced, and when playing games. Small group activities can help facilitate language acquisition

and student knowledge (Tinajero, n.d.). Small groups also give students a chance to practice oral

language in a risk free enviromnent (Pinnell, 1985).

P.E. classes tend to be highly interactive and hold considerable potential for students to

develop personal and social qualities. There is a focus on the affective domain, coupled with the

current emphasis on accountability and assessment. Tinajero (n.d.), and Pinnell (1985) agree that


assessment is a key factor in student success. This may be especially true for students in PE who

do not possess natural athletic ability for the particular skill/s being taught, Assessment needs to

be frequent (Tinajero, n.d.) and meaningful. It should allow students to use mastety of their skills,

their knowledge, and their language style in their work (Pinnell, 1985). Journal writing is one

way a P.E. teacher can assess student comprehension, and incorporate language arts skills. By

writing in journals, students will be integrating subject area content into the literacy process (San

Diego Schools, 1997). When students write journals as part of their P.E. experience , they

become involved both in their growth as learners, and in the development of class content

(Cutforth, & Parker, 1996).

While evidence supporting the health benefits of exercise increases, teachers need to find

ways to motivate children to develop life-long fitness habits. A program that is enjoyable, and

enhances students' beliefs in their abilities and knowledge of content may contribute to exercise

enjoyment (Ferguson, Yesalis, Pomrehn, & Kirkpatrick, 1989). Early development of positive

attitudes towards fitness and exercise may play an important role in a student's inclination to

continue an active lifestyle.

Literature and interesting discussion cultivates, provides language models, and provides

language acquisition (Tinajero, n.d.). By making my P.E .class a literacy rich environment, Ican

not only make my classes interesting and fiin, I can facilitate language learning; including oral

language skills. By integrating language arts effectively in my class, I will meet the motivational

and emotional needs of my students, as well as providing skill development and growth. Children

will feel as if they belong, are understood, and are successful. When children feel successful, and

lessons are meaningful and relevant, students will be involved in class activities, and in becoming

involved in physical fitness for a lifetime.

15


Chapter 3Methods

Both quantitative and qualitative methods were used to answer the research questions. A

journal was kept throughout the year by the researcher to help answer the questions of how to

integrate language arts and P.E., when to integrate the two and what pieces of literature could be

used. Both a survey, and a questionnaire were sent to ten teachers of physical education. Two of

those teachers were adaptive physical education teachers. The survey was analyzed from a

quantitative perspective, while the questionnaire was analyzed from a qualitative perspective.

Participants

The district was chosen by the researcher because of her employment in the district. The

district is a large urban unified school district in Southern California. It has over 175 elementary,

middle and high schools, with an enrollment of approximately 140,000 students. Approximately

83,000 students are in the elementary schools. The district employs approximately 6,800

classroom teachers, with about 4,200 of those being at the elementary level.

The researcher sent a Likert type survey, and an open ended questionnaire to ten physical

education teachers in the district. Eight of those teachers taught physical education to students of

grades K-6, two of the teachers taught adaptive physical education to students of grades K-6.

The teachers were picked because of an acquaintance with the researcher.

Instruments and Procedures

The researcher kept a journal throughout the school year. The journal included ideas of

how and when to integrate language arts into the P.E. program, as well as a list of literature that

could be used. The journal included titles of books, movies and videos, poems, songs and chants,

and ideas for charts, posters, puzzles, and other displays. After each entry, the researcher jotted

ideas of how to incorporate the finding into a P.E. lesson.

Ten physical education teachers were mailed a packet that included a cover letter

explaining the intent of the survey, along with a Likert type survey of six questions, and an open


ended questionnaire of six questions, a request to complete the information in a six week period,

and then return the packet via district mail in a provided self addressed envelope. The researcher

also provided each teacher with two sports team pencils. A copy of both the survey and

questionnaire can be found in the appendix.

Data Analysis

Both quantitative and qualitative analyses were used in this study. The qualitative analyses

included the teacher journal, and teacher notes and questionnaire results. Quantitative analysis

was used on the survey results.

17


Chapter 4Results

The researcher sent a survey and questionnaire about the integration of language arts and

physical education to ten physical education specialists. Seven surveys and questionnaires were

returned. The survey was used in an attempt to determine how often, and at which grade levels,

teachers integrate P.E. and language arts. The survey had a five point scale, with five meaning

always, four meaning usually, three meaning sometimes, two meaning not very often, and 1

meaning almost never, or never. An average was made for the responses of each of the six

questions by assigning the answer the number value used in each answer. A graph of those

averages is in Figure 1. The first graph shows the responses by type of integration done. The

bottom graph shows the responses by grade level.

The data suggests that stories are read more frequently to primary grades K-2, but was

only done sometimes. Other types of reading are also incorporated into K-2 classes more

frequently than in other grade levels, and was also catagorized as only being done sometimes.

Writing was done most often in grades 3-6, but overall was categorized as not being done very

often. Listening skills were used most of the time at all grade levels, but slightly more often in

grades K-4. Verbal skills were used slightly more often in grades 3-6, and were classified as being

usually used. Computer skills were not used at any grade level.

To answer the questions of what literature physical education specialists use, and how it is

integrated with physical education class, the researcher kept a journal throughout the school year.

The journal included a list of found literature that could be used in a physical education program,

as well as ideas about how to incorporate that literature. The list included titles of books, poems,

songs and chants, and ideas for puzzles, word sorts, charts, posters, and other displays. An

annotated bibliography of the books and poems is included as Figure 2. The bibliography also

includes activities that can be used with each item, as well as what specific goal or goals from the

California State Physical Education Framework would be addressed.

18


The bibliography also includes those books listed by the seven teachers that responded to

the question, 'List 5-10 books that you have used, or intend to use with a lesson.' One teacher

listed only two books, another listed only seven, four teachers all included ten or more books in

their listings. One teacher did not list any but included two bibliographies that she had compiled in

the past, with the selections that she uses hi-lighted. She had twenty-six books hi-lighted. There

were fifty-three different books in all, as some of the titles were duplicated.

To the question Please pick five-ten books listed above. Briefly describe a lesson that

incorporates the use of each book.', the researcher received a variety of responses. Some gave

very simple one, or two word responses, while others were very detailed plans as to how to use

each book. One teacher sent the researcher a copy of an unpublished book that she and another

particiPant collaborated on this past year. That book is entitled Let Loose With Mother Goose

and has movement activities to use with Mother Goose rhymes. Except for the plans in the Let

Loose With Mother Goose book, the activities listed by the participants are included in the

bibliography of books in Figure 2.

When asked how and where teachers found the books they used, the answers varied.

Three teachers replied that they asked other P.E. teachers, three also asked classroom teachers.

Browsing through the library or book store was answered by four of the teachers. Three teachers

used books found in catalogues, or book lists, while two teachers gained resources from

inservices.

The teachers in the survey listed eleven different ways that they incorporate reading, other

than books, into their lessons. These ways include the use of newspapers to share for information,

a scrapbook made by the class, labels on skeleton parts used to make skeleton figures,

inspirational quotes, Word Walls containing words related to P.E., a station of a circuit that has

books for students to look at, posted rules and directions, task cards, score sheets, and

informational posters.

Although writing skills were not very often used, according to the survey, there was a

variety of responses as to how writing was included. At Thanksgiving time one teacher plays a

- 19


game of tag entitled "Thankful Tag". When a student is tagged, he or she may re-enter the game

after going to a sheet of butcher paper, and writing down one thing that they are thankful for.

Another teacher also directs the students write down what they are thankful for, but this is done in

relay fashion. Another relay was a scooter board relay, where each student in turn adds another

sentence to a story. The marker is used as the "handing of the baton" to the next person on the

team. Two teachers have students write on paper to be added to a journal. Three teachers use

worksheets of various types. Two teachers have children write rhymes, or a page about an activity

that they have done, to be included in a classroom book about that activity. One teacher uses a

textured alphabet that the students trace. One teacher responded that no writing was done in the

physical education classes.

None of the teachers uses computers during their lessons.

20

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Figure 2

An Annotated Bibliography for Integrating Physical Education and Language Arts

Compiled by Joy Schumacher, as part of a research project to integrate Physical Education

and Language Arts

2 2

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Beg

in a

P.E

. wor

d w

all.

7A

dven

ture

s of

Alb

ert,

the

Run

ning

Bea

r, T

heB

arba

raIs

enbe

rg19

82

Fol

low

ing

his

esca

pe fr

om th

e zo

o,A

lber

t Bea

r en

coun

ters

a s

erie

s of

mis

haps

, and

fina

lly fi

nds

him

self

funn

ing

a m

arat

hon.

K-2

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eF

ollo

w th

is s

tory

up

with

som

eru

nnin

g ac

tiviti

es, a

nddi

scus

sion

of l

ifelo

ng fd

ness

.

8A

lber

t's B

all g

ame

Lesl

ie T

ryon

1996

The

re's

a lo

t of a

ctio

n an

d fu

n in

this

hum

orou

s de

scrip

tion

of a

bas

ebal

lga

me.

K-5

'Sel

f-Im

age

and

Per

sona

l Dev

elop

men

tThi

s st

ory

can

be fo

llow

ed u

pw

ith m

imin

g to

the

son

"Tak

eM

e O

ut to

the

Bal

l gam

e", a

sw

ell a

s be

ginn

ing

base

ball

skill

s.

utiL

24

Inte

grat

ing

phys

ical

edu

catio

n17

TIT

LEA

UT

HO

RD

AT

EA

NN

OT

AT

ION

GR

AD

EF

RA

ME

WO

RK

GO

ALS

AC

TIV

ITY

9A

lvin

Aile

yA

ndre

a D

avis

Pin

kney

1993

The

life

, dan

cing

, and

cho

reog

raph

y of

Alv

in A

iley,

who

cre

ated

his

ow

n m

odem

danc

e co

mpa

ny to

exp

lore

the

Afr

ican

-Am

eric

an e

xper

ienc

e, a

re th

esu

bjec

ts o

f thi

s co

lorf

ul b

ook.

5-6

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal

Dev

elop

men

t, S

ocia

lD

evel

opm

ent

Stu

dy a

nd d

emon

stra

tedi

ffere

nt d

ance

sty

les.

10A

nans

i, th

e S

pide

r: A

Tal

e F

rom

the

Ash

anti

Ger

ald

McD

erm

ott

1972

Bec

ause

Ana

nsi a

nd h

is b

roth

ers

quar

rel,

the

moo

n re

mai

ns in

the

sky.

K-3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eF

ine

mot

or d

evel

opm

ent.

Cut

out t

he c

ente

r of

a p

aper

plat

e. P

unch

hol

es a

roun

d th

ere

mai

ning

rin

g. H

ave

stud

ents

lace

yam

in, a

nd o

ut o

f the

hole

s ac

ross

the

plat

e to

desi

gn a

web

of t

heir

own.

Spi

ders

and

Flie

s ta

g ga

me.

11A

nim

als

Sho

uld

Def

inite

ly N

ot A

ct L

ike

Peo

ple

Judi

Bar

rett

1970

A s

illy

stor

y of

ani

mal

s tr

ying

to d

o th

esa

me

thin

gs th

at p

eopl

e do

.K

-2

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eT

urn

the

tabl

es, a

nd h

ave

stud

ents

act

as

anim

als

do b

ycr

awlin

g, g

allo

ping

, rol

l in

the

dirt

, etc

.

12A

nna

Ban

ana:

10

Utu

npR

ope

Rhy

mes

Joan

na C

ole

1989

Rhy

mes

gro

uped

acc

ordi

ng to

jum

ping

styl

e.

2-5

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

ocia

l Dev

elop

men

t

Hav

e so

me

stud

ents

rec

iterf

iym

es a

s ot

hers

jum

p. A

fter

stud

ents

und

erst

and

the

patte

rns

of s

ome

of th

erh

ymes

, hav

e th

em m

ake

upth

eir

own

rhym

es; t

heC

inde

rella

one

s ar

e go

od to

star

t with

, the

n in

sert

new

colo

rs a

nd a

ctiv

ities

.

13A

ntar

ctic

Ant

ics-

AB

ook

of P

engu

in P

oem

sJu

dy S

ierr

a19

98

Poe

ms

base

d on

the

real

live

s an

dha

bits

of E

mpe

ror

peng

uins

.K

-2

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eP

engu

ins'

Firs

t Sw

im"

has

man

y ac

tion

wor

ds th

at c

anbe

act

ed o

ut. C

ould

be

used

as a

n in

trod

uctio

n to

tum

blin

gun

it.

14A

pril

Sho

wer

sG

eorg

eS

hann

on1°

Fiv

e fo

olis

h fr

ogs

enjo

y pl

ayin

g in

the

Apr

il ra

in.

K-1

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eLo

com

otor

, and

non-

loco

mot

er a

ctiv

ities

.

15A

rrow

to th

e S

unG

eral

dM

cDer

mot

t19

77A

dapt

atio

n of

a P

uebl

o In

dian

myt

hex

plai

ning

how

Lor

d S

un w

as b

roug

ht to

the

wor

ld o

f men

.K

-3M

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

Indi

an d

ance

s; c

ircui

tm

ovem

ents

rel

atin

g to

the

kiva

s.

n J26

Inte

grat

ing

phys

ical

edu

catio

n18

TIT

LEA

UT

HO

RD

AT

EA

NN

OT

AT

ION

GR

AD

EF

RA

ME

WO

RK

GO

ALS

AC

TIV

ITY

16A

t the

Cra

ck o

f the

Bat

Lilli

anM

orris

on19

92

Ful

l col

or p

aint

ings

add

to th

ehe

ro-lo

ving

glo

ry o

f thi

s A

ll-A

mer

ican

spor

t.4-

6

Sel

f-Im

age

and

Per

sona

lD

evel

opm

ent,

and

Soc

ial D

evel

opm

ent

Rea

d th

ese

poem

s to

mot

ivat

e st

uden

ts d

urin

gba

seba

ll un

it, a

s an

end

ing

activ

ity, o

r to

dis

cuss

bas

ebal

lhi

stor

v.

17B

arn

Dan

ce!

Bill

Mar

tin,

Jr.,

and

John

Arc

ham

baul

t19

86

The

ani

mal

s ar

e ho

ldin

g a

livel

y ba

rnda

nce

on a

full

moo

n ni

ght.

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal D

evel

opm

ent

Do

"Chi

cken

Fat

" or

"T

heF

unky

Chi

cken

" da

nce,

act

out m

ovem

ents

of f

arm

anim

als,

or

use

as a

sprin

gboa

rd to

squ

are

danc

ing.

A R

eadi

ng R

ainb

owki

t is

avai

labl

e fr

om th

eC

ount

y O

ffice

of E

duca

tion.

18B

arny

ard

Ban

ter

Den

ise

Fle

min

g19

94A

ll th

e fa

rm a

nim

als

gree

t Goo

se w

ithth

eir

appr

opria

te s

ound

s as

she

tour

s th

efa

mw

ard.

K-2

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eA

nim

al M

ovem

ents

.

19B

arny

ard

Dan

ce!

San

dra

Boy

nton

1993

A r

ead

alou

d sq

uare

dan

ce w

ith fa

rman

imal

s.K

-3M

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

Intr

oduc

tion

to s

quar

eda

ncin

g, w

ith p

ictu

res

ofsp

ecifi

c sq

uare

dan

ce m

oves

.

20B

aseb

all A

BC

,

Flo

renc

eC

asse

nM

ayer

s19

94A

n al

phab

et b

ook

usin

g ba

seba

llte

rmin

olog

y, e

quip

men

t, te

ams,

and

play

ers

to in

trod

uce

the

alph

abet

.K

-3M

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

An

intr

oduc

tion

to a

bas

ebal

lun

it.

21B

aseb

all B

alle

rina

Kat

h ry

nC

rista

ldi

1992

A y

oung

girl

who

love

s ba

seba

ll is

afr

aid

that

her

frie

nds

will

find

out

she

is ta

king

balle

t les

sons

.1-

3

Sel

f-Im

age

and

Per

sona

lD

evel

opm

ent,

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e

Ste

reot

yped

phy

sica

l act

iviti

esfo

r ki

ds.

22B

aseb

all i

n A

pril

and

Oth

er S

torie

sG

a ry

Sot

o9

01

9

One

sto

ry fr

om a

col

lect

ion

of s

torie

sfo

cusi

ng o

n ev

eryd

ay a

dven

ture

s of

youn

g H

ispa

nics

in F

resn

o.3-

6

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal

Dev

elop

men

t, S

ocia

lD

evel

opm

ent

Bas

ebal

l ski

lls a

nd s

trat

egie

s.

23B

aseb

all S

aved

Us

Ken

Moc

hizu

ki19

93

_.

A J

apan

ese

Am

eric

an b

oy le

arns

to p

lay

base

ball

whe

n hi

s fa

mily

is fo

rced

to li

vein

an

inte

rnm

ent c

amp

durin

g w

orld

War

II.w

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

ocia

l Dev

elop

men

t

Bas

ebal

l ski

lls, B

aseb

all

hist

ory.

2728

Inte

grat

ing

phys

ical

edu

catio

n19

TIT

LEA

UT

HO

RD

AT

EA

NN

OT

AT

ION

GR

AD

EF

RA

ME

WO

RK

GO

ALS

AC

TIV

ITY

24B

at J

ambo

ree

Kat

hi A

ppel

t19

96A

cou

ntin

g bo

ok th

at fo

cuse

s on

the

annu

al B

at J

ambo

ree

stag

ed b

y so

me

ente

rpris

ing

bats

.K

-3M

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

Gre

at a

t Hal

low

een.

Fol

low

with

tum

blin

g ac

tiviti

es.

25B

earo

bics

Vic

Par

ker

and

Em

ilyB

olam

1997

A h

ip, r

hym

ing

stor

y ab

out v

ario

us ju

ngle

anim

als

join

ing

in th

e da

nce.

K-2

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eF

ollo

w th

e m

ovem

ents

in th

ebo

ok.

26B

ear's

Bi

cle

The

cy,

Em

ilie

McL

eod

1975

A b

oy a

nd h

is b

ear

have

an

exci

ting

bicy

cle

ride.

K-3

Soc

ial D

evel

opm

ent

Dis

cuss

bic

ycle

saf

ety.

27B

enea

th th

e G

host

Moo

n: A

Hal

low

een

Tal

eJa

ne Y

olen

1998

The

farm

yard

mic

e ar

e sl

eepi

ng. B

esid

eea

ch b

ed li

es a

tiny

cos

tum

e sp

ecia

llyde

sign

ed fo

r th

e up

com

ing

Gho

st E

veB

all.

Mea

nwhi

le, t

he d

read

edcr

eepy

-cra

wle

rs a

re p

repa

ring

to a

ttack

.

1-3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eD

ance

to H

allo

wee

n m

usic

.C

reat

ive

mov

emen

t to

spoo

kym

usic

. Cre

epin

g an

d cr

awlin

g.

28B

en's

Tru

m p

etR

ache

lIs

ador

e19

79

Ben

wan

ts to

be

a tr

umpe

ter,

but

pla

yson

ly a

n im

agin

ary

inst

rum

ent u

ntil

one

ofth

e m

usic

ians

in th

e ne

ighb

orho

od n

ight

club

dis

cove

rs h

is a

mbi

tion.

K-6

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

ocia

l Dev

elop

men

t

Mim

e ho

w e

ach

inst

rum

ent

used

with

jazz

mus

ic m

ight

be

play

ed. P

erfo

rm a

pie

ce a

s an

"air

band

". L

earn

dan

ces

asso

ciat

ed w

ith ja

zz. A

Rea

dA

long

Kit

is a

vaila

ble

from

the

San

Die

go C

ount

y O

ffice

of

Edu

catio

n.

29B

eren

stai

n B

ears

and

Too

Muc

h Ju

nk F

ood

Sta

n an

d Ja

nB

eren

stai

n19

85

Hea

lthy

food

is g

ood

for

the

fam

ily. H

owca

n M

om m

ake

them

sto

p ea

ting

food

that

is b

ad. i

ntro

duce

s im

port

ance

of

exer

cise

. Als

oK

-3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal D

evel

opm

ent

Use

this

boo

k in

a u

nit a

bout

nutr

ition

. Pla

y S

uper

mar

ket

Sw

eep;

cut

pic

ture

s of

food

from

eac

h fo

od g

roup

. Put

indi

vidu

al p

ictu

res

insi

dete

nnis

bal

l con

tain

ers,

and

spre

ad o

ut in

the

field

. Hav

egr

oups

go

shop

ping

for

food

thei

r co

lor.

30B

icyc

le M

an, T

heA

llen

Say

1982

The

am

azin

g tr

icks

two

Am

eric

anso

ldie

rs d

o on

a b

orro

wed

bic

ycle

are

afit

ting

final

e fo

r th

e sc

hool

spo

rts

day

fest

iviti

es in

a s

mal

l vill

age

in o

ccup

ied

Japa

n.

2-5

Soc

ial D

evel

opm

ent

Dis

cuss

bic

ycle

tric

ks a

ndsa

fety

. Inc

lude

som

e cy

clin

gas

par

t of a

spo

rts

day.

31

.

Big

Pum

pkin

Eric

aS

ilver

man

1992

A w

itch

can

not m

ake

pum

pkin

pie

with

out t

he h

elp

of s

ome

frie

nds.

K-3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal D

evel

opm

ent

Use

this

as

an in

trod

uctio

n to

disc

ussi

ng te

amw

ork;

tug

ofw

ar a

ctiv

ities

.

2 9

3 0

Inte

grat

ing

phys

ical

edu

catio

n20

TIT

LEA

UT

HO

RD

AT

EA

NN

OT

AT

ION

GR

AD

EF

RA

ME

WO

RK

GO

ALS

AC

TIV

ITY

32B

old

Fis

herm

an, T

heM

ark

Tay

lor

1967

The

old

folk

-son

g of

the

sam

e tit

lese

rves

as

a sp

ringb

oard

for

this

boo

kab

out a

fish

erm

an g

iven

to b

ragg

adoc

iaan

d ta

ll ta

les.

2-5

Sel

f-Im

age

and

Per

sona

lD

evel

opm

ent,

Soc

ial

Dev

elop

men

t

Mim

e fis

hing

mot

ions

, act

ions

from

the

stor

y.

33B

rode

rick

Edw

ard

Orm

ondr

oyd

Bill

Mar

tin, J

r.an

d Jo

hnA

rcha

mba

ult

1969

1992

Bro

deric

k be

com

es th

e m

ost

acco

mpl

ishe

d an

d re

now

ned

surf

er in

mou

se h

isto

ry.

A p

icto

rial r

epre

sent

atio

n of

a q

uest

ion

and

answ

er g

ame

play

ed b

y a

teac

her

(mot

her

in e

arlie

r ed

ition

) an

d he

r gr

oup.

2-5

K-2

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

ocia

l Dev

elop

men

tM

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

Per

seve

ranc

e an

d pr

actic

ew

ill h

elp

you

achi

eve

your

goal

.S

tude

nts

can

act o

ut a

nim

alm

ovem

ents

. Ani

mal

mov

emen

ts c

an b

e an

intr

oduc

tion

to a

stu

nts

and

tum

blin

s un

it.

34B

row

n B

ear,

Bro

wn

Bea

r, W

hat D

o Y

ouS

ee?

35C

asey

at t

he B

atE

rnes

tT

haye

r18

88

The

re a

re m

any

publ

icat

ions

of t

his

narr

ativ

e po

em a

bout

the

cele

brat

edba

seba

ll pl

ayer

who

str

ikes

out

at t

hecr

ucia

l mom

ent o

f a g

ame.

2-6

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

ocia

l Dev

elop

men

t

Rea

d du

ring

a ba

seba

ll un

it.D

iscu

ss e

mot

ions

, app

ropr

iate

beha

ves,

and

pos

sibl

eal

tern

ate

endi

ngs.

Mim

e th

est

ory.

38C

asey

at t

he B

at

Illus

trat

ions

and

addi

tiona

lte

xt b

yP

atric

iaP

olla

co

'997

Pat

ricia

use

s th

e po

em to

hel

p te

ll a

stor

y of

a b

oy w

ho p

lays

in a

Litt

leLe

ague

gam

e. G

reat

sur

pris

e en

ding

!2-

6

37C

asey

at t

he B

atIll

ustr

atio

nsby

Ger

ald

Fitz

gera

ld19

95H

umor

ous

draw

ings

of t

he p

eren

nial

favo

rite.

2-8

38C

at a

nd M

ouse

Bag

acki

Tom

ek19

96A

cat

follo

ws

a m

ouse

, and

eve

ntua

llyge

ts s

tuck

. Use

s re

latio

nshi

ps s

uch

asdo

wn,

ove

r, u

nder

, etc

.K

-3M

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

Sta

tion

activ

ities

; obs

tacl

eco

urse

usi

ng th

e re

latio

nshi

psin

the

book

.

39C

hanu

kah

Gue

st, T

heE

ric A

.K

imm

el

,up,

1990

_

Bub

ba B

rayn

a is

mak

ing

pota

to la

tkes

for

the

rabb

i.

K-3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eF

ollo

w w

ith a

dan

ce a

nd s

ome

rela

ted

gam

es th

at r

einf

orce

term

s in

the

book

. Sta

tions

for

drei

dle,

col

orin

g, p

layd

ough

for

latk

es, r

acqu

ets

for

turn

ing

latk

es a

ll w

ork

on fi

ne m

otor

skill

s.

40C

hick

a C

hick

a B

oom

Boo

m

Bill

Mar

tin, J

r.an

d Jo

hnA

rcha

mba

ult

1989

An

alph

abet

rhy

me/

chan

t tha

t rel

ates

wha

t hap

pens

whe

n th

e w

hole

alp

habe

ttr

ies

to c

limb

a co

conu

t tre

e.K

-3M

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

Hol

d up

alp

habe

t car

ds. H

ave

2-4

child

ren

form

eac

h le

tter.

Pan

tom

ime

actio

ns.

,31

32

Inte

grat

ing

phys

ical

edu

catio

n21

TIT

LEA

UT

HO

RD

AT

EA

NN

OT

AT

ION

GR

AD

EF

RA

ME

WO

RK

GO

ALS

AC

TIV

ITY

41C

hick

ens

Are

n't t

heO

nly

One

sR

uth

Hel

ler

Will

iam

J.

Ben

nett,

ed.

1981

1995

All

kind

s of

ani

mal

s th

at la

y eg

gs a

rein

trod

uced

Sto

ries,

poe

ms

and

fabl

es il

lust

rate

ten

virt

ues

in th

is c

olle

ctio

n ba

sed

on th

eco

ncep

ts u

sed

in th

e ad

ult B

ook

ofV

irtue

s.

K-2

K-5

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eS

etf-

Imag

e an

dP

erso

nal

Dev

elop

men

t, S

ocia

lD

evel

opm

ent

Ani

mal

mov

emen

ts, a

n eg

ghu

nt.

Dis

cuss

ions

of c

hara

cter

deve

lopm

ent,

good

spor

tsm

ansh

ip.

42C

hild

ren'

s B

ook

ofV

irtue

s, T

he

43C

lap

You

r H

ands

Lorin

daB

ryan

Cau

ley

1992

Chi

ldre

n an

d an

imal

s bo

unce

on

thro

ugh

the

page

s of

this

illu

stra

ted

rhym

e.K

-1

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eR

ead

alou

d, a

nd h

ave

stud

ents

act

out

act

ions

.A

udio

tape

ava

ilabl

e at

pub

liclib

rarv

.

44C

olor

Dan

ce19

89

Thi

s jo

yous

boo

k sh

ows

how

col

ors

mix

and

com

bine

usi

ng p

hoto

grap

hs o

f the

mov

emen

ts a

nd c

ostu

mes

of y

oung

danc

ers.

K-3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eC

ut c

olor

ed s

quar

es o

f see

thro

ugh

chiff

on. H

ave

stud

ents

dan

ce a

nd m

ove

arou

nd w

hen

thei

r co

lor

isde

scrib

ed in

the

book

.S

tude

nts

can

obse

rve

a co

lor

chan

ge w

hen

prim

ary

colo

rsar

e pu

t tog

ethe

r.

45C

ricto

rT

omi U

nger

1958

A p

et b

oa b

ecom

es th

e he

ro o

f a s

mal

lF

renc

h to

wn

afte

r he

cap

ture

s a

burg

lar.

K-3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eC

ricto

r be

com

es a

jum

p ro

pefo

r th

e bo

ys a

nd g

irls,

so

jum

pro

pe a

fter

read

ing

this

sto

ry.

Use

sho

rt r

est b

reak

s to

form

num

bers

, sha

pes

and

lette

rsw

ith th

e ro

pes,

then

per

form

bala

nces

,st

unts

, or

stre

ngth

enin

g ex

erci

ses

inan

d ar

ound

the

rope

s.

46C

roco

dile

Bea

tG

ail

Jorg

ense

n19

88A

nim

als

mar

ch, s

ing,

sto

mp,

mak

e a

para

de d

own

to th

e riv

er, w

here

acr

ocod

ile a

wai

ts h

is d

inne

r.K

-2M

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

Dan

cing

, mar

chin

g, a

nim

alm

ovem

ents

.

47C

ross

Cou

ntry

Cat

Mar

yC

alho

un°

Whe

n he

bec

omes

lost

in th

e m

ount

ains

,a

cat w

ith th

e un

usua

l abi

lity

of w

alki

ngon

two

legs

, fin

ds h

is w

ay h

ome

oncr

oss-

coun

try

skis

.

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eP

rete

nd to

ski

. Per

form

exer

cise

s as

soci

ated

with

skiin

g.

48D

.W. F

lips

Mar

c B

row

n19

87

D.W

., a

youn

g an

teat

er, d

isco

vers

that

lots

of p

ract

ice

even

tual

ly h

elps

her

mas

ter

the

new

rou

tine

in h

ergy

mna

stic

s cl

ass.

K-3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eG

ymna

stic

s, s

tunt

s, a

ndtu

mbl

ing.

3334

Inte

grat

ing

phys

ical

edu

catio

n22

TIT

LEA

UT

HO

RD

AT

EA

NN

OT

AT

ION

GR

AD

EF

RA

ME

WO

RK

GO

ALS

AC

TIV

ITY

49D

ance

With

Me

Bar

bara

Just

erE

sben

sen

1995

A b

aske

tbal

l pla

yer,

rai

ndro

ps, a

shad

ow' a

nd w

aves

all

are

danc

ers

inth

eir

own

spec

ial w

ays

in th

is b

ook

ofpo

ems.

K-5

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal D

evel

opm

entIn

trod

uctio

n to

a d

ance

uni

t;cr

eativ

e da

nce

mov

emen

ts.

50D

anci

ng D

rum

Ter

ri C

ohle

ne19

90

Ret

ells

the

Che

roke

e le

gend

in w

hich

Dan

cing

Dru

m tr

ies

to m

ake

Gra

ndm

othe

r S

un s

mile

on

the

peop

leag

ain.

Des

crib

es th

e hi

stor

y an

d cu

lture

of th

e C

hero

kee

Indi

ans.

,a_t

t

--""

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal

Dev

elop

men

t, S

ocia

lD

evel

opm

ent

Thi

s bo

ok is

an

intr

oduc

tion

toIn

dian

dan

cing

. Can

be

used

in s

ocia

l stu

dies

to h

elp

teac

hab

out A

mer

ican

Indi

ans.

51D

anci

ng F

eet

Cha

rlotte

Age

ll19

91

All

arou

nd th

e w

or1d

feet

wal

k an

d da

nce

and

skip

, han

ds d

ig a

nd b

ake

and

play

.Jo

in in

this

joyf

ul c

eleb

ratio

n of

the

sim

ilarit

ies

and

diffe

renc

es a

mon

g al

l of

us.

K-3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

ocia

l Dev

elop

men

t

Use

dur

ing

a da

nce

orrh

ythm

s un

it.

52D

anci

ng w

ith th

eIn

dian

sA

ngel

a S

helf

Med

earr

istw

at

Whi

le a

ttend

ing

a S

emin

ole

Indi

ance

lebr

atio

n, a

n A

fric

an-A

mer

ican

fam

ilyw

atch

es a

nd jo

ins

in s

ever

al e

xciti

ngda

nces

.5_

6

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal

Dev

elop

men

t, S

ocia

lD

evel

opm

ent

An

intr

oduc

tion

to A

mer

ican

Indi

an d

ance

s.

53D

ay th

e G

oose

Got

Loos

e, T

he

_

Ree

veLi

ndbe

rgh

1990

A g

oose

unl

ocks

her

pen

and

spe

nds

ada

y ro

amin

g th

e fa

rm, a

nd c

ausi

ngpr

oble

ms.

K-2

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eA

nim

al M

ovem

ents

54D

em B

ones

Bob

Ban

ter

1996

The

hum

an s

kele

ton

is in

trod

uced

by

usin

g th

e w

ords

of t

he o

ld s

ong

"Dem

Dry

Bon

es".

K-3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal D

evel

opm

ent

Use

with

a u

nit a

bout

the

hum

an b

ody.

Lam

inat

e an

d .

cut b

one

pict

ures

out

. Hav

est

uden

ts p

ut a

ske

leto

nto

geth

er in

rel

ay fa

shio

n,

56D

uck

Goe

s F

ishi

ngJu

dy D

elto

n19

83D

isas

ter

pron

e D

uck

join

s O

wl a

nd F

oxon

thei

r fis

hing

trip

.M

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

Mim

e th

e ac

tions

.

56E

ents

y W

eent

sy S

pide

r

Joan

na C

ole

and

Ste

phan

ieC

alm

enso

n

00.1

1'1

38 r

hym

es th

at d

emon

stra

te th

e fu

nch

ildre

n ha

ve p

erfo

rmin

g th

e ac

tions

.K

-1

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eF

ollo

w th

e m

ovem

ents

in th

ebo

ok.

57E

very

one

Kno

ws

Wha

ta

Dra

gon

Look

s Li

keJa

y W

illia

ms

1984

In th

is h

umor

ous

tale

told

in fo

lktr

aditi

on, t

he le

ader

s ar

gue

abou

t wha

t adr

awn

look

s lik

e.2-

4M

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

Dra

gon

dodg

ebal

l.

36

Inte

grat

ing

phys

ical

edu

catio

n23

TIT

LEA

UT

HO

RD

AT

EA

NN

OT

AT

ION

GR

AD

EF

RA

ME

WO

RK

GO

ALS

AC

TIV

ITY

58F

ield

Bey

ond

the

Out

field

, The

Mar

k T

eagu

e19

92

Ludl

ow G

rebe

see

s m

onst

ers

ever

ywhe

re, e

ven

on th

e ba

ll fie

ld. T

his

imag

inat

ive

stor

y w

ill h

ave

read

ers

of a

llag

es d

ream

ing

abou

t the

bal

lpar

k.

K-5

Sel

f-Im

age

and

Per

sona

l Dev

elop

men

tBas

ebal

l ski

lls a

nd a

ctiv

ities

.

59F

ishe

rman

's L

uck

Jose

phin

eA

ldrid

ge19

66

Sy,

the

Mar

ine

fishe

rman

, los

es h

isw

harf

and

hou

se in

a s

torm

. Thr

ough

the

help

of t

he o

ther

fish

erm

en g

ets

a ne

wan

d st

rong

er w

harf

with

a b

ette

r ho

use.

1-3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

ocia

l Dev

elop

men

t

Mim

e th

e ac

tions

to th

e st

ory.

Per

form

phy

sica

l fitn

ess

activ

ities

in o

rder

to b

e as

stro

ng a

s th

e fr

iend

s bu

ildin

gth

e ne

w h

ouse

.

60F

ive

Live

Bon

gos

Geo

rge

Ella

Lyon

1994

Fiv

e ch

ildre

n m

ake

won

derf

ul s

ound

sw

ith b

read

pan

s an

d po

t lid

s as

the

drum

thei

r w

ay a

ll ov

er th

e ho

use.

K-5

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

ocia

l Dev

elop

men

t

Rhy

thm

stic

ks, l

umm

i stic

ks,

othe

r rh

ythm

act

iviti

es.

61F

ootp

rints

and

Sha

dow

sA

nne

W.

Dod

d19

94T

his

pict

ure

book

trie

s to

ans

wer

the

ques

tion

of w

here

foot

prin

ts a

ndsh

adow

s no

.K

-2M

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

See

Sha

dow

ville

and

My

Sha

dow

.

62F

ootp

rints

in th

e S

and

Cyn

thia

Ben

jam

in19

99A

sto

ry a

bout

des

ert a

nim

als

and

the

mov

emen

ts th

ey u

se to

get

hom

e.K

-2M

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

Dur

ing

or a

fter

read

ing

the

book

, the

stu

dent

s co

uld

act

out a

nim

al a

ctio

ns.

63F

redd

ie W

orks

Out

Rut

h T

ilden

Fre

ddie

the

frog

pro

vide

s m

otiv

atio

n to

exer

cise

as

he to

uche

s hi

s to

es,

perf

orm

s ju

mpi

ng ja

cks

and

does

pull-

uPs.

K-3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eIn

trod

uces

exe

rcis

es.

64F

riend

sH

e Im

e H

eine

1982

Thr

ee fr

iend

s w

ho li

ke c

yclin

g, a

nd lo

veto

be

toge

ther

, com

e to

the

real

izat

ion

that

som

etim

es th

at's

not

pos

sibl

e.K

-3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal

Dev

elop

men

t, S

ocia

lD

evel

opm

ent

Frie

nds

doin

g ph

ysic

alac

tiviti

es to

geth

er. C

yclin

g.

65F

rog

Alp

habe

t Boo

k,T

heJe

rry

Pa

Hot

ta19

90

Intr

oduc

es th

e le

tters

of t

he a

lpha

bet b

yde

scrib

ing

a fr

og o

r ot

her

amph

ibia

n fo

rea

ch le

tter.

K.4

3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eP

erfo

rm a

nim

al m

ovem

ents

;or

hav

e st

uden

ts w

ork

toge

ther

to fo

rm th

e sh

apes

of

the

lette

rs.

66F

rogs

Jum

p: A

Cou

ntin

g B

ook

Ste

ven

Kel

logg

1998

Illus

trat

ions

pro

vide

hum

orou

sin

terp

reta

tions

of t

he s

elec

tion

ofan

imal

s fr

om o

ne fr

og to

twel

ve w

hale

s.ic

6

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eS

tude

nts

can

act o

utm

ovem

ents

, or

crea

tem

ovem

ents

for

unus

ual

anim

als.

Add

adv

erbs

suc

h as

slow

ly, q

uick

ly, t

o th

em

ovem

ents

.

3738

Inte

grat

ing

phys

ical

edu

catio

n24

TIT

LEA

UT

HO

RD

AT

EA

NN

OT

AT

ION

GR

AD

EF

RA

ME

WO

RK

GO

ALS

AC

TIV

ITY

67F

rom

Hea

d to

Toe

Eric

Car

le19

97

The

con

fiden

ce b

uild

ing

mes

sage

"I c

ando

it!"

rep

eats

itse

lf in

this

inte

ract

ive

pict

ure

book

A v

arie

ty o

f fam

iliar

- anim

als,

dep

icte

d in

col

orfu

l col

lage

s,in

vite

s ch

ildre

n to

cop

y th

e an

tics

as th

ean

imal

s m

ove.

K-2

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal D

evel

opm

ent

Hav

e st

uden

ts p

erfo

rm th

em

ovem

ents

don

e in

the

book

.T

hink

of o

ther

ani

mal

act

ions

to p

erfo

rm. U

se th

e so

ng"A

nim

al A

ctio

n" fr

om th

e K

ids

in M

otio

n ta

pe/C

D.

68G

exm

s M

ake

Me

Sic

kM

elvi

nB

erge

r10

04A

Rea

ding

Rai

nbow

boo

k. T

ells

abo

utpe

rms

in a

sto

ry fo

rm.

ILA

Sel

f-Im

age

and

Per

sona

l Dev

elop

men

tU

se th

is b

ook

whe

n ta

lkin

gab

out t

he h

uman

bod

y.

69G

et th

e B

all,

Slim

Mar

cia

Leon

ard

Tim

and

Jim

like

to p

lay

ball

with

thei

rdo

g, S

lim. W

haen

Jim

hits

the

ball

hard

,w

atch

out

!K

-5M

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

Bas

ebal

l ski

lls, C

onta

iner

Bal

l

70G

ivin

g T

hank

s; A

Nat

ive

Am

eric

an G

ood

Mor

ning

Mes

sage

Chi

ef J

ake

Sw

amp

1995

A M

ohaw

k ch

iefta

in g

ives

than

ks fo

rM

othe

r E

arth

and

the

Uni

vers

e th

atsu

rrou

nds

her.

K-5

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal

Dev

elop

men

t, S

ocia

lD

evel

opm

ent

Tha

nksg

ivin

g T

ag: A

fter

bein

gta

gged

by

'It',

stud

ent m

ust

writ

e on

e th

ing

that

they

are

than

kful

for

befo

re r

e-en

terin

gth

e ga

me.

Tha

nksg

ivin

g re

lay:

Writ

e th

ankf

ul th

ings

dow

n in

rela

y fa

shio

n.

71G

onna

Sin

g M

y H

ead

Offl

Kat

hlee

nK

rull

1992

A b

eaut

iful f

olk

song

col

lect

ion

that

cove

rs th

e na

tion'

s m

usic

al h

isto

ry,

refle

cts

the

coun

try'

s id

eals

, and

evo

kes

good

tim

es, h

ard

time,

love

, and

com

mun

ity.

K-6

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

ocia

l Dev

elop

men

t

Thi

s is

an

exce

llent

col

lect

ion

of fo

lk s

ongs

, man

y of

whi

char

e ex

celle

nt fo

r cr

eativ

edr

amat

ics,

mov

emen

tse

quen

ces,

rhy

thm

, and

danc

ing.

Tie

s in

wel

l with

Am

eric

an h

isto

ry.

72G

rove

?s O

wn

Alp

habe

tS

esam

eS

tree

t Boo

k

A s

tory

abo

ut m

akin

g le

tters

with

you

row

n bo

dy.

K-2

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eS

tude

nts

mak

e le

tters

with

thei

r bo

dies

; spe

ll ou

t wor

ds,

nam

es in

sm

all g

roup

s. C

anus

e ju

mp

rope

s to

form

lette

rs, a

s w

ell.

73G

ym D

ay W

inne

r, T

lieG

race

m a

ccar

one

1996

A s

tory

abo

ut a

day

in P

.E. w

here

the

stud

ents

run

, tag

, tum

ble

and

play

bask

etba

ll. P

am, w

ho is

in a

whe

elch

air,

is g

ood

at e

very

thin

g. S

am s

trug

gles

with

mos

t of t

he a

ctiv

ities

. In

the

end,

Sam

mak

es a

bas

ket,

to w

in th

e ga

me

for

his

team

.

K-5

Mov

emen

t Kno

wle

dge

and

Mov

emen

t Ski

lls,

Sel

f-Im

age

and

Per

sona

l Dev

elop

men

t

Dis

cuss

diff

eren

ces

in a

bilit

y,en

cour

agin

g ea

ch o

ther

, try

ing

to d

o yo

ur b

est.

Do

som

eru

nnin

g, ta

g ga

mes

, tum

blin

g,or

bas

ketb

all.

J'L

3 9

4 0

Inte

grat

ing

phys

ical

edu

catio

n25

TIT

LEA

UT

HO

RD

AT

EA

NN

OT

AT

ION

GR

AD

EF

RA

ME

WO

RK

GO

ALS

AC

TIV

ITY

74G

ym T

each

er fr

om th

eB

lack

Lag

oon,

The

Mik

e T

hale

r19

94

Boy

s an

ticip

ate

that

the

new

gym

teac

her

will

be

mea

n, b

ut a

re p

leas

antly

surp

rised

whe

n he

arr

ives

1-5

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

ocia

l Dev

elop

men

t

Gre

at fi

rst d

ay o

f P.E

. cla

ssst

ory.

Afte

r re

adin

g it,

hav

ech

ildre

n do

rel

ays

up to

ach

alkb

oard

, or

post

er b

oard

,an

d th

en w

rite

wha

t the

irfa

vorit

e ac

tivity

to d

o in

P.E

.is

.

75H

andm

ade

Alp

habe

t,T

heLa

uren

Ran

kin

4 '

A c

hild

ren'

s' b

ook

of A

SL

alph

abet

.H

ands

do

the

talk

ing

in th

issi

gn-la

ngua

ge a

lpha

bet b

ook.

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

ocia

l Dev

elop

men

t

Fin

e m

otor

ski

lls. I

ntro

duce

the

alph

abet

, and

then

sig

nle

tters

and

wor

ds. S

ign

lang

uage

tag.

(P

E C

entr

al)

76H

ere

Air

My

Han

dsB

ill M

artin

, Jr.

and

John

Arc

ham

baul

t19

87B

ody

awar

enes

s. C

hild

ren

from

aro

und

the

wor

ld in

dica

te b

ody

part

s, a

ndpu

rpos

e fo

r th

ose

part

s.K

-1M

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

Bod

y pa

rt id

entif

icat

ion.

Pla

yS

imon

Say

s, o

r do

the

Hok

eyP

okey

or

Lube

y Lo

u.

77H

iccu

ps fo

r E

leph

ant

Jam

es P

relle

r199

5A

n el

epha

nt in

terr

upte

d na

p tim

e fo

r th

eot

her

anim

als

whe

n he

got

a b

ad c

ase

ofth

e hi

ccup

s.K

-2M

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

Ani

mal

wal

ks, a

nim

alim

itatio

ns.

78H

ippo

Hop

, The

Chr

istin

eLo

omis

1995

In th

is im

agin

ativ

e jo

urne

y in

to th

e w

orld

of s

ingi

ng, d

anci

ng a

nim

als,

you

ngre

ader

s ca

n ch

ant a

long

with

the

wor

ds,

iden

tify

anim

als

and

danc

es, a

nd la

ugh

out l

oud.

K-3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eC

hant

with

the

wor

ds; d

ance

as th

e an

imal

s do

. Do

the

Bun

ny H

op.

79H

op J

ump

.

Elle

n S

toll

Wal

sh19

93M

ost o

f the

oth

er fr

ogs

enjo

y ho

ppin

g,bu

t Bet

sy p

refe

rs to

dan

ce.

K-2

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

ocia

l Dev

elop

men

t

Loco

mot

or a

nd n

on-lo

com

otor

activ

ities

.

80H

ow M

uch

is a

Mill

ion?

Dav

idS

chw

artz

1985

Usi

ng im

ages

that

chi

ldre

n ca

n en

joy,

the

conc

epts

of m

illio

n, b

illio

n an

d tr

illio

nar

e ex

plai

ned.

K-4

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eU

se th

is b

ook

to il

lust

rate

am

illio

n; y

our

hear

t bea

ts a

mill

ion

times

a y

ear.

Or

use

itw

ith a

jogg

ing

club

afte

r yo

uha

ve to

tale

d m

iles

run

by th

esc

hool

.

81H

ow to

Eat

Frie

dW

orm

sT

hom

asR

ockw

ell

1973

In th

is v

ery

hum

orou

s st

ory,

Bill

y ta

kes

on a

bet

. He

will

eat

fifte

en w

orm

s in

fifte

en d

ays.

His

fam

ily a

nd fr

iend

sde

vice

way

s to

coo

k th

em.

3-6

Sel

f-Im

age

and

Per

sona

l Dev

elop

men

tP

erse

vera

nce.

Inte

grat

ing

phys

ical

edu

catio

n26

TIT

LEA

UT

HO

RD

AT

EA

NN

OT

AT

ION

GR

AD

EF

RA

ME

WO

RK

GO

ALS

AC

TIV

ITY

82H

umph

rey

The

Dan

cing

Pig

Art

hur

Get

z

Hum

phre

y tr

ies

to b

e lik

e al

l the

oth

erba

rnya

rd a

nim

als,

but

str

uggl

es to

do

so.

He

even

take

s up

dan

cing

to lo

sew

eigh

t, bu

t the

n do

esn'

t loo

k m

uch

like

api

g. H

e ev

entu

ally

dec

ides

it is

o.k

. to

bea

gig.

K-3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal D

evel

opm

entIm

itate

the

anim

als,

dis

cuss

diffe

renc

es a

nd a

ccep

tanc

e.

83I W

ent W

alki

ngS

ue W

illia

ms

1989

Dur

ing

the

cour

se o

f a w

alk,

a y

oung

boy

iden

tifie

s an

imal

s of

diff

eren

t col

ors.

K-2

Mov

emen

t ski

lls a

ndM

ovem

ent K

now

ledg

eW

alki

ng, c

limbi

ng, c

rouc

hing

,ho

ppin

g, a

nim

al m

ovem

ents

.A

nim

al C

hara

des.

84Ic

eber

gs a

nd G

laci

ers

Sey

mou

rS

imon

1987

Spe

ctac

ular

illu

stra

tions

. Liv

ely

and

info

rmat

ive

text

.K

-5M

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

Slo

w m

otio

n m

ovem

ents

85If

Yot

i 're

Hap

py a

ndY

ou K

now

It.

Nic

k' W

eiss

1987

An

illus

trat

ed c

olle

ctio

n of

cam

p so

ngs

and

trad

ition

al s

ongs

with

pia

no a

ndgu

itar

mus

ic.

K-6

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eG

reat

teac

her

reso

urce

boo

kfo

r th

ose

that

rea

d m

usic

.S

ugge

sted

mov

emen

ts a

ndm

otio

ns a

re in

the

illus

trat

ions

.

86In

the

Mor

ning

Mis

tE

lean

or L

app

1978

A y

oung

chi

ld a

nd g

rand

fath

er s

et o

ut o

na

fishi

ng e

xped

ition

, and

find

the

coun

trys

ide

tran

sfor

med

by

the

mor

ning

fon.

,

K-2

Mov

emen

t Ski

lls a

ndm

ovem

ent K

now

ledg

eW

alki

ng.

87In

the

Sm

all,

Sm

all

Pon

dD

enis

eF

lem

ing

1993

Illus

trat

ions

and

rhy

min

g te

xt d

escr

ibe

the

activ

ities

of a

nim

als

livin

g in

and

near

a s

mal

l pon

d as

spr

ing

prog

ress

esto

aut

umn.

K-2

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eF

orm

a c

ircle

to m

ake

apr

eten

d po

nd. D

escr

ibe

anan

imal

and

mot

ion

to th

ecl

ass,

and

hav

e th

e st

uden

tspr

eten

d to

be

that

ani

mal

.

88In

the

Tal

l, T

all G

rass

Den

ise

Fle

min

g19

91

Beg

inni

ng a

s th

e su

n is

hig

h in

the

sky,

and

endi

ng a

s th

e fir

eflie

s bl

ink

and

the

moo

n ris

es a

bove

, the

rea

ders

follo

w a

fuzz

y ca

terp

illar

cra

wlin

g th

roug

h th

e ta

ll,ta

ll gr

ass.

K-2

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eC

raw

l in

diffe

rent

way

s.A

nim

al m

ovem

ents

at

diffe

rent

leve

ls.

89In

the

Yea

r of

the

Boa

ran

d Ja

ckie

Rob

inso

nB

ette

Bao

Lord

1984

A s

tory

of a

girl

who

leav

es C

hina

to jo

inhe

r fa

ther

in N

ew Y

ork

in 1

947.

4-6

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,P

erso

nal D

evel

opm

ent

Bas

ebal

l ski

lls.

90Its

y B

itsy

Spi

der,

The

Iza

Tra

pani

1993

Witt

y an

d hu

mor

ous,

this

fres

h re

telli

ngof

a c

hild

hood

favo

rite

follo

ws

our

pers

iste

nt li

ttle

hero

ine

thro

ugh

a da

y of

adve

ntur

e.

K-2

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal D

evel

opm

ent

Fin

e m

otor

fing

er m

ovem

ents

with

the

song

. Pla

y th

eIts

y-B

itsy

Spi

der

gam

e.

4344

Inte

grat

ing

phys

ical

edu

catio

n27

TIT

LEA

UT

HO

RD

AT

EA

NN

OT

AT

ION

GR

AD

EF

RA

ME

WO

RK

GO

ALS

AC

TIV

ITY

91Ji

ggle

Wig

gle

Pra

nce

Sal

ly N

oll

1987

Thi

rty-

six

wor

ds, a

nd th

irty-

thre

e of

them

are

actio

n ve

rbs.

K-2

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e.Lo

com

otor

and

Non

-loco

mot

er m

ovem

ents

toth

e ac

tion

wor

ds in

the

book

.C

lap

the

rhyt

hm o

f the

boo

k.

92Ju

mp,

Fro

g, J

ump

Rob

ert K

a la

n19

81A

cum

ulat

ive

tale

in w

hich

a fr

og tr

ies

toca

tch

a fly

with

out g

ettin

g ca

ught

him

self.

K-1

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e

Jum

p lik

e a

frog

; hig

h, lo

w,

fast

, slo

w, e

tc. P

lay

Leap

Do.

A g

ood

book

to in

trod

uce

foot

ball,

and

foot

ball

term

inol

ogy.

Pra

ctic

e pu

ntin

gor

dro

p ki

ckin

g pl

aygr

ound

or

foot

balls

. Pra

ctic

e ot

her

foot

ball

skill

s.

93

,

Kic

k, P

ass,

and

Run

Leon

ord

Kes

sier

icon

4

Fro

g an

d hi

s fr

iend

s do

n't k

now

wha

t to

do w

ith a

str

ange

bro

wn

thin

g th

at la

nds

in th

e fo

rest

. Wat

chin

g a

gam

e gi

ves

them

a fe

w id

eas.

K-4

94K

nots

on

a C

ount

ing

Rop

e...

. m. a

rti.n

, Jr.

198I

Bui

-E

ach

time

his

gran

dson

ask

s hi

m to

repe

at th

e st

ory

of B

oy-S

tren

gth

and

Blu

e-H

orse

s, G

rand

fath

er a

dds

anot

her

Kno

t on

a co

untin

g ro

pe.

K-3

Sel

f-Im

age

and

Per

sona

l Dev

elop

men

tF

acin

g ch

alle

nges

,co

nfid

ence

.

95

Last

-Pla

ce S

port

sP

oem

s of

Jer

emy

Blo

om: a

Col

lect

ion

ofP

oem

s ab

out W

inni

ng,

Losi

ng, a

nd B

eing

aG

ood

Spo

rt(S

omet

imes

) T

he

Gor

don

Kor

man

and

Kor

men

1996

A b

ook

that

exp

lore

s th

e w

orld

of s

port

sby

usi

ng d

iffer

ent k

inds

of p

oetr

y, fr

omha

iku

to n

arra

tive

vers

e.

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal

Dev

elop

men

t, S

ocia

lD

evel

opm

ent

Dis

cuss

ions

abo

utsp

orts

man

ship

, and

cha

ract

er.

96Le

ft-H

ande

d S

ho r

tsto

pP

atric

ia R

eilly

1997

Whe

n hi

s cl

assm

ates

bra

g th

at W

alte

r is

thei

r st

ar s

hort

stop

, Wal

ter

mak

es a

cas

tfo

r hi

s le

ft ar

m s

o th

e ki

ds w

on't

see

wha

t a te

rrib

le p

laye

r he

rea

lly is

.

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

ocia

l Dev

elop

men

t

Bas

ebal

l Ski

lls, H

isto

ry o

fle

ft-ha

nded

ness

.

97Le

o th

e La

te B

loom

erR

ober

t Kra

us19

71W

ill L

eo e

ver

bloo

m?

Wat

ch h

im a

ndfin

d ou

t.K

-5S

ocia

l Dev

elop

men

t,S

elf-

Imag

e an

dP

erso

nal D

evel

opm

ent

Dis

cuss

ion

of d

iffer

ence

s in

abili

ty a

nd d

evel

opm

ent.

98Le

t's G

o S

wim

min

gW

ith M

r. S

illyp

ants

M.K

. Bro

wn

1986

irk. S

iilyp

ants

wor

ries

so m

uch

abou

t his

swim

min

g le

sson

, tha

t he

has

a dr

eam

inw

hich

he

turn

s in

to a

fish

.K

-3M

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

Sw

imm

ing

activ

ities

.

Inte

grat

ing

phys

ical

edu

catio

n28

TIT

LEA

UT

HO

RD

AT

EA

NN

OT

AT

ION

GR

AD

EF

RA

ME

WO

RK

GO

ALS

AC

TIV

ITY

99L

ittle

Eng

ine

Tha

tC

ould

, The

Alth

ough

the

trai

n is

littl

e, it

has

the

will

pow

er to

get

the

toys

ove

r th

em

ount

ain.

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal D

evel

opm

ent

Loco

mot

or a

ctiv

ities

. Bui

ldin

gse

lf co

nfid

ence

. Tak

e pi

ctur

esof

the

stud

ents

as

they

perf

orm

phy

sica

l ski

lls. M

ake

a cl

ass

book

of a

ll th

at w

e ca

ndo

.

100

Littl

e O

ld L

ady

Who

Was

Not

Afr

aid

ofA

nyth

ing,

The

Lind

aW

illia

ms

1986

Onc

e up

on a

tim

e th

ere

was

a li

ttle

old

lady

who

was

not

afr

aid

of a

nyth

ing;

unt

ilon

e w

indy

aut

umn

nigh

t, w

hile

wal

king

thro

ugh

the

woo

ds, s

he h

ears

CLO

MP

CLO

MP

,and

oth

er n

oise

s.

K-3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal D

evel

opm

ent

Goo

d H

allo

wee

n tim

e bo

ok.

Wal

k, m

arch

, mov

e as

the

actio

n w

ords

and

adj

ectiv

esde

scrib

e.

101

.

Mag

ic M

oonb

erry

Jum

pR

ope,

The

Dak

ari H

ru19

96

Tw

o si

ster

s lo

ve to

jum

p ro

pe, b

ut h

ave

no o

ne to

jum

p w

ith. W

ith th

e he

lp o

f a"m

agic

" ro

pe th

at th

eir

uncl

e br

ings

from

Afr

ica,

they

mee

t new

frie

nds.

"M

ovem

ent S

kills

and

mov

emen

t Kno

wle

dge

Jum

p ro

pe s

kills

, esp

ecia

llylo

ng r

ope

and

doub

le D

utch

.

102

Mag

ic S

choo

l Bus

:In

side

the

Hum

an B

ody,

The

Joan

na C

ole

1989

Ms.

Friz

zle

and

her

stud

ents

take

a tr

ipth

roug

h th

e hu

man

bod

y.K

-4S

elf-

Imag

e an

dP

erso

nal D

evel

opm

ent

Use

this

boo

k in

a u

nit a

bout

the

hum

an b

ody.

103

Max

Rac

hel

Isad

ore

1976

Max

find

s a

new

way

to w

arm

up

for

his

Sat

urda

y ba

seba

ll ga

me;

his

sis

ter's

danc

e cl

ass.

K-4

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal D

evel

opm

ent

Bre

ak th

e cl

ass

into

gro

ups

offiv

e or

six

. Hav

e ea

ch g

roup

inve

nt a

dan

ce u

sing

mov

esfr

om a

bas

ebal

l gam

e. P

lay

base

ball

rela

ted

song

s su

chas

"C

ente

r F

ield

".

104

Mea

nest

Thi

ne to

Sav

The

---

Bill

Cos

by19

97T

o w

in th

e ga

me,

Litt

le B

ill m

ust s

aym

ean

thin

gs to

a n

ew b

oy. C

an L

ittle

Bill

be a

win

ner,

and

a n

ice

pers

on, t

oo?

1-5

Sel

f-Im

age

and

Per

sona

l Aw

aren

ess,

Soc

ial D

evel

opm

ent

Dis

cuss

how

and

why

to b

e a

good

spo

rt, a

nd fr

iend

. Goo

dbe

ginn

ing

of th

e ye

ar b

ook.

105

Mitt

en, T

heJa

n B

rett

1992

An

old

Ukr

aini

an fo

lkta

le a

bout

a li

ttle

boy

and

his

lost

mitt

en.

K-2

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eLa

ce m

itten

sha

pes

toge

ther

for

fine

mot

or s

kills

. Mov

ear

ound

a p

arac

hute

or

blan

ket

pret

endi

ng to

be

the

diffe

rent

anim

als

in th

e st

ory.

Pul

l the

para

chut

e of

f at t

he s

neez

e.

4847

Inte

grat

ing

phys

ical

edu

catio

n29

TIT

LEA

UT

HO

RD

AT

EA

NN

OT

AT

ION

GR

AD

EF

RA

ME

WO

RK

GO

ALS

AC

TIV

ITY

106

My

Sha

dow

Rob

ert L

ewis

Ste

vens

on19

90

G.P

. Put

nam

's S

ons

illus

trat

ed v

ersi

onof

the

poem

in w

hich

a c

hild

des

crib

eshe

r re

latio

nshi

p w

ith h

er s

hado

w.

K-4

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal D

evel

opm

entS

hado

w b

ox p

lays

, Sha

dow

Tag

, tra

ce s

hado

ws

inm

ovem

ent p

oses

and

mak

est

ick

peop

le. D

iscu

ss th

at th

esh

orte

r th

e sh

adow

, the

grea

ter

the

need

for

sun

scre

en. A

Rea

ding

Rai

nbow

Kit

is a

vaila

ble

from

the

San

Die

go C

ount

y O

ffice

of

Edu

catio

n.

107

Nes

sa's

Fis

hN

ancy

Lue

nn19

90

Nes

sa's

inge

nuity

and

bra

very

sav

e th

efis

h sh

e an

d he

r gr

andm

othe

r ha

veca

ught

to fe

ed e

very

one

in th

eir

Esk

imo

cam

p fr

om p

oach

ers.

2-4

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eC

ircui

t act

iviti

es.

108

Nev

er S

nap

at a

Bub

ble

Yvo

nne

Win

er19

87

A b

aby

frog

eat

s bu

bble

s, e

ven

afte

r hi

spa

rent

s w

arn

him

not

to.

K-2

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eO

n a

hot d

ay, h

ave

the

stud

ents

div

ide

into

two

grou

ps. H

ave

half

the

stud

ents

mak

e bu

bble

s us

ing

frui

t bas

kets

inst

ead

of w

ands

.T

he o

ther

hal

f cha

ses

and

pops

the

bubb

les.

Rea

d th

ebo

ok a

fter

the

activ

ity.

109

Nor

ma

kan,

Jum

ping

Bea

nJo

anna

Col

e19

87

Nor

ma

Jean

, who

love

s to

jum

p, s

tops

her

favo

rite

activ

ity a

fter

frie

nds

com

plai

n. P

artic

ipat

ion

in th

e sc

hool

Oly

mpi

cs p

rove

s th

ere

is a

pla

ce fo

rju

mpi

ng.

K-2

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eJu

mp

rope

act

iviti

es,

loco

mot

or a

nd n

on-lo

com

otor

skill

s, a

n in

trod

uctio

n to

a fi

eld

day,

or

Jr. O

lym

pics

.

110

Oh,

A H

untin

g W

e W

illG

oJo

hnLa

ngst

aff

1974

New

and

old

ver

ses

for

a po

pula

r so

ngab

out h

untin

g an

d ca

ptur

ing

anim

als,

then

letti

ng th

em00

.K

-1M

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

Sta

tion

activ

ities

.

111

Oly

mpi

csB

.G.

Hen

ness

y19

96A

pro

file

of w

hat h

appe

ns a

t the

Oly

mpi

cs, i

nclu

ding

pre

para

tions

and

the

actu

al c

ompe

titio

ns,

K-5

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eU

se th

is w

ith a

Jr.

Oly

mpi

csev

ent,

or s

peci

fic a

ctiv

ities

such

as

trac

k an

d fie

ld.

112

One

in th

e M

iddl

e is

the

Gre

en K

anga

roo

.

Judy

Blo

om19

81F

redd

y ha

tes

bein

g th

e m

iddl

e on

e in

the

fam

ily, u

ntil

he g

ets

a pa

rt in

the

scho

olpl

ay.

2-6

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eJu

mpi

ng a

nd le

apin

g; s

tatio

nac

tiviti

es.

113

Ove

r in

the

Mea

dow

Ezr

a Ja

ckK

eats

,ill

ustr

ator

1999

A s

tory

abo

ut v

ario

us a

nim

als

and

the

mov

emen

ts o

r so

unds

that

they

mak

e.K

-3

. Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eA

nim

al M

ovem

ents

.

4950

Inte

grat

ing

phys

ical

edu

catio

n30

TIT

LEA

UT

HO

RD

AT

EA

NN

OT

AT

ION

GR

AD

EF

RA

ME

WO

RK

GO

ALS

AC

TIV

ITY

114

Ow

l Moo

nJa

ne Y

olen

1987

On

a w

inte

r's n

ight

und

er a

full

moo

n,fa

ther

and

dau

ghte

r tr

ek in

to th

e w

oods

to s

ee th

e gr

eat h

omed

ow

l.K

-3M

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

-T-r

acki

ng o

r or

ient

eerin

gac

tiviti

es.

115

Pap

er C

rane

, The

Mol

ly B

ang

1985

A m

yste

rious

man

ent

ers

a re

stau

rant

and

pays

for

his

dinn

er w

ith a

pap

ercr

ane

that

mag

ical

ly c

omes

aliv

e an

dda

nces

,K

-3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

ocia

l Dev

elop

men

t

Use

str

eam

ers

whi

le a

ctin

gou

t loc

omot

or a

ndno

n-lo

com

otor

mov

emen

ts in

tem

po a

nd r

hyth

m o

fJa

pane

se m

usic

. A R

ead

Alo

ng K

it, a

nd R

eadi

ngR

ainb

ow K

it ar

e av

aila

ble

from

the

San

Die

go C

ount

yO

ffice

of E

duca

tion.

116

Par

ker

Pen

guin

and

the

Win

ter

Gam

esJo

n C

hard

iet

1999

Par

ker

Pen

guin

's te

am is

not

goo

d at

hock

ey, c

ross

-cou

ntry

ski

ing,

or

tobo

ggan

ing.

Pap

a P

engu

in h

elps

Par

ker

lear

n th

e se

cret

of t

rue

team

spi

rit.

K-3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal G

row

th,

Soc

ial D

evel

opm

ent

Use

this

boo

k to

intr

oduc

eho

ckey

, Win

ter

Oly

mpi

cs,

spor

tsm

ansh

ip, w

inni

ngve

rsus

hav

ing

fun,

team

spi

rit,

anim

al a

ctio

ns.

117

Pel

ican

Bria

nW

ildsm

ith19

82W

hen

a pe

lican

hat

ches

from

the

larg

eeg

g P

aul f

inds

, he

mus

t tea

ch th

e bi

rdho

w to

fish

.K

-3M

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

Sta

tion

activ

ities

, pan

tom

ime.

118

Pla

ygro

unds

Gai

l Gib

bons

1985

text

offe

rs o

ppor

tuni

ties

for

child

ren

toex

tend

thei

r vo

cabu

lary

, and

com

pare

diffe

rent

sw

ings

, slid

es, c

limbi

ngap

para

tus,

and

san

dbox

tool

s.

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eU

se th

is b

ook

to in

trod

uce

play

grou

nd e

quip

men

t, an

dru

les.

119

Pre

tend

You

're a

Cat

Jean

Mar

zollo

1990

Eac

h do

uble

wid

e pa

intin

g of

an

anim

alw

ith a

sm

all b

oxed

pic

ture

of c

hild

ren

imita

ting

the

anim

al, a

nd s

erie

s of

ques

tions

with

rhy

med

ver

se in

vite

the

read

ers

to lo

in in

.

K-2

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eP

erfo

rm th

e an

imal

act

ions

of

the

book

.

120

Rag

time

Tum

pie

Ala

nS

chro

eder

1989

An

acco

unt o

f the

chi

ldho

od o

f the

ente

rtai

ner

Jose

phin

e B

aker

. It t

ells

of a

youn

g bl

ack

girl

who

long

s to

find

the

oppo

rtun

ity to

dan

ce a

mid

pov

erty

and

viva

ciou

s

5-6

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

ocia

l Dev

elop

men

t,S

elf-

Imag

e an

dP

erso

nal D

evel

opm

entA

goo

d bo

ok to

mot

ivat

est

uden

ts to

dan

ce.

Inte

grat

ing

phys

ical

edu

catio

n31

TIT

LEA

UT

HO

RD

AT

EA

NN

OT

AT

ION

GR

AD

EF

RA

ME

WO

RK

GO

ALS

AC

TIV

ITY

121

Rai

nbow

Fis

hM

. Pfis

ter

1992

Rai

nbow

Fis

h le

arns

that

sha

ring

brin

gsha

ppin

ess.

K-5

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eC

once

pt o

f tea

mw

ork.

Pla

yR

ainb

ow F

ish

Tag

. 2-3

stud

ents

are

'It',

and

tag

othe

rs. I

f tag

ged,

mus

t sit

onth

e gr

ound

. May

ent

er th

ega

me

agai

n if

one

of th

e 3-

4st

uden

ts w

ith a

col

ored

bean

bag

give

s yo

u a

bean

bag.

122

Rap

id R

ober

tR

oadr

unne

rB

ob R

eese

1981

Rap

id R

ober

t exp

lain

s w

hy h

e lo

ves

toru

n th

roug

h th

e de

sert

."

Mov

emen

t ski

lls a

ndm

ovem

ent K

now

ledg

eB

enef

its o

f run

ning

, hop

ping

,ot

her

aero

bic

activ

ities

.

123

Rea

d, S

et, H

op!

Stu

art

Mur

phy

1996

Exp

lain

s eq

uatio

n bu

ildin

g as

two

frog

sco

unt t

heir

hops

to a

roc

k, a

log,

and

apo

nd.

K-6

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

ocia

l Dev

elop

men

t

Hop

the

answ

er to

mat

hpr

oble

ms;

cha

nge

the

hop

toot

her

loco

mot

or a

ctiv

ities

.

124

Rid

e th

e C

old

Win

dA

nico

Sur

any

1964

An

Indi

an b

oy a

nd h

is s

iste

r liv

ing

on th

esh

ores

of L

ake

Titi

caca

, in

Per

u, m

eet

with

adv

entu

re w

hen

they

take

thei

rfa

ther

's fi

shin

g bo

at o

ut a

lone

.2-

5

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal

Dev

elop

men

t, S

ocia

lD

evel

opm

ent

Cre

ativ

e m

ovem

ent a

ctiv

ities

,S

tatio

n ac

tiviti

es.

125

Ron

ald

Mor

gan

Goe

s to

Bat

Pat

ricia

Giff

1988

Alth

ough

he

can'

t hit

or c

atch

, Ron

ald

love

s to

pla

y ba

seba

ll.3-

6

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dpe

rson

al D

evel

opm

ent,

Soc

ial D

evel

opm

ent

Acc

eptin

g ot

hers

with

out

phys

ical

ski

lls.

126

Ros

ie's

Wal

kP

at H

utch

ins

1968

Ros

ie th

e he

n ta

kes

a w

alk

arou

nd th

efa

rm b

efor

e di

nner

, tra

iled

by a

hun

gry

fox

who

, at e

very

turn

, jus

t mis

ses

catc

hing

the

hen.

K-1

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal D

evel

opm

entF

orm

cla

ss in

to g

roup

s of

thre

e. H

ave

each

gro

up w

alk

arou

nd th

e fa

rm, s

topp

ing

atth

e di

ffere

nt lo

catio

ns R

osie

wen

t to.

Afte

r th

e st

uden

tsar

rive

at a

new

loca

tion,

they

can

perf

orm

the

mov

emen

t of

the

anim

als

that

wer

e at

that

part

icul

ar lo

catio

n.

127

Sea

Sha

pes

Sus

eM

acD

onal

d19

94C

an y

ou fi

nd th

e sh

apes

of a

cre

scen

t,st

ar, s

pira

l, an

d m

ore

in th

e se

a?I '

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eC

reat

ive

mov

emen

ts, m

akin

gsh

apes

with

you

r bo

dy.

5354

Inte

grat

ing

phys

ical

edu

catio

n32

TIT

LEA

UT

HO

RD

AT

EA

NN

OT

AT

ION

GR

AD

EF

RA

ME

WO

RK

GO

ALS

AC

TIV

ITY

128

Sha

dow

ville

-

Mic

hael

Bar

talo

s19

95

Sha

dow

ville

is th

e pl

ace

shad

ows

go to

from

dus

k un

til d

awn.

K-3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal D

evel

opm

ent

Pla

y S

hado

w T

ag, m

ake

puff

peop

le, m

ake

hand

sha

dow

anim

als.

Dan

ce to

the

song

"Sha

dow

Dan

cing

"; K

ids

inM

otio

n ta

pe/C

D. W

atch

the

Rea

ding

Rai

nbow

vid

eo M

YS

hado

w.

129

Sha

ke D

em B

ones

W.

Nik

o la

-Lis

a19

97F

airy

tale

cha

ract

ers

shak

e, r

attle

and

roll

at a

sup

er H

allo

wee

n pa

rty.

K-3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eM

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

Cre

ativ

e m

ovem

ent.

Hav

e th

e st

uden

ts a

ct o

ut th

ew

ords

as

you

read

the

stor

y.P

lay

a ta

pe o

r C

D w

ith th

eso

ng.

130

..

Sha

ke M

y S

illie

s O

ut,

Raf

fi S

ongs

to R

ead

Raf

fi19

90

A s

tory

with

act

ion

wor

ds.

K.2

131

Sha

nnon

: An

Ojib

way

Dan

cer

San

dra

Kin

g19

93

Sha

nnon

, who

live

s in

Min

neap

olis

with

her

gran

dmot

her,

sis

ters

, and

cou

sins

, is

a fa

ncy

shaw

l dan

cer.

Sni

ppet

s of

fam

ily c

onve

rsat

ion

lend

an

intim

acy

and

fam

iliar

ity n

ot u

sual

ly a

vaila

ble

to n

on-

Indi

an r

eade

rs.

3-6

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

etf-

Imag

e an

dP

erso

nal

Dev

elop

men

t, S

ocia

lD

evel

opm

ent

132

Sha

pes

Gam

e, T

heP

aul R

odge

rs19

89

Thi

s is

a d

azzl

ing

way

to in

trod

uce

very

youn

g ch

ildre

n to

nin

e of

the

shap

esar

ound

them

. Fun

to s

ay r

iddl

es a

ndbr

illia

ntly

col

orfu

l pic

ture

s ar

e in

clud

ed.

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eS

tude

nts

form

sha

pes

with

thei

r bo

dies

, or

with

jum

pro

pes.

133

Sha

wn'

s R

ed B

ike

Pet

rone

llaB

rein

burg

1975

Sha

wn

save

s al

l the

mon

ey h

e ea

rns

tobu

y a

bike

.te

-iM

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

Cyc

ling;

cre

ativ

e m

ovem

ent.

134

Sill

y S

ally

Aud

rey

Woo

d19

92A

sto

ry w

ith a

ctio

n ph

rase

s su

ch a

sw

alki

ng b

ackw

ards

, ups

ide

dow

n, e

tc..

K-3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eH

ave

stud

ents

act

out

the

actio

n ph

rase

s as

you

rea

dal

oud.

135

Sin

ging

Bee

fJa

ne H

art,

ed..

1989

A c

olle

ctio

n of

favo

rite

child

ren'

s so

ngs.

K-8

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal

Dev

elop

men

t, S

ocia

lD

evel

opm

ent

Cre

ativ

e M

ovem

ent

136

Ske

leto

n In

side

You

,T

heP

hilip

Bal

estr

ino

i ono

'

An

info

rmat

ion

book

, in

stor

y fo

rm, a

bout

the

hum

an s

kele

ton.

le_A

Sel

f-Im

age

and

Per

sona

l Dev

elop

men

tU

se th

is b

ook

to in

trod

uce

the

skel

eton

.

137

Sla

m D

unk:

Poe

ms

Abo

ut B

aske

tbal

lLi

llian

Mor

rison

, ed.

1995

An

anth

olog

y of

42

shor

t poe

ms

abou

tba

sket

ball.

Incl

udes

writ

ers

Wal

ter

Dea

nM

yers

and

Jac

k P

relu

tskv

.2-

6M

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

Bas

ketb

all s

kills

.

c- -

Ob

5 5

Inte

grat

ing

phys

ical

edu

catio

n33

TIT

LEA

UT

HO

RD

AT

EA

NN

OT

AT

ION

GR

AD

EF

RA

ME

WO

RK

GO

ALS

AC

TIV

ITY

138

Slit

her,

Sw

oop,

Sw

ing

Ale

x A

yliff

e19

92A

var

iety

of a

nim

als

desc

ribe

actio

nw

ords

suc

h as

div

e, s

lithe

r, h

op.

K-3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eA

nim

al a

ctio

ns, l

ocom

otor

and

non-

loco

mot

or s

kills

.

139

Sm

all G

reen

Sna

keLi

bba

Moo

reG

ray

1984

Des

pite

his

mot

hers

war

ning

not

tow

ande

r, S

mal

l Gre

en S

nake

wig

gles

away

to in

vest

igat

e th

e ne

w s

ound

from

acro

ss th

e ga

rden

wal

l.

K-3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal D

evel

opm

entA

udie

nce

part

icip

atio

n,R

attle

snak

e an

d B

umbl

ebee

gam

e, R

attle

snak

e T

ag.

140

Sno

wy

Day

, The

Ezr

a Ja

ckK

eats

, illu

s.19

62

A y

oung

bla

ck b

oy's

del

ight

dur

ing

his

first

sno

w fa

ll.K

-2

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eM

ake

ange

ls in

the

'sno

w',

have

a 's

now

ball'

figh

t with

yam

bal

ls o

r w

adde

d pa

per

balls

.

141

Son

g an

d D

ance

Man

Kar

enA

cker

man

iatu

tW

hen

gran

dpa'

s gr

andc

hild

ren

follo

whi

m u

p th

e at

tic s

tairs

, a d

azzl

ing

show

begi

ns. G

rand

pa b

rings

to li

fe th

e ol

dso

ft-sh

oe r

outin

e.

K-3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

ocia

l Dev

elop

men

t

Dan

ce.

142

Spo

rts

Illus

trat

ed fo

rK

ids

Spo

rts

Illus

trat

ed

Mon

thly

per

iodi

cal f

eatu

res

artic

les

abou

t you

ng p

eopl

e in

spo

rts,

biog

raph

ies

of p

ros.

, pla

ying

tips

, sto

ries

and

puzz

les.

3_8

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal

Dev

elop

men

t, S

ocia

lD

evel

opm

ent

Use

art

icle

s fo

r re

fere

nce

tom

ake

post

ers

or c

hart

s,pu

zzle

s fo

r ra

iny

day

activ

ities

, set

a fe

w o

ut a

t ast

atio

n, e

tc.

143

Spo

rts

Pag

esA

rnol

d A

doff

1988

A th

ough

t, fe

elin

g, o

r m

ovem

ent o

f an

athl

ete

is c

hron

icle

d in

thes

e fr

ee-v

erse

poem

s de

alin

g w

ith s

port

s.3-

6

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eU

se w

ith r

elat

ed a

ctiv

ity. O

ron

a r

ainy

day

, use

som

epo

ems

to m

odel

bef

ore

writ

ing

som

e of

thei

r ow

n.

144

,

SP

erls

Rid

dles

Jose

phR

osen

bloo

mio

n,' °

''`'T

he w

orld

's b

est s

port

s rid

dles

and

joke

s2-

6M

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

Use

as

a tim

e fil

ler,

intr

oduc

tion

to a

ski

ll or

uni

t,or

end

ing

of a

less

on.

145

Spo

nsw

orks

; mor

e th

an50

fun

gam

es a

ndac

tiviti

es th

at e

xplo

reth

e sc

ienc

e of

spo

rts

Ont

ario

Sci

ence

Cen

ter

1989

Stu

dent

s in

tere

sted

in tr

ivia

and

info

rmat

ion

on th

e hu

man

bod

y, s

port

s,an

d sp

orts

act

iviti

es w

ill fi

nd th

is b

ook

ente

rtai

ning

and

info

rmat

ive.

3-6

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal

Dev

elop

men

t, S

ocia

lD

evel

opm

ent

Triv

ia o

r m

ore

know

ledg

eab

out a

spo

rt o

r sk

ill in

a u

nit.

146

Squ

irrel

sB

rian

Wild

smith

1984

Thi

s st

ory

trac

ks a

bus

y sq

uirr

el in

wor

dsan

d fu

ll co

lor

illus

trat

ions

.M

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

Squ

irrel

in th

e T

ree

gam

e.

147

Sto

ry o

f the

Jum

ping

Mou

se, T

heJo

hn S

tept

oe19

89

The

gift

s of

Mag

ic F

rog

and

his

own

hope

ful a

nd u

nsel

fish

spiri

t brin

gJu

mpi

ng M

ouse

to th

e F

ar-O

ff La

nd,

whe

re n

o m

ouse

goe

s hu

ngry

.

K-3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eO

bsta

cle

Cou

rse.

57)

Inte

grat

ing

phys

ical

edu

catio

n34

TIT

LEA

UT

HO

RD

AT

EA

NN

OT

AT

ION

GR

AD

EF

RA

ME

WO

RK

GO

ALS

AC

TIV

ITY

148

Stu

ck in

the

Mud

Jose

phin

eC

rose

rw

All

the

anim

als

help

to g

et E

llie,

the

elep

hant

, out

of t

he m

ud.

K-2

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eP

lay

the

gam

e S

tuck

in th

eM

ud, o

r T

unne

l Tag

.

149

Sup

ergr

andp

aD

avid

Sch

war

tz19

91

Thi

s st

ory

abou

t a g

rand

fath

er w

ho w

onth

e lo

nges

t bik

e ra

ce in

Sw

eden

is b

ased

on fa

ct.

1.6

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

ocia

l Dev

elop

men

t

Bic

ycle

saf

ety,

Intr

oduc

tion

toa

bicy

cle

unit.

dis

cuss

ions

abou

t try

ing

your

har

dest

,do

ing

your

bes

t.

150

Sw

ish!

Bill

Mar

tin, J

r.an

d M

icha

elS

amps

on19

97

The

exc

item

ent a

nd e

nerg

y of

a g

irl's

bask

etba

ll ga

me

are

capt

ured

in th

ispi

ctur

e bo

ok.

K-4

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

elf-

Imag

e an

dP

erso

nal D

evel

opm

ent

Bas

ketb

all S

kills

.

151

Tak

e a

Wal

k in

The

irS

hoes

Gle

nnet

teT

illey

Tum

er19

92

Brie

f bio

grap

hies

, in

shor

t ski

t for

m, t

hat

high

light

the

lives

of 1

4 B

lack

Am

eric

ans.

3-6

Sel

f-Im

age

and

Per

sona

lD

evel

opm

ent,

Soc

ial

Dev

elop

men

t

disc

ussi

ons

of p

erso

nal

deve

lopm

ent.

152

Tal

king

Egg

s, T

heR

ober

t D.

San

Sou

ci19

89A

Cre

ole

folk

tale

in w

hich

Bla

nche

run

saw

ay to

the

woo

ds to

esc

ape

her

hars

hm

othe

rs a

ssig

nmen

ts.

K-4

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eS

quar

e da

nces

, VA

Ree

l;an

imal

mov

emen

ts

153

T-b

all I

s O

ur G

ame

Leila

Gem

me

1978

A g

roup

of y

oung

ster

s le

am to

pla

yT

-bal

l.K

-3M

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

Bas

ebal

l ski

lls.

154

Tea

mm

ates

Pet

erG

olen

bock

1990

A s

tory

abo

ut J

acki

e R

obin

son.

K-5

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

e,S

ocia

l Dev

elop

men

t

Bas

ebal

l his

tory

, Bas

ebal

lsk

ills.

155

Ted

dy B

ear,

Ted

dyB

ear:

A C

lass

ic A

ctio

nR

hym

e`'`

'H

ague

1993

The

cla

ssic

act

ion

thym

e ab

out a

bea

rw

ho tu

rns

arou

nd, t

ouch

es th

e gr

ound

,et

c. T

here

are

sug

gest

ed a

ctio

ns in

the

back

of t

he b

ook.

K-3

Mov

emen

t Ski

lls a

ndM

ovem

ent K

now

ledg

eC

hild

ren

can

perf

orm

the

actio

ns s

ugge

sted

in th

e bo

ok,

or s

ome

of th

eir

own.

156

Ten

App

les

on T

opT

heod

ore

1961

Thr

ee b

ears

try

to p

ile a

pple

s on

thei

rhe

ads

in th

is n

onse

nse

stor

y.K

-2M

ovem

ent S

kills

and

Mov

emen

t Kno

wle

dge

Stu

dent

s ba

lanc

e be

an b

ags

on h

ead,

and

oth

er b

ody

part

sas

they

mov

e ar

ound

.

157

Tha

nk Y

ou J

acki

eR

obin

son

Bar

bara

Coh

en19

89

A m

emoi

r w

ritte

n by

Sam

, abo

ut h

isfr

iend

ship

with

an

old

man

, and

his

devo

tion

as a

boy

to th

e B

rook

lyn

Dod

gers

. and

Ebb

ets

Fie

ld.

3-6

Sel

f-Im

age

and

Per

sona

lD

evel

opm

ent,

Soc

ial

Dev

elop

men

t

Bas

ebal

l ski

lls, B

aseb

all

hist

ory.

158

Thi

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Chapter 5Discussion

In an effort to answer the question of what literature could be used to integrate with

physical education, and how to use the literature, a journal was kept. During the course of

keeping the journal of books, and poems that I could use as part of a lesson in a primary physical

education class, I began to examine every children's' book that I looked at in a slightly different

fashion than I had before; always asking myself what it was about any particular book that could

be related to any part of physical education. I am amazed at how many titles I have accumulated,

and know that there are many, many, more that I have not listed.

I also sent a questionnaire to ten physical education teachers, to find out what literature

they used, and how they used it. I chose teachers that I knew used some type of literature

integration in their physical education classes. Without doing further research, I suspect that a

majority of teachers use little, if any, literature integration in their physical education classes.

In the beginning of my search for books to use, like some of the participants, I did not

know where to look; other than to browse through bookstores, libraries, or bookshelves. After

hours spent in the library, and using some reference books available, I discovered whole sections

of the reference books and library related to movement, movement education, sports and games,

and health. I have included some of these sections in the appendix, as reference for future use, or

for any reader that needs a place, other than browsing', to start a search. Quite by accident, I

discovered that both the district office, and the County Office of Education have available

bibliographies of books that can be used with movement education. Valuable resources that I

never knew existed! These books were entered into my journal, and added to the bibliography

found in Chapter 4.

I found the research of finding books to use both frustrating, and fascinating. It was

frustrating trying to enlist the help of colleagues to participate in the study. Of the ten teachers


that were mailed the survey and questionnaire, four responded immediately, and one other after a

follow-up phone call after the requested deadline. One participant responded after a follow-up

phone call and mailing of a second letter and copy of the survey, while the last participant had to

be reminded yet another time. Of the three teachers that failed to return any information, one

never responded at all, one kept saying that she would send hers to me but never did, and the

third, a mentor teacher in the district, declined to participate. Although I had three teachers share

much more information than I requested, and some that shared just as much as the questionnaire

asked for, I felt that a couple of the other teachers did not want to divulge too much; didn't want

'to share their hard earned information. I was particularly dismayed that the one mentor teacher

declined to participate, even though I know he integrates literature and physical education at his

physical education magnet school.

While I have accumulated a lengthy bibliography of literature, a preponderance of the

material is for the primary grades, K-2. A majority of the activities related to that material are

animal movements. To get the benefit of using those books, without doing animal actions most of

the year, I can choose to use one or two that I think would elicit movement and understanding,

then have the others available in the library for check-out, or for classroom teachers to use as read

alouds. One way to integrate upper grade chapter books would be to do a five minute book talk,

or a short read aloud of one interesting section, and then having the book available for check out.

Enlisting the help of the librarian or classroom teacher would be a great resource.

One limiting factor to integrating physical education and languages arts is time constraints.

Most of the participants in this study see their students once a week, for forty-five minutes to an

hour. Moving, exercising, and being active are the goals of physical education. Taking time to

read is seen as taking precious time away from movement activities. Although one teacher

responded that he was 'ashamed to admit' that he doesn't integrate literature, he felt that the most

important aspect of class was 'movement, movement, and more movement'. I suspect that this is

true with many teachers. One way to integrate without using time from class would be to

collaborate with the classroom teachers, or librarians, and have them read the book and discuss it

6 6


before the students come to P.E. class. The P.E. teacher could then incorporate movement

activities related to the book, without taking movement time to read. The P.E. specialist could

also give the classroom teachers ideas of activities to do related to the book. The classroom

teacher could then use those activities during the minutes of P.E. that the students have with the

classroom teacher. In our district, that is sixty to eighty minutes a week.

A great way to make the P.E. class a classroom for literacy would be to incorporate the

use of posters, charts, and wordwalls. However, most P.E. teachers are limited by the facilities at

their site. Many only teach outside, where it is difficult to manage the use of posters, word walls,

and writing spaces. Some felt that the best they could do was to collaborate with the classroom

teacher, having that teacher do the reading and writing activities, while the physical education

teacher taught related movement activities. I see that as idealistic, but not realistic, as the

collaboration and management of over twenty different classes could become overwhelming. One

would have to enlist the cooperation of all the teachers at a particular grade level, and that is not

very often possible.

A good opportunity to integrate language arts and physical education presents itself on

days with inclimate, cold, or hot weather, or on days with poor air quality due to pollution,

smoke, or high pollen count. On these days, P.E. classes often times must be held in a classroom

or loft area; restricting both movement and noise level. When this happens, it is a good time for

word puzzles related to physical education, fitness, sports, and health. These puzzles can include

word searches, crosswords, riddles and brain teasers, plexers, and word sorts. I have done a word

sort using only the letters found in the two words Physical Education'. I had a second grader

work on it for two weeks after our rainy day, and find one hundred and fifty words. It then

became a challenge to a fourth grader to find more than that. Rainy days are also a good time to

read books, have a book talk, or share the Sports Illustrated for Kid magaimes. Read some

poems from the books of poetry listed in the bibliography in Chapter 4, and write some class or

individual poems. Learning to Play, Playing to Learn (Other References in Appendix) also has

word games such as "My Aunt Tilly Willy" and "Going on a Picnic".


Because many teachers conduct their classes outside, computers are not accessible. The

only way to integrate the usage of computers would be to collaborate with the classroom teacher,

or computer teacher or aide. I did £rnd a teacher resource that integrates lessons about the human

body and computers. It is listed with the resources in the appendix.

I have found many wonderful books to share with my students, and have found many fun

ways to incorporate the use of literature and writing in my classes. By integrating literature and

physical education, I hope to motivate the students to be find activities they will be interested in

participating in for a lifetime, understand the importance of maintaining a healthy lifestyle, and the

interest in reading more about fitness and health.

6 8


References

Brandt, R. (1991). On interdisciplinary curriculum: A conversation with Heidi Hayes

Jacobs. Educational Leadership, 49(2), 24-26.

Bristow, P., & Farsrup, A. (1981). Reading in health, physical education, and recreation

classes. Washington, D.C.: National Education Association.

Butler, C. (1980). When the pleasurable is measurable: Teachers read aloud. Language

Arts, 57, 882-885.

Carlson, T. (1995). We hate gym: Student alienation from physical education. Journal of

Teaching inPhysical Education. 14, 467-477.

California Department of Education. (1987). English-Language Arts Framework.

Sacramento, CA.

California Department of Education. (1994). Physical Education Framework.

Sacramento, CA.

Cutforth, N., & Parker, M. (1996). Promoting affective development in physical

education: The value of journal writing Journal of Physical Education, Recreation,

and Dance, 67(7), 19-23.

Early, M. (1991). Using wordless picture books to promote second language learning.

ELT Journal, 45, 245-250.

Ferguson, K., Yesalis, C., .Pomrehn, P., & Kirkpatrick, M. (1989). Attitudes, knowledge,

and beliefs as predictors of exercise intent and behavior in schoolchildren. lournal

of School Health, 59, 112-115.

Gabbard, C. (1993). Physical Education and the healthy child. Principal. 73(2), 13,

15-16.

Graham, G. (1995). Physical education through students' eyes and in students' voices:

Implications for teachers and researchers. Journal of Teaching in Physical

Education, 14, 478-482.


Jacobs, H., H. (Ed.). (1989). Interdisciplinary curriculum: Design and implementation.

Alexandria: Edwards Brothers, Inc.

Kane, K. (1994). Stories help students understand movement. Strategies, 7(7), 13-17.

Lapp, D., & Flood, J. (1994). Integrating the curriculum: First steps. The.Reading

Teacher, 47, 416-419.

Lapp, D., Flood, J., Fisher, D., & Cabello, A. ( in press) Assessing second language

reading and writing developmentally.

Pinnell, G.S. (1985). "Ways to look at the functions of children's language." Observing

the Language Learner, Newark, DE: International Reading Association.

San Diego City Schools. (1997) K-12 criteria for balanced literacy. Unpublished

manuscript.

Tannehill, D., & Zakrajsek, D. (1993). Student attitudes towards physical education: A

multicultural study. Journal of Teaching in Physical Education, 13, 78-84.

Tinajero, J.V. (n.d.). Students acquiring English: Emergent literacy in the second

language. Paper presented at the 18th Annual Reading/Language Arts

Conference, San Diego, CA.

Vars, G. (1991). Integrated curriculum in historical perspective. Educational Leadership,

42(2), 24-26.


Appendix A

Integrating Physical Education and Language ArtsSURVEY

Please circle the answer that best describes how you use any language arts materials inyour program. A 5 will be circled for always, or almost always, 4 means usually, 3 meanssometimes, 2 means not very often, and 1 means almost never, or never. If you do not teach atthe grade levels given, circle NA for not applicable.

1. I incorporate the use of reading or listening to stories in myK-2 lessons 5 4 3 2 1 NA3-4 lessons 5 4 3 2 1 NA5-6 lessons 5 4 3 2 1 NA

2. I incorporate other types of reading, other than books, in myK-2 lessons 5 4 3 2 1 NA3-4 lessons 5 4 3 2 1 NA5-6 lessons 5 4 3 2 1 NA

3. I incorporate the use of writing in myK-2 lessons 5 4 3 2 1 NA3-4 lessons 5 4 3 2 1 NA5-6 lessons 5 4 3 2 1 NA

4. I incorporate the use of active listening skills in myK-2 lessons 5 4 3 2 1 NA3-4 lessons 5 4 3 2 1 NA5-6 lessons 5 4 3 2 1 NA

5. I incorporate the use of verbal skills in myK-2 lessons 5 4 3 2 1 NA3-4 lessons 5 4 3 2 1 NA5-6 lessons 5 4 3 2 1 NA

6. I incorporate the use of computer skills in myK-2 lessons 5 4 3 2 1 NA3-4 lessons 5 4 3 2 1 NA5-6 lessons 5 4 3 2 1 NA

71


Integrating Physical Education and Language ArtsQUESTIONNAIRE

A. List 5-10 books that you have used, or intend to use with a lesson. Please tiy to include at

least one book that you have used already this year, at least one book you intend to use later this

year, and at least one book you have used in past years.

1

2.

3.

4.

5.

6.

7

8.

9.

10.

TITLE ALIIRQR GRADE LEVELusEa3E111

72


Think about the books you listed above. Please tell how you found out, or discovered about the

use of this book for your P.E. classes?


Please pick five- ten books listed above. Briefly describe a lesson that incorporates the use of each

book.

7 4


If you incorporate the use of writing in your classes, briefly describe how it is used.

5


If you incorporate the use of computers in your P.E. classes, briefly describe the programs you

use, and how they are used in your classes.

7 11


Briefly describe any reading, other than books, that is done in your classes.

7 7

Appendix B

Other Resources

Books and Publications


Carnes, C. Awesome Elementary School Physical Education, Awesome Primary PhysicalEducation Activities, and Awesome Upper Grade Action UnitsThese reference books have many activities and games that integrate the curriculum. CliffCarnes also presents workshops about Multidisciplinary Movement and Fitness Activities.

Fields, S., Paradise, B., Razo, M., Edwards, R., (ed.) Physical Education Times.This is a bi-monthly news letter compiled by mentor teachers in the San Diego Unified SchoolDistrict, and sent to each elementary school in the district. This newsletter was previouslywas entitled PE News,

Gillespie, J.T. (1998). Best Books for Children.A reference book about children's books. Look under the following subjects: Sport Stories,Trivia, Sports Figures, Athletics, Athletes, Sports and Games, Health and the Human Body,Recreation, Alphabet, Concepts, and Counting Books, Jokes, Puzzles,Riddles and WordGames, Biographies of Sports Figures, Hobbies, Realistic Stories, Fiction for Older Readers;Sports Stories, Music, Physical and Applied Sciences.

Kapp, K.N. (1997). Technology Connections for the Human BodyThis is a teacher resource workbook at the intermediate level for integrating computertechnology with lessons about the human body.

Kirchner, G. (1978). Physical Education for Elementary Education.A methods book with some games and activities mentioned in the annotated bibliography(figure 2) in Chapter 4.

Matt, ChristopherHas authored many children's chapter books about sports. For anyone in grades 2-6 who isinterested in that genre.

Nichols, B. (1992). My Body.This book has pictures and ideas to use in units about the human body.

Pangrazi, R., & Dauer, V. (1992). Dynamic Physical Education for Elementary School ChildrenA methods book about teaching physical education at the elementary school level. Includesgames and activities listed in the bibliography (figure 2) in Chapter 4, plus many others.

Rohnke, K. (1994). The Bottomless Bag Again.Great games book! Also the author of EnnaSniff and The Bottomless Bag.


Steffens, C., & Gorin, S. (1997). Learning to Play, Playing to Learn.This is a book of low or non-aggressive games and activities. It includes games that integratephysical education and other academic areas.

Music

Baseball's Greatest tilts

Baseball's Greatest Ifits, Let's Play 11

Greg and Sjeve Present Kids in Motion, Animal Action, Shadow Dancing

Disney Classics L The Ugly Bug Ball

Videos

Bicycle Safety Camp, presented by the makers of Triaminic.This video is available through the san Diego City Libraries.

Casey at the Bat, Fairy Tale Theater, presnted by Shelley DuvallAnother version of the poem, good for compare and contrast.

Gymnastics Golden MomentsThis video shows routines performed by many gymnastics greats.

Websites

Amazon Books, Music and Tapeshttp://amazon.comThis website will review books, music, and tapes, and will link you to other related material.Look under some of the same subjects listed under Gillespie (1998).

CA PE Home Pagehttp://www.stan-co.K12.ca.us/calpe

Elementary Physical Education Activitieshttp://www.sandi.net./Green

PE CentralVA Tech/Gearge Grahamhttp://PE.Central.vt.eduIdeas and lesson plans, including integrated plans

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DOCUMENT RESUME AUTHOR Schumacher, Joy … DATE 1999-07-12 ... Office of Educational Research and...

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Transcript of DOCUMENT RESUME AUTHOR Schumacher, Joy … DATE 1999-07-12 ... Office of Educational Research and...