After reading The Power of Yet, students will work together to brainstorm a list of things that they cannot do YET. After completing this list, they will practice writing on their own. Kindergarteners will receive dotted sentence stems to trace to improve their writing skills while maintaining the teaching of the growth mindset.

After reading Ada Twist, Scientist, students will be provided with a variety of tactile STEAM bins. With these, they can create their own machine, so they too, can display perseverance as Ada did. This will allow students to problem-solve and try new methods while building.

Students will engage with their family members at home after reading The Koala Who Could. They will be tasked to change one thing in their nighttime routine, to try to feel how Kevin the Koala felt about the changes in his routine. This will allow me to establish a home-to-school connection, while the students can establish a text-to-self connection!

After reading Stacey's Extraordinary Words, students will practice their words, just like she did! This will give them the space to practice their newfound skills of perseverance and never giving up! We will go through the book as a group, picking out words we do not know. We will discuss the meanings of those words and use them in sentences. Following this activity, students will be broken up into small groups where they must match the word to the picture.

Students will work on sequence of events after reading Salt in My Shoes. As we read, we will add events to our time line one by one. This will help students better understand chronological order and apply it in their own writing.

Stand Tall, Molly Lou Melon discusses bullying and how we can interrupt it. We will practice this by creating a strengths and compliments wall in our classroom. We will have a discussion and students will follow the sentence stems, "I think ____ is strong because _____", and "I think _____ is amazing because___". The teacher will write them on the board and hang them up on the wall to act as a reminder to be kind, empathetic, and loving to one another.

Swimmy encourages readers to see the power in their unique qualities. For this engagement, the entire class will go around the room, sharing their favorite quality about themselves and why. Following this, the teacher will create a "walk the room" worksheet where students need to match the quality to the person! This allows them to move around, and engage with friends, all while practicing their writing and connection skills.

The teacher will introduce the term "productive struggle" in an accessible way, discussing how exciting it is to have the opportunity to try something new. Tying to our text, Drum Dream Girl, students will choose an instrument that they would like to try, even if it sounds challenging at first! Students will have the opportunity to try different instruments around the room. Using sentence stems, kindergarteners will choose their favorite instrument and draw a picture to go along with their writing.

After reading The Little Engine That Could, students will go on their own adventure to prove to themselves they can accomplish anything with a positive mindset. The teacher will set up an obstacle course, utilizing an outdoor space or gymnasium, representing the large mountain the little engine had to climb. As they move through the course, they will be encouraged to say "I think I can!" as they approach challenging parts of the course, as well as motivating their peers to keep pushing forward! Following this activity, students will cut out, color, and glue a train together, with the phrase "I think I Can!" on it.

Emmanuel overcame physical feats that amaze and inspire individuals all over the world. With this activity, students will try new physical challenges including balancing on a balance beam, jumping over hurdles, and crawling under ropes. This allows students to connect the text with a physical experience in their own lives. Following the activity, we will conduct a class discussion about what was challenging and the tools we use to stay positive and motivated. To further extend our learning, we will create a story map of Emmanuel's life for students to color in and trace.

While reading Whistle For Willie, we will stop and emphasize important moments in the text to reinforce the idea of slowing down and comprehending what we are reading. Following our reading, students will be given a booklet titled "Willie's Whistle Journey". On each page, students will have the opportunity to write and draw the events of Willie in chronological order. (For example, students will write "Willie comes when Peter Whistles", and create an illustration of Willie and Peter, successfully whistling).

After reading Lion Lessons by Jon Agee, the teacher will create a Lion Training Camp in the classroom. Students will create lion headbands, practicing coloring and cutting skills. They will embark on a journey to become a lion, practicing their growl, looking fierce, and grooming their mane. Dramatic play is a wonderful tool for young learners to engage with literature and further comprehension skills. Following their "training", students will receive "Certified Lion" certificates, on which they will write their names on themselves.