Bookbug Picture Book Prize 2018 learning resourceCreative activities for the three shortlisted books

CFE Levels Early and 1 (Age 3-7)

Contents1 Who are these resources for?

2 See the authors reading their books

2 Activity for all books: shared reading

2 Activities for Gorilla Loves Vanilla

7 Activities for Little Owl’s Egg

10 Activities for The Fourth Bonniest Baby in Dundee

14 Resources for pupils with additional support needs

Who are these resources for? These resources are designed to be of use to any nursery teacher, primary teacher or librarian looking to use the three shortlisted books in the Bookbug Picture Book Prize 2018 as an inspiration for cross-curricular learning. As well as this, the resources will also help you to create a buzz about the shortlisted titles and the Bookbug Picture Book Prize.

Remember that every P1 child in Scotland receives the P1 Family Bag, which contains the three shortlisted books. It also contains an activity book for parents and children – this can be a great way to create a link between school and home, as pupils do fun activities based on the books they’ve been introduced to in school.

www.scottishbooktrust.com/bpbp

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See the authors reading their booksYou can find videos of the authors reading their books on our website. Each video contains a full read through, as well as a special activity idea from each author. You’ll find the videos and find lots of other information about the Bookbug Picture Book Prize at www.scottishbooktrust.com/bpbp.

Activity for all books: Shared ReadingShared Reading Outcomes for younger pupils: Lit 1-11a. Outcomes for older pupils: Lit 2-03a, Lit 2-11a, HWB 2-13a,

Shared Reading is a great way for older and younger pupils to share and discover books together.

Shared Reading involves older pupils reading picture books out loud to younger pupils. It hands the older pupil the responsibility of making sure a young child enjoys discovering a book, and is a great boost to older pupils’ confidence, especially if they do not see themselves as readers initially.

For a complete introduction to shared reading, including case studies, videos and a unit of activities to take you through the process, check out this page: http://www.scottishbooktrust.com/learning/learning-resources/resource/how-to-run-a-shared-reading-project

Gorilla Loves VanillaWritten by Chae Strathie and illustrated by Nicola O’Byrne

There’s a queue for ice cream cones at Sam’s Sundaes, and the animals in the queue have some strange requests. Sam whips up blue cheese ice cream for Mouse, fish finger Ice Cream for cat, and even worm ice cream for Chicken. When Gorilla shows up, no one’s quite sure what he’ll order, and his choice surprises everyone! Your pupils will love seeing the various wacky ice cream creations, and the book provides a great opportunity to talk about difference and sharing.

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Using the book as an ice breaker with a new class LIT 0-02a, LIT 0-09a, HWB 0-10a, HWB 0-14a

All of the characters like different flavours of ice cream. Encourage your class to find out about each other’s favourite things – there are lots of different activities you can do to get them chatting:

Gather pupils in a circle and introduce a large ball – a beach ball is preferable. Tell the pupils something that you like, then choose a pupil to throw the ball to, and ask them to tell the group something that they like. Once they’ve answered, ask them to throw the ball to another pupil and repeat the process.

To encourage variety in pupils’ questioning, you can give each pupil a fun-size packet of coloured sweets, and assign a different question to each colour. As pupils take a sweet out of the bag, they can ask the question assigned to that colour of sweet. See more here: http://bit.ly/CandidCandy

You can also encourage variety and choice in pupils’ questioning by writing different questions on a large ball, and asking pupils to throw the ball to each other, asking a question of their choice to the recipient. See an example here: http://bit.ly/TellABeachBall

If you don’t want pupils to throw and catch, the ball can be passed or even rolled across the circle.

Learning about sharing and difference HWB 0-01a, HWB 0-05a, HWB 0-10a, Lit 0-09a

This is a good activity to follow on from the previous one, where pupils learned about each other’s favourite things. Alternatively, you can have this discussion after reading the book.

Discuss the following with your pupils:

All of the characters like different ice cream flavours. What foods do you like and dislike? What about your classmates – do they like different foods from you?

What activities do you like? What about your classmates? Do you think it would be good if everyone liked exactly the same things as each other? Do you think that friends have to like exactly the same things as each other? Can you

be friends and not like the same things?

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Food chains SCN 1-02a

The chicken wants a cone full of worms, which can lead nicely in to an introduction to food chains.

Here are some resources to help you introduce food chains:

This short BBC video talks generally about how food chains work: http://bit.ly/FoodChainsBBC

This short presentation and game from the RSPB gives a slightly more in depth explanation: http://bit.ly/FoodChainChallenge

This card sort activity from TES is also useful – you’ll need to create a free login for the site to access the resource: http://bit.ly/FoodChainsTES. You could choose to cut off the text on the cards and ask pupils to get in groups, take a card each and stand in the correct order.

Make some ice cream HWB 0-30a, TCH 0-04a

The following video tells how you to make some simple ice cream with a couple of zip bags: bit.ly/NiceIceBaby

As you go through the activity, there’s a great opportunity to talk about the ingredients and help pupils understand where they came from, as well as the sugar and its potential effect on the body. It’s a good chance to point out why ice cream should be an occasional treat!

Write a book as a team LIT 1-31a, EXA 1-03a

Chae Strathie and Nicola O’Byrne worked together to create the book, one writing the text and the other creating images.

Explain the concept of an author and illustrator to your pupils. This would be a good opportunity to get pupils talking about different books by different authors and illustrators, to see which ones they prefer.

After this, tell pupils that they are going to work in pairs. One of them is going to be an author and come up with a character; the other is going to draw a picture of that character. Then, they’re going to swap roles.

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Ask each pupil to think of an animal character, and to think of one thing that character loves. It could be a food, like Gorilla in the book, or it could be an activity or a person: eg, Giraffe loves a bath, Cat loves his hat. They don’t need to rhyme, unless you’re looking to develop pupils’ skills in this area.

Ask each pupil to describe a few physical details about their character. Now, each pupil can draw a picture of the other’s character pictured with the thing they love.

You could use this activity as a launchpad for some story writing or storybuilding too!

Opposites MNU 0-01a

The customers at the ice cream shop come in all shapes and sizes, from a tiny mouse to a huge gorilla.

You can introduce Early Level pupils to small and large animals by reading them some of the following stories:

The Lion Inside by Rachel Bright and Jim Field: http://bit.ly/LionInside Monster in the Hood by Steve Antony: Big! By Tim Hopgood Oi Dog! by Kes Gray, Claire Gray and Jim Field Actual Size by Steve Jenkins The Snail and the Whale by Julia Donaldson and Axel Scheffler

This could lead to a discussion about opposites: short and tall, large and small, slow and fast, etc. You could ask pupils to make up stories with a pair of opposites. For example, what kind of problems might a very short animal run into, and could a tall animal help it out?

First Level task - Big and small animals MNU 1-03a, MNU 1-20b, MTH 1-21a, Lit 1-14a, Tch 1-03b

At First Level, ask pupils to find out about three very large animals and three very small ones. How tall is each animal, and how much do they weigh? Ask pupils to sort the animals in order of height or weight. Then, ask them to subtract the smaller weights from the larger ones to find the difference between each animal’s weight. Ideal pages for pupils to study include:

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Elephants: http://bit.ly/2au6ju8 Giraffes: https://simple.wikipedia.org/wiki/Giraffe Polar bears: https://simple.wikipedia.org/wiki/Polar_bear Rabbits: http://encyclopedia.kids.net.au/page/ra/Rabbit

For older readers, the Animal Corner website is a good place to navigate, and contains height, length and weight statistics for most animals: https://animalcorner.co.uk/.

Kids.Net is also a great place for pupils to search for child-friendly, safe information: http://www.kids.net.au/.

As an extension, pupils can plot the various heights and weights on a graph.

Numeracy: role play windows MNU 0-09a, MNU 1-09a, EXA 0-14a, EXA 1-14a

A role play window allows children to act out real life scenarios and provides a variety of cross-curricular learning opportunities.

Create a mock-up of a café or ice cream parlour window. You can see a good example here: http://bit.ly/RolePlayCafe

This provides learning opportunities at different levels. Early Level pupils can use the window as a free play space, playing in role as shopkeeper and customer. Further up the school, the window can be used as a place to learn about money. Pupils can also design menus and signs.

Some songs and rhymes Exa 0-16a

If you want to build songs and rhymes into your work around the book, here are a few great selections which feature animals from the book:

Three Blind Mice: http://bit.ly/ThreeMiceBlind Hickory Dickory Dock: http://bit.ly/BBCHickoryDickoryDockA Cat Came Dancing - http://bit.ly/CatCameDancing Hey Diddle Diddle: http://bit.ly/heyDiddleDiddle Chick, Chick, Chicken: http://bit.ly/LayALittleEgg

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Although nursery rhymes featuring gorillas are hard to find, there are some featuring their main habitat, the jungle: http://bit.ly/DownInJungle

Further activities

If you’re interested in exploring more of Chae’s books in the classroom, check out our resource here: http://bit.ly/LearnChae

If you and your class enjoyed Gorilla Loves Vanilla Lit 0-11a

Check out our list of funny books: http://bit.ly/LaughingBks

Little Owl’s EggWritten by Debi Gliori and illustrated by Alison Brown

Little Owl has a problem: his mummy has laid an egg, which means there’s a new baby owl on the way. And Little Owl doesn’t think his mummy needs a new baby owl. But, says Mummy Owl, what if it’s not an owl inside the egg? What if it’s a penguin, or a crocodile, or a dragon? But none of these feel quite right, and in the end Little Owl thinks that a new baby owl might be just what he wants. This is a beautifully illustrated story which will create lots of discussion and provide lots of fun as pupils suggest what else could be inside the egg…

Hold a party for the new baby owl EXA 0-02a, EXA 1-02a, LIT 1-28a, MNU 0-09a, MNU 1-09a, MNU 1-09b, HWB 0-30a

Little Owl is eventually excited about the new baby owl hatching. Can your pupils help him to celebrate? Ask them to help Little Owl plan a party, designing posters, invitations and placemats. You could ask them to plan a menu of party food, and budget for food and decorations. If you go ahead and hold a party, why not invite parents along to see some of the work your pupils have been doing? This could be a good platform to gift the Primary 1 bags if you’re a P1 teacher.

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They can also think of some gifts for the new baby owl. Little Owl has a scarf with a pattern – can your pupils design a pattern for a new scarf?

Make a Papier Mache egg and re-tell the story EXA 0-02a, LIT 0-09a

In Debi’s author video, you’ll see a papier mache egg sitting beside her as she reads the book: http://bit.ly/DebiReadsOwl

Here are some handy instructions for making papier mache eggs with your pupils: http://bit.ly/EggMache

The finished eggs would make good props for re-telling the story to others. Your pupils could also make puppets of the different animals that Mummy Owl mentions.

Writing: what if? LIT 1-14a, LIT 1-28a, SCN 1-02a, EXA 1-14a

What would happen if there really was a penguin inside the egg? Could your pupils find out all about penguins and give Little Owl some advice to help him look after his new friend?

Ask your pupils to find out what penguins like to eat, what kind of temperatures they like to live in and what activities they like to do (sliding and swimming). Ask them to write a short letter to Little Owl, or draw some pictures to show him how to look after the penguin.

The penguin might need to go home to Antarctica! If so, how would your pupils get there? Could they act out the journey?

Find out about trees and leaves LIT 0-26a, LIT 1-25a, SCN 1-01a

The first double page spread show Little Owl and his mummy inside the cavity of a tree; this is where owls tend to make their homes.

To encourage your pupils to find out about trees, you can use the following resources:

This BBC clip tells pupils all about the life of an oak tree: http://www.bbc.co.uk/education/clips/z6bvr82

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This longer clip may also be useful to find out about trees and forest wildlife: http://bbc.in/2iLz7kX

This presentation on the TES website will help you introduce different types of tree to pupils (you’ll need to create a free login): http://bit.ly/2iLvo6F

After you’ve used these resources to introduce your pupils to a few different types of tree, head out to a natural space and try to identify different types of tree. This Tree ID sheet from Woodland Trust is very handy for this task: http://bit.ly/2iLCzff. For younger pupils, this ID sheet asks them to simply arrange leaves by colour, shape and size rather than tree type: http://bit.ly/2iLEMr0

After this, ask pupils to record their findings in some way, describing the physical characteristics of the trees they’ve found, as well any wildlife that lives in or feeds from the tree. You can choose different ways of doing this: annotated photo galleries, narrated digital stories, illustrations, reports or creative texts like poems are all good ways for pupils to record and share their findings with others. For older pupils, the next activity might present a good option!

Numeracy activities MNU 0-02a

For Early Level, the book provides opportunities to count things: the number of leaves on each double page spread, or the number of ants and worms early on in the book. If you go out on a woodland walk with pupils, encourage them to collect the same amount of leaves as they found in the book.

Some songs and rhymes Exa 0-16a

A Wise Old Owl: http://bit.ly/WiseOldOwl A selection of owl rhymes: http://bit.ly/OwlRhymes

You could also adapt this song to be about forest animals: http://bit.ly/WalkJungle. Pupils could make up actions for each animal. For example:

Walking through the forestWhat did I see?Two little owlsSleeping in a tree

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Walking through the forestWhat did I see?Two little squirrelsRunning up a tree

Other couplets that might work are ‘two little wood mice/running after me’ and ‘two little blackbirds/flying after me’.

If you and your class loved Little Owl’s Egg Lit 0-11a

Check out our list of books about owls: http://bit.ly/OwlBooks

The Fourth Bonniest Baby in DundeeWritten by Michelle Sloan and illustrated by Kasia Matyjaszek

There’s a contest to find the bonniest baby in Dundee! The baby in this story is bound to win – he’s a wee delight and wows all the grannies on the bus. But on the trip to the contest, a series of mishaps turn him into the muckiest baby in Dundee! This book is a fun little journey towards a delightful and unexpected outcome, and gives its readers a walk through the city of Dundee, taking in a number of local attractions.

Numeracy, enjoyment and choice in reading MNU 1-02a, MNU 1-03a, Lit 1-11a

The book introduces the concept of ordinal numbers. The baby is the fourth bonniest baby in Dundee, but what’s the top favourite book in your class, and the second, and the third?

Ask pupils to read the three shortlisted books. Make a tally chart where pupils can indicate what their favourite book was, making sure that it’s big enough for everyone to see. As a class, count up the votes for each book, and write down the total for each one. Which is the favourite book, and the second and third? After this, you could ask pupils to make a display or a bar chart to show the results. Also, why not invite parents or another class in

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and see which book is their favourite? A parent event is the ideal opportunity to gift the Primary 1 Family Bag if you’re a P1 teacher.

Explore your local town LIT 1-28a, EXA 1-02a

The bus in the book has ‘Explore Dundee’ written on the side. If your pupils were touring someone round their home town, where would they take them? Could they create an illustrated Top Five guide to local attractions, and draw a map showing how to get there?

Bus tickets LIT 1-28a

The bus is a major feature of the story. Your pupils could design tickets for a bus journey – perhaps they could list all the stops for the destinations they came up with for the previous activity. They could design different tickets for longer and shorter tours of their home town, and write different prices for different journeys.

Routines EXA 0-02a, LIT 0-09a

The girl gives her baby brother a wash and combs his hair. This can be a good lead in to a discussion about routines.

Ask your pupils what routines they follow at home and in school. What do they do in the morning and at bedtime, for example? Ask pupils to keep a diary of their school or home routine, either in written or pictorial form, and ask them to talk to you or their group about it, or use a puppet or soft toy to act out their routines.

This is a good opportunity to experiment with building reading into their routines! Have a read of this blog from Stobhill Primary, who came up with a Big Bedtime Read project, for inspiration: http://bit.ly/bedtimestr

Running and exercise HWB 0-28a

The girl and her mother have to run really fast to get to the contest, and this can lead to discussions about exercise and how it affects our bodies.

You could register your pupils to take part in a Daily Mile, an idea conceived by St. Ninian’s Primary School in Stirling, which has now become a UK-wide movement! There

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are lots of potential benefits for children’s physical and emotional wellbeing. Find out more here: http://thedailymile.co.uk/

You could also play the Run Through the Jungle game as another fun way to exercise: http://bit.ly/RunThroughJungle

Afterwards, you can ask pupils how exercise can produce changes in the body. Do they notice anything happening to their body during exercise? Perhaps you could produce a 2D model of the human body, ask them to label different parts, and discuss which different parts of the body they have used in different exercises.

After this, why not ask your pupils to make a presentation to persuade other classes to exercise more? They could produce a photo diary of themselves taking part in different exercises to inspire others, and use the 2D model as a prop to explain how exercise affects the body.

Writing/storybuilding – background characters Lit 0-09a, Lit 0-31a

There are lots of people and animals in the background of many of the spreads in the book. Can your pupils make up stories about some of these characters?

For younger pupils, you can build stories, gathering pupils in groups and giving them a character and/or setting to work with. For instance, you could use the dog in the car near the end of the book. Ask pupils questions to set the scene for the story – where is the dog going? Who is it going there with? Your character needs to have a personality, so ask pupils what this dog is like – friendly, excitable, brave, shy, timid? Once the group has settled on a plot point that everyone likes, you can move on.

After this, get pupils to suggest surprises or problems that could happen to the character. Could they find something or meet someone? For instance, could the dog meet another animal in need of some help? Again, try to get the group to agree on a plot point before you move on.

Finally, ask pupils how the character solves the problem, and how things turn out in the end.

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After the storybuilding session, pupils can act out or write down their stories and perform them to others.

Scots posters LIT 1-28a, MLAN 1-13a, MLAN 1-05a

The book has a few Scots words – ‘bonnie’, ‘bairn’, ‘claggy’ and ‘clarty’.

Find out how many Scots words your class knows. This presentation from the Scots Hoose website might be helpful to start out: http://bit.ly/ScotHooseWords. You might also want to ease pupils in to Scots by asking them to translate parts of the book into Scots.

Ask your pupils to design posters for a bonnie baby contest, written in Scots. These can include contest rules, prizes and directions to the venue.

Check out this blog for more ideas to introduce Scots to your pupils: http://bit.ly/ScotsBeginners

Here are some more Scots books to read to young learners:

You could try the titles on our book list: http://bit.ly/ScotsforTots Itchy Coo publishes many Scots versions of classic picture books in different dialects,

as well as original titles: http://www.itchy-coo.com/

Some songs and rhymes Exa 0-16a

The Wheels on the Bus: http://bit.ly/TheWheelsOnTheBusBBC

If your pupils enjoyed learning about Scots, you can find some Scots songs and rhymes in our library: http://bit.ly/SongRhymeBookbug

If you and your class loved The Fourth Bonniest Baby in Dundee Lit 0-11a

Check out our list of books about buses: http://bit.ly/BusBooks

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Activities and communication resources for children with Additional Support Needs (ASN)The following activities are based on a standard activity from each of the 3 books, but have been adapted to make them more accessible for children with ASN and/or communication support needs.

Printable symbol boards and vocabulary sheets, in PDF format, to aid communication will be available soon for each individual activity and can be downloaded at www.booksforall.org.uk/bpbp under ‘Teacher Pack Activities.’ You will also find symbol resources to accompany the 3 short-listed books and to assist in the voting process here.

The symbol boards can also be used as overlays with recorded voice output in the GoTalk 9+ communication aid http://www.inclusive.co.uk/go-talk-9-p2072)

All of the symbol resources can also be downloaded from the Scottish Book Trust’s website at http://scottishbooktrust.com/learning/learning-resources/resource/symbol-sheet-resources-for-the-bookbug-picture-book-prize-2018.

Gorilla Loves Vanilla: Create your ‘Dream Ice Cream’HWB 0-01a, HWB 0-05a, HWB 0-10a, Lit 0-09a

This activity encourages children to think about their dream ice cream!

Talk about different flavours and preferences and how we all like different things. What is their favourite flavour? Have they tried them all? Do they prefer a cone or a bowl? Practise using the negative too e.g. sprinkles, not, yummy. Talk about what extras they might like to try e.g. flake, chocolate chips and flavour of sauce e.g. chocolate, sauce.

Extension activities might include talking about other food that they like or dislike e.g. using food picture cards. You could also discuss how other people might have different likes and dislikes to them e.g. food, activities, music.

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Little Owl’s Egg: Find Out about trees and leaves LIT 0-26a, LIT 1-25a, SCN 1-01a

This activity encourages children to think about and name the different parts of a tree.

Talk about how the tree grows and changes, e.g. growing branches from the trunk. What happens in the autumn? Talk about the leaves and fruit falling to the ground. But some leaves don’t fall, practise using the negative too e.g. leaves, not, fall down. Also, think about the creatures that live in and around trees and might eat the fruit and leaves on the tree. Which part of the tree do they live in? Talk about the parts of the tree that they might eat or not.

Extension activities might include describing the changing colours of trees and their leaves with a colour vocabulary sheet or talking about other creatures that live, climb, swing or perch in trees.

The Fourth Bonniest Baby in Dundee: Daily Routines EXA 0-02a, LIT 0-09a

This activity encourages children to think about morning and bedtime routines.

Talk about what things they do at each time of day and which they do at both times e.g. brushing their teeth. Which order do they do them in? Is it always the same? Practise using the negative too e.g. bath, not, in the morning. Also, think about which ones they like doing or don’t like doing!

Extension activities might include talking about the food and drink we might have at these times of day e.g. using food picture cards. Also, why are these daily routine activities important? You could also discuss which stories they like to read at bedtime or in the morning and the reasons why.

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