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Have the student choose a favorite animal and create at least two representations of that animal, such as a realistic sketch or a collage illustration.

Ask the student to think about challenges they have faced. Encourage them to discuss how they felt and how they grew from, or were changed by the experience.

In Literacy Beginnings, Third Edition, Irene C. Fountas and Gay Su Pinnell bring a refreshed perspective along with their characteristically rich, comprehensive, and practical insights to the frontier of early literacy.

Have the student put together a small box filled with five items that relate to special memories in their lives. Invite the student to share their memories.

Have the child dampen a paper towel, put it in a plastic bag with a dry lima bean, and tape the bag on a window where it will get sunlight. Have the the child record the changes.

Have the student discuss ways that animals and people are similar and different when it comes to journeys. Brainstorm a list of reasons why people travel and a list of reasons why animals travel.

Together, view materials that illustrate the passage of time, like aerial photos of the same area at different points in time. Discuss the details that demonstrate the passage of time, and how they make the student feel.

Invite the student to pick a book they have read recently and to write an additional story inspired by the book. For example, the story could be about what happened before the book began or after the book ended.

Have the student draw a large illustration of an animal. Have them find interesting facts about the animal and write a short summary to accompany the drawing.

Talk with the student about how they have changed over time. Have the student draw two pictures of themselves: one from the present, and one from a year or more ago.

Have the student read a selection of pourquoi tales, like Why Mosquitos Buzz in People's Ears, Cat and Rat, etc. Talk about the different cultures represented in the books they read.

Attend one or both of these grade-ranged three-day institutes to gain a deeper understanding of the LLI system, and how to use the system to provide more effective teaching to your students.

Share a book that has a strong author point of view on a societal issue. Have the student choose one or more facts or ideas from the book and do further research.

Get flowers that are well hydrated and still in bud form or that are freshly bloomed. Demonstrate for the student how to press a flower until it is completely dry.

Introducing the Fountas & Pinnell Classroom™ Colección de Lectura compartida, a new Spanish Shared Reading Collection for grades PreK-2.

Everyone has something that they are good at. Invite the student to identify and develop a skill or talent they are passionate about. Have the student can keep a journal to track their progress.

Discuss with the student what "endangered" means, and why some animal populations disappear. Have the student research an endangered animal of their choice.

Invite the student to keep a drawing journal for one month, spending about 5 to 10 minutes each day to capture objects or moments from their daily life.