NO Is All I Know (2024 MO Building Block Nominee): Home

Preschool & Kindergarten

Reading Engagement

• Connect: Identify a connection between myself and what my class is reading.
• Connect: Share about what my class is reading.

1 class period of 30 minutes

This lesson was created by Hope Hunter from Lucy Wortham James Elementary School. 

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Students will explore opposites through matching games, weaving, and sensory play, reinforcing concepts like over/under and rough/smooth in a fun, hands-on way. They will also share about what is being read and make a connection to the text. 

• NO Is All I Know! by Chris Grabenstein
• Activity 1: Opposite Cards
• Activity 2: Paper plates with slits cut into it one inch apart, colored strips of paper cut into one inch long sections
• Activity 3: A collection of opposite tactile items (soft/rough cloth, big/little, etc.)  Try to have a tray of items for each table group of students.

Learning Objectives: 

• Students will be able to identify a connection between themselves and what their class is reading. 
• Students will be able to share about what their class is reading. 

I Can Statements: 

• I can identify a connection between myself and what my class is reading.
• I can share about what my class is reading. 

Before Reading:

Today we will be reading NO Is All I Know by Chris Grabenstein. It seems that the main character, Oliver McSnow only knows how to say the word no. What word is the opposite of no? (Opposites are totally different than something else. ex. The opposite of up is down. The opposite of in is out.) Think of a time when someone asked you a question and you said no. After listening to the story, you will be able to make connections to what you heard, as well as, be able to share about what we read. 

After Reading:

• Why did Oliver go from always saying no to finally saying yes?
• What made Oliver change his answer?
• Did Oliver seem to enjoy himself when he always said no to everything? Why or why not?
• Describe a time when you felt like Oliver. What connection did you make to this story? 
• How did this story make you feel when Oliver switched from saying no to yes? 

Activity 1: Opposites

• Opposite Cards – Print and laminate opposite cards. Display half the cards on a felt board and distribute the opposites to children. Ask the children to match their opposite to the one displayed on the board. Modification: Pass out all the cards and have children find who has the card with the opposite of their card.

Activity 2:  Over Under Weaving

• Over Under (Weaving) – Cut lengthwise slits in the paper plate at least one inch apart. Cut 1-inch-wide colored strips of paper. Show children how to weave a colored strip of paper over and under the slits in the paper plate.

Activity 3:  Sensory Table

• Collect opposite tactile items and place them together on a wooden serving tray or narrow rimmed cookie sheet. Offer opportunities for the children to touch and manipulate items: sandpaper/soft material scrap, placing item in and out of a plastic cup or over and under a small pillow or cloth etc.

Story Discussion

• Ask students to share about what they read. 
• Ask students to make a connection between what they read and themselves. 

Opposite Cards 

• Observe if students correctly match their opposite cards on the felt board or with a partner.
• Ask students to name their opposite pair and use it in a sentence.

Over-Under Weaving 

• Check if students successfully wove at least one strip over and under correctly.
• Ask students to describe the pattern they created using "over" and "under."

Sensory Table 

• Observe as students interact with the items and identify opposite textures or positions.
• Ask students to describe one set of opposites they explored and how they felt.

Activity 1: Opposites  

• Provide visual cues, such as pictures on the cards, to help with recognition. Offer a smaller selection of pairs to make matching easier.
• Have students think of and verbalize additional opposite pairs beyond those on the cards. Encourage them to use their words in sentences.
• Instead of sitting, have students act out opposites (e.g., big/small, fast/slow) before finding their match.

Activity 2: Over-Under Weaving

• Use larger strips of paper and plates with wider slits for easier manipulation. Offer hand-over-hand guidance if needed.
• Encourage students to create patterns using multiple colors or different weaving techniques. Introduce new vocabulary like "pattern" and "sequence."

Activity 3: Sensory Table 

• Limit the number of objects presented at once to avoid overwhelming students. Allow them to explore textures before naming opposites.
• Ask students to explain why the objects are opposites and think of other pairs that fit the theme.
• Have students describe what they are feeling using descriptive language and compare their observations with a partner.