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Student Passport
5th Grade
Objectives
- Celebrate and embrace people’s cultural and ethnic backgrounds and differences.
- Explore and incorporate people’s differences to enrich learning and foster belonging.
"Pot of Coins" Money Counting Lesson
2nd Grade
Objectives Students will identify the name and value of different coins. Students will count the total value of a group of coins and find equivalent coin combinations. Materials Needed The Coin Counting Book by Rozanne Lanczak Williams Coin template or Plastic Coins or Magnetic Coins “Pot of Coins” activity mat Spinner template Paper bag Paper clips Pencils Scissors Before You Begin Print and cut out a set of coin templates for each student or pair of students. (You can also use real coins or a set of pretend coins.) Print the “Pot of Coins” activity mat. You will need one mat for every student in your class. Print the spinner template. You will need one spinner for every three or four students. Introduction Give a set of coins to each student so students can manipulate them throughout the lesson. Or have students work in pairs to enhance understanding. Read aloud The Coin Counting Book. As you read, pause periodically and challenge students to demonstrate the money concepts in the book using their coins.
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Elapsed Time
3rd Grade - 4th Grade
Objectives CCSS Math: Measurement & Data 3.MD.A.1: Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. 4.MD.A.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Materials Needed Lakeshore Magnetic Teaching Clock Lakeshore Student Clocks - Set of 12 “Elapsed Time Word Problems” activity page Elapsed time worksheet Introduction Ask a student what time school starts. Write this time on the board under the heading “Start Time.” Then ask another student what time school ends. Write this time next to the start time under the heading “End Time.” Ask, “From the time school starts to the time it ends, how much time elapses, or passes?” (Invite students to respond and explain their reasoning and calculations.) Hold up the teaching clock and demonstrate how to set the clock at the start time and count the hours and minutes until the end time. (Hint: Move the hour hand first and have students count the hours aloud with you. Then move the minute hand and have them count the minutes.) Explain to students that you are going to teach them some strategies to help them calculate elapsed time.
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Gingerbread Graphing
Pre-K
Objectives Students will create a picture graph and interpret the data on the graph. Students will use verbal clues and reasoning skills to solve riddles. Materials Needed The Gingerbread Man by Jim Aylesworth Gingerbread Man Hunt clues Gingerbread Man template Gingerbread Man Cookies reproducible Scissors Gingerbread Man cookies (one for each student) Cookie sheet Kitchen towel Tagboard or construction paper (brown) Tape Chart paper and marker Pom-Poms Peel & Stick Jewels Collage Buttons Glue Preparation: For the Gingerbread Man hunt: Work with other teachers and staff to set up a Gingerbread Man hunt around your school! Print out the Gingerbread Man Hunt clues. Distribute clues 2 - 6 to the teachers and staff in the clue locations. Explain that students will come to them for the clues, and they should pretend to have just seen the Gingerbread Man! Place the gingerbread cookies in the final location—the cafeteria or other eating area. (If you do not want to use real cookies, you can print and precut paper cookies using the Gingerbread Man Cookies reproducible.) Tape the first clue onto the cookie sheet and cover it with the kitchen towel. Set it aside. For the graphing activities: On chart paper, draw a graph with three columns. Along the bottom, label the columns from left to right: “Head,” “Arm,” and “Leg.” Title the graph “Which Part of the Gingerbread Man Did You Bite First?” Print copies of the Gingerbread Man Cookies reproducible. Cut out one paper cookie for each student. (If you decide to distribute paper cookies instead of real cookies at the end of the hunt, students can use those for the graphing activity.) Print the Gingerbread Man template and reproduce it onto brown tagboard or construction paper. You will need one for each student. Introduction Read aloud The Gingerbread Man by Jim Aylesworth. After the story, tell students that you have prepared a Gingerbread Man cookie for them to eat. (If you are not using real cookies, tell students you have made a paper cookie for them to use in a special math project.) Then take out the covered cookie sheet and pull off the towel. Act surprised as you announce, “Oh no, our Gingerbread Man has run away! Look, he left a note for us to read!” Read the clue aloud to students.
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Bundles of Beans: A Place Value Lesson
1st Grade - 2nd Grade
Objectives Students will understand place value. Students will explore the relationship between ones, tens, and hundreds. Materials Needed Place value work mat Spinner template Large dried beans (over 100 for each student) Craft Sticks (10 for each student) Glue Paper clips Pencils Introduction On chart paper or a chalkboard, draw a chart with three columns. Label the columns from left to right: hundreds, tens, and ones. Hold up a bean and ask students, “How many beans do I have?” Then write the numeral 1 in the ones column on your chart. Say, “If I add two more beans, how many will I have?” Write the numeral 3 beneath the 1 in the ones column. Explain, “When we have a number that is less than 10, we can show it by writing it in the ones column.” Then ask, “But what if I have 14 beans? Each of these columns can only hold one numeral. So how can I show 14 on my chart?” Write a 1 in the tens column and a 4 in the ones column. Reinforce the concept by pointing to each numeral and saying, “This means I have one ten and four ones—14.”
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Counting Apples
Kindergarten
Objectives CCSS Math/Counting & Cardinality K.CC.B.4: Understand the relationship between numbers and quantities; connect counting to cardinality. K.CC.B.5: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1?20, count out that many objects. Materials Needed The Very Hungry Caterpillar by Eric Carle Apple Doodle Apple Accents or large apple template and Construction Paper - 9" x 12" (red) Apple Tree counting mat Apple counters (20 per student) Thin-Line Permanent Markers - Black Photo of each student from the shoulders up (Photos shouldn't measure more than 4" high.) Construction Paper - 12" x 18" “I have ______ apples up on top!” writing frame Lakeshore Glue Sticks Safety Scissors Tape Preparation: Count out a set of 20 Apple Doodle Apple Accents and use a marker to number them from 1 to 20. Or, if you prefer, download and print out the large apple template and trace it onto red construction paper. Use scissors to make 20 large apple cutouts, and then number the cutouts from 1 to 20. Introduction Read aloud The Very Hungry Caterpillar by Eric Carle. As you read, point to the apples on top of the characters? heads and have the class count them aloud together.
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Valentine Add & Solve
Pre-K - Kindergarten
Objective Operations & Algebraic Thinking Solving addition and subtraction word problems using objects or drawings Materials Needed “Valentine Add & Solve” mat Number tiles template Addition strips template Candy hearts, small red buttons or pom-poms (10 per student) Posterboard Pocket chart Tape Glue Scissors Preparation Print the “Valentine Add & Solve” mat, number tiles template and addition strips template. Make enough copies for yourself and each student in your class. Then cut out the number tiles and addition strips. Take one mat, one set of number tiles and one set of addition strips and mount them on posterboard so you can use them in a pocket chart.
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Chinese New Year Celebration
Pre-K - 1st Grade
Objectives Students will listen to an oral reading of a nonfiction story about Chinese New Year. Students will recall and identify customs and traditions associated with this holiday. Students will create and use a dragon puppet to celebrate Chinese New Year. Materials Needed Dragon Dance: A Chinese New Year Lift-The-Flap Book by Joan Holub Dragon puppet template Chart paper Marker Red construction paper (cut into 12" x 2" strips) Glue Crayons Glitter (optional) Chopsticks (two per student) Curling ribbon Tape Scissors Introduction Read aloud Dragon Dance: A Chinese New Year Lift-the-Flap Book by Joan Holub. As you read, invite student volunteers to take turns lifting the flaps on each page. Discuss with students what is found beneath each flap.
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Sight-Word Study
Pre-K - Kindergarten
Objective CCSS Language: Reading: Foundational Skills RF.K.3c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Materials Needed Sight-word cards A New Pet Chalkboard or document camera Scissors Stapler Before You Begin Print out a copy of A New Pet for each student in your class. After printing them out, stack the full-page sheets in the following order, starting at the bottom of the stack: page 7/cover facedown page 1/page 6 faceup page 5/page 2 facedown page 3/page 4 faceup Then carefully fold the entire stack in half and make a crease. Keeping the pages together, unfold the stack and staple three staples along the length of the crease to make a spine. Be sure to staple through the top of the stack so that the tips of the staples are on the inside of the book. Introduction Display the sight-words can, have, I, not, that and you on a chalkboard or with a document camera. Explain to the class that there are many words you can “sound out” for the correct pronunciation, but there are some words that you should recognize by sight. These sight-words do not always follow the standard rules of letter sounds. As you point to each word, read the word aloud and have students repeat after you. Then point to each word again, calling on student volunteers to say the sight-word.
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What’s Next? Sequencing Story
1st Grade - 2nd Grade
Objectives Reading Literature Retelling stories and demonstrating understanding of the central message or lesson Describing characters, settings, and major events in a story, using key details Understanding and identifying sequence words (e.g., “first,” “next,” “then,” “finally”) Materials Needed Lost in the Fog booklet reproducible Lost in the Fog sequencing mat Lost in the Fog picture and sentence cards Best-Buy Scissors Lakeshore Glue Sticks Pencils Preparation Make a copy of the Lost in the Fog booklet reproducible, sequencing mat, picture cards and sentence cards for each student. Follow the directions to assemble each booklet. Introduction Give each student a booklet and ask students to follow along as you read the story aloud. Explain that authors use words like “first,” “next,” “then” and “finally” to help readers follow the order of events in a story. Challenge students to listen for these words as you read aloud.
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Fact Family Trees
1st Grade
Objective Students will identify addition and subtraction fact families to 10. Materials Needed Unifix® Cubes (or other linking cubes) Whiteboard or chart paper Marker Fact Family Work Mat Tree trunk template Apples template Baskets template Construction Paper - 9" x 12" (brown, red and green) Construction Paper - 12" x 18" (light blue) Scissors Glue Preparation: Reproduce the tree trunk template on brown construction paper, the apples template on red construction paper, and the baskets template on green construction paper. Each student needs one tree trunk, one set of four apples, and one basket. Introduction Introduce or review the concept of fact families with your students. Tell students that understanding fact families can help them remember related math facts. Use three linking cubes to demonstrate a fact family. Say, “If you know that 1 (hold up one cube) + 2 (attach the other two cubes) = 3, then it’s easy to remember that 2 + 1 = 3 (continue to demonstrate with the cubes), that 3 - 2 = 1, and that 3 – 1 = 2. They’re all related!” Write the four equations on the board or chart paper to reinforce the concept.
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Ten Little Turkeys: A Counting Lesson
Pre-K - Kindergarten
Objectives Understanding the relationship between numbers and quantities When counting objects, saying the number names, pairing each object with only one number name and each number name with only one object Counting up to 20 items in a line, rectangular array or circle, or up to 10 items in a scattered configuration; counting out objects up to 20 Materials Needed Turkey template Construction Paper - 9" x 12" (a variety of colors, including 10 pages of light brown) Duck Quills - Class Pack Help-Yourself Glue Tubes Marker Thanksgiving Counting Book reproducible Small Thanksgiving - themed stickers (55 stickers per student)
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Water Drop Experiment
4th Grade
Objectives Exploring the concept of surface tension Making and testing a hypothesis by estimating the number of water drops that can fit on a penny and testing their predictions Analyzing data by averaging and comparing figures Materials Needed Water Drop Record Sheet Pennies (one for each student) Eyedroppers Cups of water Introduction Ask students if they have ever seen a mosquito or other small bug sitting on the surface of a body of water. Explain that the surface of the water acts as “skin.” It tends to hold together because the water molecules are attracted to each other. This is called surface tension. Tell students that they are going to conduct an experiment that demonstrates how water molecules stick together to create surface tension.
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Shape Study
Kindergarten
Objectives CCSS Math/Geometry: K.G.1, K.G.2, K.G.3 Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres). Describe objects in the environment using the names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind and next to. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Materials Needed Mouse Shapes by Ellen Stoll Walsh Shape Hunt recording sheets Document camera or whiteboard (optional) Safety Scissors Lakeshore Jumbo Glue Sticks Shapes template Construction Paper (white and a variety of colors) 3-D Geometric Shapes Tub Attribute Blocks Shape & picture cards Shape sorting mat Zip-close plastic bags Pencils Preparation Print out several copies of the shapes template onto different colors of construction paper. (You may also want to cut out the shapes ahead of time for younger students.) Print out copies (either double-sided or on separate sheets) of the Shape Hunt recording sheets for each student. Introduction Read aloud Mouse Shapes by Ellen Stoll Walsh. Ask students to describe what the mice in the story did with the shapes. Have students point back to the story for examples of shapes used to make the objects that the mice hid from the cat.
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What’s the Weather?
Kindergarten
Objectives Students will observe and describe the weather. Students will compare and contrast weather conditions from one day to the next. Materials Needed Groundhog Weather School by Joan Holub Weather cards Weather Report sheet Indoor/outdoor thermometer Preparation Make five copies of the Weather Report sheet for each student and staple each set together. Introduction Tell students that February 2 is Groundhog Day. Explain the legend that goes along with this funny holiday. Every year on this date, a famous groundhog called Punxsutawney Phil emerges from the ground to “predict” the weather. If the groundhog sees his shadow, he is frightened and runs back underground. This means there will be six more weeks of winter. However, if the groundhog does not see his shadow, we will have an early spring! Next, read aloud Groundhog Weather School by Joan Holub.
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Reduce, Reuse, Recycle!
4th Grade
Objectives Students will match ecology vocabulary words to their corresponding definitions. Students will actively research ecology terms and demonstrate hands-on understanding of a variety of environmental issues that impact their community. Materials Needed Earth Book for Kids by Linda Schwartz Ecology Word and Meaning cards Pocket chart or bulletin board Scissors Pencils Reduce, Reuse, Recycle! graphic organizer Before You Begin Copy and cut out a set of Ecology Word and Meaning cards for each student. Make several copies of the Reduce, Reuse, Recycle! graphic organizer. Introduction As an introduction to Earth Day, read aloud Earth Book for Kids by Linda Schwartz.
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Amazing Ocean Animals
3rd Grade
Objectives Understanding and explaining how blubber helps sea mammals adapt to cold temperatures in the ocean Identifying the mammals among a variety of ocean animals Materials Needed Ocean Animal Picture Cards Thin rubber gloves (one per student) Vegetable shortening Bowls of cold water Quart-size zip-close bag Pencils and paper Scissors Before You Begin Download, print and cut apart the set of Ocean Animal Picture Cards. Fill the zip-close bag with shortening. Introduction Hold up each ocean animal picture card, asking students to guess which animals are mammals (the whale, dolphin and walrus). Explain that whales, dolphins and walrus are not fish, but mammals that have adapted to live in the ocean. Tell students that mammals are warm-blooded and that their body temperatures must remain constant, even in the cold ocean environment. Explain that one important adaptation of ocean mammals is the blubber, or thick layer of fat, that these animals have beneath their skin.
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What’s My Shape
Pre-K - Kindergarten
Objectives Students will identify shapes and their names. Students will identify the shapes of common objects. Materials Needed Mouse Shapes by Ellen Stoll Walsh Shape templates Construction Paper - 9" x 12" (variety of colors) “What’s My Shape?” reproducible Chart paper Scissors Marker glue Preparation: Print the shape templates and photocopy them onto different colors of construction paper. You will need one set of shapes for each student and an extra set for the lesson. Have an adult volunteer help you cut out the shapes. Introduction Read Mouse Shapes by Ellen Stoll Walsh. After you have read the story, ask students to name the shapes that the mice find in the story (square, triangle, rectangle, circle, oval and diamond). Explain to students that there is a mathematical name for the diamond. It is called a rhombus. List the shapes on chart paper, and then add “heart” and “star.” Tell students that they are going to learn about these shapes.
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Hooray for Earth Day!
1st Grade
Objectives Recognizing how their actions affect our environment Identifying positive steps they can take to protect our planet Materials Needed Earth Day—Hooray! by Stuart J. Murphy Chart paper Best-Buy Markers White Posterboard Stapler Earth Day book pages Before You Begin Copy, fold and preassemble a set of Earth Day book pages for each student. Staple each book together. Introduction Read Earth Day—Hooray! by Stuart J. Murphy. Ask children to help you think of ways to protect our planet and keep it healthy. Write their conservation ideas on chart paper.
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Bear-y Fun Button Sorting
Pre-K - Kindergarten
Objective Students will sort buttons by color, shape and size. Materials Needed Corduroy by Don Freeman Bear sorting mat Collage Buttons (or your own assortment of buttons) Glue Construction Paper - 9" x 12" Sorting by Season reproducibles File folder Resealable plastic bag Tape (or paper clips) Preparation: Print the bear sorting mat. Decide how you would like students to practice sorting: by color, shape or size. Label the three columns accordingly. For example, if you'd like students to sort by shape, you can label the columns ”square,” ”triangle” and ”circle.” Make a copy of the mat for each student or pair of students in your class. Introduction Read aloud Corduroy by Don Freeman. Discuss Corduroy’s search for his lost button.
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Number Sense Bingo
3rd Grade - 4th Grade
Objectives Students will build number sense. Students will use operations to solve math riddles. Materials Needed Candy hearts (one box per student) Bingo card reproducible Number Sense Bingo Riddles “Valentine Riddle” reproducible Bag or box
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Gumdrop Geometry
4th Grade
Objectives Students will identify geometry terms and correctly match them to corresponding figures. Students will build and identify angles, 2-D shapes and 3-D shapes. Materials Needed Geometry Match-Up Cards Geometric Figure Building Cards Recording sheet reproducible and answer key Toothpicks Gumdrops Paper plates Scissors Tape Pencils Preparation: Print and cut apart the Geometry Match-Up Cards. Put a loop of tape on the back of each card. Display the cards on the classroom board (or use a document camera), grouping the word cards on one side and the picture cards on the other side. Print a copy of the recording sheet reproducible for each student.
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Pilgrim Patterns
Pre-K - Kindergarten
Objective Students will identify and make repeating patterns. Materials Needed The Pilgrims’ First Thanksgiving by Ann McGovern Pilgrim templates Mayflower template Construction Paper - 12" x 18" (brown, blue and white) Help-Yourself Glue Tubes Safety Scissors Markers or crayons Preparation: Print out the Pilgrim templates on white paper. Each child will need a page of boy templates and a page of girl templates. Reproduce the Mayflower template onto brown construction paper. Make one copy for each student. Introduction Read aloud The Pilgrims’ First Thanksgiving by Ann McGovern. Lead students in a brief discussion about how it might have felt to be a Pilgrim child on the Mayflower. What would they be excited about? What would they be sad about?
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Teaching Tangrams
2nd Grade
Objectives Students will identify and compare 2-D shapes. Students will understand the difference between congruent and similar shapes. Students will create and extend patterns. Students will combine shapes to create new shapes. Materials Needed Grandfather Tang’s Story: A Tale Told with Tangrams by Ann Tompert Tangrams template or Tangrams Tangram picture-matching cards or Tangram Picture Matching Cards Pattern blocks template or Pattern Blocks “Shapes Gallery” activity mat Scissors Paper & pencils Preparation: Print and copy the tangrams template, tangram picture-matching cards, pattern blocks template and “Shapes Gallery” activity mat. You will need one copy of each for each student. You can cut out the tangram shapes and pattern blocks in advance, or have students cut them out during the lesson. (You also can use the Pattern Blocks, Tangrams and Tangram Picture Matching Cards for this lesson.) Introduction Read aloud Grandfather Tang’s Story: A Tale Told with Tangrams. Show students the seven tangram shapes (two small triangles, two large triangles, one medium triangle, one square and one parallelogram). Tell students that tangrams originated in China. The story introduced only a few of the many shapes and figures that can be made with tangrams.
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Rolling for Number Sense: Even and Odd Numbers
1st Grade - 2nd Grade
Objectives Students will classify numbers as even or odd. Students will recognize that even numbers end in 0, 2, 4, 6 or 8 and odd numbers end in 1, 3, 5, 7 or 9. Students will add numbers with sums up to 12. Materials Needed Dice Manipulatives Paper and pencils “An Odd Valentine” reproducible Red and blue crayons (one of each for each student) Introduction Introduce the concept of odd and even numbers. Tell students that even numbers end in 0, 2, 4, 6 or 8. Odd numbers end in 1, 3, 5, 7 or 9. To help students understand the concept, explain that an even number of objects can be divided equally between two people. Say to students, “If there are four cookies on a plate, two friends can divide them equally—each child can have two cookies. Four is an even number! But if there are three cookies on the plate, the two friends cannot divide them equally. Each child can have one cookie, and they would have to break the third cookie in half. Three is not an even number.”
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First Day Friendship Building
1st Grade
Objectives Introducing themselves to classmates Sharing something unique about themselves and learning something special about their classmates Understanding that they will work together as a community throughout the school year Describing people, places, things and events with relevant details, expressing ideas and feelings clearly Materials Needed First Day Jitters by Julie Danneberg Ball of yarn Puzzle piece template Construction paper (white) Scissors Crayons or markers Stickers (optional) Introduction Read aloud First Day Jitters by Julie Danneberg to your students. After reading, ask students to raise their hands if the book’s ending surprised them. (The main character in the story was the teacher, not a student!) Invite them to share why they, their classmates, or their teacher may feel nervous about the first day in a new classroom. Encourage them to share ideas of ways to overcome this feeling.
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Getting to Know Each Other
Pre-K - Kindergarten
Objectives Students will listen to a story about a raccoon that is anxious about the first day of school. Students will identify matching objects. Students will introduce themselves and answer a question about themselves. Students will recall another child’s name and state one fact about this child to the class. Materials Needed The Kissing Hand by Audrey Penn Picture cards Plain white envelopes (one per student) Best-Buy Crayons My New Friend reproducible Scissors Before You Begin Download and print out two copies of each picture card for pairs of students in your class. Cut out the pictures so each has a match. (For classrooms with an odd number of students, make two additional copies of one picture to make a group of three identical picture pairs.) Introduction Read The Kissing Hand by Audrey Penn. Reassure children that it is okay to miss home or feel a little nervous about starting school with a new teacher and some unfamiliar faces. Remind students that they will soon make new friends and learn what to expect in the classroom, telling them that you will have a great year together!
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Peppermint Parts: A Fraction Lesson
2nd Grade
Objective Students will explore beginning fractions by dividing a whole into two equal parts, three equal parts and four equal parts. Materials Needed Sheila Rae’s Peppermint Stick by Kevin Henkes Peppermint Stick Fraction Bars reproducible Construction Paper - 9" x 12" (red and white) Scissors Glue Sticks Red and black markers or crayons Peppermint sticks (optional) Preparation: Print out a copy of the Peppermint Stick Fraction Bars reproducible onto white construction paper (or printer paper) for each student. Introduction Ask the class to think about ways to divide an object into two equal parts, or halves. As you read aloud Sheila Rae’s Peppermint Stick by Kevin Henkes, prompt students to listen for the solution that Sheila Rae uses to solve her problem.
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Graph Your Heart Out
1st Grade - 2nd Grade
Objectives Operations & Algebraic Thinking Making estimates about the number of objects in a group and comparing the estimate to the actual amount Measurement & Data Organizing, representing, and interpreting data with up to three categories; asking and answering questions about the data points Drawing a picture graph and a bar graph to represent a data set with up to four categories; solving simple put-together, take-apart, and compare problems using information from a bar graph Materials Needed Read-aloud math picture book, such as Betcha! by Stuart J. Murphy or Math Curse by Jon Scieszka Small box of candy conversation hearts for each student Graph Your Heart Out worksheet Hearts Graph pencils Introduction Capture students’ interest in estimation, counting and thinking about math by reading aloud Betcha! by Stuart J. Murphy or Math Curse by Jon Scieszka. Ask students, “What is the difference between counting and estimating?” Guide them in understanding that estimating involves making a reasonable guess, and counting is reaching an exact answer. Explain that counting sometimes takes longer than estimating, but both methods can be used to help you figure out answers to math questions.
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Comparing Living Things
1st Grade
Objectives Students will listen to a story that is read aloud and recall events from the story. Students will understand that trees and other living things have patterns that they follow from one season to the next. Students will learn about hibernation. Students will research different types of animals and compare and contrast the animals. Students will extend their learning by creating a book that illustrates the differences between two animals. Materials Needed Fletcher and the Falling Leaves by Julia Rawlinson Tree Squirrels and Ground Squirrels graphic organizer Bears and Bats graphic organizer Foxes and Rabbits graphic organizer Hamsters and Mice graphic organizer Construction paper (white) Stapler Best-Buy Crayons or Best-Buy Colored Pencils Scissors Preparation Cut the white construction paper into 4.5" x 6.5" rectangles. Staple six to eight rectangles together to make booklets for the class. (You will need four booklets for four groups of student researchers.) Make several copies of each graphic organizer. Introduction Invite students to gather on the floor in front of you as you read aloud Fletcher and the Falling Leaves by Julia Rawlinson. Ask students the following questions: What is Fletcher’s problem in the story? (Answer: Fletcher was sad that the leaves were disappearing from the tree. He did not understand that the leaves were falling off the tree in preparation for winter.) What does Fletcher discover when he goes to visit the tree at the end of the story? (Answer: It is covered with shimmering icicles and is just as beautiful as it was before.)
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100th Day Activity
Kindergarten
Objectives Students will be able to estimate quantities to 100. Students will be able to count to 100 with one-to-one correspondence. Students will be able to demonstrate that ten groups of ten equal 100. Materials Needed Transparent jar of 100 jelly beans (or other small treats such as marshmallows, chocolate-coated candies, or sour candies) Hundreds Chart Reproducible Crayons (ten colors for each student) String Colored O’s cereal Introduction Show students a jar of 100 jelly beans. Ask them to guess how many jelly beans are in the jar. You may want to prompt them to think about how reasonable their guesses are by asking: Are there more than two jelly beans? Are there more than 10 jelly beans? Estimate how many jelly beans you think there might be. Have volunteers call out their guesses. Record their guesses on chart paper.
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Ants Go Marching
3rd Grade
Objectives CCSS Math/Operations & Algebraic Thinking 3.OA.A.1: Interpret the products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. 3.OA.A.2: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. 3.OA.A.3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Materials Needed One Hundred Hungry Ants by Elinor Pinczes Ant counters or raisins Multiplication activity cards Ants Go Marching multiplication page (multiple copies for each student) Introduction Read aloud One Hundred Hungry Ants by Elinor Pinczes.
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Multistep Word Problems
3rd Grade
Objectives CCSS Math: Operations & Algebraic Thinking 3.OA.D.8: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 4.OA.A.3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Materials Needed Cardboard box or posterboard, cut into an outline of a bus (optional) Whiteboard or chart paper Tim’s Yard Work flyer Neighborhood Jobs reproducible Neighborhood Jobs Answer Key Preparation Print out a copy of the Tim’s Yard Work flyer and the Neighborhood Jobs reproducible for each student in your class. (You can also display the flyer on a document camera.) Introduction Instruct students to listen very carefully to the following story problem: Mr. Smith is driving a bus. At first, the bus has no passengers. At the first stop, 10 passengers get onto the bus. At the second stop, 2 passengers get off the bus. Then 4 passengers board the bus. At the third stop, half the passengers get off the bus. Pause for a few seconds. Then ask, “Now...what is the name of the bus driver?” Most students will likely react with surprise at this question, but a few will remember that you stated who was driving the bus at the beginning of the story problem. Affirm that the name of the bus driver is Mr. Smith. Ask students to raise their hands if they were calculating the number of passengers getting on and off the bus. Explain that, although this story problem was a riddle with a surprising twist at the end, those with their hands raised were actually calculating a multistep math problem that involved addition, subtraction and even division. Point out that this exercise is also a good example of why it is helpful to read the whole problem first in order to find out what information is needed to answer the question.
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Black History Hall of Fame
3rd Grade - 5th Grade
Objectives Reading and listening to a story about Harriet Tubman and her contributions to American history Researching and identifying an African American hero’s achievements and presenting this information to the class orally and in writing Materials Needed “A Woman Called Moses” Readers’ Theater Script “A Woman Called Moses” comprehension questions Chart paper (optional) Markers “Hall of Fame” frame Scissors Preparation Make a copy of the “A Woman Called Moses” Readers’ Theater Script for each student. Introduction Remind students that February is Black History Month, which celebrates the many positive contributions of African Americans throughout history. Tell students that you would like to share a story of one such person, Harriet Tubman.
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Bubble Observations
Kindergarten
Objectives Experimenting with and discovering the properties of bubbles Describing and sharing their experiences with bubbles Materials Needed Bubble Observations reproducible Bubbles and bubble wands (one for teacher and each student) Bubble machine (optional) Cup of water Chart paper and marker Introduction Take students outside to teach them this fun bubble song (to the tune of “Are You Sleeping?”): Blowing bubbles, Blowing bubbles, In the air, In the air! Floating all around me, Floating all around me, Everywhere, Everywhere! As students sing, take out a bottle of bubbles and a wand, and blow bubbles over their heads. Or set up a bubble machine so that it blows bubbles around the children as they sing and dance.
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Candy Coordinate Graphs
3rd Grade
Objectives Students will form an ordered pair using two numbers. Students will use ordered pairs to locate points on a graph. Materials Needed Candy Coordinate Graph reproducible Dice (one pair per student) Mini candy bars Small candy pieces (such as candy corn or candy-coated chocolate) Tape Preparation: Draw a large version of the Candy Coordinate Graph reproducible on posterboard or the whiteboard. Use tape to attach mini candy bars to various points on the graph. Introduction Discuss with students that grids and graphs have a variety of uses in architecture, geography, and geometry. Explain that coordinates are used to indicate where a certain object or place is located on a graph. Draw a simple coordinate graph on the board and write the ordered pair (1, 4). Then demonstrate how to plot that point on the grid.
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Menu Math
3rd Grade - 4th Grade
Objectives CCSS Math: Operations & Algebraic Thinking 3.OA.D.8: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 4.OA.A.3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be
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Simile Study
5th Grade
Objectives CCSS Language L.4.5.A: Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. L.5.5.A: Interpret figurative language, including similes and metaphors, in context. Materials Needed Stubborn as a Mule and Other Silly Similes by Nancy Loewen (or another book that contains a variety of similes) Whiteboard or chart paper Make Your Own Simile reproducible Super Similes instruction page and reproducible Super Similes answer key Preparation Print a copy of the Make Your Own Simile reproducible and Super Similes instruction page and reproducible for each student. Introduction Read aloud Stubborn as a Mule and Other Silly Similes by Nancy Loewen (or another book with a variety of similes).
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Summarizing a Story
4th Grade
Objectives Students will listen to or read a story. Students will summarize the story in writing, using sequencing words in their summaries. Materials Needed “Found!” reading passage “First Snow” reading passage “Summarize a Story” reproducible Introduction Provide a copy of the “Found!” reading passage to each student. Display the passage on a projector or chart paper. Read the passage aloud and encourage students to read along with you. Tell students that you are going to demonstrate how to summarize the passage. Explain that you will break it down into three parts, describing what happens at the beginning, middle, and end. As you summarize aloud, underline important parts of the story and have students help you determine which events happen first, next, and last. For example, underline the first three sentences and say, “Robby found a wallet full of money that he could use to buy lots of things he wanted. Can anyone point to the sentence that tells what happens next?” (Answer: Suddenly, Robby saw that the wallet had a driver’s license in it with someone’s name and address.) Underline this sentence and offer a short summary, such as, “Robby found out whom the wallet and money belonged to.” Then ask, “In which sentence can we read about what Robby does at the end of the story?” (Answer: Robby wanted to be a good citizen, so he decided to return the wallet and the money.) Draw a line under the last sentence and say, “Robby decides to return the wallet to its owner.” Go over the three parts again so that the summary is very clear: “First, Robby found a wallet with money in it that he wanted to spend. Next, he found a name and address in the wallet. Last, Robby decides to return the wallet and money to its owner.” Invite students to ask questions about the process as you check for understanding.
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Counting Flowers
Pre-K
Objectives Students will count objects using one-to-one correspondence. Students will write numerals from 1 to 20 as an expression of quantity. Materials Needed Flowers and Showers: A Spring Counting Book by Rebecca Fjelland Davis Vase template Counting Flowers reproducible Flowers template Number cards template Cardstock Scissors Crayons Glue Preparation: Before the lesson, print out and cut apart the number cards template. Then print the flowers template and make four copies of the flowers with stems. Color the flowers and cut them out. Next print the vase template and copy it onto heavy cardstock. Cut along the dotted line at the top of the vase so that you can slide the stems through the slit as you add flowers to the vase. If desired, laminate these for repeated use. Introduction Read Flowers and Showers: A Spring Counting Book by Rebecca Fjelland Davis. Before reading the verse on each page, have students take turns identifying the number that is shown and counting the objects on the page. Then encourage students to listen as you read the verse that relates these objects to spring. Next teach children this simple counting song (to the tune of “Are You Sleeping?”). We love counting, We love counting, One, two, three, Four, five, six! Let’s count all the flowers In the pretty vases. Count with me, Count with me!
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Counting Clovers: Number Matching
Pre-K
Objectives Students will use one-to-one correspondence to count objects. Students will match numerals to the correct number of objects. Materials Needed The Luckiest St. Patrick’s Day Ever by Teddy Slater, That’s What Leprechauns Do by Eve Bunting, or another storybook about leprechauns Leprechaun cards reproducible Number cards reproducible Clover cards reproducible Scissors Crayons or markers (optional) Before You Begin Print the leprechaun cards reproducible and cut out the cards. (If desired, color the leprechauns and laminate the cards so you can use them again in the future.) Before class, photocopy 12 leprechaun cards and hide them around your classroom so they are relatively easy for your students to find. Print the number cards reproducible and clover cards reproducible. You will need one copy of each reproducible for each pair of students in your class. Print an additional copy of the number cards for your lesson. Cut out the cards in advance, or ask a parent volunteer to cut them out. Introduction Read aloud a storybook about leprechauns as an introduction to leprechauns and Saint Patrick’s Day!
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Beginning, Middle and End
Pre-K - Kindergarten
Objectives Students will identify the beginning, middle and end of a story. Students will recall events of a story in the correct order. Materials Needed The book The Rainbow Fish by Marcus Pfister Chart paper and marker (or chalkboard and chalk) Construction Paper (12" x 18") Scissors Crayons Aluminum Foil Glue The Rainbow Fish Reproducible Introduction Ask students to raise their hands if they like it when their friends share things with them. Then ask them to raise their hands if they have ever owned something so special that they didn’t want to share it with others. Invite a few volunteers to talk about their prized possession. Finally, ask students, “How do you think your friends would feel if you never shared with them?” and, “How do you think you would feel if your friends didn?t share with you?” Tell students that you are going to read a book called The Rainbow Fish. Explain how the Rainbow Fish in the story has something special that he is not sure he wants to share. Invite students to pay close attention to the sequence of events in the story as you read it aloud. Ask them to think about what happens in the beginning, in the middle and at the end of the story.
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Writing a Persuasive Brochure
3rd Grade - 5th Grade
Objectives Using reference materials to research for their writing Introducing the topic or text they are writing about, stating an opinion and creating an organizational structure that lists reasons Providing reasons that support the opinion Reporting on a topic or text, telling a story, or recounting an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speaking clearly at an understandable pace Materials Needed Sample tourist pamphlets for exotic vacation destinations (available from local travel agents or hotels) Reference materials Travel Brochure reproducible Crayons or markers Glue (optional) Scissors (optional) Introduction Ask students, “If you could visit anywhere in the world, where would you go? What would you do there?” Invite students to share their responses. Encourage them to talk about places they have never been but would like to see. Prompt students to point out their destinations on a map.
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Waste or Save? Water Lesson
Kindergarten
Objectives Students will identify ways that water is wasted and conserved. Students will sort pictures and classify them into two categories. Materials Needed Water by Frank Asch Waste or Save? sorting game cards Waste or Save? sorting mats Scissors Best-Buy Crayons or Best-Buy Markers Best-Buy School Glue Water Song reproducible Before You Begin Copy a set of eight Waste or Save? sorting game cards and a set of two sorting mats for each pair of students in your classroom. Cut apart the sorting game cards and mats. Introduction Read aloud Water by Frank Asch. Help students understand that water is a precious resource that needs to be protected and conserved.
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Snowman Stories
1st Grade
Objectives Students will narrate events of a story based on illustrations. Students will write an imaginative story about a friendship with a snowman. Materials Needed The Snowman by Raymond Briggs Snowman Writing Frame Construction Paper - 9" x 12" (blue) Scissors Glue Introduction Ask students if they have ever made a snowman. (For students in warmer climates, ask if they have seen pictures of snowmen or if they have seen a snowman on vacation.) Have volunteers describe the snowmen they have made or seen. Ask questions to encourage creative and imaginative thinking, such as, “Would you be surprised if you made a snowman that came to life and wanted to play with you? What would you do with the snowman? What would you want to show the snowman? What might the snowman be curious about?”
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Beginning Sound Presents
Pre-K - Kindergarten
Objectives Students will identify letters A to Z. Students will identify beginning sounds and match them to the corresponding letters. Materials Needed 26 small boxes and holiday wrapping paper (or holiday gift bags)* Beginning Sounds Letter Cards Beginning Sounds Picture Cards Tape Scissors *Try to include wrapping paper or bags that represent Christmas, Hanukkah, and Kwanzaa. Preparation. Have parent volunteers wrap the lid and base of each box separately. (For younger students, you may choose to focus on 3 or 4 letters instead of the whole alphabet. Simply have volunteers prepare the number of boxes that you need.) Download, print, and cut apart the Beginning Sounds Letter Cards and Beginning Sounds Picture Cards. Tape each letter card to the outside of a different box. In several of the boxes, place a small classroom object that starts with that letter. For example, place scissors in the “S” box, a pencil or bottle of paint in the “P” box, and a small book in the “B” box.
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Reading and Responding: The Five Senses
Kindergarten
Objective CCSS Literacy/Reading Informational Text: RI.K.1. With prompting and support, ask and answer questions about key details in a text. Materials Needed The Five Senses Lakeshore Nonfiction Sight-Word Reader Five Senses chart and answer key Five Senses picture cards My Five Senses writing frame Safety Scissors Stapler Introduction Explain to students that sometimes authors write books just to tell a story. Ask students to name a few of their favorite stories (e.g., Jack and the Beanstalk, Corduroy, Goldilocks and the Three Bears and so on). Then tell students that other times authors write books to tell us more about a topic or to give the reader more information. Explain that students are going to look at this type of informational book for the lesson.
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Story Elements Lesson
1st Grade
Objectives Students will actively listen to a read-aloud selection. Students will extend reading comprehension by identifying the who, what, when, where and why elements of a story. Materials Needed Miss Malarkey Doesn’t Live in Room 10 by Judy Finchler Chalkboard or whiteboard Sentence Strips and marker Pick-A-Question cards or Pick-A-Question Fiction Comprehension Tub Paper and pencils (one for each small group) Pocket chart or digital aids (e.g., interactive whiteboard, document camera, etc.) Introduction Read aloud Miss Malarkey Doesn’t Live in Room 10 by Judy Finchler.
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Comparing and Ordering Fractions
4th Grade
Objective CCSS Math/Number and Operations-Fractions: 4.NF.2 Extend understanding of fraction equivalence and ordering. 2. Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2). Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, = or <, and justify the conclusions (e.g., by using a visual fraction model). Materials Needed Pizza Fractions by Jerry Pallotta Chalkboard, whiteboard or document camera Fraction Pizza templates Comparing Fractions practice page and answer sheet Comparing Fractions activity card and recording sheet Comparing Fractions spinners and answer key Paper clips Pencils Pennies or other small objects (to use as game markers) Preparation Before teaching this lesson, you may want to introduce students to the concept of equivalent fractions. (Please visit Equivalent Fraction Activities for a sample lesson.) Introduction Read aloud Pizza Fractions by Jerry Pallotta to give students a visual representation of fractions.
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Rhyming Sounds
Pre-K - Kindergarten
Objective CCSS Reading: Foundational Skills RF.K.2a: Recognize and produce rhyming words. Materials Needed Three plastic pails Rhyming Guide Picture Cards Rhyming Picture Cards Rhyming Sounds Match-Up Puzzle Cards Introduction Have students sing “Twinkle, Twinkle, Little Star” aloud with you. Then ask students to sing the song aloud again and listen for words that rhyme, or sound the same at the end.
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Dr. Seuss Graphing Fun
Kindergarten
Objectives Reading Literature Retelling familiar stories, including key details Listening to oral readings of a variety of Dr. Seuss books Identifying a favorite Dr. Seuss book and explaining why Measurement & Data Making a class bar graph to show favorite Dr. Seuss books Materials Needed 3 or 4 books by Dr. Seuss Chart paper Top hat template “My Favorite Dr. Seuss Book” reproducible Markers or crayons Safety Scissors Tape Preparation Display a sheet of chart paper horizontally. At the top, write “Our Favorite Dr. Seuss Books.” Photocopy the covers of the books you plan to read to your class. Then tape the copies in a column along the left-hand side of the chart paper. During the lesson, students will complete the graph by placing their name next to their favorite book.
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Same Story, Different Cultures
1st Grade - 2nd Grade
Objectives CCSS Reading: Literature RL.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.2: Recount stories, including fables and folk tales from diverse cultures, and determine their central message, lesson, or moral. RL.2.9: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Materials Needed Any copy of Cinderella A copy of a Cinderella story from another culture, such as Yeh-Shen or The Rough-Face Girl Whiteboard or chart paper “The Tortoise and the Hare” “The Heron and the Hummingbird” Comparing Stories reproducible Introduction Tell students that you are going to read two different stories and then compare them to find similarities and differences. Ask students to pay special attention to the characters, the plot and the lesson that each story teaches.
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Earth Day Every Day
3rd Grade - 5th Grade
Objectives Students will analyze the characters and events in The Lorax by Dr. Seuss, drawing comparisons between the fictitious environment and our own environment. Students will discuss ways to positively impact the environment. Materials Needed The Lorax by Dr. Seuss Small-Group Discussion Questions Colored pencils, pens or markers Introduction Discuss the meaning of Earth Day, and introduce the book to students. Explain that aside from being an enjoyable children’s story, The Lorax is a metaphor to make us think about the world around us and the impact we have on our environment. Invite students to listen carefully to the story and see if they can draw comparisons between the characters and events in the story and our own planet.
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Pronoun Practice
1st Grade - 2nd Grade
Use personal, possessive and indefinite pronouns (e.g., I, me, my, they, them, their, anyone, everything). Materials Needed: pronoun cards, board, flip chart or document camera; The Fire Cat by Esther Averill; Pronoun Search practice page; pencils or highlighters; index cards. Introduction: Display the pronoun cards on a board or document camera. Tell students that you are going to read aloud The Fire Cat by Esther Averill. Before you read, ask students to help you identify different pronouns as they come up in the story. Explain that the names of the characters are proper nouns (e.g., Pickles and Mrs. Goodkind), but the author often refers to them again by using pronouns, such as he, she, her or him. The author also may use possessive pronouns, such as hers or his, to explain that something belongs to a character. In addition, Mrs. Goodkind refers to Pickles by using the pronoun you instead of always calling him by name.
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Float Your Boat
Kindergarten - 1st Grade
Objectives Students will predict how many pennies an aluminum foil boat will hold before it sinks. Students will test their predictions and record the results. Materials Needed Float Your Boat Record Sheet Aluminum foil Small plastic tubs Pennies Introduction Prompt students to raise their hands if they have ever traveled aboard a boat. Invite students to share what kind of boat it was (such as a rowboat, sailboat, canoe or cruise ship) and about how many passengers were on board. Ask students, “Can you ever have too many people aboard a boat? How do you know? What might happen?” Invite students to hypothesize and share their reasoning. Guide them to the conclusion that too much weight may cause a boat to sink.
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Counting Hearts
Pre-K - Kindergarten
Objective CCSS Math/Counting and Cardinality (K.CC.5) Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array or a circle, or as many as 10 things in a scattered configuration; given a number from 1 - 20, count out that many objects. Materials Needed One Heart: A Valentine Counting Book by Maryann Cocca-Leffler Conversation candy hearts or paper hearts page Chart paper, whiteboard or document camera Conversation heart mat Number cards Zip-close plastic bags Candy jar mats and candy pieces Best-Buy Crayons Counting Hearts reproducible Fiskars Classroom Scissors Introduction Read aloud One Heart: A Valentine Counting Book by Maryann Cocca-Leffler. As you read, pause and ask students to help you count the hearts on each page.
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Autumn Tree Sentence Building
3rd Grade - 4th Grade
Objectives Students will identify the subject and predicate of a sentence. Students will pair subjects with predicates to form sentences. Materials Needed Sentence parts reproducible Construction Paper - 9" x 12" or Fadeless Paper Rolls (brown, red, yellow and orange) Sentence strip Paper Pencils Preparation: Twist brown construction paper and staple it to a bulletin board to make a tree trunk and branches. Attach construction-paper leaves in red, yellow and orange to complete the autumn tree. Label the trunk “Subject” and the branches “Predicate.” Introduction Introduce the concept of subjects and predicates. Explain that the subject of the sentence tells who or what the sentence is about. The predicate of the sentence tells what happens. Write an example sentence on the sentence strip and hold it up for the class to see. For example, you could write, “The hungry horse ate all the hay in the barn.” Ask students, “Which part of this sentence is the subject? Who or what is the sentence about?” (The subject is the hungry horse.) Then ask, “Which part is the predicate? What did the horse do in the sentence?” (He ate all the hay in the barn.) Cut the sentence strip in two between the subject and predicate. Place the subject on the tree trunk and attach the predicate to one of the branches.
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Drawing Conclusions: Detecting Character Traits
3rd Grade - 4th Grade
Objectives Students will draw conclusions about a person’s character traits based on information in a reading passage. Students will identify character traits and provide evidence to support their conclusions. Materials Needed “Phone Plan” reading passage Chart paper Blue ribbon reproducible Novel or selection the class is currently reading
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Vocabulary Building: Animal Alliteration
3rd Grade - 4th Grade
Objectives Students will identify alliteration as a literary tool. Students will build their vocabulary by listing descriptive words that begin with each letter of the alphabet. Materials Needed Animalia by Graeme Base “Alphabet Alliteration” pre-writing sheet Construction paper Markers or crayons Dictionaries Introduction Introduce students to the concept of alliteration by realing aloud Animalia by Graeme Base. Ask, “What did you notice about the animal names and the words that the author is using to describe them?” (The words begin with the same letter.) Explain that this is called alliteration. Tell students that alliteration is a literary tool that writers use to add emphasis to words or create a certain mood or rhythm in their writing.
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Add It Up!
Kindergarten
Objective CCSS Math: Operations & Algebraic Thinking K.OA.A.1: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions or equations. Materials Needed Animals on Board by Stuart J. Murphy Ladybug counters Number tiles Leaf mat Dice (two for each pair of students) Scissors Introduction Read aloud Animals on Board by Stuart J. Murphy. As you read, point out to students that the truck driver is spotting two groups of the same animal and adding them together to find out how many of that animal there are. Challenge students to solve the addition problems along with you as you read.
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The Sea and Me: A Measurement Lesson
3rd Grade
Objective Students will use measurement skills to compare the relative size of sea animals. Materials Needed Is a Blue Whale the Biggest Thing There Is? by Robert E. Wells Adding machine paper roll Tape measure 6 rocks (as paperweights) Butcher paper sheets (large enough for students to lie down on) “The Sea and Me” Record Sheet Rulers Pencils Scissors Preparation: Cut a strip of adding machine paper to match the average length of each sea animal below: Blue Whale: 94 ft. Orca: 32 ft. Bottlenose Dolphin: 12 ft. Label each strip with the name of the animal. (Do not write the length of the animal on the strip.) Introduction Tell students that they are going to learn about measurement and relative size. Then read Is a Blue Whale the Biggest Thing There Is? by Robert E. Wells. After you have finished the book, ask students to share examples of relative size that are given in the book (e.g., a blue whale is big compared to other animals but small compared to Mount Everest). Finally, tell students that they are going to compare the sizes of three sea animals. Then they will compare their own size to the three animals.
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Beginning Sounds Hunt
Pre-K - Kindergarten
Objectives Students will recognize beginning sounds and identify the letters that represent the sounds. Students will write letters that represent beginning sounds. Materials Needed Items you might take to the beach (such as a hat, a towel, sunglasses and a beach ball) Beginning Sounds Picture Cards Beginning Sounds Letter Cards Pocket chart (or clear tape and a chalkboard or whiteboard) Cardstock or posterboard Scissors “Beginning Sounds” reproducible Preparation: Print the Beginning Sounds Picture Cards on heavy cardstock and cut the cards apart. (Or cut out the cards and glue them onto posterboard.) Then print and cut out two sets of the Beginning Sounds Letter Cards. Choose the letter sounds you wish to work on and display one set of those letter cards in a pocket chart and hide the second set of those letters around the classroom. Set the picture cards near the pocket chart so they are ready to display during the lesson. (If you do not have a pocket chart, simply tape the letter cards to a chalkboard or whiteboard. Place a loop of tape on the back of each picture card so they are ready to display during the lesson.) Introduction Display a few items you might bring to the beach, such as a hat, a towel, sunglasses and a beach ball. Take the hat and hold it up for students to see. Say the word “hat,” emphasizing the beginning sound. Ask a volunteer to name the letter that makes the beginning sound in “hat.” Repeat this exercise for the rest of the items. Make sure students understand that the first letter of each word represents its beginning sound.
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Reading Reflections
5th Grade
Objectives CCSS Reading/Literature: RL.4.2, RL.5.2, RL.5.6 Determine a theme of a story, drama or poem from details in the text; summarize the text. Determine a theme of a story, drama or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Describe how a narrator’s or speaker’s point of view influences how events are described. Materials Needed Document camera or whiteboard “Arithmetic” by Carl Sandburg Read and Respond record Introduction Explain to students that, just as an author expresses ideas in the form of a story, a poet expresses thoughts and ideas in the form of a poem. Point out that, while a poem does not always have to rhyme, it consistently expresses a poet’s ideas or thoughts about a topic—often using very little space. Challenge students to listen carefully as you read aloud a poem by Carl Sandburg called “Arithmetic.” Remind students that “arithmetic” is another word for “math.” Ask students to think about what the poet is trying to say and what theme, or “big idea,” he is trying to share about arithmetic/math.
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New Year’s Resolution
1st Grade
Objectives Reading Literature Asking and answering questions about key details in a text Language Producing and expanding complete simple and compound declarative, interrogative, imperative, and exclamatory sentences Defining “New Year’s resolution” and helping to make appropriate class resolutions Writing Creating individual New Year’s resolutions Materials Needed Squirrel’s New Year’s Resolution by Pat Miller Chart paper or whiteboard New Year’s Resolution reproducible Tagboard Self-adhesive magnetic strips Safety Scissors Crayons or markers Glue Introduction Ask students to raise their hands if they have heard of making a New Year’s resolution. Invite them to share what they think a resolution is. Explain that you are going to read aloud a make-believe story about a squirrel who makes a New Year’s resolution. Ask students to pay special attention to the story to find out what a resolution is and why people might make them at the beginning of each year.
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Literal vs. Nonliteral Meanings
3rd Grade - 4th Grade
Objective CCSS Language/Vocabulary Acquisition and Use: L.3.5.a, L.4.5.b Demonstrate understanding of word relationships and nuances in word meanings: a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). Demonstrate understanding of figurative language, word relationships and nuances in word meanings: b. Recognize and explain the meaning of common idioms. Materials Needed Amelia Bedelia by Peggy Parish Chart paper and marker or chalkboard and chalk or document camera Illustrating Idioms page Wrap-Around Language Idiom cards and answer key Markers or Crayons Best-Buy Scissors Before You Begin Explain to students that words or phrases can have literal or nonliteral meanings. Tell them that a nonliteral meaning is when a phrase means something other than the exact words in it. Explain that authors sometimes use nonliteral meanings in their writing as a way to make a comparison or an exaggerated statement about something. For example, an author writing that someone is a “night owl” is really saying that this person is awake and active at night (nonliteral meaning) rather than stating that the person turns into an animal at night (literal meaning). Tell students that you are going to read the story Amelia Bedelia by Peggy Parish. Ask students to actively listen for the idioms, or nonliteral phrases, that are used in the story. Introduction Begin reading aloud to the class Amelia Bedelia by Peggy Parish. As you read, pause to point out one or two forms of figurative language (e.g., “change the towels” on p. 16 or “draw the drapes” on p. 25) that cause confusion for Amelia. Ask students to explain and describe what they really mean, as opposed to Amelia’s literal interpretation of the phrases. Before you continue with the story, ask students to pay special attention to some of the other forms of figurative language in the story as Amelia encounters them.
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Citizenship: Flag Day
2nd Grade
Objectives Identify and explain the meaning of national symbols (the American flag). Recite the Pledge of Allegiance and explain its general meaning. Materials Needed Pledge of Allegiance F Is for Flag by Wendy Cheyette Lewison Pencils Dictionaries (one for each pair of students) Introduction Invite students to stand and recite the Pledge of Allegiance aloud with you. Explain to students that to “pledge allegiance” to something means that you promise to be loyal to it. Ask, “Why do you think we say these words, promising to be loyal to our country’s flag? What is special about our country’s flag and what it represents?” Tell students that you are going to read aloud a story about the American flag and you would like them to listen for some explanations of what it represents to the United States of America.
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Umbrella Color Patterns
Pre-K - Kindergarten
Objective Identifying and creating three-color patterns Materials Needed Book about umbrellas or rainy weather (such as Who Likes Rain? by Wong Herbert Yee, Ella’s Umbrellas by Jennifer Lloyd, or The Umbrella Day by Nancy Evans Cooney) Umbrella poster reproducible Umbrella pattern strips Construction Paper - 9" x 12" (blue, green and yellow) Crayons Scissors Preparation Photocopy the umbrella poster reproducible onto the 9" x 12" construction paper, or photocopy it on white paper and color each umbrella. You will need four posters in each color (blue, green and yellow), for a total of 12 posters. Introduction Gather your students and read the book about umbrellas or rainy weather aloud.
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Exploring Nonfiction Text
1st Grade - 2nd Grade
Objective CCSS Reading: Informational Text RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts or information in a text or part of a text. Materials Needed “Artful Architecture” nonfiction reading selection Construction Paper - 9" x 12" (cut into 9-inch squares) Safety Scissors Lakeshore Glue Sticks Pencils or markers Introduction Explain to students that they are going to learn about some different types of buildings and architecture by reading a nonfiction selection. Tell students, “Today we are going to see how the author uses the organizational strategy of comparing and contrasting.”
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Alphabet Water Painting
Pre-K - Kindergarten
Objectives Reading: Foundational Skills Demonstrating knowledge of letter-sound correspondences Language Printing many upper- and lowercase letters Materials Needed Alphabet flash cards Dr. Seuss’s ABC book Chart paper Marker Paintbrushes Cups of water Scissors Introduction Choose a letter (or group of letters) that your lesson will focus on. Gather students together for circle time and read aloud Dr. Seuss’s ABC. After you read the book, reread the page with the letter that you’d like to emphasize. Talk about the sound that letter makes. Then say the words on the page that begin with the letter. Ask, “Do these words have the same beginning sound? What letter makes that sound?”
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Compound Word Hearts
1st Grade - 2nd Grade
Objectives Students will define “compound words.” Students will identify word parts in compound words and combine words to form compound words. Materials Needed Heart templates Construction Paper - 9" x 12" (pastel colors like pink and yellow) Scissors Markers or crayons Chart paper (optional) Tape Preparation Make a copy of the heart templates on construction paper. Cut out six hearts and write one of the following words on each heart: sail, up, card, stairs, board, and boat. Make more copies of the templates so you have one copy for each pair of students in your class.
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My Winter Acrostic
3rd Grade - 5th Grade
Objectives Reading: Literature Reading and comprehending grade-appropriate literature, including stories, dramas, and poetry Writing Writing an acrostic poem Materials Needed Animal Acrostics by David Hummon or Autumn: An Alphabet Acrostic by Steven Schnur My Winter Acrostic template Winter Acrostic Organizer template Dark-blue construction paper - 9" x 12" Crayons or colored pencils Pencil Chalk or write & wipe marker Chalkboard or write & wipe board Introduction Hold up the book Animal Acrostics by David Hummon or Autumn: An Alphabet Acrostic by Steven Schnur. Then explain that the first letter of each line in an acrostic poem spells out a “topic” word that ties all the lines of the poem together. (It’s helpful to demonstrate the concept on a chalkboard or write & wipe board.) Read a few examples from the book and show students how acrostic poems are arranged on a page. (You may want to reproduce one on the board or a large poster so students can refer to it throughout the lesson.)
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Multiplication Mania
3rd Grade
Objectives Students will find the product of a single-digit number and a double-digit number. Students will understand how rearranging the numerals affects the product of a single-digit number and a double-digit number. Materials Needed Baseball number cards template Multiplication Mania reproducible Scissors Introduction Write the problems 23 x 9 and 93 x 2 on the board. Ask students, “Do you notice anything similar about these two problems? Yes, they both use the same numerals but in different places.” Invite students to make a guess as to which product will be greater. Give them time to find the answers (23 x 9 = 207 and 93 x 2 = 186). Then ask students if they can think of different ways to arrange the three numerals so that the product would be greater than 207 or less than 186. Invite students to use a pencil and paper to work out some possible problems and their answers (such as 39 x 2 = 78, 29 x 3 = 87, 92 x 3 = 276 and 32 x 9 = 288).
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Mystery Coins
1st Grade - 2nd Grade
Objectives Number & Operations in Base Ten Understanding 10 as a bundle of ten ones Skip-counting by 5s, 10s, and 100s Measurement & Data Solving word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols Materials Needed Plastic coins (or paper coins reproducible and scissors) Coin Values reproducible Mystery Coins reproducible Chart paper Marker Introduction Hold up each coin and review its name and value. You may want to print out and display the Coin Values reproducible for students to use as a reference. Be sure to show students both sides of each coin, and remind them that larger coins do not necessarily have greater values.
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Creating Our Classroom Community
3rd Grade - 5th Grade
Objectives Understanding and appreciating the definitions of respect, peace and community, and giving examples of each concept in the classroom environment Creating classroom rules that emphasize respect for all classmates Working together in small groups to demonstrate and reinforce classroom rules Describing people, places, things and events with relevant details, expressing ideas and feelings clearly Materials Needed Chart paper Marker Slips of paper Introduction Point to the chart paper and ask students to explain each definition in their own words. Then invite other students to share examples of each word in action (e.g., someone showing respect for someone else, peace between different kinds of people, a sense of community in their neighborhood).
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The Wonder of Word Meanings
Kindergarten
Objective Distinguishing shades of meaning among verbs describing the same general action Materials Needed Polar Bear, Polar Bear, What Do You Hear? by Bill Martin Jr. 1½" Ruled Chart Tablet Best-Buy Washable Fine-Tip Markers Chalk Shades of Meaning reproducible and answer key Introduction Read aloud Polar Bear, Polar Bear, What Do You Hear? by Bill Martin Jr. As you are reading, have students notice the different ways animals make sounds.
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Vocabulary Building: Using Context Clues
3rd Grade - 4th Grade
Objectives Language Use sentence-level context as a clue to the meaning of a word or phrase. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Materials Needed Whiteboard and dry-erase marker (or chalkboard and chalk) Word Detective Activity reproducible Introduction In a low voice, say to students, “If you can hear me, please raise your snooble.” Students will likely giggle or give you a quizzical look, but simply repeat the instruction until one or two students begin raising their hands. Acknowledge their correct responses with a smile or nod. Once other students begin to catch on, confirm that the nonsense word “snooble” meant hand. Ask a volunteer to explain how she guessed the correct meaning of the nonsense word.
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What Is Equal?
2nd Grade
Objectives Students will recognize and define the equal sign. Students will demonstrate that both sides of an equation are equal in value. Materials Needed Whiteboard or chart paper Marker “What Is Equal?” work mat Dry beans “Three In a Row” game board “Three In a Row” playing cards “Three In a Row” game markers Introduction Write the following number sentences on the board or on chart paper: 7 + 6 = 13 13 = 13 12 = 2 + 10 5 + 5 = 7 + 3 10 - 2 = 4 + 4 2 + 1 + 3 = 2 + 4 Point to each expression and ask students to put their thumbs up if the equation is true or their thumbs down if the equation is false. Ask students to explain their choices. Students may be surprised to learn that all of the equations are true. Explain that the equal sign does not just mean “this is the answer.” It means that one side of the equation is equal to the other—the value on the right side is the same as the value on the left side.
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Read & Write About It
3rd Grade - 4th Grade
Objectives CCSS Writing W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.2a: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.3.2d: Provide a concluding statement or section related to the information or explanation presented. Materials Needed Jackie Robinson reading passage Jackie Robinson Fact Sheet graphic organizer Whiteboard, overhead projector, document camera or interactive whiteboard Informative passages and graphic organizers (“Chocolate Town,” “Praying Mantis” and “Why Can’t You Tickle Yourself?”) Fact cards and writing assignment prompts (“Scientists at Work,” “Natural U.S. Landmarks,” “The Olympic® Games” and “Going West”) Introduction Note: This lesson plan can be completed in more than one day. Explain to students that authors of informative/explanatory texts write to convey specific facts or ideas about a person, topic or event. State that you will read aloud an example of this type of writing using the Jackie Robinson passage. Have students read along with you. As a class, list the key pieces of information to determine the facts that the author wants the reader to know about the topic. Explain that deconstructing a passage in this way helps them become better writers. This process will assist them in thinking about how to use a list of facts to create an interesting paragraph or passage about a given topic.
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Building Vocabulary: Prefixes
3rd Grade - 4th Grade
Objectives Identifying and knowing the meaning of the most common prefixes and derivational suffixes Determining the meaning of the new word formed when a known affix is added to a known word Using common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word Materials Needed Prefix title cards Index cards Prefix die template Root-word die template Word meanings game mat Marker Tape or glue Scissors Paper Pocket chart or whiteboard Introduction Print and cut apart the prefix title cards. Hold up the cards one at a time for students to read. Tell students the meaning of each prefix: bi- = two im- = not un- = not mis- = wrong pre- = before re- = again Explain that knowing the meaning of the prefix can help them determine the meanings of words that have the prefix.
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Wild About Word Problems
1st Grade - 2nd Grade
Objectives CCSS Math/Operations and Algebraic Thinking: 1.OA.1, 1.OA.2 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 by using objects, drawings, and situations with a symbol for the unknown number to represent the problem. Materials Needed Animals on Board by Stuart J. Murphy Wild Animal Counters or other animal manipulatives Animal Story Problems and answer key Create-Your-Own Animal Story Problems Easel, document camera, chart paper, chalkboard or whiteboard [to display problems] Introduction Read aloud Animals on Board by Stuart J. Murphy. As you read, encourage students to help you solve the word problems that are presented in the story. Then point out how the problems are represented in numeric form to show the sum. For example, you might say, “There were three tigers. Along came two more. 3 + 2 = how many?”
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Chinese Tangrams
3rd Grade
Objective Students will be able to use tangram pieces to demonstrate spatial reasoning and geometric modeling. Materials Needed Tangram Template Reproducible Tangram Shapes Reproducible Tangram Designs Reproducible Scissors Introduction Explain to students that a tangram is an ancient Chinese puzzle made of seven pieces that form a square. In honor of Chinese New Year, invite students to listen as you read aloud Grandfather Tang’s Story by Ann Tompert. Before you read, ask students to pay close attention to the different pictures that are made using various tangram pieces. Challenge them to figure out which shapes are used to make the pictures.
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Comparing Whole Numbers
4th Grade
Objective CCSS Math: Number & Operations in Base Ten 4.NBT.A.2: Read and write multi-digit whole numbers using base ten numerals, number names and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Materials Needed Interactive whiteboard or chalkboard Large number cards Cardstock or Construction Paper - 9" x 12" (optional) Place value charts Preparation Make two sets of the number cards. (For durability, you may want to mount them onto sturdy construction paper or cardstock and laminate them.) Introduction Display the following symbols on an interactive whiteboard or chalkboard: > Invite students to discuss what each symbol means (greater than, less than and equal to). Remind students that these symbols are used when comparing two numbers to determine which is larger (greater than) or smaller (less than) or if they are equal.
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My Awesome, Amazing, Very Good, Super-Great Day Story
3rd Grade - 4th Grade
Objectives Students will listen to, recall and interpret information from literature. Students will make connections to their personal experiences. Students will write a descriptive paragraph. Materials Needed Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst Graphic organizer Revising and Editing checklist Introduction Read aloud Alexander and the Terrible, Horrible, No Good, Very Bad Day to your class. After you read, ask students to recall the things that happened to Alexander that added to his terrible, horrible, no good, very bad day. Then ask students to think about what could have happened differently to turn Alexander’s day into an awesome, amazing, very good, super-great day. Invite volunteers to share their responses.
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"Back to School" Poem Booklets: An Introduction to Poems and Storytelling
Kindergarten
Objectives Recognizing common types of texts (e.g., storybooks, poems) Naming the author and illustrator of a story and defining the role of each in telling the story Recognizing and producing rhyming words Materials Needed Over in the Meadow by Olive A. Wadsworth with illustrations by Ezra Jack Keats Whiteboard, overhead projector, document camera or interactive whiteboard “Back to School” poem booklet Crayons Introduction Tell students that you are going to read a picture book called Over in the Meadow. Explain that the words are a poem that was written by author Olive A. Wadsworth. Point to the title page and indicate that the pictures were drawn by Ezra Jack Keats. Explain that adding pictures to the poem can help the reader understand more about what is happening in the story. Explain to students that authors, or writers, often write poems to communicate ideas or tell a whole story. Point out that many poems contain rhyming words and a certain rhythm to their sentences. Ask students to pay special attention to the rhythm of the poem and how some of the words rhyme. As you read, challenge students to find two words in the poem that rhyme.
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Bushels of Sight-Word Fun
Kindergarten - 1st Grade
Objectives Recognizing and reading grade-appropriate irregularly spelled words Decoding regularly spelled one-syllable words Materials Needed Apple sight-word cards Construction Paper - 9" x 12" (red) Basket or bin Scissors Introduction List the sight-words on the board. Tell students you are going to practice recognizing sight-words. Have them repeat each word aloud as you point to it.
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Pumpkin Measurement
3rd Grade
Objectives Students will listen to a story about pumpkins and learn more about them. Students will learn and understand measurement vocabulary words. Students will estimate—and then measure—the weight, height, circumference, radius and diameter of a pumpkin. Materials Needed Pumpkins by Ken Robbins Small- to medium-sized pumpkins (one for each small group of three to four students and one medium pumpkin for the class) Pumpkins should vary in size as much as possible. Scale Sharp knife (for teacher or adult use only) Rulers String or yarn Pencils Pumpkin Measurement Record Sheet Introduction Read aloud Pumpkins by Ken Robbins. Hold up a medium-sized pumpkin and ask students to estimate, or guess, how much the pumpkin weighs. (Students’ estimates will probably vary widely.) Explain to students that having a starting point of knowledge before estimating will help estimates be more accurate. For example, if students know how much the pumpkin in your hands weighs, this knowledge will help them estimate the weight of smaller or larger pumpkins. Weigh your pumpkin on a scale and tell students the weight. Explain that you’ll be using this measurement in the next activity.
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Funny Fish: Comparing Two Objects
Kindergarten
Objective CCSS Math: Measurement & Data K.MD.A.2: Directly compare two objects with a measurable attribute in common to see which object has “more of”/“less of” the attribute, and describe the difference. Materials Needed Chart paper Funny Fish illustrations Shorter/Longer sorting mat Safety Scissors Lakeshore Glue Sticks Introduction Explain to students that when we compare two objects, we use special comparison words to describe how they relate to one another (such as smaller/bigger, shorter/taller, shorter/longer, lighter/heavier and so on). Write each comparison word on chart paper, accompanied by a simple illustration.
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Action-Packed Action Words
1st Grade
Objectives Students will identify action verbs. Students will list action verbs that begin with each letter of the alphabet. Materials Needed Ten Naughty Little Monkeys by Suzanne Williams Ten Naughty Little Monkeys Word Cards Pocket chart Chart paper Marker Construction paper Markers or crayons Scissors Preparation: Print and cut apart the Ten Naughty Little Monkeys word cards and have them ready to place in a pocket chart. Introduction Ask students to raise their hands if they have ever heard the rhyme “Five Little Monkeys.” Remind students that the rhyme counts down from five monkeys to zero monkeys. Invite students to chant the rhyme with you: Five little monkeys jumping on the bed, One fell off and bumped his head. Mama called the doctor, and the doctor said, “No more monkeys jumping on the bed!” Continue until you have chanted all six verses.
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Who Works In Our Community?
Pre-K - 1st Grade
Objectives Students will discuss what happens in their community and identify a variety of places there. Students will discuss who works in the various buildings in their neighborhood. Students will sort and classify different items, objects or equipment according to their neighborhood location. Materials Needed Places in My Community by Bobbie Kalman Best-Buy Crayons Lunch-size paper bags Newspaper or scrap paper Lakeshore Glue Sticks Community buildings template Community helpers template My Community Sorting Mat My Community Sorting Cards Safety Scissors Chart paper Stapler Posterboard Introduction Read Places in My Community by Bobbie Kalman.
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Which Is Greater?
Kindergarten
Objective CCSS Math: Counting & Cardinality K.CC.C.6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Materials Needed Alfie the Alligator: A Teaching Rhyme About Comparing Numbers by Sandy Turley Greater Than/Less Than Alligators Counting Objects Picture Cards Number Match-Ups puzzles Introduction Read aloud Alfie the Alligator: A Teaching Rhyme About Comparing Numbers by Sandy Turley. Remind students that, in the story, Alfie always eats the larger number, or the number that is greater.
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Different Types of Nouns
1st Grade
Objectives CCSS Language L.1.1.B: Use common, proper, and possessive nouns. L.1.2.A: Capitalize dates and names of people. L.2.2.A: Capitalize holidays, product names, and geographic names. Materials Needed Whiteboard or chart paper Blank writing paper Noun sorting mat and answer key Noun list Scissors Glue Pencils Introduction Write the following two sentences on the board or chart paper: The girl walked her dog. Lucy walked her dog Rufus. Ask students, “What is the difference between these two sentences?” Allow them to give various answers (one is more specific than the other, one uses names, etc.). Explain that nouns can be either common nouns (people, places, things or ideas) or proper nouns (the names of specific people, places, things or ideas), and that we typically capitalize proper nouns. That’s why the names “Lucy” and “Rufus” are capitalized.
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Alphabet Mitten Match
Pre-K - Kindergarten
Objectives Students will identify upper - and lowercase letters. Students will match uppercase letters to the corresponding lowercase letters. Materials Needed The Mitten by Jan Brett Alphabet Mittens template Mitten Match reproducible Clothesline and clothespins Preparation. Print out the Alphabet Mittens template. Then color and cut out the mittens. (You may want to laminate the mittens so you can use them over and over.) Hide the lowercase mittens in easy–to–find places around the classroom. Set aside the uppercase mittens for use during the lesson.
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Equivalent Fraction Activities
3rd Grade
Objectives Number & Operations - Fractions Understanding fractions as equivalent if they are the same size or same point on a number line Recognizing and generating equivalent fractions, and explaining why the fractions are equivalent using a visual model Materials Needed Whiteboard Fraction pizzas reproducibles Fraction bars reproducible Crayons Chart paper “Fraction Contraption” game mats “Fraction Contraption” game pieces Spinner template Pencils Paper clips Scissors Tape Introduction On the board, write: 5 dimes are equivalent to 2 quarters. 3 + 5 is equivalent to 5 + 3. 1/2 is equivalent to 50%. Read the sentences aloud. Then ask students to discuss what they think the term “equivalent” means.
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Cause & Effect: Why Did the Pilgrims Come to the New World?
3rd Grade
Objectives Students will understand the relationship between cause and effect. Students will identify the effect when given a cause. Materials Needed …If You Sailed on the Mayflower in 1620 by Ann McGovern “A Chain of Events” reproducible Cause & Effect Flip Book template Scissors Introduction Hold up the book …If You Sailed on the Mayflower in 1620. Tell students that this story takes them back in time so they can understand the events that led the Pilgrims to travel across the sea in search of a new life. Ask students to listen carefully as you read aloud the passage titled “Where does the Pilgrim story begin?” Then invite children to share what they learned about why the Pilgrims decided to leave England and travel to America.
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Author’s Purpose PIE
1st Grade
Objectives Reading Literature Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. Reading Informational Text Identify the main purpose of a text, including what the author wants to answer, explain or describe. Materials Needed Author’s Purpose PIE chart Interactive whiteboard or chart paper Various informational, persuasive and entertaining texts Sticky notes (enough for each small group) PIE reading passage cards PIE sorting mat and answer key Glue (optional) Introduction Explain to students that authors have many different reasons for writing. For example, an author might write to inform or explain something to the reader about a topic, to persuade someone to think about an idea or convince them to do something, or simply to tell an entertaining story. Tell students that these varied reasons for writing are called the author’s purpose. Students can recall the three main purposes by remembering the acronym PIE—Persuade, Inform, Entertain. Emphasize that being able to identify the author’s purpose in writing helps us connect with the text and understand what the author wants us to know.
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What Makes a Shadow?
1st Grade
Objectives Understanding that shadows are formed when an object blocks a light source, such as the sun Explaining how their own shadows change shape and size Materials Needed Moonbear’s Shadow by Frank Asch What Makes a Shadow? reproducible Chalk Introduction Tell students that you are going to read a book about a bear and his shadow. Encourage them to pay close attention to what the bear’s shadow does in the story. Read aloud the book Moonbear’s Shadow by Frank Asch. Then ask students the following questions: What makes Moonbear’s shadow? Why does Moonbear want to get rid of his shadow? How does he try to get rid of his shadow? Why doesn’t it work? What happens to Moonbear’s shadow when he hides behind a tree? Why? Why does Moonbear’s shadow disappear when he buries it? Why does Moonbear’s shadow appear larger during certain times of the day and smaller during other times?
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