Transcript Tell Me How Far It Is Shirley Willis

Tell Me How Far It Is
Shirley Willis
Introduces the concepts of distance and
length, discussing how they are measured,
why measuring is important, units of
measure, perspective, and the reasons for
measuring a variety of objects and
distances.
Tell Me How Far It Is
Shirley Willis
Students write down different things in the room that
they would like to measure. They are given rulers or
tape measures and are asked to log their findings in
their science journal and put them into categories that
they make up themselves.
Science 1.2.4 Measure the length of objects having straight edges in inches,
centimeters, or nonstandard units.
Language Arts 1.4.6 Organize and classify information by constructing
categories on the basis of observation
Gardener: Intrapersonal (journal log keeping)
Even Steven And Odd Todd
Kathryn Cristaldi
The mismatched team of collegiate
Even Steven and fun-loving Odd
Todd, two boys who are opposites
in seemingly everything, teaches
young readers basic numbers
concepts in a humorous and
lighthearted manner.
Even Steven And Odd Todd
Kathryn Cristaldi
Students will examine different numbers
chosen at random and match them with
their number names, they will also identify
if the number is even or odd. We will
discuss the story and talk about logical
order as well as the order of events that
Steven and Todd encountered.
Math 1.1.6 Match the number names (first, second, third, etc) with an ordered
set of up to ten items
Language Arts 1.2.2 Identify the text that uses sequence or other logical
order.
Gardener- Verbal-Linguistic (nonfiction reading)
If You Find a Rock
Peggy Christian
Grade 1-4-Since the dawn of time, humans have found
rocks, stones, and pebbles to be subtly alluring. In a
poignant, lyrical text, Christian contemplates the
magnetism of an assortment of such serendipitous
discoveries. From drawing ephemeral runes on the
sidewalk with a "chalk rock" to the satisfying slither of a
handful of "sifting rocks" and the exaltation of a
"climbing rock," these common but beguiling objects are
wondered about ("-you might find a rock with a stripe
running all the way round it-You have a wishing rock, and
you whisper what you want before you throw it"). Each
two-page spread includes at least one of Lember's softly
hand-tinted photos that eloquently reflect the evocative
text. Insert this gem into an earth-science unit and watch
as certain students drift from igneous, sedimentary and
metamorphic rock, and the Mohs' scale to look at their
specimens with wide, remembering eyes.
If You Find a Rock
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Peggy Christian
Pass out several rocks to the students. Ask them to “observe” the rocks
without touching them and write down what the see.
Pass out magnifying glasses to each student and allow them to pick up
the rocks and examine them now with the magnifying glass.
Have the students compare what they saw with and without the
magnifying glass on a sheet of paper using as many descriptive words
as they can.
Ask them if they know why Scientists “observe” things?”
Did the magnifying glass help you see the rock better?
Discuss the findings as a class
Science Standard: 1.2.5 Demonstrate that magnifiers help people see things they could not see
without them
Language Arts Standard: Use descriptive words when writing
Gardener: Naturalistic (Using a Microscope)
Animals Should Definitely Not Wear Clothing
Judi and Ron Barrett
...because a snake would lose it, a billy
goat would eat it for lunch, and it
would always be wet on a walrus! This
well-loved book by Judi and Ron
Barrett shows the very youngest why
animals' clothing is perfect...just as it
is.
Animals Should Definitely Not Wear Clothing
Judi and Ron Barrett
• Discuss the Title of the book and the author, read
the inside section “about the author” and discuss
what kind of person the students think she was
• Explain that the author and the illustrator are
different people
• Talk about sections of the book and how they all
follow a pattern
• Listen to the song sung by animals and discuss as
with the book that sometimes stories have animals
talk and sing even thought they really can’t
Science 1.4.1 Identify when stories give attributes to plants and animals, such as the
ability to speak, that they really do not have.
Language Arts 1.2.1 Identify the title, author, illustrator, and table of contents of
Musical (singing)
a reading selection
Gardener Musical (singing)
When a Line Bends . . . A Shape Begins
Rhonda Gowler Greene
Ten shapes are presented in picture and verse. Along with
the familiar circle, square, triangle, diamond, rectangle,
octagon, and oval are the less frequent star, heart, and
crescent. Each shape has its own verse and double-page
spread packed with visual examples. There are even some
extras for observant children to discover. The watercolorand-ink illustrations are bold and clean, with ample color;
however, a texturing technique occasionally results in a
slightly murky appearance. At no time does this texturing
obscure the text or interfere with line or shape. Those tired
of bright primary colors in children's books may find the
muting a nice change. A fine addition to units on shapes
and a perky read-aloud.?Jody McCoy, Lakehill
Preparatory School, Dallas, TX
When a Line Bends . . . A Shape Begins
Rhonda Gowler Greene
Discuss how this book relates to what we have been studying
in our math books about shapes and geometry.
Students draw different shapes using things around the room
as an example.
Students try drawing pictures using only 4 shapes.
Discuss if it was difficult to draw a picture while only using 4
shapes.
Math 1.4.1 Identify, describe, compare, sort, and draw triangles, rectangles, squares,
and circles.
Language Arts 1.2.7 Relate prior knowledge to what is read
Gardener Visual-Spatial (sketching)
The Ups and Downs of Simpson Snail
John Himmelman
Up and down describe not only lovable
Simpson Snail's spirits but where his
travels take him--whether it is up a
tree, or up in the air and down again.
Full-color illustrations.
The Ups and Downs of Simpson Snail
John Himmelman
• Tell students they are going to work in small groups to draw a
map showing the way from their classroom to the principal’s office
• Tell students the first landmark will be the door of their
classroom and the last landmark will be the door to the principal’s
office.
• Have small groups take turns walking to the principal’s office and
deciding what landmarks are important to draw on their maps.
• Give students time to draw and revise their maps until they are
satisfied with the results.
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Math Standard 1.4.5 Give and follow directions for finding a place or object.
Language Arts Standard 1.4.2 Use various organizational strategies to plan
writing.
Gardener Interpersonal (group work)
The Penny Pot
Stewart J. Murphy
Grade 1-3-At the school fair, the art teacher is painting
faces for 50 cents each. Jessie would like to participate, but
she just bought an ice-cream cone and has only 39 cents
left. Fortunately, there is a penny pot where children put
their extra change, so Jessie sits down to wait. As the
youngsters approach the booth, their money is counted out
and their extra pennies are added to the pot. When Jessie
adds up the change and finds that there is 51 cents, she can
finally get her face painted to look like a cat. The counting
of money becomes a real experience in this appealing
story; life-size, authentic-looking coins are used in the
brightly colored illustrations, which also show multiethnic
children having a good time. Money-related activities are
appended. Teachers will welcome this addition to mathcurriculum materials.
The Penny Pot
Stewart J. Murphy
•Give each student 5 nickels and 10 pennies.
•Ask the students to count out 2 nickels and 5 pennies
(putting the others aside).
•Ask them if they can make 6 cents using some of these coins.
•Repeat this process for 9 cents, 4 cents, 12 cents, etc.
•Divide the class into groups of three or four students, and ask
the
Groups to find the different amounts they can make using 2
nickels and 5 pennies.
•Ask each group to record its results on paper.
•Ask groups to look for patterns in their answers.
•Repeat with different amounts of coins
Math Standard: 1.6.1 Chose the approach, materials, and stratagies to use in solving
problems
Language Arts Standard:
Hello First Grade
Joanne Ryder
In a format strikingly similar to that of Miriam Cohen's
first-grade-class stories, Ryder's First Grade Is the Best
series features a cluster of sunny children and their
amiable teacher, Miss Lee. In the opener, Hello , the pupils
fall in love with their class pet, a white bunny named
Martha, and plan to star it in a schoolwide first-grade
spectacular--but just when they are about to perform,
Martha is missing (a happy ending, however, is assured).
Ladybugs has the first graders planting a garden, while
Valentines alters the standard holiday-tale formula in that
the class sends cards for Miss Lee's convalescing neighbor.
Animated dialogue and clearly defined story lines will hold
readers' attentions. Like the text, the watercolors are
cheery and energetic, exuding affability. Instructions for a
project related to the story are included at the end of each
book. Ages 4-7.
Hello First Grade
Joanne Ryder
After the story students discuss the series of events that
took place from before the bunny ran away to when they
found him.
They discuss how important it is to know how to properly
take care of a pet so that things like this don’t happen.
Ask students to discuss what they have to do to help take
care of their own pets at home, what would happen if these
duties weren’t done?
Science 1.1.3 Recognize that and demonstrate how people can learn much about plants and
animals by observing them closely over a period of time. Recognize also that care must be
taken to know the needs of living things and how to provide for them.
English 1.2.6 Draw conclusions or confirm predictions about what will happen in a text by
identifying key words (signal words that alert the reader to a sequence of events, such as
before, first, during, while, as, at the same time, after, then, next, at last, finally, now, when or
cause and effect, such as because, since, therefore, to)
Gardener Verbal-Linguistic (Speaking)
Diary of a Fly
Doreen Cronin
A young fly documents many everyday situations in her
diary, from fitting in on the first day of school to having
trouble with the babysitter, in this book (HarperCollins,
2007) by Doreen Cronin. Fly has 327 brothers and sisters
and must learn things like landing on moving targets. Fly
wants to be a superhero, but she's worried that she isn't
special enough. Worm and Spider, Fly's friends, help her
learn that "the world needs all kinds of heroes." This
humorous tale includes lots of amazing facts about flies.
Illustrator Harry Bliss narrates the characters with
appropriately high-pitched voices. All of the text in the
illustrations and on the end papers is also narrated,
including the dialogue in the comics Fly is reading. Subtle
sound effects and occasional music enhance the telling.
Youngsters will adore Bliss's detailed, humorous
illustrations. Young readers will love this imaginative
recreation of a fly's world with a human twist.—
Diary of a Fly
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Doreen Cronin
After reading Diary of a Fly have the students discuss the
problems that Fly has during his many adventures.
Talk about the different insects and plants that Fly
encounters throughout the book and review that most
things that are living need water, food and air even though
we don’t always seem them eating and drinking.
Have students respond to questions about the book, who
was in the story, where did it take place, what were some
problems for Fly and how were they resolved..
What was the main idea of the story
Science 1.4.4 Explain that most living things need water, food, and air.
Language Arts 1.2.3 Respond to who, what, when, where, why, and how questions
and recognize the main idea of what is read
Gadener Verbal-Linguistic (retelling)
Wild Weather Soup
Caroline Fromby
• Winifred Weathervane is responsible for
cooking up the world's weather. When she
goes on vacation, she leaves the stove on,
and it blows a hole in the ozone layer,
changing the world's weather patterns.
Fortunately, she's able to plug the hole with
her umbrella, restoring the weather that the
world's plants, animals -- and people -- are
used to.
Wild Weather Soup
Caroline Fromby
• Students are separated into groups of 3 and given 2 glasses
one with frozen water in it and the other with plain water.
• Students follow the directions on the sheet provided (1.
write down which glass you think has more water in it, 2.
discuss with your group what you think will happen when
the frozen water melts, 3. Write down your conclusions)
• Discuss as a class why you think that the glass has the same
amount of water when it’s frozen ans when it has melted.
Science 1.3.1 Recognize and explain that water can be a liquid or a solid and can go
back and forth from one form to the other. Investigate by observing that if water
turned into ice and then ice is allowed to melt, the amount of water is the same as it
was before freezing.
Language Arts 1.2.4 Follow one-stop written instructions
Gardener Bodily-Kinesthetic (hands on activities)