KINDERGARTEN. sample PLUS! Let the Journey Begin! BY JONI BOWMAN

Transcription

1 KINDERGARTEN Let the Jourey Begi! PLUS! BY JONI BOWMAN

2 Kidergarte Bowma Plus! A Itegrated Approach for the Early Years Classroom by Joi

3 2008 by Joi Bowma Portage & Mai Press ackowledges the fiacial support of the Govermet of Caada through the Book Publishig Idustry Developmet Program (BPDIP) for our publishig activities. All rights reserved. Except as oted, o part of this publicatio may be reproduced or trasmitted i ay form or by ay meas graphic, electroic, or otherwise without the prior writte permissio of the publisher. Prited ad boud i Caada by Frieses. Permissio Ackowledgmets Grateful ackowledgmet is made to the followig for permissio to reproduce copyright material. Every effort has bee made to determie ad cotact copyright owers. The author ad publisher would welcome ay iformatio regardig omissios ad errors. Jea Feldma. Colour Farm is reprited by permissio of Jea Feldma. Mary Fly. Sig a Raibow, Orage, ad Blue are reprited by permissio of Mary Fly. Kidergarte Plus! ISBN Let the Jourey Begi! ISBN Project editor: Leigh Hambly Illustrator: Lisa Rae Swa Book ad cover desig: Relish Desig Studio Ltd. Ackowledgmets My parets, Bill ad Barb Brow, for beig my creative soudboard ad my first editors throughout this project. The publisher would like to thak Tricia Geske, former kidergarte teacher, ad Jamie Dyck, music teacher, for their review of the cotet ad for their ivaluable advice. Jo Ae Hambly. Teddy Bears, Sleepig Bears, If I Were, ad What Am I? are reprited by permissio of Jo Ae Hambly. James Horer. Gree, ad Red are reprited by permissio of James Horer. Jeifer Lawso. Assessmet blacklie masters from the Hads-O Series by Jeifer Lawso. Used by permissio of Portage & Mai Press. Leslie Malki. We ve Got Bears, Pet Bear, Where s Your Parka, Polar Bear?, I Saw a Polar Bear Today, Welcome Sprig!, Sprigtime Days, Is it Sprig?, I Kow That It s Sprigtime, ad Witer Time are reprited by permissio of Leslie Malki. Shel Silverstei. Hug o War from Where the Sidewalk Eds by Evil Eye Music, Ic. Reprited with permissio from the estate of Shel Silverstei ad HarperCollis Childre s Books. Used by permissio of HarperCollis Publishers; Sowball from A Light i the Attic by Evil Eye Music, Ic. Used by permissio of HarperCollis Publishers. Julie Vickery-Smith. Build a Sowma, The Frost Sog, Sowflakes, Sowflakes, ad The Witer Pokey are reprited by permissio of Julie Vickery-Smith McDermot Aveue Wiipeg, MB Caada R3A 0A2 Tel: Toll-free: Toll-free fax: books@padmpress.com ENVIRONMENTAL BENEFITS STATEMENT Portage & Mai Press saved the followig resources by pritig the pages of this book o chlorie free paper made with 100% post-cosumer waste. TREES WATER ENERGY SOLID WASTE GREENHOUSE GASES 31 11, ,434 2,690 FULLY GROWN GALLONS MILLION BTUs POUNDS POUNDS Calculatios based o research by Evirometal Defese ad the Paper Task Force. Maufactured at Frieses Corporatio

4 To my husbad, Hugh, for his ogoig support ad ecouragemet, ad to my daughters Bella, Cosette, ad Reave you are my ispiratio.

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6 CONTENTS Itroductio 8 Resource Overview 8 Let the Jourey Begi! 8 Uit 1 I Am Special! 9 Uit 2 Apples ad Pumpkis 9 Uit 3 Colours ad Shapes 10 Uit 4 Gigerbread Ma 10 Uit 5 Witer Woderlad 10 Uit 6 Friedship 10 Uit 7 All About Bears 11 Uit 8 Sprig Is Here! 11 Uit 9 O the Farm 11 Uit 10 Commuity Helpers 11 Icos 12 Format of Each Theme-Based Uit 13 Letter to Parets/Guardias 13 Books for Childre 13 Mathematics 13 Laguage Arts 14 Additioal Poems ad Sogs 15 Itegrated Studies 15 Additioal Itegrated Studies 15 Cetres 15 Big Book Ideas 16 Plaig the Uits (Time Lies) 17 Establishig a Daily Kidergarte Schedule 17 Half-Day Kidergarte Program (Moday/Tuesday & Thursday/Friday) 18 Half-Day Kidergarte Program ( Wacky Wedesday ) 19 Full-Day Kidergarte Program 20 Suggle Up ad Read 21 Establishig Effective Home-School Commuicatio 22 Home-School Coectio 22 Watch Me Read Duo-tag 22 Club 22 ad Club 60 Word Lists 22 Mothly Letter 23 Mr. Zippie 23 Commuicatio Book 23 Voluteers 24 Ziploc Take-Home Activities 25 What Are They? 25 What Do Teachers Need to Do? 25 How Do Teachers Implemet this Home Activity? 25 How Do Teachers Track the Program? 25 Creatig a Greeer Classroom 25 Assessmet ad Evaluatio 27 What Is the Differece? 27 Assessmet Through Observatio 27 A Fial Note 28 Appedix A: Geeral Blacklie Masters 29 Appedix B: Ziploc Take-Home Activities 113

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8 Let the Jourey Begi!

9 INTRODUCTION Welcome to Kidergarte Plus!, a comprehesive program writte for teachers like you. I this useful resource, you will fid everythig you eed to provide a excitig, egagig, ad academically stimulatig program for childre i the kidergarte years. Research shows that early learig experieces have a profoud effect o childre s developmet. Kidergarte Plus! provides a challegig, yet developmetally appropriate, program that supports a strog foudatio for future learig. Resource Overview Kidergarte Plus! is teacher-friedly, easy to follow ad to implemet, ad studet-friedly. The resource is divided ito 11 coil-boud books, makig the resource maageable ad trasportable. Let the Jourey Begi! is divided ito three mai sectios. The first sectio icludes importat iformatio o how to implemet the Kidergarte Plus! program i your classroom. The secod sectio, appedix A, icludes all the forms, cards, ad blacklie masters that you will be usig i every themebased uit (see complete list of geeral blacklie masters below). The third sectio, appedix B, supports a solid home-school coectio by providig 50 Ziploc take-home activities (see page 25 for detailed iformatio about these activities). Let the Jourey Begi! I this book, teachers will fid suggestios for plaig the mothly uits, establishig a kidergarte schedule, commecig a Suggle Up ad Read program, usig voluteers i the classroom, establishig effective homeschool commuicatio, ad settig up the Ziploc take-home activities program. Teachers will also fid a overview of the assessmet ad evaluatio strategies that are used throughout the resource. The followig geeral blacklie masters (GBLM) are foud i appedix A: GBLM-1: Idividual Studet Observatios GBLM-2: Rubric GBLM-3: Cooperative Skills Teacher Assessmet GBLM-4: Idividual Aecdotal Record GBLM-5: Cooperative Skills Self-Assessmet GBLM-6: Studet Self-Assessmet GBLM-7: Uppercase Letter Idetificatio/ Studet Letter Idetificatio (two pages) Kidergarte Plus!

10 GBLM-8: Lowercase Letter Idetificatio/ Studet Letter Idetificatio (two pages) GBLM-9: Letter/Soud Awareess GBLM-10: Letter Formatio (A Z ad a z) GBLM-11: Number Formatio (0 10) GBLM-12: Number Cards 0 20 GBLM-13: Dot Patter Cards GBLM-14: Number Word Cards GBLM-15: Letter Cards (A Z ad a z) GBLM-16: Watch Me Read Letter to Parets/Guardias GBLM-17: Club 22 ad Club 60 (high-frequecy word lists) GBLM-18: Suggle Up ad Read Recordig Log GBLM-19: Suggle Up ad Read Letter to Parets/Guardias GBLM-20: Class Big Book Respose GBLM-21: Callig Mat/Callig Mat Numbers (two pages) GBLM-22: Voluteer Survey The Ziploc Activity program is located i appedix B ad icludes: Teacher Preparatio Chart 50 Istructio sheets Letter to Parets/Guardias Blacklie Masters for activities, icludig Picture ad Colour Word cards A brief summary ad highlights of each book are icluded below. Uit 1 I Am Special! The Kidergarte Jourey begis with a celebratio of the uique qualities ad characteristics of every studet. Some highlights of this uit iclude: sequecig A Day i the Life of a Kidergarte Studet ; sortig items i treasure boxes with frieds; creatig a I Am Special book that studets ca read by themselves; discussig feeligs about kidergarte ad the first day of school; takig part i coutig, matchig ad memory games; usig a magifyig glass to ivestigate figerprits; matchig pictures with the ames of the ew frieds i the class; creatig a three-dimesioal ame card usig beas, sequis, ad macaroi; ad readig books about growth, selfesteem, ad feeligs. Uit 2 Apples ad Pumpkis Studets welcome the fall seaso by participatig i a variety of egagig activities ivolvig apples ad pumpkis. Some highlights of this uit iclude: creatig apple patters; takig a apple taste test ad graphig the results; weighig ad orderig apples ad pumpkis by size; sequecig the life cycle of a apple tree ad the growth of a pumpki; ad recitig apple ad pumpki poems ad sogs. Let the Jourey Begi!

11 Uit 3 Colours ad Shapes Studets lear about a variety of colours ad shapes as they experimet, mix, ad create durig a umber of hads-o activities. Some highlights of this uit iclude: creatig ad extedig patters usig colours ad shapes; coutig ad sortig coloured buttos ad blocks; mixig primary colours to create secodary colours; playig Colour ad Shape Bigo; experimetig with colours usig figerpaits, coloured water, ad playdough; ad makig a shape book starrig Terry Triagle, Sammy Square, Cidy Circle, ad Robby Rectagle. Uit 4 Gigerbread Ma Studets ru, ru, as fast as they ca to the excitig activities i the Gigerbread Ma theme. Some highlights of this uit iclude: comparig differet versios of The Gigerbread Ma story, usig graphic orgaizers; bakig ad decoratig gigerbread cookies; coutig ad recordig the umber of items used to decorate gigerbread ma cookies (e.g., I used four gumdrops); followig clues aroud the school to fid the Gigerbread Ma that escaped from the ove; ad usig the sese of smell to idetify a variety of spices (e.g., ciamo, allspice, utmeg, giger). Uit 5 Witer Woderlad Studets are ivolved i a umber of egagig activities as they ivestigate, woder, ad discover the magic of the witer seaso. Some highlights of this uit iclude: creatig mitte patters; sequecig witer activities; idetifyig ad discussig the characteristics of the four seasos; creatig frosty witer scees usig Epsom salts ad water; ivestigatig how a ice cube melts; usig the sese of touch to distiguish froze, room temperature, ad warm water; ad measurig the legth of a mitte usig paper clips, coloured cubes, ad sugar cubes as uits of measure. Uit 6 Friedship This uit adds some sushie to the cold days of February. Your classroom will be filled with plety of excitemet ad eergy as the studets discover the importace of beig a good fried ad of havig frieds i their lives. Some highlights of this uit iclude: graphig the umber of letters i studet ames; discussig the importace of the heart ad of healthy eatig; talkig about feeligs ad beig sesitive to the eeds of others; creatig a Friedship Fruit Salad ; reviewig maers ad the importace of respectig others; ad makig Valeties that ca be mailed at the classroom post office. 10 Kidergarte Plus!

12 Uit 7 All About Bears Durig the fial weeks of witer, studets veture ito a excitig uit o bears. Some highlights of this uit iclude: takig part i a teddy bear parade about patters; taste testig ad graphig studets favourite oatmeal toppig (brow sugar, ciamo, or raisis); sequecig the story of Goldilocks ad the Three Bears ; ivestigatig the differece betwee real ad fictioal bears; measurig the legth, weight, ad tummy circumferece of studets favourite teddy bears; ad celebratig a Teddy Bears Picic! Uit 8 Sprig Is Here! Your studets welcome sprig as they discover the woders of the world aroud them. Some highlights of this uit iclude: comparig ad cotrastig the differet seasos; platig bea plats ad measurig their growth; idetifyig ad sequecig the life cycle of a butterfly; platig a classroom garde ad takig resposibility for the plats i the garde; estimatig, coutig, sortig, ad patterig differet varieties of seeds; ad ivestigatig the various sigs of sprig. Uit 9 O the Farm Studets ca kick up their heels ad travel to the farm i this egagig uit. Some highlights iclude: sortig ad graphig aimals based o a variety of attributes; usig the sese of touch to ivestigate a variety of cor products (e.g., cob of cor, cormeal, Idia cor, cor kerels, ad popcor); idetifyig various products that come from the farm; workig with a parter to create farmyards from recycled three-dimesioal objects; ad matchig baby aimals with their correspodig paret(s). Uit 10 Commuity Helpers The fial uit celebrates everyoe who cotributes to the local commuity. Studets will take part i a variety of hads-o activities as they travel aroud the commuity. Some highlights iclude: sortig tools used by commuity helpers; idetifyig a variety of commuity helpers ad the importat role they play i the commuity; learig the importace of 911 i a emergecy; orderig shoes by size; creatig actios to poems ad sogs; ad comparig the masses of various items from the bulk-food store. Let the Jourey Begi! 11

13 Icos Various icos are used to idetify specific sectios i Kidergarte Plus! The icos are: Books for Childre Itegrated Studies Mathematics Lessos Additioal Itegrated Studies Laguage Arts Cetre Suggestios Additioal Poems ad Sogs Recorded sogs o CD Big Book Ideas Sources Withi the text of Kidergarte Plus!, otes to the teacher are idicated by the followig three icos: This ico alerts you to helpful tips or suggestios; for example: Do ot distribute the setece strip with the title it is the same word as the first lie of the poem. Keep the setece strip with the title, ad place it at the top of the pocket chart. This ico alerts you to additioal iformatio that you might fid helpful whe teachig the lesso; for example: Whe a studet places the correspodig umber of buttos o the sowma cutout, have him/her cout the buttos aloud to ecourage oe-to-oe correspodece. This ico remids you to take precautioary measures i the classroom; for example: May studets have food allergies. Check with parets before you itroduce ay food ito the classroom. 12 Kidergarte Plus!

14 Format of Each Theme-Based Uit Each uit is orgaized i the same format, makig it easy for teachers to pla ad implemet. The orgaizatio is as follows: Letter to Parets/Guardias Books for Childre Mathematics (16 lesso plas) Laguage Arts (4 weekly poems 5 lessos per poem) Additioal Poems ad Sogs Itegrated Studies (2 lesso plas) Additioal Itegrated Studies Cetres (Readig Cetre, Writig/Laguage Cetre, Arts & Crafts Cetre, Discovery Cetre, Mathematics Cetre, Tactile Cetre, Listeig Cetre, ad Dramatic Cetre) Big Book Ideas (2 per uit) with correspodig blacklie masters Letter to Parets/Guardias At the begiig of the uit, copy the letter ad sed it home with each studet. The letter itroduces the mothly theme, some highlights of the uit, a overview of some of the cetres i the classroom, the alphabet letters of the moth, ad the umber of the moth. The letter also provides parets with a friedly remider about upcomig class big books that will be circulatig amog the kidergarte homes (see Big Book Ideas o page 16). Books for Childre The uit icludes a comprehesive list of childre s books that relate to the theme beig studied. The books should be readily accessible at your school library, classroom library, local bookstore, or olie book suppliers. Mathematics The 16 detailed math lesso plas are orgaized i a stadard format, as follows: Focus: Provides a clear, cocise statemet that describes the focus of the lesso (i.e., specific expectatios that are addressed). Materials: Icludes a complete list of materials you will eed to teach the math lesso, as well as the quatity of each material required. These materials are readily available. Preparatio: Lists what you eed to do prior to coductig the lesso (e.g., what blacklie masters to copy, how to prepare materials). Teachig the Lesso: You will fid a detailed step-by-step lesso pla that itroduces the expectatios outlied i the focus i a iterestig, egagig, ad effective maer. Follow-Up Studet Activity: Oe or more activities have bee desiged for studets to do o their ow, with a parter, or i small groups. Each activity correlates with the specific focus of the lesso. Most activities Let the Jourey Begi! 13

15 iclude a blacklie master. Follow-up studet activities are desiged to review ad reiforce the expectatios addressed i Teachig the Lesso. These activities ca also be used to provide feedback ad assessmet of studets uderstadig of the expectatio(s). Extedig the Idea: These are optioal ideas that exted, erich, ad reiforce the expectatios. Studet Assessmet: Each lesso provides oe or more suggestios for assessig studet learig. Keep i mid that these are just suggestios to cosider whe teachig the lesso. It is ureasoable to assess studets durig every activity. However, the assessmet suggestios will eable you to select which activities you feel warrat assessmet. For more iformatio ad strategies o assessmet, refer to Assessmet ad Evaluatio o page 27. Laguage Arts Each uit icludes a variety of poems ad sogs that fit ito the mothly theme. Some of the sogs have bee reproduced o the CD, Kidergarte Plus! Sogs The CD ca be itegrated ito the program i a umber of ways: Have studets lear the melody to sig the sog/poem. Have the studets keep a steady beat to the music by clappig their hads, tappig their kees, ad so o. Have the studets use percussio istrumets to keep a steady beat to the music (e.g., woode sticks, drum, tambourie). Have the studets move creatively to the music (e.g., develop their ow actios, dace with a chiffo scarf, ad so o). Four poems have bee chose as weekly poems oe for each week of the mothly uit. These poems provide the basis for the Kidergarte Plus! laguage-arts program. Weekly poems are a effective way for studets to become aware of some of the covetios of writte materials, specifically: Text is writte from left to right. Words have spaces betwee them. Words are spelled with uppercase ad lowercase letters. I additio to developig prit awareess, weekly poems also help studets to do the followig: idetify letters of the alphabet recogize that letters of the alphabet are represeted by differet souds build vocabulary develop awareess that words covey meaig liste ad respod to laguage patters For the weekly poem to be a valuable teachig tool, cosistecy is crucial. To facilitate a effective laguage-arts program, each weekly poem has five correspodig laguage lesso plas that eable you to itegrate the poem 14 Kidergarte Plus!

16 ito your daily routie. Oe Materials list is provided for the etire week of activities. Each lesso pla follows the same, or similar, format. Focus: Provides a clear, cocise statemet that describes the focus of the lesso. Preparatio: Lists what you eed to do prior to coductig the lesso (e.g., what blacklie masters to copy, how to prepare materials). Activity: Gives a detailed step-by-step lesso pla that uses the poem i a variety of iterestig ad egagig ways to itroduce ad reiforce the literary focus outlied at the begiig of the lesso. Extedig the Idea: Optioal ideas that exted, erich, ad reiforce the literary cocepts itroduced durig the lesso. Additioal Poems ad Sogs Additioal poems ad sogs based o the mothly theme are icluded i the uit. You ca use these to exted ad erich the literacy program. You ca also use them for music ad drama activities. Some teachers may wish to substitute these poems ad use them i place of the weekly poem to provide variety from year to year. Itegrated Studies These two detailed lesso plas itegrate a variety of subject areas such as sciece, social studies, laguage, math, art, drama, ad music. The lessos follow the same format as the math lessos: focus, materials, preparatio, teachig the lesso, follow-up studet activity, extedig the idea, ad studet assessmet. Additioal Itegrated Studies A comprehesive list of additioal Itegrated Studies activity suggestios is provided. You may wish to select oe or more of these activities to ehace the mothly theme. Itroduce the activities i a large group settig, small group settig, at a classroom cetre, or as a home-school project. The activities exted, erich, ad egage studets i meaigful experieces. Cetres Kidergarte Plus! ecourages you to set up several year-roud cetres i the classroom: Readig Cetre Writig/Laguage Cetre Arts & Crafts Cetre Discovery Cetre Mathematics Cetre Tactile Cetre Listeig Cetre Dramatic Cetre Activity suggestios for each cetre are separated ito Weeks 1 & 2 ad Weeks Not all Laguage Arts lessos iclude extesio activities. Let the Jourey Begi! 15

17 3 & 4. You may choose to chage the cetres after two weeks, or to leave the cetres uchaged for the duratio of the uit. For cetres to be effective learig eviromets, activities should be plaed ad structured to stimulate the developig skills of studets. The success of learig cetres depeds o the teacher s orgaizatio ad plaig. Kidergarte Plus! suggests cetres that ecourage creativity, develop thikig skills, ad spark studets iterest. It is importat to keep track of the activities that are takig place at the cetres o a daily basis. The followig strategies are recommeded: Place a class list (i alphabetical order by first ame) i a visible locatio at each cetre. Whe studets complete the activity at each cetre, they ca cross their ame off the list. This eables you to keep track of which studets have bee at what cetres ad which cetres studets still eed to visit. Provide a method for collectig completed ad ufiished work that is produced at the cetres (e.g., two tubs oe for completed work ad oe for ufiished work). At the begiig of the ext school day, studets who have ufiished work at a particular cetre ca retur to that cetre first to complete their work before movig to a ew cetre. Whe studets are actively egaged i cetre activities, take time to observe the studets ad record your fidigs (see Assessmet ad Evaluatio for blacklie master observatio recordig sheets, page 27). Big Book Ideas Class Big Books are a excellet way to coect home ad school. Each moth, studets create two Big Books, based o the mothly theme. Specific details are give for the followig: What to Do: Itroduces step-by-step istructios for studets, teachers, ad assistats/paret-voluteers to create the Big Book. Sedig Home the Book: Provides details o sedig the book home with the studets. Blacklie master: Photocopy a template for each page i the book (oe copy of each page per studet). Class Big Book Respose sheet: Photocopy this page, ad place it at the ed of each Big Book where parets/guardias ca write a commet about the book (GBLM-20). 16 Kidergarte Plus!

18 Plaig the Uits (Time Lies) Kidergarte Plus! is based o 10 themes oe theme per moth of the academic school year. Themes are tied to seasoal chages ad celebratios throughout the caledar (e.g., Uit 4, Gigerbread Ma, is for December). No two groups of studets will cover the material i each uit at the same rate. Studets i some regios atted school five full days a week, others oly two-ad-a-half days per week. Some teachers may choose to delve further ito extesio or additioal itegrated studies activities, if time ad studet iterest permit. Therefore, oe theme per moth is simply a guidelie. The idividual eeds, as well as the developmetal levels of your studets, must be take ito cosideratio whe establishig guidelies for log-rage plas. Establishig a Daily Kidergarte Schedule For meaigful learig to take place i a kidergarte classroom, kidergarte programs must be well-plaed, yet allow for daily flexibility. Oe of the most importat aspects of providig a secure, relaxed atmosphere for youg studets is by establishig routies. From the momet the studets are asked to sig i o the sig-up board to the ed of class reflectio time, studets become familiar with what usually happes durig the day. Whe studets kow what is expected of them ad what to expect throughout the day they feel more secure i the classroom, which results i greater learig opportuities. The Kidergarte Plus! program is desiged for a diverse rage of classrooms (icludig half day, full day, ad full-day alterate programs); therefore, there is ot a stadard daily schedule. It is importat, however, to provide a well-rouded daily program that icludes laguage, math, ad itegrated learig opportuities where meaigful learig is takig place. How the day is specifically orgaized will vary from class to class. Below are timetables (half-day kidergarte program ad full-day kidergarte program) for you to use as guidelies whe you are plaig your daily schedule. Although the lessos have bee grouped by subject area, it is essetial to familiarize yourself with the Focus of each activity before fializig your Timelie. For example, i Uit 1, I Am Special!, the first lesso i Itegrated Studies (page 99) focuses o studets feeligs durig the first day of school. Let the Jourey Begi! 17

19 Half-Day Kidergarte Program (Moday/Tuesday & Thursday/Friday) Classroom Etry (10 miutes) Cloak room (hag up coats, bags, put Mr. Zippee i tub, etc.) Sig i Table games (e.g., file-folder games), Bigo, or fidig a book to read Together Time (10 miutes) Welcome sog Days of the week Placig umber o caledar Coutig umber of days at school Coutig umber of studets Weather Math Lesso ad Follow-up Activity (25 miutes) Recess/Outdoor Play (20 miutes) Cetres (55 miutes) Itroductio of ew cetres Studets select cetre of choice Small-group istructio/activities Whole-Group Laguage (20 miutes) Focus o poem of the week Dismissal five lesso plas per weekly poem (oe lesso per day) Follow-up ad Reflectio (10 miutes) 18 Kidergarte Plus!

20 Half-Day Kidergarte Program ( Wacky Wedesday ) This day pla is slightly differet from the other four days. Classroom Etry (10 miutes) Cloak room (hag up coats, bags, put Mr. Zippee i tub, etc.) Sig i Table games (e.g., file-folder games), Bigo, or fidig a book to read Together Time (10 miutes) Welcome sog Days of the week Placig umber o caledar Coutig umber of days at school Coutig umber of studets Weather Discuss alphabet letter(s) of the moth (proper formatio, correspodig letter soud, words that start with the letter) Joural Writig/Letter Formatio (25 miutes) Studets write i their jourals (draw a picture, ad have teacher scribe studets thoughts, or use word wall ad kowledge of letter souds to soud out words idepedetly) Studets who have fiished jourals ca complete the letter formatio sheet for oe of the letters of the moth Recess/Outdoor Play (20 miutes) Itegrated Studies Lesso ad Follow-up Activity (30 60 miutes depedig o activity) Step-by-step lesso plas icluded Cetres (30 miutes depedig o time allotted for Itegrated Studies lesso) Itroductio of ew cetres Studets select cetre of choice Small-group istructio/activities ca also take place durig this time Whole-Group Laguage (20 miutes) Focus o poem of the week Five lesso plas per weekly poem (oe lesso per day) Follow-up ad Reflectio (10 miutes) Dismissal Let the Jourey Begi! 19

21 Full-Day Kidergarte Program Classroom Etry (10 miutes) Cloak room (hag up coats, bags, put Mr. Zippee i tub, etc.) Sig i Table games (e.g., file-folder games), Bigo, or fidig a book to read Together Time (10 miutes) Welcome sog Days of the week Placig umber o caledar Coutig umber of days at school Coutig umber of studets Weather Math Lesso ad Follow-up Activity (25 miutes) Recess/Outdoor Play (20 miutes) Cetres (1 hour) Itroduce cetres for uit Studets select cetre of choice Small-group istructio/activities ca also take place durig this time Clea up ad retur to circle for oral laguage activities ad reflectio (15 miutes) Sogs/poems Share what happeed at cetres (favourites, difficulties, problems that were ecoutered ad how they were solved) Luch ad Recess (1 hour) Quiet Time (15 miutes) Select book or puzzle to work o idepedetly Whole-Group Laguage (20 miutes) Focus o poem of the week Icorporate 1 2 of the lesso plas outlied for the week Joural Writig/Letter Formatio Activities (25 miutes) Studets write i their jourals (draw a picture, ad have the teacher scribe studets thoughts, or use word wall ad kowledge of letter souds to soud out words idepedetly) Joural writig ca be alterated with letter formatio activities such as completig letter formatio worksheet, practisig drawig the letter o small chalkboard, formig letters with playdough, etc.) Recess/Outdoor Play (20 mitues) Cetres (1 hour) After cetres itroduced, studets select cetre of choice Small-group istructio/activities Clea up ad retur to circle for oral laguage activities ad reflectio (10 miutes) Sogs/poems Share what happeed at cetres (favourites, difficulties, problems that were ecoutered ad how they were solved) Dismissal 20 Kidergarte Plus!

22 Suggle Up ad Read A excellet way to ehace your literacy program is to itroduce a at-home readig program. Oce the school year has started ad classroom routies have bee established, itroduce the Suggle Up ad Read program. See gblm-19, page 107 for a letter to parets/guardias explaiig the beefits of the program. Suggested readig strategies for successful readig sessios are icluded below. Orgaizatio is the key to a successful home readig program. Kidergarte Plus! recommeds the followig preparatio steps: Have a variety of simple books o had that progress i developmetal levels. Label ad umber each book (keep a master list of each title ad correspodig book umber). Glue a book pocket i the back of each book, the place a book/idex card i each pocket with the title of the book prited o the card. Store the books i a plastic tub. Lamiate a large piece of Bristol board. Glue oe book pocket per studet o the Bristol board (e.g., 20 studets i a class 20 book pockets glued oto the Bristol board). Prit oe studet s ame o each book pocket (see illustratio below). At book exchage time, select a book for each studet. Remove the idex card at the back of the book, ad place it i the correspodig pocket o the Bristol board. For example, if you choose the book Little Bear Goes Fishig for William, take the card titled, Little Bear Goes Fishig from the back of the reader ad place it i William s pocket o the Bristol board. That way, you will kow which studet has which book from the readig tub. Whe the studet returs the book to school, remove the card from the pocket o the Bristol board, ad place it back i the pocket at the back of the book. The, retur the book to the book tub. Trai paret-voluteers i the book-exchage procedure so that they ca assist with book exchage o their voluteer days. Have a special book bag for each studet (e.g., Ziploc bag or cotto bag with a drawstrig), as well as a recordig log (GBLM-18), for studets to take home to keep track of home readig progress. Let the Jourey Begi! 21

23 Establishig Effective Home-School Commuicatio It is essetial that you build a effective partership betwee home ad school. As educators, we wat childre to receive the critical message that both home ad school value learig. More importat, studies show that childre perform better i school if their parets are ivolved i their educatio. Keepig parets ivolved ad iformed i their child s educatio ca be accomplished usig a umber of strategies. Home-School Coectio This activity is desiged to reiforce specific cocepts/skills itroduced throughout the week. It is to be completed at home by the studets with their parets/guardias. Store the weekly poems i the Watch Me Read Duo-tag (see below for further details). Watch Me Read Duo-tag Provide each studet with a Duo-tag at the begiig of the school year. Put a label o the frot of each Duo-tag with the title Watch Me Read, as well as the studet s ame. At the begiig of each week, have the studets place their weekly poem i their Watch Me Read Duo-tag. Store the Duo-tags i a safe place i the classroom. Throughout the week, you may choose to use the Duo-tags durig brief five to te miute teachable momets. Some suggestios iclude: poitig to the words i the poem as you read the poem aloud together sayig a word ad challegig the studets to locate the word i their poem challegig studets to fid specific poems ecouragig studets to idetify their favourite poem ad locate the poem i their Duo-tag At the ed of each school week, sed the Watch Me Read Duo-tags home i Mr. Zippee (see below). Ecourage studets to work o the Home-School Coectio with a paret/guardia over the weeked. Remid the studets to brig their Duo-tag back to class o the ext school day after the weeked (e.g., Moday morig or afteroo, or Tuesday morig for alterate day kidergarte programs). You will fid a itroductory letter for parets/ guardias itroducig the Watch Me Read Duo-tag o page 103 (GBLM-16). Club 22 ad Club 60 Word Lists The Club 22 ad Club 60 word lists (GBLM-17) cosist of the most commoly used spoke ad writte words. Studets eed to lear these high-frequecy words to become successful readers. May of the words caot be souded out usig a phoetical approach. As a result, studets have to lear them 22 Kidergarte Plus!

24 through repetitio ad rote memory. May of the words are reiforced durig weekly poem activities, ad they ca also be reiforced at home i the followig way (for each studet): Prit each word o a separate idex card. Puch a hole i the top left-had corer of each card. Attach five cards to a silver rig. Place the rig of words ito a Ziploc bag with the studet s ame prited o the outside of the bag. Isert a brief ote to parets/guardias (GBLM-17) i the bag that explais the purpose of the words ad how parets ca work with their childre to lear them. Mothly Letter At the begiig of each uit, a letter to parets/guardias provides iformatio about the mothly theme ad a variety of activities that the studets will be ivolved i. A mothly caledar outliig studet birthdays, library exchage days, ad special evets (e.g., pizza day, field trip) is aother great way to keep parets up to date ad iformed. Mr. Zippee Provide each studet with a extra large Ziploc plastic bag. Prit each studet s ame i large letters o his/her bag. Studets ca use this bag to brig class letters, field-trip forms, daily work, ad so o to ad from school. Establish a Mr. Zippee routie from the first day of school. At the ed of the school day, have the studets sit i a large circle. Distribute the Ziploc bags. Itroduce Mr. Zippee to the studets, ad explai that it will be their resposibility to remid their parets to sed Mr. Zippee back to school the ext day. Every morig (or afteroo for half-day afteroo kidergarte studets), place a large tub/box o a table ear the coat hooks i your classroom. Whe studets eter the classroom, have them take out their Ziploc bag ad place it i the tub. Cotiue to reiforce this routie durig the first few weeks of school. Commuicatio Book Provide each studet with a Commuicatio Book. The purpose of this book is to provide a system whereby parets ad teachers ca commuicate messages i a quick, effective maer (e.g., chages i pickup routie, iformatio about family vacatios, commets, cocers). A small otebook or workbook works well. Prit the title Commuicatio Book ad the studet s ame o the outside of the book. By gatherig the bags at the begiig of the school day, you ca use paret-studet voluteers to isert work, otices, ad so o ito the bag durig the day. Let the Jourey Begi! 23

25 Establish a Commuicatio Book routie with the parets. Ask the parets to sed the Commuicatio Book i their child s Mr. Zippee every school day (eve if they have ot writte a message i the book). If they have writte a message, ask the parets to leave the book ope to the page with the message. If the book is left ope, the you will kow there is a message that requires your attetio. Likewise, if you have a message for the parets, leave the book ope whe it is placed i Mr. Zippee so that the parets ca recogize that there is a message that they eed to read. Voluteers Voluteers are a ivaluable asset to the kidergarte classroom. To provide hads-o, egagig activities, the use of voluteers is strogly ecouraged. As a classroom teacher, you eed to esure that your voluteers are beig effectively ivolved i the class. To achieve this, distribute the Voluteer Survey (GBLM-22, page 111) at the begiig of the school year. Feedback from this form will determie who is iterested i voluteerig ad i what capacity. Oce a voluteer schedule has bee determied, work to itegrate the voluteers ito your daily program. The followig suggestios will help you successfully itegrate voluteers ito your kidergarte classroom: Itroduce the voluteers to the studets so that the voluteers feel welcome i the classroom. Provide clear directio to voluteers so that they kow what is expected of them. Remid voluteers that they ca always ask questios if they are usure of their role/task. Make sure all the ecessary materials are provided ad ready for voluteers helpig with a small-group activity. Provide voluteers with tasks that are simple ad doable so that they feel capable of hadlig the task give. Place a Voluteer Tasks otebook i a easily accessible spot. I the otebook, record a list of tasks that eed to be doe. You may wish to orgaize the tasks ito two groups (e.g., Daily Tasks wash pait pots, put ewsletters i Mr. Zippee, ad so o; Special Tasks cut out 12 pumpkis for coutig activity, prit studets ames o plastic pots for bea plats, ad so o). Tell the voluteers that at ay time they ca check the Voluteer Tasks otebook. This is very helpful at the begiig of the class whe you are occupied with the studets. Voluteers ca go straight to the Voluteer Tasks otebook, so that they ca get started o tasks without havig to wait to be directed what to do. Always ackowledge the work your voluteers do for you. Remember to have the studets thak voluteers at the ed of each visit. You may also wish to thak voluteers for their commitmet with thak-you otes or small tokes of appreciatio at the ed of the term. A collectio of pictures 24 Kidergarte Plus!

26 made by the studets, collated ito a Thak You book is a woderful way to show your appreciatio. Ziploc Take-Home Activities To further ehace your kidergarte program ad provide a ejoyable learig lik betwee home ad school, Kidergarte Plus! icludes 50 Ziploc Take-Home activities (see appedix B). What Are They? These are activities for studets to do at home with a paret/guardia. These activities are desiged to reiforce a variety of mathematics, literacy, ad fie-motor skills. Each of the 50 take-home activities icludes a easy-to-follow istructio sheet. Each activity has a Scale It Up sectio, to make it more challegig, as well as a Scale It Dow sectio, to make it easier. Most support materials for each activity ca be foud i appedix A (such as Letter Cards). Some materials are icluded with the istructio sheet (such as Picture Cards). A preparatio chart is foud at the begiig of appedix B to help teachers gather or prepare the materials studets will eed to complete the activities. Most activities take approximately miutes to complete. What Do Teachers Need to Do? Each activity has a blacklie master istructio sheet that ca be photocopied, as well as a blacklie master for most of the required materials (e.g., Number Cards from 1 to 20). Teachers eed to photocopy the istructio sheet, gather ad photocopy the required materials, ad place them i large Ziploc bags. Ziploc bags should be clearly umbered from 1 to 50. How Do Teachers Implemet this Home Activity? Sed home oe Ziploc activity with each child at ight. With the first Ziploc Activity, photocopy ad iclude a copy of the letter to parets/guardias (page 117). How ofte Ziploc bags go home with the studets is up the teacher s discretio (e.g., oce a week, twice a week). The studets will work through the activity with their paret/guardia ad retur the Ziploc bag to school. How Do Teachers Track the Program? The teacher or paret-voluteer records, by umber (from 1 to 50), which Ziploc bag has bee take home by which studet. He/she the records this iformatio o a class list. Creatig a Greeer Classroom Teachers play a importat role i educatig studets about the importace of protectig ad carig for our eviromet. Modellig ad promotig evirometally friedly behaviour is a importat step i reducig the evirometal impact of every idividual i our schools. You ca do the followig: Let the Jourey Begi! 25 To avoid problems with studet progress comparisos (e.g., I m o Ziploc 17, ad you re oly o 2 ), the activities are ot umbered i order of difficulty. Teachers should review the activities ad use their discretio as to which activity to sed home with each studet.

27 Set up recyclig bis i the classroom. Educate studets about the importace of recyclig. Show studets what materials ca be recycled, ad ecourage studets to recycle. Ecourage studets to use paper wisely (e.g., both sides of the paper, set up a scrap box). Set up a gree box program where food wastes ca be composted ad used i school gardes. Discuss various ways to coserve eergy: Tur off the classroom lights whe you leave. Esure that taps are tured off after washig hads or takig a drik of water. Tur off electroics (e.g., CD player, computer moitor) whe ot i use. Ope up curtais or blids to let atural light ito the classroom rather tha usig electrical lights. Parets ca also play a sigificat role i reducig the evirometal impact of the school day. Share the followig suggestios at a paret ight or as a attachmet to your mothly ewsletter. Ecourage parets to do the followig: Select gree alteratives for gettig their childre to school (e.g., walk, ride a bike or scooter). Car pool. Avoid idlig i the school drop-off ad pick-up zoes. Pack litterless luches. Reiforce evirometally friedly behaviours at home (e.g., recycle, compost, use eergy efficiet light bulbs). 26 Kidergarte Plus!

28 Assessmet ad Evaluatio What Is the Differece? It is importat to recogize the differece betwee assessmet ad evaluatio. Assessmet is the gatherig of iformatio through observable evidece of what a child ca do, say, ad apply. Evaluatio ivolves judgig ad iterpretig of the assessmet data to determie the child s progress i achievig the overall learig expectatios. (The Kidergarte Program. Miistry of Educatio. Otario, 2006.) Teachers eed to cotiually observe, assess, evaluate, ad documet studets learig. The Kidergarte Plus! program provides a variety of assessmet tools. These tools eable the teacher to gather authetic iformatio about a studet s progress to effectively evaluate the studet i relatio to the overall learig expectatios. Assessmet through Observatio Sice youg childre show their uderstadig of the expectatios by doig, showig, ad tellig, teachers eed to cotiually assess studets by observig, listeig, ad askig questios that promote higher-level thikig skills. Daily observatios should iclude both plaed ad spotaeous observatios. The program provides a umber of ways to record these observatios. Idividual Aecdotal Record (GBLM-4 ). The Idividual Aecdotal Record sheet provides a orgaized, easy-to-use format for recordig idividual or group observatios. Idividual Studet Observatios (GBLM-1 ). Whe you wish to focus more o a specific studet, use the Idividual Studet Observatios sheet. This blacklie master provides large spaces to record commets durig idividual coferecig, iterviews, ad demostratios. Rubric (GBLM-2). Usig a rubric is based o a plaed, systematic observatio of a studet s achievemet of oe or more specific expectatios. The assessmet is based o a studet actually doig a specific activity or task. Whe a rubric is recommeded as a assessmet tool, details are provided as to the specific task/activity to evaluate as well as suggested achievemet levels (Levels 1 4). Choose to use these levels or select your ow. Specific criteria that relate directly to the expectatios for the task/activity to be assessed ca be recorded o the Rubric sheet (GBLM-2). Let the Jourey Begi! 27

29 Additioal assessmet strategies ad tools iclude: Cooperative Skills Assessmet (GBLM-3). To effectively assess a studet s ability to work i a group, observe studets ad documet the iteractio of studets withi a group. The Cooperative Skills Assessmet sheet provides a orgaized, easy-to-use format for assessig studets i group situatios. Cooperative Skills Self-Assessmet (GBLM-5). It is importat to ecourage studets to reflect o their ow learig. For youg studets, self-assessmet is best doe through oral discussio, reflectig o activities doe i class. These coversatios ca occur as idividual studet cofereces, small-group discussios, or as whole-class discussios. Studet Self-Assessmet (GBLM-6). It is importat to ecourage studets, from a youg age, to reflect upo their learig experieces. The Studet Self-Assessmet sheet provides a simple, child-friedly format for recordig studets reflectios. Scrapbook/Portfolio. Throughout the year, select s of studets work that ca be placed ito a scrapbook/portfolio. This ca iclude studet-draw pictures, activity sheets, joural s, photographs, ad so o. As the year progresses, ask the studets to provide iput as to work they would like to see icluded i their scrapbook/portfolio. Scrapbooks/ portfolios provide excellet documetatio of studets progress throughout the year. A Fial Note To effectively evaluate studets achievemet i the kidergarte classroom, teachers must provide umerous opportuities for studets to demostrate their abilities. Factors affectig studets success i demostratig their kowledge of the expectatios must be take ito cosideratio, icludig: time of day, the situatio, laguage barriers, the type of activity, ad questios asked. If assessmet is frequet, varied, developmetally appropriate, ad well orgaized, you will be able to effectively evaluate studets progress. Assessmet of youg childre should ecourage studets to demostrate what they kow ad ca do. Focusig o what studets do ot kow ad caot do will ot eable you to assist each studet i progressig toward the achievemet of the expectatios. 28 Kidergarte Plus!

30 Ziploc Activity 5 Purpose To put a collectio of te straws i order from shortest to logest. Task 1. Place the collectio of straws o a flat surface (e.g., table). 2. Have your child cout the umber of straws. Ecourage your child to touch each straw as he/she couts. 3. Have your child arrage the straws i order, from shortest to logest. Make sure the bottoms of the straws are i a straight lie. (See example below.) Portage & Mai Press May be reproduced for classroom use. Scale It Up Select a straw. Have your child fid items aroud the house that are: shorter tha the straw same legth as the straw loger tha the straw Scale It Dow Have your child arrage oly five straws i order from shortest to logest. 122 BLM Z-5

31 Ziploc Activity 46 Purpose To idetify a umber of differet ways to create the umber five, usig two-sided (red ad yellow) couters. Task 1. Have your child place the five couters i the cup provided. 2. Ask your child to getly shake the cup ad carefully spill the couters oto the table. 3. Have him/her cout the umber of couters that laded with the colour red facig up. Colour the correspodig umber of circles o the recordig sheet red (e.g., if three couters are red, colour i three circles red o the recordig sheet). 4. Have your child cout the umber of couters that laded with the colour yellow facig up. Colour the correspodig umber of circles yellow o the recordig sheet (e.g., if two couters are yellow, colour i two circles yellow). 5. Ask your child: How did you make the umber five? (e.g. three red ad two yellow) (See example below.) 6. Place the couters back i the cup, ad repeat the activity ie more times. Be sure to have your child record the result of each spill o the recordig sheet. red red red yellow yellow Scale It Up Have your child prit the mathematical setece uder each of the 10 trials. (for example, = 5). Portage & Mai Press May be reproduced for classroom use. Scale It Dow Have your child repeat the activity five times, istead of te. Touch each couter with your figer as your child couts the umber of each colour. 206 BLM Z-46

32 Name: Portage & Mai Press May be reproduced for classroom use. BLM Z

33 UNIT 2 Apples ad Pumpkis by Joi Bowma

34 2008 by Joi Bowma Portage & Mai Press ackowledges the fiacial support of the Govermet of Caada through the Book Publishig Idustry Developmet Program (BPDIP) for our publishig activities. All rights reserved. Except as oted, o part of this publicatio may be reproduced or trasmitted i ay form or by ay meas graphic, electroic, or otherwise without the prior writte permissio of the publisher. Prited ad boud i Caada by Frieses. Permissio Ackowledgmets Grateful ackowledgmet is made to the followig for permissio to reproduce copyright material. Every effort has bee made to determie ad cotact copyright owers. The author ad publisher would welcome ay iformatio regardig omissios ad errors. Jea Feldma. Colour Farm is reprited by permissio of Jea Feldma. Mary Fly. Sig a Raibow, Orage, ad Blue are reprited by permissio of Mary Fly. Kidergarte Plus! ISBN Uit 2 Apples ad Pumpkis ISBN Project editor: Leigh Hambly Illustrator: Lisa Rae Swa Book ad cover desig: Relish Desig Studio Ltd. Ackowledgmets My parets, Bill ad Barb Brow, for beig my creative soudboard ad my first editors throughout this project. The publisher would like to thak Tricia Geske, former kidergarte teacher, ad Jamie Dyck, music teacher, for their review of the cotet ad for their ivaluable advice. Jo Ae Hambly. Teddy Bears, Sleepig Bears, If I Were, ad What Am I? are reprited by permissio of Jo Ae Hambly. James Horer. Gree, ad Red are reprited by permissio of James Horer. Jeifer Lawso. Assessmet blacklie masters from the Hads-O Series by Jeifer Lawso. Used by permissio of Portage & Mai Press. Leslie Malki. We ve Got Bears, Pet Bear, Where s Your Parka, Polar Bear?, I Saw a Polar Bear Today, Welcome Sprig!, Sprigtime Days, Is it Sprig?, I Kow That It s Sprigtime, ad Witer Time are reprited by permissio of Leslie Malki. Shel Silverstei. Hug o War from Where the Sidewalk Eds by Evil Eye Music, Ic. Reprited with permissio from the estate of Shel Silverstei ad HarperCollis Childre s Books. Used by permissio of HarperCollis Publishers; Sowball from A Light i the Attic by Evil Eye Music, Ic. Used by permissio of HarperCollis Publishers. Julie Vickery-Smith. Build a Sowma, The Frost Sog, Sowflakes, Sowflakes, ad The Witer Pokey are reprited by permissio of Julie Vickery-Smith McDermot Aveue Wiipeg, MB Caada R3A 0A2 Tel: Toll-free: Toll-free fax: books@padmpress.com ENVIRONMENTAL BENEFITS STATEMENT Portage & Mai Press saved the followig resources by pritig the pages of this book o chlorie free paper made with 100% post-cosumer waste. TREES WATER ENERGY SOLID WASTE GREENHOUSE GASES 18 6, ,594 FULLY GROWN GALLONS MILLION BTUs POUNDS POUNDS Calculatios based o research by Evirometal Defese ad the Paper Task Force. Maufactured at Frieses Corporatio

35 CONTENTS Letter to Parets/Guardias 3 Books for Childre 4 Mathematics 5 1 ab Apple Patterig 5 2 ABC Apple Patterig 9 3 Recogizig ad Orderig Numbers From 1 to Graphig Apples by Colour 15 5 Graphig Apples Taste Test 20 6 Weighig Apples 24 7 Orderig Apples by Size 28 8 Sortig Apples 32 9 AAB Pumpki/Ghost Patterig Estimatig the Circumferece Coutig Forwards ad Backwards From 1 to Coutig Pumpki Seeds Graphig Pumpki Faces Weighig Pumpkis Orderig Pumpkis by Size Sortig Pumpkis 66 Laguage Arts 70 Weekly Poem 1 Te Shiy Apples 70 Home-School Coectio 70 Day 1/Lesso 1 71 Day 2/Lesso 2 71 Day 3/Lesso 3 72 Day 4/Lesso 4 73 Day 5/Lesso 5 74 Weekly Poem 2 Apple Treat 75 Home-School Coectio 75 Day 1/Lesso 1 76 Day 2/Lesso 2 76 Day 3/Lesso 3 77 Day 4/Lesso 4 78 Day 5/Lesso 5 79 Weekly Poem 3 Jack O Happy 81 Home-School Coectio 81 Day 1/Lesso 1 82 Day 2/Lesso 2 82 Day 3/Lesso 3 83 Day 4/Lesso 4 84 Day 5/Lesso 5 85 Weekly Poem 4 Have You Ever See a Pumpki? 87 Home-School Coectio 87 Day 1/Lesso 1 88 Day 2/Lesso 2 88 Day 3/Lesso 3 90 Day 4/Lesso 4 91 Day 5/Lesso 5 91 Additioal Poems ad Sogs 94 Itegrated Studies 96 1 Life Cycle of a Apple Tree 96 2 Life Cycle of a Pumpki 101 Additioal Itegrated Studies Makig Applesauce Makig No-Bake Pumpki Pie Roasted Pumpki Seeds Pass the Pumpki Hot Pumpki Testig a Pumpki Will It Float? Plat a Pumpki Seed Examiig a Pumpki Seed Pi the Peducle o the Pumpki It s the Great Pumpki, Charlie Brow 108 Cetres 109 Apple: 109 Readig Cetre 109 Writig/Laguage Cetre 109 Arts & Crafts Cetre 109 Discovery Cetre 110 Mathematics Cetre 110 Tactile Cetre 110 Listeig Cetre 110 Dramatic Cetre 111 Pumpki: 112 Readig Cetre 112 Writig/Laguage Cetre 112 Arts & Crafts Cetre 112 Discovery Cetre 113

36 Mathematics Cetre 113 Tactile Cetre 113 Listeig Cetre 114 Dramatic Cetre 114 Big Book Ideas So May Apples Up o Top! How Is Jack Feelig Today? 117 Sources 119

37 Dear Parets/Guardias, As we welcome the fall seaso, we move ito the excitig uit, Apples ad Pumpkis. Over the ext several weeks, your child will be ivolved i a variety of activities, icludig: creatig apple patters graphig apples by colour ad taste weighig apples ad pumpkis, usig a balace scale orderig apples ad pumpkis by size makig apple prits sortig apples ad pumpkis, usig a variety of sortig rules estimatig the circumferece of a pumpki coutig ad estimatig pumpki seeds mixig red ad yellow pait to create orage pumpkis sequecig the life cycle of a apple tree ad the growth of a pumpki recitig apple ad pumpki poems ad sogs Our Dramatic Cetre will start out as a bakery filled with apple recipes ad plastic bakig ware to ecourage role-playig ad creativity. After that, the cetre will chage ito a coutry store where the studets ca use baskets as they shop for plastic fruits ad vegetables ad harvest products (such as gourds ad cor). The Listeig Cetre ad Readig Cetre will provide literature-rich eviromets filled with fictio ad ofictio books o apples ad pumpkis. The Discovery Cetre ad Tactile Cetre will cotiue to challege studets to questio ad woder about the world aroud them. Other iterestig apple ad pumpki activities will be at our Writig Laguage Cetre ad Mathematics Cetre. Weekly poems will be set home with your child. Do t forget to review the poem ad complete the home-school coectio activities. Keep your eyes ope for our ew Big Books, which will be circulatig throughout our kidergarte homes. Please feel free to add your commets at the ed of the books. Our letters of the moth are a for apple, p for pumpki, ad o for october. Our umber of the moth is 7. Your child will be workig through a variety of activities that reiforce the proper formatio of both letters ad umbers. Thak you so much for your cotiued support. We look forward to aother lively moth o our Kidergarte Jourey. Sicerely, Uit 2 Apples ad Pumpkis

38 Books for Childre Book suggestios Apples Aderso, C. Apple Orchard. Portmouth: Heiema, Carr, J. Dappled Apples. New York: Holiday House, Corwi, J. Big Red Apple. Toroto: Scholastic Caada, Faulker, M. Day at the Apple Orchard. Toroto: Scholastic, Gibbos, G. The Seasos of Arold s Apple Tree. New York: Voyager Books, Apples. New York: Holiday House, Hall, Z. The Apple Pie Tree. Toroto: Blue Sky Press, Harshma, M. Red Are the Apples. Orlado: Harcourt Brace ad Compay, Hutchis, P. Te Red Apples. New York: Greewillow, Hutchigs, R. Pickig Apples ad Pumpkis. Toroto: Scholastic Caada, Kudse, M. Autum Is for Apples. New York: Radom House Books for Youg Readers, Lagsto, L. Mile-High Apple Pie. New York: Red Fox, Lerer, G. What s So Terrible About Swallowig a Apple Seed? New York: HarperCollis, LeSieg, T. Te Apples Up o Top! New York: Radom House Books for Youg Readers, Maestro, B. How Do Apples Grow? New York: HarperCollis Caada, Miller, V. Te Red Apples. Bosto: Cadlewick Press, Naslud, G. Our Apple Tree. Brookfield: Roarig Brook Press, Pricema, M. How to Make a Apple Pie ad See the World. New York: Dragofly Books, Rickert, J. Russ & the Apple Tree. Toroto: Moarch Books of Caada, Robbis, K. Apples. New York: Simo ad Schuster, Rockwell, A. Apples ad Pumpkis. New York: Aladdi Publishig Compay, Slawso, M. Apple Pickig Time. New York: Dragofly Books, Spiri, G. Apple Pie. New York: Philomel Books, Welligto, M. Apple Farmer Aie. New York: Pegui, Zoehfeld, K. Apples, Apples. New York: Festival Products, Pumpkis Agra, R. Pumpki Shivaree. Brookly: Hadprit Books, Brow, M. The Fierce Yellow Pumpki. New York: HarperCollis, Butig, E. The Pumpki Fair. Bosto: Clario Books, Dillo, J. Jeb Scarecrow s Pumpki Patch. Bosto: Houghto Miffli, Fowler, A. It s a Fruit, It s a Vegetable, It s a Pumpki. Chicago: Childre s Press, Hall, Z. It s Pumpki Time. Toroto: Scholastic Caada, Holub, J. The Garde That We Grew. New York: Vikig, Kroll, S. The Biggest Pumpki Ever. New York: Holiday House, Leveso, G. Pumpki Circle: Story of a Garde. Berkeley: Tricycle Press, Lewis, K. The Ruaway Pumpki. Lodo: Orchard Books, McDoald, M. The Great Pumpki Switch. Lodo: Orchard Books, McNamara, M. The Pumpki Patch. New York: Aladdi, Moore, E. Gradma s Smile. New York: Lothrop, Lee & Shepard Books, Ray, M. Pumpkis: A Story for a Field. Orlado: Harcourt Trade Publishers, Rockwell, A. Pumpki Day, Pumpki Night. New York: Walker ad Compay, Serfozo, M. Plumply, Dumply Pumpki. New York: McElderry Books, Silverma, E. Big Pumpki. Toroto: Maxwell Macmilla Caada, Sloat, T. Patty s Pumpki Patch. New York: Putam s, Titherigto, J. Pumpki, Pumpki. New York: Greewillow Books, Wallace, N. Pumpki Day! Lodo: Cavedish, White, L. Too May Pumpkis. New York: Holiday House, Yacowitz, C. Pumpki Fiesta. New York: HarperCollis, Zagwy, D. The Pumpki Blaket. Markham: Fitzhery ad Whiteside, Kidergarte Plus!

39 Mathematics LESSON 1 ab APPLE PATTERNING Focus The studets will idetify, reproduce, exted, ad create ab patters usig apple cutouts. Materials Apple Cutout (blm 2.1.1) costructio paper (red, gree) scissors crayos Apple Patters activity sheet (blm 2.1.2) Preparatio Make te paper apples: Photocopy the Apple Cutout. Cut out the apple, ad trace five apples o red costructio paper ad five apples o gree costructio paper. Cut out each apple. Photocopy the activity sheet Apple Patters (oe copy per studet). Teachig the Lesso 1. Have the studets sit i a large circle ad watch you closely. Place oe red apple i frot of you. Next, place oe gree apple beside the red apple. Place a secod red apple beside the gree apple (see below). You may wish to lamiate the apple cutouts for future use. RED GREEN RED Say to the studets: Let us see what we have so far. Say the colours with me: red, gree, red. Who ca tell me what colour the ext apple will be? Select a studet to add a gree apple to the lie of apple cutouts. 2. Cotiue this process util all te apples have bee placed i a straight lie i the middle of the circle. Ask the studets: What have we created with our red ad gree apples? (Aswer: a patter) Uit 2 Apples ad Pumpkis

40 Demostrate how to colour i the apples (followig the ab patter) to create a two-colour patter. Explai to the studets that, as a class, you have all worked together to create a apple patter. Ask: What is the patter we have created? (Aswer: red apple, gree apple, red apple, gree apple, etc.) Follow-up Studet Activity 1. Distribute a copy of the activity sheet Apple Patters (blm 2.1.2) to each studet. 2. Explai to studets that they are goig to make their ow apple patters. 3. Have studets select two crayos of differet colours ad create their apple patter. Extedig the Idea Have studets use differet-coloured apple cutouts (e.g., gree ad yellow) to create ew ab patters. Have studets use real apples to make a apple patter. As the studets lear the ames of the apples, they ca make a apple patter, usig apple ames (e.g., McItosh, Gray Smith, McItosh, Gray Smith). Provide additioal objects i the classroom (e.g., coloured blocks, crayos, coloured teddy bears, model cars) for the studets to use to create their ow patters. Studet Assessmet Observe studets ability to create ad exted a ab patter. Use the Rubric sheet, gblm-2, to record your observatios. Suggested achievemet levels: Level 1 completes ad exteds a simple patter with assistace Level 2 completes ad exteds a simple patter with limited assistace (several mior errors) Level 3 idepedetly completes ad exteds a simple patter with few errors Level 4 idepedetly completes ad exteds a simple patter with o errors Kidergarte Plus!

41 Apple Cutout Portage & Mai Press May be reproduced for classroom use. BLM 2.1.1

42 Name: Apple Patters Portage & Mai Press May be reproduced for classroom use. BLM 2.1.2

43 LESSON 2 abc APPLE PATTERNING Focus The studets will idetify, reproduce, exted, ad create abc patters, usig apple cutouts. Materials Apple Cutout (Lesso 1, blm 2.1.1, page 7) costructio paper (red, gree, yellow) pecil scissors circle stickers i red, gree, ad yellow 8 ½ x 11-ich sheets of white paper (half sheet per studet) paper plates Preparatio Photocopy the Apple Cutout. Cut out the apple, ad use it to trace three apples o red costructio paper, three apples o gree costructio paper, ad three apples o yellow costructio paper. Cut out each apple. Make white paper strips by cuttig 8 ½ x 11-ich sheets of paper i half, legthwise (oe per studet). Put a collectio of red, gree, ad yellow stickers o paper plates, ad place the plates o work tables. Teachig the Lesso 1. Have the studets sit i a large circle ad watch you closely. Place oe red apple i frot of you. Next, place oe gree apple beside the red apple. The, place a yellow apple beside the gree apple. Fially, place a red apple beside the yellow apple. Ask the studets: What colour will the ext apple be i my patter? (Aswer: gree) Select a studet to add a gree apple to the lie of apple cutouts. The, say to the studets: Let us see what we have so far. Say the colours with me: red, gree, yellow, red, gree. Who ca tell me what colour the ext apple will be? The, ask the studets: How is this apple patter differet from the apple patters we did [yesterday, the other day, last week]? (Aswer: there are three colours i this patter) You may wish to lamiate the apple cutouts for future use. Uit 2 Apples ad Pumpkis

44 2. Cotiue with the activity util all ie apples have bee placed i a straight lie i the middle of the circle. Review the patter aloud with the studets, poitig to each apple as you state its colour. Remid studets of the followig: use all three colours start at the far left-had side of the paper strip cotiue the patter all the way across the paper strip Follow-up Studet Activity 1. Give each studet a white paper strip. 2. Have studets go to the work tables. At each table, the studets will fid a paper plate filled with red, gree, ad yellow stickers. 3. Have all studets choose a sticker (e.g., red), ad stick it to the far left-had side of their white paper strip. Next to this sticker, have them attach a sticker of a differet colour (e.g., gree), the a sticker of a third colour (e.g., yellow). 4. Ask the studets what sticker they should choose ext for the patter. (Aswer: red) 5. Explai to the studets that they are to cotiue this patter all the way across their paper strip (see below). Extedig the Idea RED GREEN YELLOW RED Have studets use real apples to make a apple patter. As the studets lear the ames of the apples, make a abc apple patter usig apple ames (e.g., McItosh, Gray Smith, Red Delicious, McItosh, Gray Smith, Red Delicious, ad so o). Have the studets use likig cubes to make their ow abc patters. Set up a Patter Cetre i the classroom where studets ca make patters usig objects such as cois, stickers, crayos, blocks, ad shells. Studet Assessmet Observe studets ability to create ad exted a abc patter. Use the Rubric sheet, gblm-2, to record your observatios: Suggested achievemet levels: Level 1 completes ad exteds a simple patter with assistace Level 2 completes ad exteds a simple patter with limited assistace (several mior errors) Level 3 idepedetly completes ad exteds a simple patter with few errors Level 4 idepedetly completes ad exteds a simple patter with o errors 10 Kidergarte Plus!

45 LESSON 3 RECOGNIZING AND ORDERING NUMBERS FROM 1 TO 10 Focus The studets will idetify the umbers 1 to 10, ad place the umbers i umerical order. Materials Te Apples Up o Top!, a book by T. LeSieg scissors Apple Cutout (Lesso 1, blm 2.1.1, page 7) 18 x 24-ich sheets of costructio paper (oe sheet per two studets) glue costructio paper (red) black felt marker Dog Cutout (blm 2.3.1) Apples Up o Top activity sheet (blm 2.3.2) maskig tape stapler Preparatio Photocopy the Apple Cutout. Cut out the apple, ad use it to make 10 large apples from red costructio paper. Label the apples from 1 to 10. Cut the 18 x 24-ich sheets of costructio paper i half, legthwise (half sheet per studet). Photocopy the Dog Cutout (oe dog per studet), ad cut out. Staple the costructio paper legthwise, to the top of the dog s head (oe per studet). Photocopy the activity sheet Apples Up o Top (oe copy per studet). Locate the book, Te Apples Up o Top! Teachig the Lesso 1. Have the studets sit i a large group circle. Hold up the storybook Te Apples Up o Top! Tell the studets that the author of the book is T. LeSieg, ad the illustrator is Roy McKie. Start readig the story to the studets. As you read the first page, use maskig tape to stick the apple cutout labelled 1 to the bottom of the chalkboard, wall, or chart stad. As you You may wish to lamiate the apple cutouts for future use. Uit 2 Apples ad Pumpkis 11

46 read the story, add the additioal apples at the appropriate times. Near the ed of the story (page 60), whe the aimals topple ito the cart of apples, remove all the apples. As a class, have the studets tape the apples back up i umerical order from 1 to Whe you have fiished readig the book, review the umbers 1 to 10 with the studets. Poit to each umber, ad have the studets idetify the umber aloud. 3. Tell the studets they are goig to play a game. Ask them to close their eyes. Remove oe apple from the lie of apples. Have the studets ope their eyes ad idetify which umber is missig. Repeat several times. Follow-up Studet Activity 1. Distribute the dog s head with attached costructio paper, as well as a copy of the activity sheet Apples Up o Top (blm 2.3.2) to each studet. 2. Have studets cut out the umbered apples. 3. Explai to the studets that they are to put the apples o top of the dog s head. They are to glue the apples i order from 1 to 10. The umber 1 will be the first umber placed o top of the dog s head. Extedig the Idea Hold up a umber from 1 to 10. Ask the studets to idetify the umber that comes before or after the umber you are holdig up. Place the 10 labelled apples i a row. Have the studets close their eyes. Remove two apples, ad hide them behid your back. Whe the studets ope their eyes, ask them to idetify the two missig umbers. Studet Assessmet Observe the studets as they cut out their apples. Assess their ability to use scissors accurately (e.g., thumb stays o top, middle ad rig figers i bottom loop; opes ad closes scissors while pushig them forward). Use the Idividual Studet Observatios sheet, gblm-1, to record your results. Observe studets ability to recogize the umbers 1 to 10 ad place them i the correct order. Use the Rubric sheet, gblm-2, to record your observatios. Suggested achievemet levels: Level 1 requires assistace to idetify umbers 1 10 Level 2 ca idetify umbers 1 10 with limited assistace (several mior errors) Level 3 idepedetly idetifies umbers 1 10 with few errors Level 4 idepedetly idetifies umbers 1 10 with o errors 12 Kidergarte Plus!

47 Dog Cutout Portage & Mai Press May be reproduced for classroom use. BLM

48 Apples Up o Top Portage & Mai Press May be reproduced for classroom use. 14 BLM 2.3.2

49 LESSON 4 GRAPHING APPLES BY COLOUR Focus Studets will make a cocrete-object graph to compare the colour of apples. Oce the graph is costructed, the data will be compared, usig words such as fewer, greater, ad the same. Materials graphig mat Apple Cutout (Lesso 1, blm 2.1.1, page 7) black felt marker costructio paper (red, yellow, gree, brow) scissors Letter to Parets/Guardias (blm 2.4.1) collectio of apples (brought i by studets) Graphig Apples activity sheet (blm 2.4.2) crayos (red, yellow, gree, ad brow) optioal: oe russet (brow) apple (studets probably will ot brig i a brow apple, so havig oe for the studets to see ad use for the graph is helpful) Preparatio Sed home the Letter to Parets/Guardias before doig this lesso. Photocopy the Apple Cutout. Cut out the apple ad trace four apples o costructio paper oe red, oe gree, oe yellow, ad oe brow. Brig i oe russet (brow) apple to the classroom. Photocopy the activity sheet Graphig Apples (oe copy per studet). Teachig the Lesso 1. Spread out the graphig mat i the middle of the carpet or circle area. Have the studets sit i a circle aroud the graphig mat. Make sure they brig the apples they brought from home with them. Ask the studets: What do you otice about the apples you have brought from home today? (Some possible aswers: differet colours, differet sizes, some have leaves, some have stems) 2. Explai to the studets that you are goig to use the large graphig mat to sort the apples they have brought from home. At the bottom of the graphig mat, place a red apple cutout i the first colum, a yellow apple You may wish to lamiate the apple cutouts for future use. Uit 2 Apples ad Pumpkis 15

50 cutout i the secod colum, a gree apple cutout i the third colum, ad a brow apple cutout i the fourth colum. After studets have had time to look carefully at the graphig mat, ask: How do you thik we will be sortig ad graphig our apples? (Aswer: by colour) Tell the studets that all the red apples are to be placed i a straight lie above the red apple cutout. All the yellow apples are to be placed i a straight lie above the yellow apple cutout. Ask: Where will all the gree apples go? (Aswer: above the gree apple cutout) Where will all the brow apples go? (Aswer: above the brow apple cutout) Select oe studet to start. Ask the studet: What is the colour of the apple you brought today? Where should your apple be placed o our graphig mat? Have the studet place the apple o the graphig mat i the appropriate colum. Provide assistace, if required. Remid the studets that whe items are placed o a graph, always start at the bottom ad work up. Cotiue aroud the circle. Have the ext studet idetify the colour of his/her apple ad place it i the appropriate colum o the graphig mat. 3. After all the apples have bee placed o the graphig mat, ask the studets questios about the graph, such as: How may red apples are there? How may gree apples are there? How may yellow apples are there? How may brow apples are there? What colour of apple do we have the greatest umber of? What colour of apple do we have the fewest of? Are there a greater umber of gree apples or more yellow apples? Are there a greater umber of yellow apples or more brow apples? Do we have fewer gree apples or fewer brow apples? Do we have the same umber of ay two colours of apples? Follow-up Studet Activity 1. Distribute oe copy of the activity sheet Graphig Apples (blm 2.4.2) to each studet. 2. Explai to the studets that they are goig to make their ow graph of the apples that they brought to school. 3. Have studets use crayos to fill i oe square for each apple, matchig the colour of the crayo to the colour of the apple. For example, if there are seve red apples, studets should colour seve squares red. 16 Kidergarte Plus!

51 Extedig the Idea Ask higher-level thikig questios about the graph. Ask, for example: How may more red apples are there tha gree apples? Brig i a variety of apples from the grocery store. Have the studets lear the ames of the differet apples, ad discuss their characteristics. Studet Assessmet Observe studets ability to idetify the colour of their apple ad place it i the correct colum o the graphig mat. Assess their ability to accurately cout the apples, ad colour i the appropriate umber of squares o the graph. Use the Idividual Studet Observatios sheet, gblm-1, to record your results. Uit 2 Apples ad Pumpkis 17

52 Portage & Mai Press May be reproduced for classroom use. Dear Parets/Guardias, As part of our uit, Apples ad Pumpkis, we will be graphig apples by colour. To help us accomplish this task, I am requestig that your so/daughter brig oe apple (the colour of his/her choice) to school o. The studets will be placig their apples oto o our large class graphig mat to make a cocrete-object graph. Oce we have created the graph, we will be comparig the results of the graph usig words such as fewer, greater, ad the same. For example, Fewer studets brought red apples tha gree apples or The same umber of studets brought gree apples as yellow apples. Thak you so much for helpig us with this hads-o graphig activity. If you have ay questios, please call me at the school. Sicerely, Dear Parets/Guardias, As part of our uit, Apples ad Pumpkis, we will be graphig apples by colour. To help us accomplish this task, I am requestig that your so/daughter brig oe apple (the colour of his/her choice) to school o. The studets will be placig their apples oto o our large class graphig mat to make a cocrete-object graph. Oce we have created the graph, we will be comparig the results of the graph usig words such as fewer, greater, ad the same. For example, Fewer studets brought red apples tha gree apples or The same umber of studets brought gree apples as yellow apples. Thak you so much for helpig us with this hads-o graphig activity. If you have ay questios, please call me at the school. Sicerely, 18 BLM 2.4.1

53 Name: Graphig Apples red gree yellow brow Portage & Mai Press May be reproduced for classroom use. BLM

54 You may wish to dip the sliced apples i a watered-dow bath of lemo juice to prevet them from goig brow. LESSON 5 GRAPHING APPLES TASTE TEST Focus Studets will have a opportuity to taste four differet-coloured apples. They will select which colour of apple they like the best. They will costruct a cocrete graph, usig the results from the taste test. The data will be compared usig words such as fewer, greater, ad the same. Materials graphig mat red, yellow, gree, ad brow apples (two to three of each apple variety) kife cuttig board four paper plates apkis or paper towels (oe per studet) Apple Cutout (Lesso 1, blm 2.1.1, page 7) costructio paper (red, yellow, gree, brow) Our Apple Taste Test activity sheet (blm 2.5.1) scissors pecil Preparatio Photocopy the Apple Cutout, ad cut out. Trace apples oto red, yellow, gree, ad brow costructio paper. Cut out the apples (15 red, 10 gree, 5 yellow, ad 5 brow). Buy two to three of each colour of apple. Just before the lesso, slice the apples ito small pieces. You will eed oe piece of each colour of apple for each studet. Place all the red apple slices o oe paper plate, the gree apples slices o aother plate, ad so o. Photocopy the activity sheet Our Apple Taste Test (oe copy per studet). Teachig the Lesso 1. Spread out the graphig mat i the middle of the carpet or circle area. Have the studets sit i a large circle aroud the graphig mat. Tell them they are goig to take part i a apple taste test. They will have a chace to four differet-coloured apples red, gree, yellow, ad brow. At the ed of the taste test, they will each decide which colour of apple is their favourite. Have the studets oe piece from each of the four apple 20 Kidergarte Plus!

55 varieties. After the studets have d all four varieties of apples, ask them to decide which colour of apple was their favourite. 2. Place the apples made from costructio paper i frot of you. Say: If the yellow apple was your favourite, please come up ad take a yellow apple cutout from the pile i frot of me. Repeat this same process for the remaiig three colours. Ask the studets to put the apple cutout they selected o the floor i frot of them. 3. At the bottom of the graphig mat, place a red apple cutout i the first colum, a gree apple cutout i the secod colum, a yellow apple cutout i the third colum, ad a brow apple cutout i the fourth colum. Remid the studets that all the red apples will be placed i a straight lie above the red apple cutout. All the gree apples will be placed i a straight lie above the gree apple cutout, ad so o. Select oe studet to start. Ask the studet: What colour of apple did you like the best? Where will you place your apple cutout o our graphig mat? Have the studet place his/her apple cutout i the appropriate colum o the graphig mat. Provide assistace, if required. Remid the studets that whe they place items o a graph, always start at the bottom ad work up. Cotiue aroud the circle. Have the studets idetify the colour of their favourite apple ad place the apple cutout i the appropriate colum o the graphig mat. 4. Whe all the studets have placed their cutout o the graphig mat, ask them questios about the graph, such as: What colour of apple do the greatest umber of studets like? What colour of apple do the fewest umber of studets like? How may studets like red apples the best? How may studets like gree apples the best? How may studets like yellow apples the best? How may studets like brow apples the best? Do a greater umber of studets like yellow apples or gree apples? Do a greater umber of studets like red apples or brow apples? Do fewer studets like gree apples or red apples? Do the same umber of studets like ay two colours of apples? Follow-up Studet Activity 1. Distribute oe copy of the activity sheet Our Apple Taste Test (blm 2.5.1) to each studet. 2. Explai to the studets that they are goig to make their ow graph to show the results of the apple taste test. Uit 2 Apples ad Pumpkis 21

56 3. Have studets colour i oe square per colum for each apple placed by them. For example, if four studets liked yellow apples the best, the studets will colour four squares i the yellow apple colum. Extedig the Idea Ask studets higher-level thikig questios about the graph. For example, ask: How may more people liked red apples tha gree apples? Discuss the varieties of apples ad what they are used for (e.g., pie fillig, applesauce, sacks). Studet Assessmet Assess the studets ability to place their apple cutouts i the correct colum o the graphig mat. Use the Idividual Studet Observatios sheet, gblm-1, to record your results. Observe studets as they complete the activity sheet. Assess their ability to accurately cout the apples ad colour i the appropriate umber of squares o the graph. Use the Idividual Studet Observatios sheet, gblm-1, to record your results. 22 Kidergarte Plus!

57 Name: Our Apple Taste Test red gree yellow brow Portage & Mai Press May be reproduced for classroom use. BLM

58 LESSON 6 WEIGHING APPLES Focus Studets will use ostadard (e.g., likig cubes) ad stadard (e.g., balace scale) measurig devices to compare the masses of three apples. The words heavier ad lighter will be used to compare the apples. Materials three apples of varyig size ad mass balace scale likig cubes felt marker pecils chart paper Weighig Apples activity sheet (blm 2.6.1) three labels or pieces of maskig tape setece strips Preparatio Photocopy the activity sheet Weighig Apples (oe copy per studet). Buy three apples. Number three labels or pieces of maskig tape with the umbers 1, 2, ad 3. Set up a table with the three apples, some pecils, ad copies of the studet activity sheet Weighig Apples (oe copy per studet). Teachig the Lesso Part 1 1. Have the studets sit i a large circle. Place a balace scale i the cetre of the circle, either o the floor or o a low table. Tell studets that this scale is called a balace scale. Ask: For what purposes do we use a balace scale? (Aswer: to determie how the masses of two objects compare to each other which object is heavier ad which object is lighter) Demostrate how the balace scale works. Place two objects of differet masses o the scale, oe i the right holder ad oe i the left holder. The holder with the heavier object will tilt dow. Next, show the studets how to zero the scale before measurig the mass of the apples. Ask: If I place two objects o the scale ad the scale does ot tilt to the right or to the left but stays right i the middle, what do you thik that meas? (Aswer: the objects have the same mass) 24 Kidergarte Plus!

59 2. Tell the studets that you are goig to use the balace scale to compare the mass of three apples. Place two apples o the scale, ad observe what happes. Ask: Which apple is heavier? Which apple is lighter? How do you kow? Place the secod ad third apples o the scale, ad observe what happes. Ask the studets: Which apple is heavier? Which apple is lighter? How do you kow? Repeat this procedure util you have compared all three apples. The, ask: Which apple is the heaviest? How do you kow it is the heaviest apple? Which apple is the lightest? How do you kow which apple is the lightest? Part 2 1. Take the same three apples you used i the previous activity. Label the apples from 1 to 3. Have the studets remai sittig i a circle. Oce agai, place the balace scale i the cetre of the circle, either o the floor or o a low table. Hold up the apple labelled 1 ad oe likig cube. Place the apple o the right holder ad the cube o the left holder. Ask the studets: How may more cubes must I put o the left holder to balace the scale? Have the studets share their estimates, ad record them o chart paper (you may wish to put each studet s ame beside his/her estimate). Slowly place likig cubes o the left holder, ecouragig the studets to cout as you go. Whe the scale is balaced, ask: How may cubes did it take to balace apple #1? Check the estimates recorded o the chart paper. Ask: Did ayoe guess the correct umbers of cubes? Which guesses were closest? O a setece strip, prit the followig: We eeded cubes to balace apple #1. Repeat this procedure with the two remaiig apples. Have the studets estimate the umber of cubes required to balace the scale, record their estimates o chart paper, ad review their estimates. 2. After you have weighed all three apples, read aloud the setece strips together. Uit 2 Apples ad Pumpkis 25

60 It would be helpful to have a paret-voluteer or seior studet assist with this activity. Follow-up Studet Activity 1. Divide the class ito small groups. Have two or three groups go to the work table at a time. There, they will fid pecils, apples, ad copies of the activity sheet Weighig Apples (BLM 2.6.1). 2. Have studets select a apple to weigh. Have them estimate how may likig cubes they will eed to balace the scale. 3. Studets will record the estimate idepedetly, or with the help of a paret-voluteer. 4. Have the studets slowly place the likig cubes o the balace scale, coutig as they go. 5. Whe the scale is balaced, have the studets record the actual umber of cubes eeded (idepedetly, or with the help of a paret-voluteer). 6. Have studets repeat steps 1 4 with a secod apple. Extedig the Idea Have the studets compare the masses of various fruits. Examie differet scales you could use to determie the mass of a object. Discuss the use of scales i everyday life (e.g., bathroom scale, scale at the grocery store, a ifat or pet scale). Studet Assessmet I a iterview or coferece settig, have each studet demostrate how to fid the mass of a apple, usig a balace scale ad likig cubes. Have the studet estimate how may cubes will be eeded to balace the scale. Have the studet check his/her estimate. Cosider these criteria: makes a reasoable estimate demostrates oe-to-oe correspodece couts the estimate ad the actual umber compares the estimate ad the actual umber Iclude these criteria o the Rubric sheet, gblm-2, ad record your results. 26 Kidergarte Plus!

61 Name: Weighig Apples Apple #1 I thik we eed cubes to balace the scale. We eeded cubes to balace the scale. Apple #2 I thik we eed cubes to balace the scale. We eeded cubes to balace the scale. Portage & Mai Press May be reproduced for classroom use. BLM

62 LESSON 7 ORDERING APPLES BY SIZE Focus Studets will order a set of apples accordig to size (e.g., smallest to largest). Materials five apples (varyig sizes) scissors Apples i a Row activity sheet (two pages) (blm 2.7.1) glue crayos (red, gree, yellow, brow) Preparatio Collect five apples of varyig size. Photocopy the activity sheet Apples i a Row (a copy of each page per studet). Teachig the Lesso 1. Have the studets sit i a large circle. Place the apples i the middle of the circle. Ask the studets: What ca you tell me about these apples? (e.g., colour, type, how they are differet, how they are the same) 2. Tell the studets that they are goig to focus o the size of the apples. As a class, they are goig to work to put the apples i order from smallest to largest. Ask: Who ca fid the smallest apple? Select a studet to idetify the smallest apple. Ask: Does everyoe agree with [ame of studet] s choice? If so, place the apple i the middle of the circle. This will be the first apple i the lie. If ot everyoe agrees, have the studets idetify ad agree o the smallest apple, ad place it at the begiig of the lie. The ask the studets: If we are puttig our apples i order from smallest to largest, which apple will come ext i this lie? Select a studet to idetify the ext smallest apple. Ask: Does everyoe agree with [ame of studet] s choice? If everyoe agrees, place the apple i lie behid the smallest apple. If ot, have the studets idetify ad agree o the apple that should be ext i lie. 28 Kidergarte Plus!

63 3. Follow this procedure util all the apples have bee placed i order from smallest to largest. Follow-up Studet Activity 1. Distribute a copy of the activity sheet Apples i a Row (blm 2.7.1) to each studet. 2. Have studets colour the apples o page two. 3. Have the studets cut out the apples o page two of their activity sheet. 4. O page oe of the activity sheet, have studets glue the apples i order from smallest to largest. Extedig the Idea Provide other opportuities for studets to order objects i the classroom from smallest to largest or from largest to smallest. Have studets ivestigate other ways to compare apples (e.g., lightest to heaviest, shortest to tallest). Studet Assessmet Observe the studets as they cut out their apples. Assess their ability to use scissors accurately (e.g., thumb stays o top, middle ad rig figers i bottom loop; opes ad closes scissors while pushig them forward). Use the Idividual Studet Observatios sheet, gblm-1, to record your results. Observe studets ability to place the apples i the correct order from smallest to largest. Use the Rubric sheet, gblm-2, to record your observatios. Suggested achievemet levels: Level 1 requires assistace to order objects from smallest to largest Level 2 ca order objects from smallest to largest with limited assistace (several mior errors) Level 3 idepedetly orders objects from smallest to largest with few errors Level 4 idepedetly orders objects from smallest to largest with o errors Uit 2 Apples ad Pumpkis 29

64 Name: Apples i a Row Portage & Mai Press May be reproduced for classroom use. 30 BLM 2.7.1

65 Portage & Mai Press May be reproduced for classroom use. BLM

66 LESSON 8 SORTING APPLES Focus Studets will sort a collectio of apples, usig attributes chose by themselves ad the teacher. Materials three Hula-Hoops (or log pieces of strig) basket of apples with differet attributes (e.g., colours such as red, gree, ad yellow; size; markigs; leaves; stems) chart paper felt markers Look How We Sorted Our Apples activity sheet (blm 2.8.1) crayos pecil Preparatio Photocopy the activity sheet Look How We Sorted Our Apples (oe copy per studet). Brig a variety of apples to the classroom. Teachig the Lesso 1. Have the studets sit i a large circle. Place the three Hula-Hoops (or pieces of cut strig, joied at the eds to make a hoop) i the middle of the circle. Tell the studets that you have a large basket of apples. You are goig to sort these apples. The studets are goig to become detectives ad fid out by what rule (or how) you are sortig the apples. Sort the apples by colour. Place all the red apples i oe hoop, the gree apples i the secod hoop, ad the yellow apples i the third hoop. Ask: How did I sort the apples? How may red apples do I have? How may gree apples do I have? How may yellow apples do I have? 2. Sort the apples usig a ew sortig rule. Tell studets to look very closely to determie your sortig rule. Usig two Hula-Hoops, place all the apples with stems i oe Hula-Hoop, ad all the apples without a stem i the other Hula-Hoop. Ask the studets: 32 Kidergarte Plus!

67 How did I sort my apples? How may apples have a stem? (As a class, cout the apples. Touch each apple as you ad the studets cout.) How may apples do ot have a stem? (Cout the apples together, touchig each apple as you cout.) 3. O chart paper, prit the title, Look How We Ca Sort Apples. Read the title together as a class, poitig to each word as it is read. Ask: How have we sorted the apples? Uder the title, prit the ways you have sorted the apples (by colour, stem/ o stem). Ask the studets: How else ca we sort the apples? Record the studets suggestios o the chart paper. Record a picture clue beside each suggestio to assist the studets i recallig the rule. For example, beside the rule by colour draw a picture of three apples oe red, oe gree, ad oe yellow. Select oe or more of the sortig rules suggested by the studets, ad have the studets sort the apples accordig to the rules. You may wish to give each studet oe apple ad ask him/her to place the apple i the correct Hula-Hoop. Follow-up Studet Activity 1. Place the basket of apples o a table. 2. Distribute a copy of the activity sheet Look How We Sorted Our Apples (blm 2.8.1) to each studet. 3. With a parter or i a small group, have the studets decide how they would like to sort their apples. 4. Have the studet pairs/groups sort the apples ad record how they sorted the apples o the activity sheet. 5. Have studets repeat steps 3 ad 4. Extedig the Idea Challege the studets to sort the apples usig two attributes (e.g., red apples with stems/red apples with o stems). Divide the class ito pairs of studets. Provide each pair with a small hadful of apple costructio-paper cutouts. Have oe parter sort the apples, usig oe attribute. Have the other parter guess the sortig rule. Studets ca the switch roles. Have the studets make patters, usig the attributes of apples (e.g., red apple, gree apple, gree apple, red apple, gree apple, gree apple). Provide various maipulatives i the classroom for the studets to sort (e.g., likig cubes, buttos, coloured teddy bears). Uit 2 Apples ad Pumpkis 33

68 Studet Assessmet Observe studets as they sort the apples. Assess whether they ca do the followig: sort objects accordig to a give attribute sort objects accordig to a attribute they have chose themselves describe their sortig rule Use the Idividual Aecdotal Record sheet, gblm-4, to record your observatios. 34 Kidergarte Plus!

69 Name: Look How We Sorted Our Apples Sort 1 Sort 2 Portage & Mai Press May be reproduced for classroom use. BLM

70 You may wish to lamiate the pumpki ad ghost cutouts for future use. LESSON 9 aab PUMPKIN/ GHOST PATTERNING Focus The studets will idetify, reproduce, exted, ad create aab patters, usig pumpkis ad ghosts. Materials Pumpki ad Ghost Cutouts (blm 2.9.1) costructio paper (orage, white) scissors pre-cut foam Hallowee shapes (purchase at a local craft store shapes come i a large tub) glue pecil Whooo Is o the Gate? activity sheet (blm 2.9.2) Preparatio Photocopy the Pumpki ad Ghost Cutouts. Cut out the pumpki ad the ghost, ad trace oto costructio paper. Make eight orage pumpkis ad four white ghosts. Photocopy the activity sheet Whooo Is o the Gate? (oe copy per studet). Teachig the Lesso 1. Have the studets sit i a large circle. As they watch you closely, place oe orage pumpki i frot of you. Place aother orage pumpki beside the first pumpki. The, place a white ghost beside the secod pumpki (see below). Repeat the patter oe more time place two orage pumpkis ad oe white ghost i a straight lie (see below). 36 Kidergarte Plus!

71 Say to the studets: Let us see what I have i my patter, so far. Poit to each shape as the studets recite the patter together. Ask the studets: What shape will come ext i my patter? (Aswer: pumpki) Select a studet to add a pumpki to the patter. The, ask: What shape will come ext i my patter? (Aswer: pumpki) Select aother studet to add a pumpki to the patter. Oce agai, review the patter together as a class. Say: Let us see what we have so far. Say the shapes with me, pumpki, pumpki, ghost, pumpki, pumpki, ghost, pumpki, pumpki. What shape will come ext? (Aswer: ghost) 2. Cotiue this process util all 12 cutouts have bee placed i a straight lie i the middle of the circle. The, as a class, review the patter aloud oe more time. Follow-up Studet Activity 1. Distribute a copy of the activity sheet Whooo Is o the Gate? (blm 2.9.2) to each studet. 2. Have each studet select two differet Hallowee foam shapes for their patter. 3. Explai to the studets that they are to glue the shapes o the fece, followig the same patter (aab) used whe makig the pumpki ad ghost patter. 4. Demostrate how to glue the shapes o the fece, followig the aab patter. Extedig the Idea Use differet Hallowee shapes to make a variety of aab patters. Have the studets use Hallowee stickers to make various aab patters. Studet Assessmet Observe studets ability to create ad exted a aab patter. Use the Rubric sheet, gblm-2, to record your observatios. Suggested achievemet levels: Level 1 completes ad exteds a aab patter with assistace Level 2 completes ad exteds a aab patter with limited assistace (several mior errors) Level 3 idepedetly completes ad exteds a aab patter with few errors Level 4 idepedetly completes ad exteds a aab patter with o errors Uit 2 Apples ad Pumpkis 37

72 Pumpki ad Ghost Cutouts Portage & Mai Press May be reproduced for classroom use. 38 BLM 2.9.1

73 Name: Whooo Is o the Gate? Portage & Mai Press May be reproduced for classroom use. BLM

74 This lesso is most effective whe taught i small groups. Durig the lesso, studets are asked to estimate the legth of a piece of strig that will go aroud the circumferece of the pumpki. Givig each studet a opportuity to wrap their strig aroud the pumpki for visual cofirmatio is a importat elemet i the lesso. LESSON 10 ESTIMATING THE CIRCUMFERENCE Focus Studets will estimate the circumferece of a pumpki by cuttig a piece of strig they thik will go aroud the pumpki. The estimates will be compared to the actual circumferece, usig words such as too log, too short, ad just right. Materials strig or yar scissors large pumpki three pieces of chart paper Measurig the Circumferece of Our Pumpki activity sheet (blm ) felt markers maskig tape or Scotch tape setece strip, with the word circumferece prited o it Preparatio Locate a large pumpki, ad brig it to the classroom. Prit Too Log o the top of oe piece of chart paper, Too Short o the secod piece, ad Just Right o the third. Hag the three pieces of chart paper o the chalkboard or a bulleti board. Photocopy the activity sheet Measurig the Circumferece of Our Pumpki (oe copy per studet). Teachig the Lesso 1. Have the studets sit i a circle. Place the pumpki i the middle of the circle. Tell the studets that you are goig to pass aroud a ball of strig. Whe they get the ball of strig, they are to take as much strig as they thik they will eed to wrap oce aroud the middle of the pumpki. Pass the ball of strig aroud the circle. Have each studet idicate how much strig he/she wats. Cut the strig for each studet, ad pass the ball alog. 40 Kidergarte Plus!

75 2. After every studet has a piece of strig, use the strig to measure the actual circumferece of the pumpki. Explai to the studets that whe you measure aroud a object, you are measurig the circumferece of the object. Have the studets say the word circumferece aloud. Cut the strig, ad hold it up for all the studets to see. Say: This strig is the exact circumferece of this pumpki. Ask the studets: Do you thik your strig is too log? Do you thik your strig is too short? Do you thik your strig is just right? Explai to the studets that they will be usig their strig to measure the actual circumferece of the pumpki to fid out if their estimate was too log, too short, or just right. Select the first studet to wrap his/her strig aroud the circumferece of the pumpki. Ask the studet: Is your piece of strig too log, too short, or just right? 3. Have the studet tape his/her strig o the piece of chart paper with the appropriate headig, ad write the studet s ame beside the strig. Repeat this process with every studet. Whe all of the pieces of strig have bee sorted uder the appropriate headigs, ask: How may estimates were too log? How may estimates were too short? How may estimates were just right? Follow-up Studet Activity 1. Distribute a copy of the activity sheet Measurig the Circumferece of Our Pumpki (blm ) to each studet, ad retur the strig to each studet. 2. Have the studets trace the dotted letters, circumferece, o the activity sheet. 3. Have the studets tape their piece of strig to their activity sheet ad aswer the questios. 4. Have studets determie if their guess was too log, too short, or just right ad circle the appropriate phrase (too log, too short, or just right). Extedig the Idea Have the studets measure the legth of their strig, usig a ostadard measuremet (e.g., likig cubes). Studet Assessmet Observe each studet s ability to determie if his/her strig was too log, too short, or just right. Use the Idividual Studet Observatios sheet, gblm-1, to record your results. Uit 2 Apples ad Pumpkis 41

76 Name: Measurig the Circumferece of Our Pumpki I thought the circumferece of our pumpki was this log (attach strig here). My guess was (circle oe): too log too short just right Portage & Mai Press May be reproduced for classroom use. 42 BLM

77 LESSON 11 COUNTING FORWARDS AND BACKWARDS FROM 1 TO 10 Focus Studets will use the poem, 10 Little Pumpkis, to practise coutig forwards ad backwards from 1 to 10. Materials poem titled 10 Little Pumpkis (page 95) Letter to Parets/Guardias (blm ) chart paper felt markers Pumpki Cutout (blm ) scissors costructio paper (orage) pumpki-shaped foam pieces Popsicle sticks glue Ziploc sadwich bags Preparatio Photocopy the Pumpki Cutout. Cut out the pumpki, ad use it to trace 10 pumpkis o orage costructio paper. Cut out the pumpkis, ad label them 1 through 10. Prit the poem, 10 Little Pumpkis, o chart paper. Photocopy the poem ad Letter to Parets/Guardias (oe copy of each per studet). Purchase pumpki foam shapes from a local craft store (they ca usually be purchased i large tubs). These are for makig pumpki puppets. Have a voluteer helper create a Pumpki Puppet kit for each studet. Each kit will iclude: a Ziploc bag, 10 foam pumpki shapes labelled from 1 to 10, ad 10 Popsicle sticks. You may wish to lamiate the pumpki cutouts for future use. If you caot locate pumpki foam shapes, look for pumpki paper cutouts, ofte used for caledars, from a teacher supply store. Teachig the Lesso 1. Have the studets sit together where they ca see the chart paper with the poem writte o it. Tell them that they are goig to lear a ew poem about pumpkis. Have them liste carefully as you read the poem. Poit to the words o the chart paper as you say them. Uit 2 Apples ad Pumpkis 43

78 At this early stage i the year, studets may require assistace to arrage themselves i ascedig order. At this early stage i the year, studets may require assistace to arrage themselves i descedig order. Have the studets read the poem with you as you read it a secod time. Poit to each word as you read it. Read the poem a third time, ad select a studet to tap out the words as you ad the studets recite the poem together. 2. Radomly distribute the pumpkis labelled from 1 to 10 to 10 studets. Tell the studets that you will be doig this activity a few times, so everyoe will evetually get a chace to hold a pumpki. Ask the studets who have a pumpki to come to the frot of the classroom ad arrage themselves i order from 1 to 10, based o the umber writte o the pumpki. Explai to the studets at the frot of the classroom that you are goig to read the poem agai. This time, whe they hear the umber that is writte o their pumpki, they are to lift their pumpki high above their head. Read the poem together as a class. 3. Have each studet with a pumpki give the pumpki to someoe i the class who does ot have oe. Have the ext set of studets come to the frot of the classroom. However, this time, ask the studets to arrage themselves from 10 to 1 (istead of 1 to 10). Tell studets that istead of coutig from 1 to 10, they are goig to chage the words i the poem ad cout backwards from 10 to 1. Recite the poem together, coutig backwards as follows: Te little, ie little, eight little pumpkis Seve little, six little, five little pumpkis Four little, three little, two little pumpkis Oe little pumpki i the pumpki patch. Have the studets hold their pumpki up above their head whe they hear their umber i the poem. If ecessary, have the studets exchage the pumpki cutouts to make sure everyoe has had a opportuity to come to the frot of the room. Follow-up Studet Activity 1. Distribute oe Pumpki Puppet kit to each studet. 2. Have the studets remove the Popsicle sticks ad foam pumpkis from the bag. 3. Show them how to make puppets by gluig a Popsicle stick to the backside of the foam pumpki. 4. Whe the puppets are dry, have studets place them back i their Ziploc bag. 5. Explai to the studets that iside their bag, they will also fid a letter to parets ad a copy of the poem. They ca use the puppet to practise the ew poem with members of their family. 44 Kidergarte Plus!

79 Extedig the Idea Have the studets circle the umber words i the poem ad prit the umeral beside each umber word. Make a set of memory cards. O separate idex cards, prit the umbers from 1 to 10 ad the umber words from oe to te. Leave sets of memory cards at the Math Cetre for the studets to use. Studet Assessmet Observe the studets as they recite the poem. Assess whether or ot they joi i ad say the words together with the class. Use the Idividual Aecdotal Record sheet, gblm-4, to record your results. Uit 2 Apples ad Pumpkis 45

80 Dear Parets/Guardias, Today we worked o coutig forwards from 1 to 10 ad backwards from 10 to 1. We used the poem, 10 Little Pumpkis, to help. Your so/daughter has brought home a set of pumpki puppets labelled from 1 to 10. I ecourage you to use these puppets to help your child lear to cout from 1 to 10 ad from 10 to 1. Have fu recitig the poem with your child ad arragig the pumpki puppets i order from 1 to 10 ad from 10 to 1. Store the puppets i a safe place, ad take them out from time to time to review the umbers with your child. Thak you! Dear Parets/Guardias, Today we worked o coutig forwards from 1 to 10 ad backwards from 10 to 1. We used the poem, 10 Little Pumpkis, to help. Your so/daughter has brought home a set of pumpki puppets labelled from 1 to 10. I ecourage you to use these puppets to help your child lear to cout from 1 to 10 ad from 10 to 1. Have fu recitig the poem with your child ad arragig the pumpki puppets i order from 1 to 10 ad from 10 to 1. Store the puppets i a safe place, ad take them out from time to time to review the umbers with your child. Thak you! Portage & Mai Press May be reproduced for classroom use. Dear Parets/Guardias, Today we worked o coutig forwards from 1 to 10 ad backwards from 10 to 1. We used the poem, 10 Little Pumpkis, to help. Your so/daughter has brought home a set of pumpki puppets labelled from 1 to 10. I ecourage you to use these puppets to help your child lear to cout from 1 to 10 ad from 10 to 1. Have fu recitig the poem with your child ad arragig the pumpki puppets i order from 1 to 10 ad from 10 to 1. Store the puppets i a safe place, ad take them out from time to time to review the umbers with your child. Thak you! 46 BLM

81 Pumpki Cutout Portage & Mai Press May be reproduced for classroom use. BLM

82 Focus Studets will place the correct umber of pumpki seeds o a pumpki with a umeral (betwee 0 ad 10) writte o it. Materials Pumpki Cutout (Lesso 11, blm , page 47) scissors costructio paper (orage) dried pumpki seeds (approx. 60) glue Smile ad Say Cheese activity sheet (three pages) (blm ) You may wish to lamiate the pumpki cutouts for future use. LESSON 12 COUNTING PUMPKIN SEEDS black felt marker pecil Preparatio Photocopy the Pumpki Cutout. Cut out the pumpki, ad trace 11 pumpkis o orage costructio paper. Cut out the pumpkis ad label them from 0 to 10. Dry approximately 60 pumpki seeds (you will eed 55 for the activity), ad place them i a sealed plastic cotaier or Ziploc bag. Teachig the Lesso 1. Have the studets sit i a large circle. I the middle of the circle, spread out the 11 pumpkis i radom order. Explai to the studets that you would like to put these pumpkis i order from 0 to 10. Ask: Who ca fid the pumpki with the umber zero? Select a studet to idetify the pumpki. Place the pumpki at the start of the lie. Ask the studets: What umber comes after zero? Select a studet to place the pumpki labelled 1 ext to the pumpki labelled 0. Cotiue this process util the pumpkis have bee placed i order from 0 to 10. Review the order by poitig to each umber ad havig the studets idetify each umber aloud. 2. Keep the cutouts i order from 0 to 10. Show the studets the pumpki seeds that you have dried from a real pumpki. As a class, studets are goig to match the umber of pumpki seeds to the umber writte o each pumpki cutout. Ask the studets: 48 Kidergarte Plus!

83 How may seeds should we place o the first pumpki? (Aswer: 0) How may seeds should we place o the ext pumpki? (Aswer: 1) Select a studet to take oe pumpki seed from the cotaier ad place it o the pumpki labelled 1. Cotiue this process for each of the labelled pumpki cutouts. Each time a studet places the seeds o the correspodig pumpki cutout, have him/her cout the seeds aloud to ecourage oe-to-oe correspodece. Follow-up Studet Activity 1. Distribute a copy of the activity sheet Smile ad Say Cheese (blm ) to each studet. 2. Have the studets cut out the umbers 0 10 o the third page of the activity sheet. 3. Have the studets cout the umber of teeth o each jack-o-later ad glue the correspodig umber o the lie below the pumpki. Extedig the Idea Have the studets cout the umber of pumpki seeds i a pumpki. Have them put the seeds i groups of 10. Place a collectio of seeds i a Ziploc bag. Have the studets estimate how may seeds are i the bag. Record the estimates o chart paper. Cout the seeds to determie which estimate is closest to the actual umber. Studet Assessmet Observe the studets as they cut out the umbers o the activity sheet. Assess their ability to use scissors accurately (e.g., thumb stays o top, middle ad rig figers i bottom loop; opes ad closes scissors while pushig them forward). Use the Idividual Studet Observatios sheet, gblm-1, to record your results. Observe studets ability to idetify the umbers 0 through 10 ad correctly match each umber with the correspodig umber of teeth o the jack-o-later (oe-to-oe correspodece). Use the Rubric sheet, gblm-2, to record your observatios. Suggested achievemet levels: Level 1 requires assistace to recogize ad cout objects from 0 to 10 Level 2 ca recogize ad cout objects from 0 to 10 with limited assistace (several mior errors) Level 3 idepedetly recogizes ad couts objects from 0 to 10 with few errors Level 4 idepedetly recogizes ad couts objects from 0 to 10 with o errors Uit 2 Apples ad Pumpkis 49

84 Name: Smile ad Say Cheese Portage & Mai Press May be reproduced for classroom use. 50 BLM

85 Portage & Mai Press May be reproduced for classroom use. BLM

86 Portage & Mai Press May be reproduced for classroom use. 52 BLM

87 LESSON 13 GRAPHING PUMPKIN FACES Focus Studets will make a cocrete-object graph to vote for their favourite jacko-later desig. Oce the graph is costructed, the data will be compared, usig words such as fewer, greater, ad the same. Materials graphig mat Eyes, Nose, ad Mouth Cutouts (blm ) scissors Votig for Jack-O-Later activity sheet (blm ) large pumpki black felt marker small evelopes (oe per studet) pumpki carvig tool (to be used by a adult oly) Preparatio Photocopy the Eyes, Nose, ad Mouth Cutouts (two copies per studet). Photocopy the activity sheet Votig for Jack-O-Later (oe copy per studet). Teachig the Lesso Part 1 1. Have the studets sit i a large circle. Explai that you are goig to carve the class pumpki. Before you begi, though, you eed suggestios o the face desig. You have to come up with three differet pairs of eyes, oses, ad mouths, but you caot decide which of each to use. You wat the studets to vote, as a class, for their favourite pair of eyes, ose, ad mouth. The eyes, ose, ad mouth that most studets like the best will become the desig for the ew pumpki. Ask the studets: What does it mea to have a vote? 2. Hold up the pairs of eyes, oses, ad mouths for the studets to see. Ask: How may differet pairs of eyes do we have? How may differet oses do we have? How may differet mouths do we have? Uit 2 Apples ad Pumpkis 53

88 3. Tell the studets that they have to pick the pair of eyes, ose, ad mouth desigs they like the best. Oce they have decided which they like the best, they will cut them out. To each studet, distribute oe copy of the cutouts (blm ), a pair of scissors, ad oe evelope. Have the studets cut out their favourite ose, mouth, ad pair of eyes, ad place their choices i the evelope (so that the pieces do ot get lost). Part 2 1. Spread out the graphig mat i the middle of the carpet or circle area. Have the studets sit aroud the graphig mat ad place their evelope o the floor i frot of them. Start with the eyes category. At the bottom of the graphig mat, place the three eye optios i the first, secod, ad third colums, as show below. Have the studets look closely at the eyes placed i the three colums at the bottom of the graph. Select oe studet to remove the cutout of his/her favourite pair of eyes from the evelope ad place the eyes i the appropriate colum. Remid the studets that whe they place a item o a graph, always start at the bottom ad work up. Have the ext studet place the cutout of his/her favourite pair of eyes i the appropriate colum. Cotiue aroud the circle util all the studets have placed the cutout of their favourite eyes o the graphig mat. Ask the studets questios about the graph, such as: Which pair of eyes do the greatest umber of studets like the best? Which pair of eyes do the fewest umber of studets like? Are ay of the pairs of eyes liked by the same umber of studets? Poit to a specific pair of eyes, ad ask: How may studets like this pair of eyes? 2. After the favourite pair of eyes has bee determied, use the black marker to draw the eyes o the classroom pumpki. 3. Repeat this votig procedure to determie the favourite ose ad mouth of the studets. Retur the face parts to the studets. 4. Oce the face has bee draw o the classroom pumpki, use a pumpki carvig tool to carefully carve the classroom desig. 54 Kidergarte Plus!

89 Follow-up Studet Activity 1. Distribute a copy of the activity sheet Votig for Jack-O-Later (blm ) to each studet, as well as a copy of Eyes, Nose, ad Mouth Cutouts (BLM ). 2. O the first pumpki outlie, have the studets glue o their favourite pair of eyes, ose, ad mouth. 3. O the secod pumpki outlie, have the studets cut out ad glue o the class s favourite eyes, ose, ad mouth. Extedig the Idea Ask studets higher-level thikig questios about the graph. For example, ask: How may more studets like [pair of eyes] tha this [pair of eyes]? Discuss the importace of safety whe carvig jack-o-laters (e.g., proper tools, adult supervisio, oly adults use kife). Studet Assessmet Observe the studets ability to place their cutouts i the correct colum o the graphig mat. Use the Idividual Studet Observatios sheet, gblm-1, to record your observatios. Uit 2 Apples ad Pumpkis 55

90 Eyes, Nose, ad Mouth Cutouts Portage & Mai Press May be reproduced for classroom use. 56 BLM