Fourth Grade Packet€¦ · Weeks 1 and 2 Read, read, read and LOVE it! Read for 30 minutes EVERY DAY! (2 steps - reading log on next page) Reading Choose a book or magazine from

Name:______________________________________________________

Fourth Grade Packet

School District of Lancaster

Flexible Instructional Days

Weeks 1 and 2

The School District of Lancaster has developed a continuity of education plan. Although these activities will not be graded, it is highly recommended that students complete them. Effort was made to meet a variety of student

needs, therefore we have provided an assortment of optional activities. Please complete ONE activity per day on the provided choice board and

read for TWO steps (15 minutes each). Your choices are Reading, Writing, Math, Science, or Unified Arts.

Check the box next to each activity you complete. Write your initials in each box of the reading log

to show your 2 steps each day.

These choices and activities are designed to help your child practice skills they have learned in class already this school year.

By now you should have received communication from your teacher(s). They are prepared to support you with the content of this packet.

Stay healthy!

**Harrisburg station WITF will be broadcasting educational programming on the following channels:

Basic Channel 12 ⬪ FIOS 503 ⬪ Comcast 803 ⬪ DirecTV 33 ⬪ Dish TV 9021

Please see the schedule on the final two pages of this packet.**

Nombre:__________________________________________________________________

Paquete de cuarto grado

Distrito escolar de Lancaster

Días de instrucción flexibles

Semanas 1 y 2

El Distrito Escolar de Lancaster ha desarrollado un plan de continuidad de educación.

Aunque estas actividades no serán calificadas, se recomienda que los estudiantes las

completen. Se hizo un esfuerzo para satisfacer una variedad de necesidades de los

estudiantes, por lo tanto, hemos proporcionado una variedad de actividades opcionales.

Complete UNA actividad por día en el tablero de opciones provisto y lea DOS pasos (15

minutos cada uno).

Sus opciones son lectura, escritura, matemáticas, ciencias o artes unificadas.

Marque la casilla junto a cada actividad que complete.

Escriba sus iniciales en cada cuadro del registro de lectura

para mostrar tus 2 pasos cada día.

Estas opciones y actividades están diseñadas para ayudar a su hijo a practicar las

habilidades que ha aprendido en clase ya este año escolar.

A estas alturas ya debería haber recibido comunicación de su (s) maestro (s). Están

preparados para ayudarlo con el contenido de este paquete.

¡Mantenerse sano!

** La estación WITF de Harrisburg transmitirá programación educativa en los siguientes

canales:

Canal básico 12, FIOS 503, Comcast 803, DirecTV 33, Dish TV 9021

Consulte el cronograma en las dos páginas finales de este paquete. **

SDoL Fourth Grade: Choice Board Weeks 1 and 2

Read, read, read and LOVE it!

Read for 30 minutes EVERY DAY! (2 steps - reading log on next page)

Reading

❏ Choose a book or magazine from home and look for 5 new vocabulary words in

your text. Use context clues, a dictionary, an online tool or someone in your house

to help you with the meaning of those words.

❏ Read the tricky words on the practice sheet. How many words do you remember?

❏ Practice the poem in this packet. Read it in a normal voice, a silly voice and a slow

voice.

❏ Read the story in the packet with a family member and answer the questions.

(Answer Key included!)

Writing

❏ Do you think professional athletes and entertainers deserve the high salaries they

get? Why or why not? Which professions do you think should get the highest

salaries? Why do you think they deserve to be paid the most?

❏ Choose one of the books that you read this week that you really liked. Write three

reasons why you liked it so much.

❏ Do you have any brothers or sisters? Write about why your siblings are important

to you. If you are an only child, write why you like or dislike being an only child.

❏ Write a letter to your teacher. Tell your teacher what you miss about fourth grade.

Math

❏ Play a card game from the list provided in this packet. ❏ Complete “Practice” sheet 3-8 ❏ Complete “Challenge” sheet 3-8. ❏ Complete the Math Exemplar. Share and explain your solution to a family member.

Science

Complete the Investigation

❏ What affects how many times a pendulum swings? (found in packet)

Unified Arts (Specials)

❏ Health: Wash your hands correctly before meals and throughout the day. Sing the “Happy Birthday” song 2 times (20 seconds) while you scrub all parts of your hands.

❏ PE: Ask an adult to help you find a safe and appropriate place to exercise. Create some exercises such as jogging in place, jumping jacks, or stretches like you do in the gym.

❏ Art: Find a couple of small objects. Arrange them in front of you. Draw them the best you can trying to make them look as real as possible.

❏ Music: Sing a song you know. Now sing it again but make it different. Try changing the rhythm (beat), melody (tune), lyrics (text), and more.


Reading Log


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How Not to Play With Your Food

This article is available at 5 reading levels at https://newsela.com.

Woof woof: Max the dog is mayor of Californiatown

Image 1. Mayor Max spends his days promoting local businesses and charities and attending town events in Idyllwild, California. Photo by:Phyllis Mueller

The mayor of Idyllwild, California, was "born into public service." That's what his top aide says.He was just 11 weeks old when he started. Now he spends nearly every day meeting voters. He doesit wearing nothing but a tie and hat.

Mayor Maximus Mighty-Dog Mueller II is 6 years old now. He is a dog on a mission. "He wouldlike to see peace on Earth in his lifetime," said Phyllis Mueller. Mueller is Max's chief of staff. Sheis also his human companion.

All Work And Some Play

When reached by a reporter, the mayor was outside playing. He didn't have much to say. Muellerspoke for him. She said he wants "to make the world a better place." He hopes to do this by lovingeveryone and doing good deeds.

It's not an easy job. Mueller and Max go out into the public every day, even in bad weather.

By Matthew Cantor, The Guardian, adapted by Newsela staff on 06.14.19Word Count 319Level 490L


The first mayor was Max I. He was elected as part of a fundraiser. The money raised went to ananimal rescue charity in Idyllwild. The candidates were all pets.

Max I died during his second term in office. He had no puppies. Mueller began a search for hisrelatives. She found out another dog lived nearby. When Mueller first met him, he crossed hisfront legs and struck a pose. It was clear he was perfect for the job, Mueller said. Max II finishedMax I's term. Max II was named mayor-for-life in 2014.

Mayor Max For President?

Some people have asked whether Max could run forpresident.

The U.S. Constitution does not ban dogs fromrunning. However, candidates must be at least 35years old. Dogs don't live that long.

As for political party, Mueller said Max isindependent. "He loves everybody," she said.


Quiz

1 Read the first paragraph of the article below.

The mayor of Idyllwild, California, was "born into public service." That's what his top aide says.He was just 11 weeks old when he started. Now he spends nearly every day meeting voters. Hedoes it wearing nothing but a tie and hat.

Based on this paragraph, choose the statement that is TRUE?

(A) The mayor of Idyllwild is voted for by the people.

(B) The mayor of Idyllwild is a baby.

(C) The mayor of Idyllwild is not a typical mayor.

(D) The mayor of Idyllwild is not dressed appropriately.

2 Which selection from the article helps the reader to understand Max's purpose as mayor?

(A) She said he wants "to make the world a better place." He hopes to do this by loving everyone and doinggood deeds.

(B) He was elected as part of a fundraiser. The money raised went to an animal rescue charity in Idyllwild.

(C) Some people have asked whether Max could run for president. The U.S. Constitution does not bandogs from running.

(D) The U.S. Constitution does not ban dogs from running. However, candidates must be at least 35 yearsold.

3 Read the following sentence from the section "All Work And Some Play."

When reached by a reporter, the mayor was outside playing.

Which word could replace "reached" WITHOUT changing the meaning of the sentence?

(A) freed

(B) hugged

(C) contacted

(D) described

4 Read the paragraph below from the introduction [paragraphs 1-2].


Fill in the blank.

A "human companion" is a(n) ____.

(A) political party

(B) animal candidate

(C) close relative

(D) pet owner


Answer Key

1 Read the first paragraph of the article below.

The mayor of Idyllwild, California, was "born into public service." That's what his top aide says.He was just 11 weeks old when he started. Now he spends nearly every day meeting voters. Hedoes it wearing nothing but a tie and hat.

Based on this paragraph, choose the statement that is TRUE?

(A) The mayor of Idyllwild is voted for by the people.

(B) The mayor of Idyllwild is a baby.

(C) The mayor of Idyllwild is not a typical mayor.

(D) The mayor of Idyllwild is not dressed appropriately.

2 Which selection from the article helps the reader to understand Max's purpose as mayor?

(A) She said he wants "to make the world a better place." He hopes to do this by loving everyoneand doing good deeds.

(B) He was elected as part of a fundraiser. The money raised went to an animal rescue charity in Idyllwild.

(C) Some people have asked whether Max could run for president. The U.S. Constitution does not bandogs from running.

(D) The U.S. Constitution does not ban dogs from running. However, candidates must be at least 35 yearsold.

3 Read the following sentence from the section "All Work And Some Play."

When reached by a reporter, the mayor was outside playing.

Which word could replace "reached" WITHOUT changing the meaning of the sentence?

(A) freed

(B) hugged

(C) contacted

(D) described

4 Read the paragraph below from the introduction [paragraphs 1-2].


Fill in the blank.

A "human companion" is a(n) ____.

(A) political party

(B) animal candidate

(C) close relative

(D) pet owner


El alcalde canino de una ciudad de Californiaquiere ayudar a la gente

Image 1. El Alcalde Max pasa sus días promocionando negocios y caridades locales y asistiendo a eventos de la ciudad en Idyllwild,California. Foto: Phyllis Mueller

El alcalde de Idyllwild, California, es el perro más importante de la ciudad. Tenía solo 11 semanasde edad cuando comenzó su cargo. Pasa casi todos los días conociendo a sus votantes. Lo hacevestido únicamente con una corbata y un sombrero. ¡Eso es porque es un perro!

El Alcalde Maximus Perro Poderoso Mueller II tiene 6 años. Es un perro con una misión. "Legustaría ver paz en la tierra mientras viva", dijo Phyllis Mueller. La Sra. Mueller trabaja para Max.También es su acompañante humana.

Ser alcalde no es un trabajo sencillo

No es un trabajo fácil. La Sra. Mueller y Max salen al público todos los días, aunque haya maltiempo.

El primer alcalde fue Max I. Fue elegido como parte de una recaudación de fondos. Todos loscandidatos eran mascotas.

By Matthew Cantor, The Guardian, adaptado por la redacción de Newsela on 06.14.19Word Count 271Level 430L


Max I murió en el cargo. No tuvo cachorros. La Sra. Mueller buscó a sus familiares. Descubrió queMax II vivía cerca. La Sra. Mueller fue a conocerlo. El perro posó para ella. La Sra. Mueller pensóque era perfecto para el trabajo.

La Sra. Mueller encontró otros parientes en Ohio.Vinieron para ayudarle.

"Ama a todo el mundo"

La gente ha preguntado si Max podría ser presidente.

La Constitución de Estados Unidos no prohíbe que losperros participen. Sin embargo, los candidatos debentener al menos 35 años. Los perros no viven tantotiempo.

En cuanto a su partido político, la Sra. Mueller dijoque Max es independiente. "Él ama a todo el mundo",dijo.


Quiz

1 ¿Cómo se llama el actual alcalde de Idyllwild, California?

(A) Max I

(B) Max II

(C) Sra. Mueller

(D) Ohio

2 ¿Cuántos años tiene el alcalde de Idyllwild, California?

(A) 11 semanas

(B) 6 años

(C) 11 años

(D) 35 años

3 Lea la siguiente oración de la sección "Ser alcalde no es un trabajo sencillo":

La Sra. Mueller encontró otros parientes en Ohio.

¿Qué otro fragmento de la sección nos ayuda a descubrir qué es un "pariente"?

(A) La Sra. Mueller y Max salen al público todos los días, aunque haya mal tiempo.

(B) Todos los candidatos eran mascotas.

(C) Max I murió en el cargo. No tuvo cachorros.

(D) La Sra. Mueller buscó a sus familiares.

4 Lea la siguiente oración de la sección "Ama a todo el mundo":

Sin embargo, los candidatos deben tener al menos 35 años.

Ahora lea la sección completa para ver el contexto y responda:

¿Qué es un "candidato"?

(A) alguien que es amigo de la Sra. Mueller o de Max

(B) alguien que quiere vivir más de 35 años

(C) alguien que está en un partido político independiente

(D) alguien que quiere ser elegido para un puesto o cargo


Answer Key

1 ¿Cómo se llama el actual alcalde de Idyllwild, California?

(A) Max I

(B) Max II

(C) Sra. Mueller

(D) Ohio

2 ¿Cuántos años tiene el alcalde de Idyllwild, California?

(A) 11 semanas

(B) 6 años

(C) 11 años

(D) 35 años

3 Lea la siguiente oración de la sección "Ser alcalde no es un trabajo sencillo":

La Sra. Mueller encontró otros parientes en Ohio.

¿Qué otro fragmento de la sección nos ayuda a descubrir qué es un "pariente"?

(A) La Sra. Mueller y Max salen al público todos los días, aunque haya mal tiempo.

(B) Todos los candidatos eran mascotas.

(C) Max I murió en el cargo. No tuvo cachorros.

(D) La Sra. Mueller buscó a sus familiares.

4 Lea la siguiente oración de la sección "Ama a todo el mundo":

Sin embargo, los candidatos deben tener al menos 35 años.

Ahora lea la sección completa para ver el contexto y responda:

¿Qué es un "candidato"?

(A) alguien que es amigo de la Sra. Mueller o de Max

(B) alguien que quiere vivir más de 35 años

(C) alguien que está en un partido político independiente

(D) alguien que quiere ser elegido para un puesto o cargo

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aad

u d

ham

ayst

irtid

cas

hara

da. M

aalin

kast

a m

id s

amee

!

Isn

iin

Ta

laa

do

A

rba

co

K

ha

miis

Jim

ce

Da

aw

o f

ilin

am

a

ba

nd

hig

ka

so

ga

lo

TVg

a. Q

or:

cin

-

wa

an

ka

, jil

aya

ash

a,

me

esh

a la

gu

dh

iga

y,

bila

aw

ga

, d

he

xd

a iyo

dh

am

aa

dka

.

U ist

icm

aa

l ala

ab

a-

da

gu

rig

aa

da

ina

ad

wa

x a

bu

ur-

to. M

uu

ji o

o c

a-

laa

ma

de

e. Q

or

si-

da

aa

d u

gu

ad

ee

gsa

n la

ha

yd

ab

uu

rka

n s

i aa

d u

xa

lliso

dh

iba

ato

.

Wa

rqa

d m

ac

alin

-

ka

ad

a u

qo

r o

o k

u

saa

bsa

n w

axa

ad

ma

an

ta s

am

ee

ysa

y.

Wa

xa

ad

ist

icm

aa

s-

ha

a e

reya

da

sid

a

ma

rka

ho

re, ka

n k

u

xig

a, ka

dib

, ka

n u

gu

da

mb

ee

ya

, iy

o k

an

ug

u s

i d

am

be

eya

.

Qo

r e

ray k

a b

i-

low

da

xa

raf

ka

sta

oo

alif

be

eta

da

ah

gu

rig

aa

da

dh

axd

iisa

: Tu

-

saa

le:

A: A

irp

lan

e

B:

Ba

t

C: C

ar

Do

oro

wa

x g

urig

aa

ga

ya

al o

o a

ad

u is

tic

-

ma

ash

o q

ala

b w

ax la

gu

ca

biro

, si

da

dh

ala

da

/

ca

ag

ad

a b

iya

ha

am

a

qa

ad

o. K

u c

ab

bir 1

0

wa

xya

ab

oo

d q

ala

bka

a

ka

dib

na

sa

me

e li

is.

Tusa

ale

: Sa

riirte

yd

u

wa

xa

y d

he

rer

le’e

gta

ha

y 1

2 c

aa

-

ga

da

ha

/dh

alo

oyin

ka

biy

ah

a a

h.

ESL

at H

om

e 3

-5 W

eeks

1

Mo

nd

ay

Tu

esd

ay

W

ed

ne

sda

y

Thu

rsd

ay

Frid

ay

یو

و

د م

نواعن

•

•

ازغآ

•

•

ا

ں

ںو

ا د

س

ا

ںورا

ں

س

ا

س

اا

د و

و

ں

جآ

ند

ا ں

د و

،

،

،

ورا

آ

ں

۔ں

ں و

ر ف

ا

ا ں

ں

Exa

mp

le:

A: a

irp

lan

e t

oy

B

: b

rea

d

ںو

ب

ا

ر طو

ںورا

ت

، ں

۔ں

Ex

am

ple

: M

y b

ed

is

12

wa

ter

bo

ttle

s lo

ng

.

Tum

ia k

arat

asi y

a da

ftari

kuka

mili

sha

shug

huli

hizi

. Kam

ilisha

moj

a ki

la s

iku!

Jum

atat

u Ju

man

anne

Ju

mat

ano

Alh

amis

i Iju

ma

Cha

gua

kipi

ndi c

hoch

ote

cha

TV a

u si

nem

a. A

ndi-

ka k

ichw

a, w

ahus

ika,

m

pang

ilio, m

wan

zo, k

a-tik

ati,

na m

wis

ho.

Tum

ia v

itu u

navy

owez

a ku

-pa

ta n

dani

ya

nyum

ba y

ako

kuun

da k

itu k

ipya

. Mfa

no

na u

wek

e al

ama.

And

ika

juu

ya ji

nsi u

nget

umia

uv

umbu

zi h

uu k

utat

ua s

hi-

da.

A

ndik

a ba

rua

kwa

mw

alim

u w

ako

juu

ya k

ile u

licho

fany

a le

o. T

umia

man

eno

kam

a kw

anza

, ija

-yo

, kis

ha, m

wis

ho,

na m

wis

how

e.

Pat

a ki

tu n

dani

ya

nyum

ba y

ako

kina

choa

nza

na k

ila h

eruf

i ya

alfa

beti.

M

fano

: A

: toy

ya

ndeg

e B

: mka

te

C

hagu

a ki

tu n

dani

ya

nyum

ba y

ako

kutu

mia

ka

ma

zana

ya

kupi

ma,

ka

ma

chup

a ya

maj

i au

kijik

o.

Pim

a vi

tu 1

0 na

cho

m-

bo h

icho

na

ufan

ye

orod

ha.

Mfa

no: K

itand

a ch

angu

ni c

hupa

za

maj

i 12

kwa

mud

a m

refu

Họ

c ES

L tạ

i nh

à Lớ

p 3

-5 t

uần

1

Sử d

ụn

g gi

ấy v

ở đ

ể h

oàn

th

ành

các

bài

tập

này

. Làm

mộ

t b

ài m

ỗi n

gày!

Thứ

ha

i Thứ

ba

Thứ

tư

Thứ

nă

m

Thứ

sá

u

Chọn

bất

kỳ c

hươ

ng

trìn

h t

ruyền

hìn

h

hoặc

ph

im. V

iết

tiê

u

đề,

tìn

h t

iết

của

ph

im: bắt

đầu

, g

iữa

và

kết

th

úc

.

Sử

dụn

g n

hữ

ng

thứ

bạn

có

thể

tìm

thấy

tro

ng

nh

à của

bạn

để

ph

át

min

h r

a m

ột

cá

i gì đ

ó m

ới.

Min

h

họa

và

dá

n n

hã

n

ch

o n

ó. V

iết

về

cá

ch

bạn

sẽ

sử dụn

g p

há

t

min

h n

ày để

giả

i

qu

yết

vấn

đề.

Viế

t một

lá t

hư

ch

o

cô

/thầy

của

bạn

về

nhữ

ng

gì b

ạn đ

ã là

m

ng

ày h

ôm

na

y. Sử

dụn

g c

ác

từ

như

đầu

tiê

n, tiếp

th

eo

, sa

u đ

ó,

và

cuối c

ùn

g.

Tìm

một

cá

i gì đ

ó

tro

ng

nh

à của

bạn

bắt

đầu

vớ

i mỗi c

hữ

cá

i của

bản

g c

hữ

cá

i.

Thí dụ:

A: a

irp

lan

e t

oy

B: b

rea

d

Chọn

một

cá

i gì đ

ó

tro

ng

nh

à của

bạn

để

sử dụn

g n

hư

một

cô

ng

cụ đ

o lư

ờn

g,

như

một

ch

ai nướ

c

hoặc

một

cá

i

muỗn

g. Đ

o 1

0 vật

dụn

g vớ

i cô

ng

cụ đ

ó

và

lập

da

nh

sá

ch

.

Thí dụ: M

y b

ed

is 1

2

wa

ter

bo

ttle

s lo

ng

.

Spec

ial t

han

ks a

nd

cre

dit

to

th

e fo

llow

ing

me

mb

ers

of

the

EL e

du

cati

on

al c

om

mu

nit

y th

at h

ave

colla

bo

rate

d o

n t

o c

reat

e th

is d

ocu

men

t w

e ar

e u

sin

g to

su

pp

ort

ou

r EL

s an

d t

hei

r

fam

ilies

: M

aria

Mo

ntr

on

i-C

urr

ais,

So

mer

dal

e, N

J, R

iver

Fal

ls D

istr

ict,

WI.

, Mar

ia C

urr

ais,

NJ,

Sai

nt

Clo

ud

, MN

Co

mm

un

ity

Vo

lun

teer

s, a

stu

den

t, T

N, a

stu

den

t an

d h

er f

amily

, WV

,

and

Jen

nif

er L

aran

ce, V

A.

Before reading:

• Looking at the title, cover and illustrations/pictures, what do you think will happen in this book?

• What makes you think that? • What characters do you think might be in the book? • Do you think there will be problem in the story? Why? • What do you already know about the topic of this book? • Does the topic or story relate to you or your family? How? • Do you think it will be like any other book you’ve read? If

so, which one, and how do you think it will be similar? During reading:

• What has happened so far in the story? Can you tell me using sequence words? (first, then, next, after, finally, etc.)

• What do you predict will happen next? • How do you think the story will end? • Why do you think the character did ____________? • What would you have done if you were the character? • How would you have felt if you were the character? • When you read, what pictures did you see in your head?

How did you imagine it looked like? • What are you wondering about as you read? What

questions do you have? • Think about the predictions you made before reading; do

you still think the story will go that way? Why or why not? How do you think it will go now?

After reading:

• Why is the title a good title for the book/story? If you had to give it a different title, what would be another good title for it?

• Were your predictions correct? Where did you have to fix your prediction as you read?

• If there was a problem, did it get solved? How did the character try to solve the problem?

• What happened because of the problem? • Did any of the characters change through the story? Who

changed, and how did they change? • Why do you think the author wrote this? • What is the most important point that the author is trying to

make in his/her writing? • What was your favorite part? Why? • If you could change one part, what would you change? • If you could ask the author a question, what would you ask? • Can you retell the story in sequence order (use your fingers

and sequence words: first, second, then, next, etc.) • Is there a character in the story that reminds you of someone

you know? If so, who are they like, and why do you think that?

• Does this book remind you of another book you know? Does it remind you of something you’ve experienced in real life?

For fun: Have them act out a scene from the book, draw you a picture of their favorite part to decorate the refrigerator, or write a follow-up story. They can pretend they are a book reviewer reviewing the book on TV, or they can write a letter or postcard to the author. There are many creative ways to engage students in reading and have them share their reading with you! Compiled 11/08 RL

Here are some questions you can ask your child about their reading; choose a few each night to engage in conversation with your child about their nightly independent reading.

Before reading:





• What do you predict will happen next? • How do you think the story will end? • Why do you think the character did ____________? • What would you have done if you were the character? • How would you have felt if you were the character? • When you read, what pictures did you see in your head?




After reading:










For fun: Have them act out a scene from the book, draw you a picture of their favorite part to decorate the refrigerator, or write a follow-up story. They can pretend they are a book reviewer reviewing the book on TV, or they can write a letter or postcard to the author. There are many creative ways to engage students in reading and have them share their reading with you! Compiled 11/08 RL


Aquí son algunas preguntas que Ud. puede preguntarle a su hijo/a sobre su libro; escoja Ud. unas preguntas cada noche para empezar una conversación.

Antes del Leer:

Mirando el título, el cubre, y dibujos, ¿qué piensas que va a pasar en este libro? ¿Por qué piensas eso? ¿Qué personajes estaría en el cuento? ¿Piensas que sería un problema en el cuento? ¿Por qué? ¿Qué ya sabes sobre el tema de este libro? ¿Hay una relación entre el tema del libro y de ti o tu familia? ¿Cómo? ¿Piensas que el libro sería como otro libro que ya has leído? ¿Es tu respuesta sí?, ¿en qué manera serán parecidos?

Durante el Leer:

¿Qué pasó en el libro hasta este punto? ¿Puedes

usar palabras como primero, luego, próximo, después,

finalmente, etc.?

¿Puedes hacer una predicción sobre que va a pasar

próximo?

¿Tienes una idea sobre como va a terminar el cuento?

¿Por qué piensas que el personaje, ___, hizo_____?

¿Si seas el personaje______, qué haría?

Cuando lees, ¿qué dibujos tienes en la mente?

¿De qué piensas mientras leer?

¿Qué preguntas tienes ?

Piensa sobre tu predicción que hiciste antes de leer,

¿todavía piensas que tu predicción es correcta? ¿sí o no?

¿por qué?

Después de Leer:

¿Por qué es el título un bueno título por el libro? ¿Qué sería otro buen título? ¿Eran tus predicciones correctas? ¿Tenía que arreglar unas predicciones? ¿Era un problema? ¿Cómo se lo resolvieron las personajes? ¿Cambiaron algún personaje durante el cuento? ¿Quién cam-

bió? ¿En qué manera cambió esta personaje? ¿Por qué escribió el escritor/la escritora este cuento? ¿Cuál es el mensaje más importante de este cuento? ¿Cuál era tu parte favorita? ¿por qué? ¿Te gustaría cambiar una parte del cuento? ¿Qué parte? ¿Te gustaría preguntarle al escritor/a la escritora una pregunta? ¿Qué pregunta sería? ¿Me puedes contar el cuento en orden, usando palabras como: primero, luego, después, por fin. ¿Hay un personaje en el cuento quien es parecido a alguien que conoces? ¿Por qué piensas eso? Este libro, ¿Es parecido a otro libro que ya has leído?

Para divertirse: Haz teatro de una escena del libro. Dibuja una esce-na del cuento y pónlo en el refrigerador. Escriba un cuento para seguir el cuento que has leído. Sé un crítico y escribe tu opinión del libro. Escribe una carta al escritor/a la escritora. Hay muchas mane-ras creativas en que su hijo/a puede compartir su leer.

هذه بعض االسئلة التي تستطيع سؤالها لطفلك على ما قرؤا إختار بعض في كل ليلة الدخال طفلك في حوار يتضمن ماقرؤا

الليلة الماضية .

قبل القراءة من خالل مشاهدتك لعنوان الكتاب والرسومات والمخططات ماذا تعتقد

هذا الكتاب ؟ان ي ممكن حدث في هذا ماحصل ؟ لماذا تعتقد ان ها في الكتاب؟ هي الشخصيات التي تعتقد انك ستجد ما هذه القصة ؟ ولماذا؟ هل تعتقد انك ستجد مشكلة في هذا الكتاب ؟ هو الذي تعلمه عن قصة ما هل هناك اي ارتباط بين موضوع القصة وبينك او بين عائلتك ؟ كيف

ذلك ؟ هذه ال ؟مشابهة لكتاب سابق قرأتهقصة ستكون هل تعتقد ان كيف تعتقد انها ستكون مشابهة ؟اذا كان الجواب نعم

الل االقراءة هل تستطيع اخباري بكلمات هذه القصة ؟ هذا حدث لحد االن في ما

ها , اخيرا , الخ ..( متسلسلة ؟ ) اوال, بعد ذلك , الحقا , بعدماذا تتوقع ان يحدث الحقا ؟ه ذه القصة ؟ كيف تتوقع ان تنتهي لماذا تعتقد ان الشخصة فعلت ______؟ هذه الشخصية ؟ ماذا كنت ستفعل اذا كنت انت في مكان كيف كنت ستشعر اذا كنت بمكان شخصية القصة ؟ هي الصور التي قمت بتخيلها وكيف كان شكلها ؟ عندما كنت تقرأ ما هي االسلئة التي كانت في ماذا كنت تتوقع عند قراتك للقصة ؟ ما

راسك؟هل الزلت تظن ذا كنت تتوقع ان يحدث في القصة قبل قرائتها افكر بم

ان القصة ستنتهي النهاية التي كنت تتوقعها ؟ لماذا او لماذا ال ؟ كيف تعتقد ان القصة ستنتهي االن ؟

بعد القراءة هذه القصة يعتبر جيدا لهذه القصة ؟ اذا كنت من سيختار لماذا عنوان

هو برأيك سيكون عنوانا جيدا لها ؟ العنوا ن ما صحيحا ؟ متى كان عليك ان تصحح توقعاتك للقصة هل كان توقعك

خالل القراءة ؟ هل تم حلها ؟ كيف قامت الشخصية بالقصة اذا كان هناك مشكلة ,

بمحاولة حل المشكلة ؟ هذه المشكلة ؟ ماذا حدث بسبب هو ال ذي تغير ؟ وكيف كان هل تغيرت احدى شخصيات القصة ؟ من

هذا التغير ؟ لماذا تعتقد ان الكاتب كتب القصة بهذه الطريقة ؟ هم نقطة حاول الكاتب او الكاتبة ايصالها من خالل كتباتهم لهذه هي ا ما

القصة ؟ هو الجزء المفضل لديك في القصة ؟ ولماذا ؟ ماهذا الجز هو ء ؟ اذا كان لديك القدرة على تغيير جزء من القصة ما هذا السؤال ؟ هو اذا رغبت بسؤال الكتاب سؤاال , ما وكلمات متسلسة : هل تستطيع قص القصة بتسلسل ) استخدم اصابعك

اوال , ثانيا , الحقا , بعد ذلك , الخ( هل كانت هناك اي شخصية من شخصيات الكتاب تذكرك بشخص

هذا الشخص ولماذا تعتقد ان هناك هو تعرفه؟ اذا كان الجواب نعم من شبه ؟

هذا الكتاب ي كرك بكتاب اخر تعرفه ؟ وهل يذكرك بشء مررت به ذهل بحياتك الخاصة ؟

منهم ان يرسموا من اجل المتعة : اطلب من طفلك ان يمثل مشهد من الكتاب , واطلبالجة , او كتابة تكملة للقصة . يستطيعون ان يمثلوا مفضل شيئا من الكتاب لتزيين ال

لة او بطاقة بريدية اساشة التلفاز او يستطيعون كتابة رانهم ناقدي الكتاب على شبة في القراءة والطلب منهم للكتاب .هنالك العديد من الطرق االبداعية الدماج الطل

ا قرؤا .بم مشاركة

Before reading:

Here are some questions you can ask

your child about their reading; choose a few each night to engage in conversation

with your child about their nightly

independent reading.

မဖတမ:

စာဖတျ ခး ခႏ တတ ကးကေ ကမး ကေခကမး ကေခကာ ကမး ကမး ြး အက ကမ ာ ာပ ။စ။စဥ။တကေခး တ တ စာဖတျ ခခး ခႏ တတ ခႏကး ခႏ စားစျမစားစျမ။ကျ ာပြ ကမး ြး အကကေ ။တကေ။တကေခး တ က းက း ာပ .

Looking at the title, cover and illustrations/pictures, what do

you think will happen in this book?

What makes you think that?

What characters do you think might be in the book?

Do you think there will be problem in the story? Why?

What do you already know about the topic of this book?

Does the topic or story relate to you or your family? How?

Do you think it will be like any other book you’ve read? If so, which one,

and how do you think it will be similar?

During reading:

What has happened so far in the story? Can you tell me using sequence

words? (first, then, next, after, finally, etc.)

What do you predict will happen next?

How do you think the story will end?

Why do you think the character did ?

What would you have done if you were the character?

How would you have felt if you were the character?

When you read, what pictures did you see in your head? How did you

imagine it looked like?

What are you wondering about as you read? What questions do

you have?

Think about the predictions you made before reading; do you still think the

story will go that way? Why or why not? How do you think it will go now?

After reading:

Why is the title a good title for the book/story? If you had to give it a

different title, what would be another good title for it?

Were your predictions correct? Where did you have to fix your prediction

as you read?

If there was a problem, did it get solved? How did the character try to

solve the problem?

What happened because of the problem?

Did any of the characters change through the story? Who changed, and

how did they change?

Why do you think the author wrote this?

What is the most important point that the author is trying to make in his/her

writing?

What was your favorite part? Why?

If you could change one part, what would you change?

If you could ask the author a question, what would you ask?

Can you retell the story in sequence order (use your fingers and sequence

words: first, second, then, next, etc.)

Is there a character in the story that reminds you of someone you know? If

so, who are they like, and why do you think that?

Does this book remind you of another book you know? Does it remind you

of something you’ve experienced in real life?

For fun: Have them act out a scene from the book, draw you a picture of their favorite

part to decorate the refrigerator, or write a follow-up story. They can pretend they are a

book reviewer reviewing the book on TV, or they can write a letter or postcard to the

author.

There are many creative ways to engage students in reading and have them share their

reading with you!

Compiled 11/08 RL

က ာခးစဥဥ ာကာ ခႏ ေ ကဖာျ အမအား/ ေမအားကေ ၾ။ႏ းဥ စာ ေ ထမ ာ ဘာကတ ြ ကတ ပမ႕ ကေလ ထခ ာပ

ဘာကၾာခႏ ႏ ေက ထခ ာပ စာ ေ ထမ ာ ဘ႕ကေမအကး ဇာတကာခမအား ပ ကကြမ႕ကေလ ထခပ ေျ ခထတ ခ ပ ကကမႏမ႕ ကေလ ထခားပ ဘာကၾာခႏပ

ကစာ ေ ပက ာခးစဥြလ တ း ဘာကတ ကထားပ

က ာခးစဥ (ကေလ) ေျ ခ ခ (ကေလ) ခႏမကားစေ ခႏ စ ကြားပ ဘာ ကေစ ပ

ကစာ ေ ဟာ ခဖတကြအ ျ ားစာ ေ ကတ ကေ ခတကြမ႕ ကေလ ထခားပ တကြတကြမ႕ ကေလထခ အခဥ ဘ႕ ကေခးဥ ၊၊ ခတကြမ႕ ကေလ ဘာ ကေကၾာခႏထခပပ

ဖတကြ အကြ တ ခး:

ေျ ခတ ခ ေ အကြထက ဘာကတ ျဖစ အ ႏပ စ စဥျ စားစားေးမအားေး း ကျ ာျ ေကခမားပ ( ထမေးမ ာဥ ကာကေပခဥ ကြာကတာႏဥ း အခဥ ကြာကြာ ေးမ ာကတာႏဥ စ။ျဖခႏပ)

ကြာဘာကတ ျဖစာမ႕ ကေလ ြလမ ြးပ ေျ ခကေ ဘ႕ကေမအကး ေးတမ႕ ကေလ ထခပ

ဇာတကာခ ဘာကၾာခႏေ ႏ။ဟေ ခထခပ?

ခာ ဇာတကာချဖစ ႏ အခ ဘာကတ ျ ေ မ႕ထခပ

ခာ ဇာတကာချဖစ ႏ အခ ဘ႕ကေမအကး စားပမ႕ထခပ

ဖတကာ ာဥ ခႏက ာခးထမ ာ မ။။ႏ ေမအားကေ ျမခ ႏပ ၊ ေ ဘ႕ြလဘ႕ြလတတ႕ကေလ ကတ းမကပ

ခဖတကြစဥ မ။။ႏ ကၾာခးကေ က အခာပ ခႏ မ။မ။။ႏကမး ြးမအား ပ က ာပ

မဖတမ ခစဥးစား ႏကာ ြလမ ြး အမအားကေ ကတ းကတ းၾ။ႏ ာဥ ေျ ခ ကမးကၾာခး တကေခး ားမ႕ ကေလ ထခားထခားပ ဘာႏကၾာခႏထခ (ကေလ) ဘာႏကၾာခႏမထခပ ႕ ေကေ အခ ေျ ခ ဘ႕ကေ ားမ႕ကေလ ထခပ

ဖတ း အခ:

က ာခးစဥ စာစာ ေ / ေျ ခ တ ဘာႏကၾာခႏ က ာခးစဥကာခးတစ ေျဖစပပ ႕တ ခ႕တ ခ ျ ားက ာခးစဥတစ ေ က းက းပမ႕ကေ အခဥ ၊ တ ျ ားက ာခးစဥကာခး ဘာျဖစ ေကခမပ

ခႏ ြလမ ြး အမအား မ ြ ႏားပ ဖတ ႏ း။ႏ တကေခး ဘ႕ကြဘ႕ကြပာကာမ ာ ခႏ ြလမ ြး အမအားကေ ျ ခ ႏပပ

႕တ တစ ေ ေ ပ က ႏ အခဥ ၊ကေ ကျဖပ ခး ႏားပ ဇာတကာခ ကေ ဘ႕ ကေြ ကးစား း ကျဖပ ခး ႏပ

ကၾာခႏ ဘာကတ ျဖစ အ ႏပ

ေျ ခ စမ ေးတကေခ ဇာတကာခမအားတ ခ ကျ ာခးမပ က ႏားပ ဘ႕ဇာဘ႕ဇာတကာခ ကျ ာခး ႏဥ ဘ႕ကေမအကး ကျ ာခး ႏပ

စာကပး က ပာကတ ကေ ကပး ႏ။ဟေ ဘာႏကၾာခႏ ခထခပပ

စာကပး ကပးား အတ ခ မ။။ႏ ပာကေ ကပး ြးေး အ ျဖစ /မ ကဖာျ ကေပ

ခႏ ြ က ေး ကေခး ဘ႕ ကေခးပ ဘာကၾာခႏပ ကေခးတစ ကေခးကေ ခ ကျ ာခး ေကခမ။ကေ အခဥ ဘ႕ ကေခးကေ ကျ ာခးမပ

ခ စာကပး ကေ ကမး ြးတစ ေ ကမး ခႏပ က အခဥ ဘာကမးမပ

ေျ ခကေ ဇာတ စ စဥ တကေခး ျ ြကျ ာ ေကခမား (ခႏ က အာခးမအား ခႏ ဇာတကာခစာေးမအားကေ ေး ာ: ထမေးမ ာဥ ကေတက႕မ ာဥ ကာကေပခဥ ကြာကတာႏဥ စ။ျဖခႏပ)

ေျ ခထ ခကကြတစဥးဥးကေ တကပကစတႏ ဇာတကာခတစဥးဥး ပ ကကြားပ ပ ကကြပ ကကြ အခဥ ဘ႕ ၊တကေလ ခႏ တဥ ထကေႏ ကေလ ခႏကေ ဘာႏကၾာခႏ ထခကစပ

စာ ေ ခကထား။ႏ ျ ားစာ ေ ကေ တကပကစတာမအကး ျဖစကစားပ စာ စာ ေ ခြ ကတ ကြကာ ကတ ဘြမ တစစေတစ ေကေ တကပကစားပ

က အာ ခဖ ႕ တ : စာ ေ ထမ ဇာတမးဇာတ တေကခး ၊တေကလ ား ပေ ကာခ ေကခး ာဥ ကပ ကတ၊ာ ခပြ ခပြ ၊တကေလ ြကေး ကေခးတစ ေ ျ ေကခး ာဥ (ကေလ) ကြာတ ေျ ခတစ ေက ကပး ာပ တကေလ ကြ ခႏ TV က ပ စာ ေ ား ကြဖြေး ပြ ကြဖကြဖြ အကပးတစဥး ျဖစ ဟြကာခကေခ။ (ေကလ) စာကပးထ စာတစကစာခ (ေကလ) ေကလစတတစ ေ ကပး ေကခ။ပ ကအာခးား/မအားကေ စာဖတ႑တ ခ ာြခာကစပြ ဖြတးမြ။းမးမအားစ ာ ပ ကထား းဥ တကေလဖတ းစာကတ ကေ ခ ခႏ မ အကြ ေကခး ာ!

11/08 RL ကေြာထား။

Avan lékti :

Men kèk késyon ou kapab mandé pitit ou sou lékti yo; chwazi yon kèk chak swa angajé yo nan konvèsasyon ak pitit ou sou lékti swaré yo fè endépandan .

Before reading:


•Gadé nan Tit la, kouvèti a ak ilistrasyon / foto, ki sa ou pansé ki pral rivé nan liv sa a? • Ki sa ki fè ou pansé ke? • Ki karaktè ou pansé ta ka nan liv la? • ou pansé pral gen pwoblèm nan istwa a? Poukisa? • Ki sa ou konnen déja sou sijè sa a nan liv sa a? • Èské sijè sa a oswa istwa gen rapò ak ou menm oswa fanmi ou? Ki jan? • ou pansé ké li pwal tankou nenpòt ki lòt liv ou té li? Si sé konsa, ki youn, ak fason ou pansé ké li pwal ki sanblé?

Pandan lékti:

•Sa ki té rivé nan istwa a jis kounyé ya? Èske ou ka di m avèk mo an òd? (Prémyéman, lè sa a, pwochen an, aprè, é pou fini, élatriyé) • Ki sa ou prédi pral rivé aprè? • Kijan ou pansé istwa a pral fini? • Poukisa ou pansé pèsonaj la té fè___________? • Ki sa ké ou ta fè si sé ou ki té pèsonaj la? • Kouman ou ta santi ou si ou té pèsonaj la? • Lè w ap li, ki foto ké ou té wè nan tèt ou? Ki jan ou té imajiné li sanblé ak? • Ki sa yo ou mande tèt ou pandan w ap li a? Ki késyon ou genyen? • Reflechi sou prédiksyon ou té fè anvan lékti; ou toujou pansé istwa a pral ale nan fason sa a? Poukisa oubyen, poukisa pa? Kijan ou pansé li pral kontinyé kounyé a?

Aprè lékti:

• Poukisa tit liv la yon tit ki bon pou liv / istwa a? Si pou ta bali yon tit ki diferan, ki sa ki ta yon lòt bon tit pou li? • Èské prédiksyon ou yo té kòrèk? Ki koté ou té gen pou korijé prédiksyon ou yo pandan w ap li? • Si té gen yon pwoblèm,li té rézoud? Ki jan pèsonaj la t 'éséyé rézoud pwoblèm nan? • Kisa ki té pasé akòz pwoblèm nan? • Èske nenpòt nan karaktè yo chanjé nan istwa a? Ki moun ki chanjé yo, épi ki jan yo té chanjé? • Poukisa ou pansé otè a té ékri sa ? • Ki sa ki pwen ki pi enpòtan ké otè a ap éséyé fè nan ékri’l la? • Ki sa ki té pati ké ou té pi renmen? Poukisa? • Si ou té kapab chanjé yon pati, ki sa ou ta ka chanjé? • Si ou te kapab mandé otè a yon késyon, ki sa ou ta mandé? • Èské ou ka rakonté istwa a nan lòd (sèvi ak dwèt ou ak mo an lòd: prémyé, dézyèm, aprè sa , sa kap vini an, élatriye) • Èske gen yon karaktè nan istwa a ki fè w sonjé yon moun ou konnen? Si sé konsa, tankou ki moun yo sanblé menm, é poukisa ou panse sa? • liv sa a fè ou sonjé nan yon lòt liv ou konnen? li fè ou sonjé nan yon bagay ou té fè ékspéryans nan lavi réyèl ou? Pou plézi: Fè yo aji jwé yon sèn ki soti nan liv la, trasé yon foto nan pati yo pi renmen yo pou dékoré frijidè a, oswa ékri yon istwa aswiv. Yo ka prétann yo sé yon révizè dé liv, épi yap révizé liv la sou chèn télévizyon, oswa yo ka ékri yon lèt oswa kat postal pou otè a. Gen anpil fason kréyatif ké ou ka angajé élèv yo nan lékti épi fè yo patajé lékti yo ansanm ak ou!

Konpilé 08/11 RL





• What do you predict will happen next? • How do you think the story will end? • Why do you think the character did ? • What would you have done if you were the character? • How would you have felt if you were the character? • When you read, what pictures did you see in your head?




After reading:










For fun: Have them act out a scene from the book, draw you a picture of their favorite part to decorate the refrigerator, or write a follow-up story. They can pretend they are a book reviewer reviewing the book on TV, or they can write a letter or postcard to the author. There are many creative ways to engage students in reading and have them share their reading with you! Compiled 11/08 RL Figure 1

Before reading:

Here are some questions you can

ask your child about their

reading; choose a few each night

to engage in conversation with

your child about their nightly


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Looking at the title, cover and illustrations/pictures, what do you think will happen in this book?






Do you think it will be like any other book you’ve read? If

so, which one, and how do you think it will be similar?

During reading:

What has happened so far in the story? Can you tell me

using sequence words? (first, then, next, after, finally, etc.)






When you read, what pictures did you see in your head?

How did you imagine it looked like?

What are you wondering about as you read? What

questions do you have?

Think about the predictions you made before reading; do

you still think the story will go that way? Why or why not?

How do you think it will go now?

After reading:

Why is the title a good title for the book/story? If you had

to give it a different title, what would be another good title

for it?

Were your predictions correct? Where did you have to fix

your prediction as you read?

If there was a problem, did it get solved? How did the

character try to solve the problem?


Did any of the characters change through the story? Who

changed, and how did they change?


What is the most important point that the author is trying to

make in his/her writing?




Can you retell the story in sequence order (use your fingers

and sequence words: first, second, then, next, etc.)

Is there a character in the story that reminds you of someone

you know? If so, who are they like, and why do you think

that?

Does this book remind you of another book you know?

Does it remind you of something you’ve experienced in

real life?

For fun: Have them act out a scene from the book, draw you a

picture of their favorite part to decorate the refrigerator, or write a

follow-up story. They can pretend they are a book reviewer reviewing

the book on TV, or they can write a letter or postcard to the author.

There are many creative ways to engage students in reading and have

them share their reading with you!

Compiled 11/08 RL

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Before reading:


ask your child about their reading;

choose a few each night to engage in

conversation with your child about

their nightly independent reading.

पठन परव:

यहाा तपाईल आफनो बचचालाई ततनीहरको पठन बारमा सोधन सकन कही परशनहर छन; तपाईको बचचाको रातरी सरतनततर पठन बारमा उनीहरसाग कराकानी गनव परतयक रात कही परशनहर रोजनहोस।

Looking at the title, cover and illustrations/pictures, what do

you think will happen in this book?






Do you think it will be like any other book you’ve read? If so,

which one, and how do you think it will be similar?

During reading:

What has happened so far in the story? Can you tell me using

sequence words? (first, then, next, after, finally, etc.)






When you read, what pictures did you see in your head? How

did you imagine it looked like?



Think about the predictions you made before reading; do you still

think the story will go that way? Why or why not? How do you

think it will go now?

After reading:

Why is the title a good title for the book/story? If you had to give

it a different title, what would be another good title for it?

Were your predictions correct? Where did you have to fix your prediction as you read?

If there was a problem, did it get solved? How did the character try to solve the problem?


Did any of the characters change through the story? Who changed, and how did they change?


What is the most important point that the author is trying to make

in his/her writing?




Can you retell the story in sequence order (use your fingers and

sequence words: first, second, then, next, etc.)

Is there a character in the story that reminds you of someone you know? If so, who are they like, and why do you think that?

Does this book remind you of another book you know? Does it

remind you of something you’ve experienced in real life?

For fun: Have them act out a scene from the book, draw you a picture of their

favorite part to decorate the refrigerator, or write a follow-up story. They can

pretend they are a book reviewer reviewing the book on TV, or they can write a letter or postcard to the author.

There are many creative ways to engage students in reading and have them

share their reading with you!

Compiled 11/08 RL

शीरवक, कभर र उदाहरण/तसरीरहर हरर, तपाईलाई क लागछ यो पसतकमा क हनछ?

क कारणल तपाईमा तयो सोच आयो? तपाईको वरचारमा पसतकमा कन रणवहर छन?

तपाईको वरचारमा कथामा समसया हनछ? ककन त?

यस पसतकको शीरवकको बारमा तपाईलाई पहहल न क थाहा छ?

शीरवक रा कथा तपाई रा तपाईको पिररारसाग सबनततत छ? कसरी? तपाईलाई यो पसतक तपाईल पढनभएको अनतय कन पसतक समान

हनजसतो लागछ? यहद लागछ भन, तयो कन पसतक हो र तपाईको वरचारमा यो कसरी समान हनछ?

पठन अवधिमा:

कथामा अहहलसम क भएको छ? तपाई करमबदत शदहरको परयोग गरी मलाई बताउन सकनहनतछ? (सरमा, तयसपतछ, अको, पतछ, अनततमा, इतयाहद)

तपाईको अनमानमा अब क हनछ?

तपाईको वरचारमा कथाको अनततय कसरी हनछ?

तपाईल कथाको चिरतरल यसो ककन गर यो जसतो लागछ? ?

यहद तपाई उकत पातर भएको भए तपाईल क गनवहनतयो? यहद तपाई उकत पातर भएको भए तपाईल कसतो महसस गनवहनतयो? तपाईल कथा पढदा, तपाईको हदमागमा कसतो तसरीर दखनभयो? यो

कसतो दखिनतछ भनी तपाईल कसरी कलपना गनवभयो? तपाईल पढदा क वरचार गिररहनभएको थथयो? तपाईसाग क परशन

छ?

तपाईल पढन अति गनवभएका अनमानहर बारमा सोचनहोस; तपाई अझपतन कथा तपाईको अनमान अनरप अगाडि बढछ भनतन लागछ? ककन रा ककन होइन? तपाईलाई कथा अब कसरी अगाडि बढनछ जसतो लागछ?

पठनपछि: पसतक/कथाका लाथग शीरवक ककन रामरो शीरवक हो? यहद तपाईल यासको

लाथग फरक शीरवक हदनपरमा, यसका लाथग अको रामरो शीरवक क हनछ?

तपाईका अनमानहर सही थथए? तपाईल पढद जाादा तपाईका अनमानहरलाई कहाा सचयाउनपर यो?

यहद तयहाा समसया थथयो भन, यसको समातान भयो? पातरल समसयाको समातान कसरी गन परयास गर यो?

समसयाको कारण क भयो? कथा अगाडि बढद जाादा कन पातर पिररतवन भए? को पिररतवन भयो र

ततनीहर कसरी पिररतवन भए?

तपाईलाई लिकल यो कथा ककन लखनभयो जसतो लागछ?

लिकल आफनो लिनमा दशावउन िोजनभएको सबभनतदा महततरपणव करा क हो?

तपाईको मनपन भाग कन थथयो? ककन त?

यहद तपाई कन एउटा भागलाई पिररतवन गनव सकनहनतछ भन तपाई कन भाग पिररतवन गनवहनछ?

यहद तपाई लिकलाई एउटा परशन सोधन सकनहनतछ भन, तपाई क परशन सोधनहनछ?

तपाई कथालाई करमानसार पन: भनतन सकनहनछ (औला र करमबदत शदहरको परयोग गनवहोस: सरमा, दोसरो, तयसपतछ, अको, इतयाहद)

कथाको कन पातरल तपाईल थचनतनभएको कन वयकतको याद हदलाउाछ? यहद छ भन, ततनीहर को जसत छन र तपाईलाई ककन तयसतो लागछ?

यो पसतकल तपाईलाई थाहा भएको कन अको पसतकको याद हदलाउाछ?

यसल तपाईल आफनो रासतवरक जीरनमा भोगनभएको कही कराको याद हदलाउाछ?

रमाइलोका लाथग: ततनीहरलाई पसतकबाट कन एक दशयको अभभनय गनव लगाउनहोस, रकिजरटर सजाउनका लाथग ततनीहरको मनपन भागको तसरीर कोनव लगाउनहोस, रा फलो-अप कथा लखन लगाउनहोस। ततनीहरल TV मा पसतकको समीकषा गरी पसतक समीकषकको अभभनय गनव सकछन रा ततनीहरल लिकलाई पतर रा पोसटकािव लखन सकछन। वरदयाथीहरलाई पठनमा सलगन गराउन र ततनीहरको पठनलाई तपाईसाग साझा गराउन तर भसजवनातमक तिरकाहर छन।

सकभलत 11/08 RL

Before reading:


ask your child about their

reading; choose a few each night

to engage in conversation with

your child about their nightly


Aqrinta ka hor:

Halkaan waa su’aalo qaar ee aad

canugaaga weydiin kartid wax ku

saabsan aqrintooda; ka dooro dhoor

habeenkiiba si aad wada hadalka

ugala qeybgashid canugaaga madax

banaanidooda habeenla ah .

Looking at the title, cover and illustrations/pictures, what do you think will happen in this book?






Do you think it will be like any other book you’ve read? If

so, which one, and how do you think it will be similar?

During reading:

What has happened so far in the story? Can you tell me

using sequence words? (first, then, next, after, finally, etc.)






When you read, what pictures did you see in your head?

How did you imagine it looked like?



Think about the predictions you made before reading; do

you still think the story will go that way? Why or why not?

How do you think it will go now?

After reading:

Why is the title a good title for the book/story? If you had

to give it a different title, what would be another good title

for it?

Were your predictions correct? Where did you have to fix

your prediction as you read?

If there was a problem, did it get solved? How did the

character try to solve the problem?


Did any of the characters change through the story? Who

changed, and how did they change?


What is the most important point that the author is trying to

make in his/her writing?




Can you retell the story in sequence order (use your fingers

and sequence words: first, second, then, next, etc.)

Is there a character in the story that reminds you of someone

you know? If so, who are they like, and why do you think

that?

Does this book remind you of another book you know?

Does it remind you of something you’ve experienced in

real life?

For fun: Have them act out a scene from the book, draw you a

picture of their favorite part to decorate the refrigerator, or write a

follow-up story. They can pretend they are a book reviewer reviewing

the book on TV, or they can write a letter or postcard to the author.

There are many creative ways to engage students in reading and have

them share their reading with you!

Compiled 11/08 RL

Fiirinta ciwaanka, daboolida iyo naqshadeynta/sawirada, maxay

kula tahay waxa ka dhacayo buuggaan?

Maxaa kugu fakersiiya midaas?

Sifadee ayaad umaleysay inuu buugga ku jiro?

Miyay kula tahay inay dhibaato ka jireyso taariiqda? Sababtee?

Maxaad mar hore ka ogtahay mowduuca buuggaan?

Mowduuca ama sheekada miyay kula xiriirtaa adiga ama

qoyskaaga? How?

Miyaad umaleysay inay noqoneyso buug walboo kale adiga’aad

aqrisay? If so, which one, and how do you think it will be similar?

Inta lagu jiro aqrinta:

Waxaa ka dhacay sheekada illaa hadda? Ma sheegi kartaa erayada

isku xig xiga? (koowaad, kadib, ku xigga, kadib, ugu dambeyntii,

iwm.)

Maxaad qiyaaseysaa inay dhacayaan marka xigta?

Sidee ayay kula tahay inay sheekada dhamaaneyso?

[1Maxay kula tahay inay sifada sameyso Maxaad sameyn laheyd haddii aad ahaan laheyn qofka?

Sidee ayaad dareemi laheyd haddii aad ahaan laheyd qofka?

Markaad aqrisid, sawiradee ayaad ku aragtay madaxaaga?

Sidee ayaad u qiyaastay inay u egtahay?

Maxaad la yaabaneyd adiga oo aqrinaya? Su’aalahee

ayaad qabtaa?

Ka fakar qiyaasaha aad sameysay aqrinta ka hor; weli ma

umaleysay inay sheekada wadadaas aadeyso? Sababtee ama maxaa

dhacay? Sidee ayaad u maleysay inay hadda noqoneyso?

Aqrinta kadib:

Maxuu ciwaanka u yahay ciwaan wanaagsan ee

buuggaan/sheekadaan? Haddii ay tahay inaad siisid ciwan ka

duwan, maxaa noqon kara ciwaan kaloo u wanaagsan iyadat?

Halkee ayay qiyaasidaada ka saxantahay? Halkee ayaa ah inaad

ka hagaajisid qiyaastaada adiga oo aqrinayo?

Haddii ay jirtay dhibaato, miyay xalisantay? Sidee ayuu

qofka isku dayay inuu u xaliyo dhibaatada?

Waxa dhacay sababtoo ah dhibaatada?

Miyaa wax ka mid ah sifooyinka isbadleen inta lagu jiray

sheekada? Yaa badelay, iyo sidee ayay usu badeleen?

Maxaad ugu maleysay in qoraaga qoray midaan?

Waa maxay qodobka ugu wanaagsan ee qoraaga isku dayayo inuu sameeyo qoraalkiisa/qoraalkeeda?

Maxay aheyd qeybtaada aad ugu jaceshahay? Why?

Haddii aad badeli laheyd hal qeyb, maxaad badeli laheyd?

Haddii aad weydiin laheyd qoraaga su’aal, maxaad weydiin

laheyd?

Dib ma u sheegi kartaa sheekada qaab isku xig xigta (isticmaal

farahaaga: kowaad, kan xigga, kadib, kan ku xigga, iwm.)

Miyay jiraan sifo sheekada ku jirto ee ku soo xasuusiso qof aad garaneysid? Haddii ay sidaas tahay, sidee ayay u egyihiin, iyo

maxaad ugu maleysay midaas?

Buuggaan miyuu ku soo xasuusiyay buug kale oo aad taqaanid?

Miyuu ku soo xasuusisay wax aad’la kulantay nolosha dhabta ah?

Oo madadaalo ah: Haku dhaqmeen qaab buugga ka imaaday, sawir kuu sawiro ee qeybtooda ay jacelyihiin ee lagu qurxinayo qaboojiyaha, ama qor

sheeko dabagal ah. Waxay matali karaan inay eege buug yihiin ee ka eegayo buugga telefeshinka, ama waxay qorayaan warqad ama kaarka boostada ee

qoraaga.

Waxaa jiro wadooyin bafan oo aasaas ah ee lagu howlgelinayo ardayda aqrin ahaan oo hakula wadaagaan aqrintooda adiga!

Waxaa laysku aruuriyay 11/08 RL

Hapa pana maswali waweza uliza watoto wako kuhusu usomaji wao. Chagua maswali machache kila usiku ili uweze kushirikiana na watoto wako na masomo yao ya kusoma kibinafsi usiku. Kabla ya Kusoma:

Angalia Kichwa cha kitabu na mapichayaliyomo, Je, wafikiri nini kitatendeka ndani yakitabu hili?

Ni nini linakufanya ufikiri hivyo?

Je, watu wagani watakuwemo kwa hii kitabu?

Je, wafikiri kutakuwa na shida kwa kitabu hiki?Kwanini?

Ni nini wajua tayari kuhusu kichwa cha kitabuhiki?

Je, Kichwa na mada cha kitabu hiki inaelewanana Maisha yako au ya familia yako? Kwanini?

Je, wafikiri kitakuwa kama kitabu kingineambayo uliwahi soma?Kama ndio, gani? Nakwanini wafikiri zitafanana?

Ukiwa unasoma:

Ni nini kimetendeka tayari kwa hadithi hii?Je,waweza kunieleza kwa kutumia kwa mfuatano(kwanza, alafu, baada, hatimaye..na kadhalika)

Wafikiri ni nini kitatendeka baadaye?

Je, wafikiri hadithi itamalizika aje?

Je, wafikiri mjezaji alifanya nini____________?

Je, ungelifanya nini kama wewe ndiye ulikuwamjezaji?

Je, ungehisi nini kama ungelikuwa mjezaji?

Ukisoma, ni picha gani uliona kicwani mwako?Unafikiri zafanana aje?

Ni nini kinakuwaza moyo unapo soma? Nimwasali gani ukonayo?

Fikiria kuhusu vile ulibashiri kabla kusoma hikikitabu; je, wafikiri hadithi itaelekea vileulibashiri? Kwanini? Sasa wafikiri hadithiitaelekea vipi?

Baada ya kusoma:

Kwanini kichwa cha kitabu/hadithi hiki ni kizuri?Kama ungeweza kulipa kichwa lengine ungeliitaaje?

Je bashiri lako lilikuwa la kweli? Uliweka bashirilako wapi unapo soma kitabu?

Kama kulikuwa na tatizo, je, ilitatuliwa? Mjezajialijaribu kutatua tatizo kivipi?

Nini kilitendeka kwasababu ya tatizo hili?

Je, kuna wachezaji ambo walibadilika kwahadithi? Kama nani? Na kivipi?

Je, wafikiri ni kwanini mwandishi aliandikahadithi hii

Ni alama gani muhimu ambao mwandishianajaribu kutuelezea?

Ni nini kilikupendeza sana? Kwanini?

Kama ungeweza kubadilisha jambo moja,lingekuwa gani?

Kama ungeweza kumuuliza mwandishi swahli,lingekuwa lipi?

Je, waweza eleza hadithi tena kwa kutumia kwamfuatano (kwanza, alafu, baada, hatimaye..nakadhalika).

Je kuna mchezaji kwa hadithi ambayeanakukumbusha mtu unayejua? Kama wajua,kwanini unasema hivyo?

Je, kitabu hiki kinakukumbusha kuhusu kitabulingine uliwahi soma?

Je, kinakukumbusha maisha yako?

Kwa Kufurahi tu: Hakikisha wameonyesha mfano kutoka kwa kitabu, kama waeleze wachore picha ya sehemu ambayo iliwafurahisha zaidi ili waiweke kwa mlango wa frigi au wandike hadithi kutokana na kitabu. Wanaweza jifanya hao ni wato wanokagua vitabu wanakagua kitabu au runinga au wanaweza andika barau kwa mwandishi. Kuna njia nyingi sana za kuhusiana na wanafunzi kwa kusoma na uwapatie nafasi ya kukuelezea hadithi hii.

Non Tech Math - Intermediate - Week 1

CARD GAMES

Prepared by Laura M. Trimble Elementary steM Coach, School District of Lancaster

Top It - Multiplication, Fractions http://everydaymath.uchicago.edu/about/understanding-em/games/addition-top-it.html https://worksheets.site/mini-printable-playing-cards.html Materials: A set of number cards with four cards each of the numbers 0-10 (a deck of cards with Aces=1 and face cards removed works), a penny (optional) Number of Players: 2 or 3 How to Play:

1. A player shuffles the cards and places the deck number-side down on the playing surface.

2. Each player turns over two cards and calls out their product. The player with the highest product wins the round and takes all the cards. In the case of a tie, each player turns over two more cards and calls out their product. The player with the highest product then takes all the cards from both plays.

3. Play ends when not enough cards are left for each player to have another turn. The player with the most cards wins.

Game Variations: ● Advanced Product Top It: Turn up three (or four) cards and multiply. ● Fraction Top It: Players turn up two cards and make a fraction, using the

smaller card as the numerator. Greatest fraction wins the skirmish. ● Improper Fraction Top It: Turn up two cards and make a fraction, using the

larger card as the numerator. Greatest fraction wins. ● Addition Top It with Negative Numbers: Black cards are positive numbers;

red cards are negative. The greatest sum wins. ● Multiplication Top It with Negative Numbers: Black cards are positive

numbers; red cards are negative. The greatest product wins. Remember that two negative numbers make a positive product.

Salute - Multiplication/Division Facts

https://worksheets.site/mini-printable-playing-cards.html Materials: Deck of cards with the face cards removed Number of Players :3 How to Play Salute

1. Players take turns being the “judge.” The other two players each take a card, without looking at it, from the deck.

2. The judge says “salute” and the other players hold the card up to their forehead so that it faces the other player and they cannot see it.

3. The judge then silently multiplies the two numbers together in their head and tells the answer to the other players.

4. The players use what they know about their partner´s number to figure out the number on their card and call it out.

5. First person to call out their card correctly wins that hand and keeps the card. 6. Roles rotate and repeat until all cards are gone. Winner has the most cards at

the end of the game. Build a Number - Place Value & Comparing Numbers https://www.upperelementarysnapshots.com/2015/09/7-math-games-for-card-

http://everydaymath.uchicago.edu/about/understanding-em/games/addition-top-it.html

https://worksheets.site/mini-printable-playing-cards.html

https://worksheets.site/mini-printable-playing-cards.html

https://www.upperelementarysnapshots.com/2015/09/7-math-games-for-card-sharks.html?utm_medium=social&utm_source=pinterest&utm_campaign=tailwind_smartloop&utm_content=smartloop&utm_term=14903026

Non Tech Math - Intermediate - Week 1

CARD GAMES


sharks.html?utm_medium=social&utm_source=pinterest&utm_campaign=tailwind_smartloop&utm_content=smartloop&utm_term=14903026 Build a Number (Either a Humongous Number or a Smaller Number) This is a different place value game because it really requires higher level, logical types of thinking. Materials: A set of number cards with four cards each of the numbers 0-10 (a deck of cards with Aces=1 and face cards removed works; You can even throw in a few joker cards for zeroes!) and a homemade place value mat with lines large enough to fit cards (Kids can make simple place value mats on scratch paper with a dash for each place value (if you're focusing on ten thousands, you need 5 dashes with a comma between the hundreds and thousands). How to Play:

1. Decide if the winner is the player with the largest or smallest number. 2. Shuffle the cards and divide the deck in half for 2 players. 3. Players turn over one card at a time and place it on a dash on the place value

mat. Once it is placed, it can not be removed!!! a. Here's where the thinking comes in. If you play the Build a Humongous Number game

and get a 9, you would want to put that as close to the beginning of the number as possible and if you get a 2, you would want to put it near the end of the number…

4. The player with the biggest (or littlest, if you're playing that game) number wins.

Target! - Multi-Operation Game https://www.whatdowedoallday.com/fun-math-card-game-make-ten/

Materials: Deck of cards with face cards removed How to play Target:

1. Decide on a Target number (between 10 & 50) 2. Place the deck, face down on the table. 3. Each player chooses 5 cards and places the cards in front of him/her. 4. The first player uses the 5 cards to create as many equations as he/she

can using addition, subtraction, multiplication and addition in which the answer equals the target.. For example, If I have 9, 9, 3, 2, 4, I could make the following equations: 9+4-3=10 and 9+3-2=10

5. After making as many equations as possible, player sets aside the used cards and play passes to the next player.

6. Play continues with players refilling their hands to 5 cards at the start of each turn.

7. Whoever uses the most cards by the end of the deck wins. Game Variations:

● Place 12 cards out on the table and players take turns making as many equations for the target as possible!

● Place 3 rows of 5 cards face up on the table. With pen and pencil, each player writes down as many equations as they can.

● Write down the equations instead of just saying them



https://www.whatdowedoallday.com/fun-math-card-game-make-ten/

Online Virtual Math Manipulatives


Teachers have students use manipulatives to model the mathematics they are learning. We understand that you may not have specific math manipulatives at home, you do have many things that can take their place. The goal is to model the math! Here are a few websites that offer virtual manipulatives and modeling systems for math. Free Math Apps - The Math Learning Center

https://www.mathlearningcenter.org/resources/apps Apps that you can open on the web, in the apple app store and the chrome app store. Good for K-5 Illuminations Interactives - National Council of Teachers of Mathematics

https://illuminations.nctm.org/Search.aspx?view=search&type=ac Apps that you open in your browser Good for Pre-K - High School Virtual Manipulatives - Toy Theater

https://toytheater.com/category/teacher-tools/virtual-manipulatives/ Apps that you can open in your browser Good for Elementary (including pre-K) PhET Interactive Simulations - University of Colorado Boulder

https://phet.colorado.edu/en/simulations/category/math Apps that you can open in your browser or download to your computer. Science simulations are also available. Good for Intermediate - High School

https://www.mathlearningcenter.org/resources/apps

https://illuminations.nctm.org/Search.aspx?view=search&type=ac

https://toytheater.com/category/teacher-tools/virtual-manipulatives/

https://phet.colorado.edu/en/simulations/category/math

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nyPractice3-10 Name Date

The town of Oakville has a summer day camp for elementary school students.

Use the correct operation or combination of operations to solve each problem.

1 Campers are divided into groups by age. There are 4 groups of 9-year-olds with 16 students in each group. There are 5 groups of 10-year-olds with 15 students in each group. How many campers are 9 or 10 years old?

2 There were 55 girls and 41 boys who wanted to play kickball. They divided into teams of 8 for a kickball tournament. How many teams did they make?

3 Each camper who took ceramics classes made 6 bowls. Unfortunately, 16 of the bowls broke. If there were 308 unbroken bowls, how many campers took ceramics classes?

4 Campers who took drama classes put on a performance at the end of the summer. In the audience there were 12 rows with 16 seats in each row. Every seat was full, plus there were 19 people standing. How many people came to the performance?

Show your work.

UNIT 3 LESSON 10 Mixed Problem Solving P43

DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A

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Mixed Problem Solving

Kiera’s fourth-grade class visited the zoo. Adults’ tickets were $6 each, and children’s tickets were $4 each. There were 9 adults and 108 students. Of the students, 52 were girls. At the zoo, Kiera bought a souvenir keychain for $5 and 7 photos of animals for $3 each.

1 When the class arrived at the zoo, they separated into equal groups, with one adult in each group. How many students were in each group? Tell which operation you used to solve and why.

2 How many boys are in Kiera’s class? Tell which operation you used to solve and why.

3 At the souvenir store, Kiera paid with $30. How much change did she get back? Explain how you found your answer.

4 Use the data from the problem to write a question that can be answered by using addition or subtraction.

5 Use the data from the problem to write a question that can be answered by using multiplication or division.

UNIT 3 LESSON 10 Mixed Problem Solving C43


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The town of Oakville has a summer day camp for elementary school students.

Use the correct operation or combination of operations to solve each problem.

1 Campers are divided into groups by age. There are 4 groups of 9-year-olds with 16 students in each group. There are 5 groups of 10-year-olds with 15 students in each group. How many campers are 9 or 10 years old?

2 There were 55 girls and 41 boys who wanted to play kickball. They divided into teams of 8 for a kickball tournament. How many teams did they make?

3 Each camper who took ceramics classes made 6 bowls. Unfortunately, 16 of the bowls broke. If there were 308 unbroken bowls, how many campers took ceramics classes?

4 Campers who took drama classes put on a performance at the end of the summer. In the audience there were 12 rows with 16 seats in each row. Every seat was full, plus there were 19 people standing. How many people came to the performance?

Show your work.

4 × 16 = 64; 5 × 15 = 75;

64 + 75 = 139; 139 campers

55 + 41 = 96; 96 ÷ 8 = 12; 12 teams

308 + 16 = 324; 324 ÷ 6 = 54; 54 campers

12 × 16 = 192; 192 + 19 = 211; 211 people

UNIT 3 LESSON 10 Mixed Problem Solving P43


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nyChallenge3-10 Name Date

Mixed Problem Solving

Kiera’s fourth-grade class visited the zoo. Adults’ tickets were $6 each, and children’s tickets were $4 each. There were 9 adults and 108 students. Of the students, 52 were girls. At the zoo, Kiera bought a souvenir keychain for $5 and 7 photos of animals for $3 each.

1 When the class arrived at the zoo, they separated into equal groups, with one adult in each group. How many students were in each group? Tell which operation you used to solve and why.

2 How many boys are in Kiera’s class? Tell which operation you used to solve and why.

3 At the souvenir store, Kiera paid with $30. How much change did she get back? Explain how you found your answer.

4 Use the data from the problem to write a question that can be answered by using addition or subtraction.

5 Use the data from the problem to write a question that can be answered by using multiplication or division.

108 ÷ 9 = 12 students in each group.

I divided to find equal groups.

56 boys; I subtracted the number of girls from the

total number of students.

$4; first I found the amount spent: $5 + ($3 × 7) = $26.

Then I subtracted that amount from $30.

Answers may vary.

Answers may vary.

UNIT 3 LESSON 10 Mixed Problem Solving C43


Name:____________________________ P/S R/P Com Con Rep A/Level

Making Cakes ○

Making CakesMom wants to make some cakes. Mom has two cups of our but the recipe needs fourtimes as much our. Mom has one-half dozen eggs but the recipe needs three times asmany eggs. What is the total amount of our and eggs Mom needs to bake the cakes?What is the total amount of our and eggs Mom has to buy at the store before she canmake the cakes? Show all your mathematical thinking.

Copyright 2020, Exemplars, Inc. All rights reserved.Page 1

Exemplar Solution

Created for the School District of Lancaster by Alex Perez.

What affects how many times a pendulum swings? Materials: Shoelace Pencil Tape Ruler Timer Coins (penny, dime, nickel, and/or quarter) What to do: Set up a pendulum system. (below) *Tape your coin to the shoelace

Make a hypothesis (guess). Which coin will swing slower/faster in 15 seconds. If_______________________________________________________________________________________________________________________________________________________, then _______________________________________________________________________ ____________________________________________________________________________, becuase ____________________________________________________________________. Example: If I change the coin (or amount of coins), then….(answer what will happen)... because....(answer why you think it will happen). Identify variables that might change how many times the pendulum swings (side to side) in 15 seconds. ____________________________________________________________________ Choose a variable to investigate. Record your data/observations on a chart.

Created for the School District of Lancaster by Alex Perez.

Record your data below:

Was your hypothesis correct? Why or why not? ____________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________ Future consideration: if you were to do this experiment again, what would you do differently? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

AM 6:00 CYBERCHASE Mathematics

6:00 CYBERCHASE Mathematics

7:00 ARTHUR Social / Emotional Learning READY SET GO! Science & Nature

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9:30 PINKALICIOUS & PETERRIFIC Reading & Literacy

10:00 SESAME STREET Social / Emotional Learning

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AM 6:00

MISTER ROGERS NEIGHBORHOODSocial / Emotional

Learning

READY JET GO!Science & Nature

MISTER ROGERS NEIGHBORHOODSocial / Emotional

Learning

6:00 DINOSAUR TRAINScience & Nature

ARTHURReading & Literacy

DINOSAUR TRAINScience & Nature

7:00SESAME STREET

Social / Emotional Learning

CURIOUS GEORGEScience & Nature

SESAME STREETSocial / Emotional

Learning

7:30

DANIEL TIGER’S NEIGHBORHOODSocial / Emotional

Learning

NATURE CATScience & Nature

DANIEL TIGER’S NEIGH-BORHOOD

Social / Emotional Learning

8:00LET’S GO LUNA!Social Studies & World Culture

WILD KRATTSScience & Nature

LET’S GO LUNA!Social Studies & World

Culture

8:30 MOLLY OF DENALIReading & Literacy

9:00 XAVIER RIDDLESocial Studies & World Culture

9:30 LET’S GO LUNA!Social Studies & World Culture

10:00 &

10:30

DANIEL TIGER’S NEIGHBORHOODSocial / Emotional Learning

11:00

SESAME STREETSocial / Emotional Learning

11:30PINKALICIOUS &

PETERRIFICReading & Literacy

PM 12:00

1:00

2:00

3:00 NATURE CATScience & Nature

3:30 WILD KRATTSScience & Nature

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4:00 MOLLY OF DENALIReading & Literacy

SCI GIRLMathematics

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