8/14/2019 Guess Who? - Teaching Guide for Who Crosses Here? - BrickHouse Education - TG9781598351361

1/1

Objectives Identify signs and symbols in immediate surroundings, make predictions

Materials colored pins, index cards, tape, map of the world

30 minutes, Days 13

Build Background

Activate Prior Knowledge Tell children: Today, we will read about signs. Signsare very important because they give us information. We see many signs every day on the street, atschool, and in our neighborhoods. You may want to show some easily recognizable signs

to the class, such as: STOP, EXIT, PUSH, PULL, etc. Ask children: Where have you

seen these signs? (at a street corner, above the door)

Introduce the Focus Skill: Verbs Explain to the class that verbs areaction words. They describe what someone is doing. Give children the following

example:Italk to the class. The class listens to me. Then pantomime for the class.

Sit down in your chair and ask children: What am I doing? (Sitting) Then stand up.

What am I doing now? (Standing) Ask children to pantomime with other verbs, such

as write, read, walk, etc.

Acquire New Vocabulary Tell children that the following verbs appear in the book: climb, hunt, rests, graze, neigh,sprints, trumpets, hops, relaxes, sniff. Write these words on the board. Read each word aloud and use it in a sentence: I like to

climb trees. Dogs like to sniffthings. Ask children to write all of the animals they can think of that perform the verbs on separate index

cards. For instance, hunt: tigers, lions, bears, etc. Then have each child come up to the board and tape the index cards with the animal

names under the corresponding verb. Some animals may fall under more than one verb (for instance, bunnies: hop and sniff, horses:

neigh and sprint). Discuss any verb-animal combinations that children might have missed as a class.

Read and Respond Display the book. Read the title and author name aloud as you track the print. Tell the class that they aregoing to play a guessing game as you read. Point to one of the signs and ask children what animal they think it represents. For example

after reading p. 10, point to the sign. Ask: What animal do you think this is? (a deer) As you do a picture walk of the book, point to the

signs and ask children to guess what animal is shown on each one. Have children list their guesses. When they are done, have children

vote on the answer for each page. The majority votes will decide the answer. Check answers at the back of the book when reading is

complete. Discuss incorrect answers as a class. Review the verb on each page. For example, return to page 10 and point to the verb

sprints. Ask: What do you thinksprintmeans? (run really fast)What animal is this? (a deer) So what do deer do? (They sprint.)

60 minutes, Days 45

Curricular Enrichment: Social Studies (Geography) Explain to children that the animals shown in thisbook live in different countries and continents. Tell children: We may see some of the animals where we live, but other animals live far

away. Have any of you seen cows, horses, or frogs? Have you seen panthers, llamas, or koalas? Where do you think these animals live?Use a map

to familiarize children with countries and continents where some animals live. For example:Penguins live in Antarctica. (Point to

Antarctica on the map.)Antarctica is a continent. Koalas live in Australia. (Point to Australia on the map.)Australia is a continentand a

country. You may want to provide access to a computer for children to conduct additional research on countries and continents.

Then designate a sign from the book to each child. If there are not enough signs to go around, have classmates work in

pairs. Tell them to nd out where the animal comes from. If children are having difculty, give them a list of countries or

continents. Then have children place a colored pin on the map where the animal is found. Discuss animals and where they

live as a class.

Home Connection (Teacher, you may want to photocopythis activity for children to complete with a family member.)

Talk with your child about signs in your neighborhood.

Encourage him or her to explain what action each sign tells

them to do. For example: SLOW means go slow. YIELD means let

the other person go before you do. Make sure your child understands

the relationship between verbs and signs.

SOCIALSTUDIESSOCIALSTUDIES

For more books and teaching guides www.BrickHouseEducation.com

Teaching Guide

Who Crosses Here

NATIONAL STANDARDS

Language Arts: K-12.1, K-12.3, K-12.4, K-12.5, K-12.6, K-12.7, K-12.8, K-12.11, K-12.12

Mathematics: Numbers PK-2.1, PK-2.2; Algebra PK-2.1, PK-2.4; Geometry PK-2.1PK-2.4;

Measurement PK-2.1; Data & Analysis PK-2.1, PK-2.2; Connections PK-12.3

Science: K-4.1, K-4.2, K-4.3, K-4.4, K-4.5, K-4.6

Social Studies/Geography: K-12.1K-12.6

Technology: K-12.1, K-12.3, K-12.4, K-12.5