Embed Size (px)
Citation preview
One District, One Book Project for parents and care-givers
Our district is proud to be participating in this family-focused program. Over the
coming weeks, we will ALL be invited to participate in our first “One District, One
Book” experience.
What is it? In short, all families and staff will be given a copy of the same book. A
learning packet will go home with the copy of the book on May 4. The packet
will guide your family as you read the book over the coming weeks.
What does this mean for me as a parent? Our school is asking that regardless of
whether your child is a kindergartner or a fifth grader, you read every word out
loud as a family. For a few short weeks we will ask you to make reading this book
an extra-special daily or nightly event in your home. In the learning packets,
you will find grade level specific activities in reading, math, and science. At the
end of each packet you will find extensions and resources to continue learning.
Your child’s teacher will check in weekly to talk about the book and activities.
Why? Readtothem.org shares that, “The benefits of reading aloud are
remarkable! Studies have shown that reading to children helps them to listen
better and longer, build better vocabularies, understand concepts better, feel
positive about both books and learning, and more. When an entire school reads
the same book, the buzz and excitement around the book being read increases
these benefits, and there is the added joy of building community in the school
family.” This is not to mention the added benefit of spending real quality time
with your children while simultaneously promoting the benefits of reading and
school!
The big question! How can a fifth grader and kindergartner read the same book?
The simple truth: they can’t all read it, but if it is read to them, they can all enjoy
a good story.
Visit our district’s website! There is a special place on our website dedicated to
this program. On this page, your family will find videos of each chapter being
read aloud, all the information that is being sent home, a few of the pictures we
are collecting along the way, and much more!
Reading Activity 1: “Bat’s Cave”
Reading Activity 2: “Meet the Characters”
Reading Activity 3: “Sort the Nouns”
Reading Activity 4: “My Favorite Character”
Reading Activity 5: “All About Skunks”
Reading Activity 6: “Sequence of Events”
Reading Activity 7:
“Map the Story”
Reading Activity 8: “Five Finger Retell”
Math Activities
Math Activity 1:
“Foods In Your Kitchen, Part 1”
BAT only liked to eat certain kinds of food!
Look for food items in your kitchen that are shaped like circles, squares, rectangles and
triangles. Name the shapes as you sort the food items into the 4 shape groups. For example, a
cookie is a circle and a slice of cheese is a square.
Count the number of items in each shape group and write down your answers below!
Math Activity 2:
“Foods In Your Kitchen, Part 2”
BAT only liked to eat certain kinds of food!
Look back at your answers on your recording sheet from Activity 1!
Compare the numbers of items that are shaped like circles, squares, rectangles and triangles.
Discuss which shapes you have more of in your kitchen, less of in your kitchen and if and of
your groups have equal numbers.
Circles ________ Rectangles _______ Squares ________ Triangles _______
Math Activity 3: “Step by Step”
BAT’s sister, Janie, often takes walks in the story!
Count the number of steps it takes to walk from the end of your driveway to your front door. Count the number of steps it takes you to walk from your front door to your back door. Count the number of steps it takes to walk from your back door to the back of your yard.
Challenge: Count the number of steps it takes for you
to get from the edge of your driveway all the way
to the back of your yard!
Math Activity 4: “BAT Says…”
BAT’s favorite animal is the skunk kit, Thor!
Choose your favorite stuffed animal (toy). Find a friend or family member to play a game of “BAT
Says” (similar to Simon Says) with. Give commands to your family or friends starting with “BAT Says…” that
use positional words such as above, below, beside, in front of, behind, next to, under, or over to tell
your partner how to move the stuffed animal.
For example:
“BAT says put the teddy bear under the table.”
“BAT says put the teddy bear next to the bed.”
Look at me!
I’m above the bed!
Math Activity 5: “How Many Shoes?”
BAT loved the shoes that Mr. Grayson wore to school!
Count the number of shoes in your closet that have laces. Count the number of shoes in your parent’s closet that have laces. Add the number of shoes with laces. How many shoes with laces are there in all?
Count the number of shoes in your closet that are flip flops. Count the number of shoes in your parent’s closet that are flip flops. Add the number of flip flops. How many flip flops are there in all?
Count and write down your answers below.
Number of shoes with laces _______
Number of flip flops_______
How many shoes in all? _________
Challenge: Add the number of all the shoes in your closet. Add the number of shoes in your parent’s closet.
Math Activity 6: “Picking Daisies”
In BAT’s animal encyclopedia, he liked to look at the skunks nosing through a patch of white and yellow daisies!
Choose a number between 11 and 19. Draw that number of daisies (or your favorite flower or animal). Color or circle a group of 10 in your picture. How many tens do you have? How many ones do you have? What is your number?
Repeat using numbers between 11-19.
Math Activity 7: “I’m the Ruler”
In the mornings, BAT like to watch the shadow of the old oak tree in his yard.
Compare your shadow to other people in your family. For example, my shadow is shorter than my dad’s shadow. My shadow is taller than my sister’s shadow. My dog’s shadow is wider than my shadow. The shadow of the light pole is skinnier than my shadow. Use your experience to complete the following statements:
My shadow is shorter than _____________________________.
My shadow is taller than _____________________________.
My shadow is wider than _____________________________.
My shadow is skinnier than ____________________________.
Math Activity 8: “Skunks Alive”
BAT loves animals, especially the skunk kit!
In this activity, you will use the “Skunks Alive” activity page (found in the Appendix).
Cut out the skunks and the numbers. Place the skunks in a bag or a hat and place the numbers on a table. Reach into the bag/hat and pull out a handful of skunks (Note: you don’t have to pull them all out). Place the skunks on the table and count them. Then, choose the number that represents the number of skunks in the group.
When finished, place the skunks back into the bag/hat and try again!
Science Activities
Science Activity 1: “Plants & Animals” BAT wanted to learn more about skunks, but he already knew they are mammals and omnivores which means they like to eat everything such as bugs, smaller animals, and plants.
1. Take a walk outside and write down the names of 5 living things you see. Determine whether each one is a plant or an animal.
2. Discuss how the plants and animals look and the things they do. How are plants and animals alike? How are plants and animals different?
Science Activity 2: “5 Senses”
The five senses are sight, taste, sound, touch, and smell.
BAT and his mom smelled a skunk on the way to school one morning.
1. What part of your body do you use to smell? What is the last thing you smelled?
BAT has sensitive hearing and doesn’t like loud sounds.
2. What part of your body do you use to hear sounds? What are some sounds you like to hear? What are some sounds you don’t like to hear?
BAT loves vanilla yogurt and thinks it is delicious.
3. What part of your body do you use to taste food and drinks? What are some foods you like to taste? What are some foods you do not like to taste?
Name Plant or Animal?
BAT’s mom brought home a cardboard box with a baby animal in it. BAT lifted the lid of the box and peered inside.
4. What type of animal did Bat see? What part of your body do you use to see things? Look around the room. What is something you see right now?
BAT’s class at school has a pet bunny named Babycakes. The rabbit is white and looks like a giant fluff ball. One day BAT sat close to Babycakes and put his hand on her back, just to let her know he was there. He didn’t want to startle her.
5. BAT used his hand to touch the rabbit’s fur. Our skin allows us to feel things. What do you think the fur felt like against BAT’s skin? What kinds of animals have you felt before with your hand? What did they feel like?
Science Activity 3: “Sorting Objects”
BAT likes the stuff meant for his room to go into three baskets: clean laundry, books, and miscellaneous stuff.
1. What three baskets would you like to have in your house?
2. If you had a basket for miscellaneous stuff, what would go in that basket?
BAT and his dad made a visit to the Sugar Shack to buy candy. The Sugar Shack had bins of M&Ms, gummies, and hard candies sorted by shape, color, or texture.
3. Are there foods in your house that are sorted? Are they sorted by color, shape, texture or another way?
4. Do you think you could sort M&Ms, gummies, and hard candy with your eyes closed? Why or why not?
Science Activity 4: “Push-Pull”
When BAT’s mom gets home with the skunk kit, she asks BAT to open the front door.
1. Looking at page 18, did BAT push or pull the front door to open it?
2. BAT also opened the refrigerator to get Thor’s formula. When you open your refrigerator door do you push it or pull it?
3. Go outside and come back in. Did you push or pull a door to go outside? Did you push or pull the door to come back in?
Can you think of other things you move or open by pushing?
Reading Standards Addressed
Questions before, during and after reading: LAFS.K.RL.1.1 With prompting and support, ask
and answer questions about key details in a text; LAFS.K.RL.1.2 With prompting and support,
retell familiar stories, including key details;LAFS.K.RL.1.3 With prompting and support, identify
characters, settings, and major events in a story; LAFS.K.RL.2.6 With prompting and support,
identify the author and illustrator of a story and define the role of each in telling the story;
LAFS.K.RL.3.7 With prompting and support, describe the relationship between illustrations and
the story in which they appear (e.g., what moment in a story an illustration depicts).
Activity 1: LAFS.K.L.1.2 - Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking. LAFS.K. W.1.1 - Use a combination of drawing,
dictating, and writing to compose opinion pieces in which they tell a reader the topic or the
name of the book they are writing about and state an opinion or preference about the topic or
book
Activity 2: LAFS.K.RL.1.3- With prompting and support, identify characters, settings, and major
events in a story.
Activity 3: LAFS.K.L.3.5-With guidance and support from adults, explore word relationships and
nuances in word meanings.
Activity 4: LAFS.K.L.1.2 - Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking. LAFS.K. W.1.1 - Use a combination of drawing,
dictating, and writing to compose opinion pieces in which they tell a reader the topic or the
name of the book they are writing about and state an opinion or preference about the topic or
book
Activity 5: LAFS.K. W.1.2- Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing about and supply some
information about the topic.
Activity 6: LAFS.K.RL.1.3- With prompting and support, ask and answer questions about key
details in a text.
Activity 7: LAFS.K.RL.1.3- With prompting and support, identify characters, settings, and major
events in a story.
Activity 8: LAFS.K.RL.1.2- Retell stories, including key details, and demonstrate understanding of
their central message or lesson; LAFS.K.RL.1.3- With prompting and support, identify
characters, settings, and major events in a story.
Math Standards Addressed
Activity 1: MAFS.K.G.1.2 - Correctly name shapes regardless of their orientations or overall size.
Activity 2: MAFS.K.CC.3.6 - Identify whether the number of objects in one group is greater than,
less than, or equal to the number of objects in another group, e.g., by using matching and
counting strategies.
Activity 3: MAFS.K.CC.1.1 - Count to 100 by ones and by tens.
Activity 4: MAFS.K.G.1.1 - Describe objects in the environment using names of shapes, and
describe the relative positions of these objects using terms such as above, below, beside, in
front of, behind, and next to.
Activity 5: MAFS.K.OA.1.1 - Represent addition and subtraction with objects, fingers, mental
images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or
equations.
Activity 6: MAFS.K.NBT.1.1 - Compose and decompose numbers from 11 to 19 into ten ones
and some further ones, e.g., by using objects or drawings, and record each composition or
decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are
composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Activity 7: MAFS.K.MD.1.2 - Directly compare two objects with a measurable attribute in
common, to see which object has “more of”/“less of” the attribute, and describe the
difference. For example, directly compare the heights of two children and describe one child as
taller/shorter.
Activity 8: MAFS.K.CC.2.5 - Count to answer “how many?” questions about as many as 20 things
arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered
configuration; given a number from 1–20, count out that many objects.
Science Standards Addressed
Activity 1: SC.K.L.14.3 - Observe plants and animals, describe how they are alike and how they
are different in the way they look and in the things they do.
Activity 2: SC.K.N.1.2 - Make observations of the natural world and know that they are
descriptors collected using the five senses.
Activity 3: SC.K.P.8.1 - Sort objects by observable properties such as size, shape, color,
temperature, weight, and texture.
Activity 4: SC.K.P.13.1 - Observe that a push or a pull can change the way an object is moving.
Appendix
Math Activity 8:
“Skunks Alive” Activity Sheet
