unit 6 Friendship - Portage & Main Press · unit 6 Friendship by Joni Bowman Unit6.indd 1 5/1/08...

unit 6 Friendship

by Joni Bowman

Unit6.indd 1 5/1/08 9:37:05 AM

SAMPLE PAGES www.portageandmainpress.com

© 2008 by Joni Bowman

Portage & Main Press acknowledges the financial support of the Government of Canada through the Book Publishing Industry Development Program (BPDIP) for our publishing activities.

All rights reserved. Except as noted, no part of this publication may be reproduced or transmitted in any form or by any means – graphic, electronic, or otherwise – without the prior written permission of the publisher.

Printed and bound in Canada by Friesens.

Kindergarten Plus! ISBN 978-1-55379-156-0

Unit 6 – Friendship ISBN 978-1-55379-166-9

Project editor: Leigh Hambly Illustrator: Lisa Rae Swan Book and cover design: Relish Design Studio Ltd.

Acknowledgments My parents, Bill and Barb Brown, for being my creative soundboard and my first editors throughout this project.

The publisher would like to thank Tricia Geske, former kindergarten teacher, and Jamie Dyck, music teacher, for their review of the content and for their invaluable advice.

Permission AcknowledgmentsGrateful acknowledgment is made to the following for permission to reproduce copyright material. Every effort has been made to determine and contact copyright owners. The author and publisher would welcome any information regarding omissions and errors.

Jean Feldman. “Colour Farm” is reprinted by permission of Jean Feldman.

mary Flynn. “Sing a Rainbow,” “Orange,” and “Blue” are reprinted by permission of Mary Flynn.

Jo anne Hambly. “Teddy Bears,” “Sleeping Bears,” “If I Were,” and “What Am I?” are reprinted by permission of Jo Anne Hambly.

James Horner. “Green,” and “Red” are reprinted by permission of James Horner.

JenniFer lawson. Assessment blackline masters from the Hands-On Series. © 2006 by Jennifer Lawson. Used by permission of Portage & Main Press.

leslie malkin. “We’ve Got Bears,” “Pet Bear,” “Where’s Your Parka, Polar Bear?,” I Saw a Polar Bear Today,” “Welcome Spring!,” “Springtime Days,” “Is it Spring?,” “I Know That It’s Springtime,” and “Winter Time” are reprinted by permission of Leslie Malkin.

sHel silverstein. “Hug o’ War” from Where the Sidewalk Ends. © 2004 by Evil Eye Music, Inc. Reprinted with permission from the estate of Shel Silverstein and HarperCollins Children’s Books. Used by permission of HarperCollins Publishers; “Snowball” from A Light in the Attic. © 1981 by Evil Eye Music, Inc. Used by permission of HarperCollins Publishers.

Julie vickery-smitH. “Build a Snowman,” “The Frost Song,” “Snowflakes, Snowflakes,” and “The Winter Pokey” are reprinted by permission of Julie Vickery-Smith.

100-318 McDermot Avenue Winnipeg, MB Canada R3A 0A2

Tel: 204-987-3500 Toll-free: 1-800-667-9673 Toll-free fax: 1-866-734-8477 Email: [email protected] www.pandmpress.com

ENVIRONMENTAL BENEFITS STATEMENT

Calculations based on research by Environmental Defense and the Paper Task Force.Manufactured at Friesens Corporation

TREES

FULLY GROWN GALLONS

WATER ENERGY

MILLION BTUs

SOLID WASTE

POUNDS

GREENHOUSE GASES

POUNDS

Portage & Main Press saved the following resources by printing the pages of this book on chlorine free paper made with 100% post-consumer waste.

19 7,026 13 902 1,693

Unit6.indd 2 5/1/08 9:37:07 AM


Letter to Parents/Guardians 2

Books for Children 3

Mathematics 4

1 Graphing the Number of Letters in Names 4

2 How Many Ways Can You Make a Number? 9

3 Valentine Bingo 13

4 Sorting Hearts 17

5 Patterned Necklaces 21

6 Number Words to Ten 25

7 How Our Friends Get to School 31

8 Measuring Capacity Using Nonstandard Units 37

9 Using Nonstandard Units for Measuring 41

10 Counting by 2’s 45

11 Comparing the Relationship Between Two Groups 49

12 Identifying and Sorting Geometric Solids 54

13 Building Three-Dimensional Shapes 59

14 Using Heart Manipulatives to Solve Basic Addition Questions 67

15 Using Heart Manipulatives to Solve Basic Subtraction Questions 70

16 Introducing Probability 73

Language Arts 80

Weekly Poem 1 – I Have a Friend 80

Home-School Connection 80

Day 1/Lesson 1 81

Day 2/Lesson 2 82

Day 3/Lesson 3 83

Day 4/Lesson 4 84

Day 5/Lesson 5 84

Weekly Poem 2 – A Friend 86


Day 1/Lesson 1 87

Day 2/Lesson 2 87

Day 3/Lesson 3 88

Day 4/Lesson 4 89

Day 5/Lesson 5 91

Weekly Poem 3 – Hug O’War 92


Day 1/Lesson 1 93

Day 2/Lesson 2 94

Day 3/Lesson 3 95

Day 4/Lesson 4 96

Day 5/Lesson 5 97

Weekly Poem 4 – With a Friend 98


Day 1/Lesson 1 99

Day 2/Lesson 2 99

Day 3/Lesson 3 100

Day 4/Lesson 4 102

Day 5/Lesson 5 103

Additional Poems and Songs 104

Integrated Studies 106

1 Learning About the Heart 106

2 Let’s Talk About Feelings 112

Additional Integrated Studies 117

1 Friendship Fruit Salad 117

2 Designing Valentines 117

3 Tweezer Pick-Up 117

4 Pen Pals 117

5 Friendship Story Web 117

6 Number Walk 118

7 We’re the Same, We’re Different 118

8 “Be Polite” and “Be a Good Friend” 118

9 You Have a Friend in Me 118

10 Mirror Actions 119

11 Family Project – Introducing The ___________ Family 119

12 Friendship Squeeze 119

13 I Spy a Friend 119

14 Heart-Shaped Cookies 119

15 Looking After Our Heart and Our Body 120

16 Franklin and Friends 120

Centres 121

Reading Centre 121

Writing/Language Centre 121

Arts & Crafts Centre 121

Discovery Centre 122

Mathematics Centre 122

Tactile Centre 122

Listening Centre 123

Dramatic Centre 123

Big Book Ideas 126

1 We’re All Friends 126

2 What Good Friends Do! 128

Sources 130

CONTENTS

Unit6.indd 1 5/1/08 9:37:08 AM


Dear Parents/Guardians,

These may be the “dark days of February,” but there is plenty of excitement and energy

in the kindergarten room as we enter into our “Friendship” theme. Over the next several

weeks, your child will be involved in a variety of activities, including:

n graphing the number of letters in our names

n investigating different ways to make a number (e.g., the number 7 can be: 5 + 2, 3 + 4, 6 + 1)

n making patterned heart necklaces

n measuring different parts of the human body (e.g., arm, leg, foot) with Popsicle sticks

n counting by 2’s to 20

n identifying, sorting, and constructing three-dimensional objects

n reviewing basic sight words in the weekly poems, as well as identifying rhyming words and descriptive words

n creating his/her own actions to new and familiar songs and poems

n discussing the importance of the heart and healthy eating

n talking about his/her feelings and being sensitive to others

n reviewing manners and the need to be respectful to one another

n creating a “Friendship Fruit Salad”

n making his/her own Valentines

Our Dramatic Centre will be transformed into a post offi ce, where students will be able to

create and deliver Friendship notes and Valentines to others in the class. At our Discovery

Centre, students will experiment with red and white paint to create different shades of

pink. Our Tactile Centre will encourage free exploration as students experiment with the

capacity of various containers at the rice/water table. Other fun friendship activities at our

Arts & Crafts Centre, Reading Centre, Writing/Language Centre, Mathematics Centre, and

Listening Centre will encourage students to discover the importance of friends in their lives.

As always, weekly poems will be sent home with your child. Don’t forget to review the poems

and complete the home-school connection activity. Keep your eyes open for our new Big

Books: “We’re All Friends” and “What Good Friends Do!”

Our letters of the month are h for heart and v for valentine. Our number of the month is 3.

Your child will be working through a variety of activities that reinforce the proper formation

of both letters and numbers.

The sixth month of our Kindergarten Journey is already here! Join in the excitement of

watching your child grow!

Once again, thank you for your continued support.

Sincerely,

2 Kindergarten Plus!

Unit6.indd 2 5/1/08 9:37:11 AM


Focus

Students will make a concrete-object graph to compare the number of letters in each student’s name. Once the graph is constructed, the data will be compared using words such as fewer, greater, and the same.

Materials

n graphing matn index cardsn pencilsn How Many Letters Are in Your Name? activity sheet (two pages)

(BLM 6.1.1)n felt markersn clipboards (optional)

PreParation

n Photocopy the activity sheet How Many Letters Are in Your Name? (one copy of each page per student).

n Print each number from 3 to 10 on a separate index card.

teaching the lesson

1. Spread out the graphing mat in the middle of the carpet or circle area. Place one index card at each table. As the students come into the room, ask them to use a pencil to print their name on an index card. When they have finished printing their name on the index card, have them join you in a circle. When all students are sitting in the circle, ask them to hold up their index card with their name facing out so that all their friends can see it. Ask:

n How are our names similar? (Some possible answers: names are made of letters, each name starts with a capital letter)

n How are our names different? (Some possible answers: different letters, some letters are the same but in a different order, different number of letters)

2. Explain to the students that they are going to make a class graph to compare the number of letters in their names. Ask the students to take a moment to count the number of letters in their name. Say:n If you have three letters in your name, hold your hand up high.n If you have five letters in your name, hold your hand up high.

MathematicsLESSON 1 gRAPHINg THE NuMBER OF LETTERS IN NAMES

if you have a student with fewer than three or more than 10 letters in his/her

name, adjust numbers on index cards and graphing activities accordingly.

� Kindergarten Plus!

Unit6.indd 4 5/1/08 9:37:13 AM


n If you have seven letters in your name, hold your hand up high.n If you have nine letters in your name, hold your hand up high.n If you have four letters in your name, hold your hand up high.n If you have eight letters in your name, hold your hand up high.n If you have six letters in your name, hold your hand up high.n If you have 10 letters in your name, hold your hand up high.n If you have more than 10 letters in your name, hold your hand up high.

3. Place the index card with the number 3 at the bottom of the first column on the graphing mat, the index card with the number 4 at the bottom of the second column, the index card with the number 5 at the bottom of the third column, and so on. Ask the students:n If you have three letters in your name, where will you place your

index card?n If you have seven letters in your name, where will you place your

index card?n If you have four letters in your name, where will you place your

index card?

4. Select one student to start. Ask him/her:n How many letters do you have in your name?n Where will you place your index card on the graphing mat?

Have the student place the index card with his/her name printed on it in the appropriate column. Provide assistance, if required. Remind the students that when items are placed on a graph, always start at the bottom and work up.

Continue around the circle. Have each student identify the number of letters in his/her name and place his/her index card in the appropriate column.

5. When all the names have been placed on the mat, ask the students questions about the graph such as:n How many letters do most students have in their name?n How many students have the same number of letters in their name?n How many students have fewer than six letters in their name?n How many students have five letters in their name?n How many students have seven letters in their name?n Does anyone have 10 or more letters in his/her name?n Do a greater number of students have three letters or five letters in

their name?

Unit 6 • Friendship �

Unit6.indd 5 5/1/08 9:37:13 AM


Follow-uP student activity

1. Distribute a copy of the activity sheet How Many Letters Are in Your Name? (BLM 6.1.1) to each student.

2. Tell the students that they are to survey 10 students in the class. They will conduct their survey by asking fellow students to sign their name under the appropriate column. For example, if a student has four letters in his/her name, that student will print his/her name in the column headed by the number 4.

3. When students have 10 names on their survey sheet, have them total up the names in each column and record the number in the space provided.

extending the idea

n Ask higher-level thinking questions about the graph, such as: n How many more students have six letters in their name than four

letters?

student assessMent

n Observe the students as they count the number of letters in their name and place their name on the concrete graph. Observe their ability to place their name in the correct position on the graphing mat. Use the Individual Student Observations sheet, GBLM-1, to record your observations.

n Observe students as they complete the activity sheet. Assess their ability to accurately count the number of names in each column. Use the Individual Student Observations sheet, GBLM-1, to record your results.

� Kindergarten Plus!

Have two or three students at a time work on this activity. Give each student

a clipboard with the activity sheet attached. the students can survey their friends during free choice/centre time. it may take a couple of days for all the students to complete the activity.

Unit6.indd 6 5/1/08 9:37:13 AM


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Unit6.indd 8 5/1/08 9:37:14 AM


�0 Kindergarten Plus!

WEEkLy POEM 1 I HAVE A FRIEND

Language Arts

I Have a Friendi have a friendWhose name is [name of friend]And we have fun together.We laugh and playAnd sing all dayin any kind of weather.

hoMe-school connection

n Encourage your child to tap the words as you read the poem together. n A class list of first names is attached to the poem. Have your child read the

poem five times, choosing a name of a different friend each time to insert in the space provided.

n Finally, challenge your child to see how many names he/she can read of the friends in the class.

Unit6.indd 80 5/1/08 9:39:14 AM


Unit 6 • Friendship �1

Materials

n copy of the poem, “I Have a Friend” (page 80)n chart papern felt markersn plastic cup or containern pocket chartn sentence stripsn index cardsn heart pointer (piece of dowel with a heart topper or eraser glued to the top)

day 1/lesson 1

Focus

To introduce the students to the poem, “I Have a Friend.”

PreParation

n Print the poem on chart paper.n Display the chart paper where it can be easily seen by all students (e.g.,

chart stand, chalkboard, bulletin board)n Photocopy the poem and Home-School Connection on page 80 (one copy

per student). Place the sheet in each student’s “Watch Me Read” Duo-tang. Add a list of fi rst names of all students in the class. Remember to send the Duo-tang home with the students at the end of the week.

n Print each student’s name on a separate index card.

activity

1. Have the students gather around the chart paper. Randomly select one index card. Hold it up for the students to see. Ask the students:n Does anyone recognize this word?

Place the card in the blank space (line two of the poem). Ask the students to listen carefully as you read the poem aloud.

2. Randomly select another index card. Ask the students:n Does anyone recognize this word?

Remove the fi rst card, and place the second card in the blank space. Read the poem again. This time, use the heart pointer to point out the words as you read them.

3. Randomly select a third index card. Have the students identify the name, and place it in the blank spot in the poem. This time, have the students be your “echo.” Read one line of the poem, and have the students repeat the line after you.

4. Switch the index card one last time, and read the poem together as a class.

Separate the index cards into two piles – students whose names have been included in the poem, and students whose names have not been included in the poem. this will ensure that every student hears his/her name in the poem over the course of the week.

Unit6.indd 81 5/1/08 9:39:16 AM


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