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Writing and ArtWhat is your favorite thing to build with blocks?Draw a picture and label it.Social StudiesShould you knock over another student’s blocks?Why or why not?Share your ideas with a partner.

Connections

Building with BlocksA Reading A–Z Level A Leveled Book

Word Count: 32

www.readinga-z.com

LEVELED BOOK • A

Written by Anthony CurranIl lustrated by Laura Logan

Building with Blocks

www.readinga-z.com

What can you build with blocks?

Focus Question

Written by Anthony CurranIllustrated by Laura Logan

Building with Blocks

boatbuildcastle

housemazeplane

Words to Know

CorrelationLEVEL A

A1

A-1

Fountas & PinnellReading Recovery

DRA

Building with BlocksLevel A Leveled Book© Learning A–ZWritten by Anthony CurranIllustrated by Laura Logan

All rights reserved.

www.readinga-z.com

3

I build a house. Building with Blocks • Level A 4

I build a horse.

5

I build a plane. Building with Blocks • Level A 6

I build a duck.

7

I build a tree. Building with Blocks • Level A 8

I build a maze.

9

I build a boat. Building with Blocks • Level A 10

I build a castle.

© Learning A–Z All rights reserved. www.readinga-z.com

Instructions: Sit next to the student and read the first question as you run your finger under the words. Ask the student to wait to answer until you have read all the choices. Repeat them if necessary. Have the student choose the best answer. Repeat with the remaining questions.

Quick Check

LEVEL

Name Date

AA

1 What is the main idea of this story?

A You can build many things with blocks.

B You can find blocks in many colors.

2 Where does this story take place?

A inside B outside

3 In which group does a duck belong?

A animals with four legs B animals with two legs

4 How are a plane and a boat alike?

A People can fly in both. B People can ride in both.

5 Listen to this sentence: I can build a castle. Which word means the same as build?

A make B destroy

Building with Blocks

© Learning A–Z All rights reserved. www.readinga-z.com

Quick Check Answer Sheet

LEVEL

Instructions: Sit next to the student and read the first question as you run your finger under the words. Ask the student to wait to answer until you have read all the choices. Repeat them if necessary. Have the student choose the best answer. Repeat with the remaining questions.

AA

Main Comprehension Skill: Classify Information

Building with Blocks

1 What is the main idea of this story?

A You can build many things with blocks. Main Idea and Details

2 Where does this story take place?

A inside Story Elements

3 In which group does a duck belong?

B animals with two legs Classify Information

4 How are a plane and a boat alike?

B People can ride in both. Compare and Contrast

5 Listen to this sentence: I can build a castle. Which word means the same as build?

A make Vocabulary

AlphaTales A to Z Letter Formation Practice Pages, Page22

e a o A a o O o a A

A o E a e O o A a eI found ______ A’s and ______ a’s.

Trace and write.

Name

T H H T H L I L I H Y

b h l p h l h l b h hI found H’s and h’s.

Circle every H and every h.

Trace and write. H is for Hippotamus.

© S

cholastic Teaching R

esources

AlphaTales A to Z Letter Formation Practice Pages, Page 23

Name

Trace the H and h.

air at __________ouse

Now draw and write your own Hh word.

Now write the H and h.

Add h’s and then read the words.

© S

cholastic Teaching R

esources

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pancake basketball hotdog

cowboy cupcake snowshoe

mailbox horseshoe butterfly

©The Education Center, Inc. • Teacher’s Helper® • TEC8780 • Dec/Jan 2000–2001

Name GingerbreadCompoundwords

Combination WordsLookatthepictures.Readthewords.Cutandpastetomatch.

20

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Answer Key

pancake

basketball

hotdog

cowboy

mailbox

cupcake snowshoe

horseshoe

butterfly

Shoe

Box

Lea

rnin

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ente

rs:

Tim

e &

Mea

sure

men

t © P

amel

a C

hank

o, S

chol

asti

c T

each

ing

Res

ourc

es

Shoe

Box

Lea

rnin

g C

ente

rs:

Tim

e &

Mea

sure

men

t© 2

012

by P

amel

a C

hank

o, S

chol

asti

c T

each

ing

Res

ourc

es

DirectionsPlace the bowls in front of you.

Take a record sheet. Select a bag of food.

Look at the food. Guess how many teaspoons of this food will fill Little Bear’s bowl. Write that number on your record sheet. Do the same for Mama Bear’s and Papa Bear’s bowl.

Measure to see how many teaspoons of the food will fit in each bowl. Write these numbers on your record sheet.

Repeat with a new food.

Three Bears Fill Their BowlsChildren investigate volume by seeing how much of different foods will fill each of the three bears’ bowls.

Materials• shoebox• boxlabel• studentdirections• scissors• glue• recordsheet(page2)• threebowls(small,medium,andlarge)• cereal(suchasO-shapedrings),

uncookedrice,uncookedelbownoodles• resealableplasticbags• teaspoons• pencils

Shoe Box Setup

B efore copying the record sheet, write in a food, such as O-shaped cereal, that

students will measure. Make a record sheet for each food that you include. Measure out enough of each food to fill all three bowls. Include a little extra of each. Place each food in a plastic bag and seal. Place record sheets, bowls, food bags, teaspoons, and pencils in the shoe box. Glue the label to one end of the box and the student directions to the inside of the lid.

T o build counting andaddition skills, have children

calculate how many spoonfuls of each food all together fill the three bowls. Or challenge children to guess and then find out if a specified number of spoonfuls of a food (such as the dried beans) will fill all three bowls.

2

1

3

4

5

MeasuringVolume

Measuring Volume

Three Bears Fill Their Bowls

1

Shoe

Box

Lea

rnin

g C

ente

rs:

Tim

e &

Mea

sure

men

t© 2

012

by P

amel

a C

hank

o, S

chol

asti

c T

each

ing

Res

ourc

es

Shoe

Box

Lea

rnin

g C

ente

rs:

Tim

e &

Mea

sure

men

t © P

amel

a C

hank

o, S

chol

asti

c T

each

ing

Res

ourc

es

Three Bears Fill Their Bowls

Food Estimate Measurement

Name Date

Little Bear’s Bowl

Mama Bear’s Bowl

Papa Bear’s Bowl

teaspoons

teaspoons

teaspoons

teaspoons

teaspoons

teaspoons

Three Bears Fill Their Bowls

Food Estimate Measurement

Name Date

Little Bear’s Bowl

Mama Bear’s Bowl

Papa Bear’s Bowl

teaspoons

teaspoons

teaspoons

teaspoons

teaspoons

teaspoons

2

Shoe

Box

Lea

rnin

g C

ente

rs:

Tim

e &

Mea

sure

men

t © P

amel

a C

hank

o, S

chol

asti

c T

each

ing

Res

ourc

es

Setting Up Shoe Box Learning Centers• Title and Directions: The title becomes the shoe box label. Simply copy it

onto colored paper or have children decorate it. Glue the label to one end ofthe box for easy storage and retrieval. Glue a copy of the student directions tothe inside of the box lid.

• Materials: Check here to find out which items you’ll needfor each center. Simply gather the materials and place themin the box.

• Shoe Box Setup: Here you’ll findsimple directions for assembling eachcenter. In most cases, all you’ll needto do is gather materials and makecopies of the reproducibles.

• Tips: These ideas include activityvariations and extensions as well ashelpful hints for making the most ofchildren’s learning experiences.

• Reproducible Pages: Thereproducible pages (record sheets,patterns, game boards, awards,mini-books, and more) for eachcenter immediately follow theDirections page, making them easyto locate and allowing you to see thewhole shoe box setup at a glance.

72

Shoe

Box

Lea

rnin

g C

ente

rs:

Tim

e &

Mea

sure

men

t © 2

012

by P

amel

a C

hank

o, S

chol

asti

c T

each

ing

Res

ourc

esSh

oe B

ox L

earn

ing

Cen

ters

: T

ime

& M

easu

rem

ent ©

201

2 by

Pam

ela

Cha

nko,

Sch

olas

tic

Tea

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esou

rces

DirectionsPlace the bowls in front of you.Take a record sheet. Select a bag of food.

Look at the food. Guess how many teaspoons of this food will fill Little Bear’s bowl. Write that number on your record sheet. Do the same for Mama Bear’s and Papa Bear’s bowl.Measure to see how many teaspoons

of the food will fit in each bowl. Write these numbers on your record sheet.

Repeat with a new food.

Three Bears Fill Their BowlsChildren investigate volume by seeing how much of different foods will fill each of the three bears’ bowls.

Materials• shoebox• boxlabel• studentdirections• scissors

• glue• recordsheet(page73)• threebowls(small,medium,andlarge)

• cereal(suchasO-shapedrings),uncookedrice,uncookedelbownoodles• resealableplasticbags• teaspoons

• pencils

Shoe Box SetupB efore copying the record sheet, write in

a food, such as O-shaped cereal, that students will measure. Make a record sheet for each food that you include. Measure out enough of each food to fill all three bowls. Include a little extra of each. Place each food in a plastic bag and seal. Place record sheets, bowls, food bags, teaspoons, and pencils in the shoe box. Glue the label to one end of the box and the student directions to the inside of the lid.

T

o build counting and addition skills, have children

calculate how many spoonfuls of each food all together fill the three bowls. Or challenge children to guess and then find out if a specified number of spoonfuls of a food (such as the dried beans) will fill all three bowls.

21

3

4

5

MeasuringVolume

Measuring Volume

Three Bears Fill Their Bowls

Math Skills Matrix

reco

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ngth

reco

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use

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Shoe Box Learning Center

Three Bears Fill Their Bowls X X X X X X

3

Name Solving problemsusing pictures

Look at the picture.

Write the number.

How many?

How many in all?

Moving Along

and and

and and

and and

Scholastic Success With: Numbers & Concepts © Scholastic Teaching Resources

1

©The Mailbox®

Name Identifying3-D shapes

Totally Tubing! Cut.

Glue to match.

cone cube cylinder sphere

Bonus: Howmanyflatsidesdoesa have?Writethenumber.