Kindergarten - glencoe.comglencoe.com/ebooks/social_studies/tlx/gradek/anc/GrKitp.pdf · • Sort...

Kindergarten

Teaching Strategies 2

Reading Skills• Retell Culture RS1• Retell Community RS2• Retell History RS3• Retell Economy RS4• Retell Citizenship RS5

Critical Thinking Skills• Problem Solving CTS1• Sort into Groups CTS2

Study and Research Skills• Identify Types of Print SRS1• Use Parts of a Source SRS2

Map and Globe Skills• Use Directions MGS1• Use Models MGS2• Use Photos and Maps MGS3• Use Globes MGS4• Use a Map Key MGS5

Maps• Globe with Land and Water Map1• United States with

State Boundaries Map2

Outline Maps• World OM1• United States with

State Boundaries OM2

Graphic Organizers• Two-Column Chart GO1• Three-Column Chart GO2• Table (Calendar) GO3• Table (Voting) GO4• Retelling Chart GO5• Sequence of Events GO6• Word Web GO7• KWL Chart GO8• Time Line GO9

Table of Contents

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior permission of the publisher.

ISBN: 978-0-02-151795-4MHID: 0-02-151795-9

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 056 12 11 10 09 08 07

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To the Teacher

The Timelinks Teaching Transparencies are designed to enrich your students’ experience of geography and history. The Teaching Strategies booklet will suggest ways to use the transparencies to teach and reinforce skills, to teach and reinforce content, and to make the study of geography come alive.

The transparencies fall into four categories—skills, maps, outline maps, and graphic organizers. Strategies for using the transparencies ask students to build knowledge, deepen understanding, organize what they learn, and apply what they have learned to real-world situations. You may wish to photocopy the transparencies for students to complete along with you.

Skill Strategies Skill StrategiesUsing the Skills Transparencies The Skills Transparencies encompass four categories—reading skills, critical thinking skills, study and research skills, and map and globe skills. You may have students:

· supply you with definitions of labeled features,

· apply the skill to a particular section of the text, and

· work in cooperative groups to complete a task.

Reading Skills Reading Skills transparencies help students improve their ability to make sense of what they hear, see, and read. Reading skills in the Timelinks package include: retelling culture, retelling community, retelling history, retelling economy, and retelling citizenship. Encourage students to find other examples of the reading skills in the package. For example:

· RS1: Use Unit 1, Lesson 4. Ask students to list the ways friends are helpful to each other at school and at home. (Answers will vary.)

· RS2: Use Unit 2, Lesson 5. Ask students how living in a rural neighborhood might be different from living in a city neighborhood. (Answers will vary but may include: fewer people live on rural roads; and neighbors on rural roads may be related to each other.)

· RS3: Use Unit 3, Lesson 1. Ask students if they have brothers or sisters at home and if

their siblings are older or younger than they are. Ask how a sibling has changed since last year. (Answers will vary but may include such observations as a baby brother that was crawling last year is now walking or an older sister who went to the same school as the student is now attending a different school.)

· RS4: Use Unit 4, Lesson 6. Ask students to name the occupations of family members. Also, ask students to name occupations they would like to pursue as grownups. (Answers will vary.)

· RS5: Show and discuss Unit 5, page 48, for an image of a Flag Day celebration or page 51, for the Pledge of Allegiance. For a deeper discussion on the meaning of citizenship, see Unit 2, page 32 for an image of George Washington as first president. Or see Unit 2, page 35 for images of historical persons who were involved in securing freedom for various groups of people. Ask students:

— Do their families celebrate Flag Day? How?

— Do their families celebrate July 4th? How?

— In what ways can they display citizenship in a personal way? (Answers will vary.)

Critical Thinking SkillsCritical Thinking Skills are application-oriented—identifying and mastering these skills will enhance the students’ success in

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school and the workplace. The critical thinking skills covered in Grade K are problem solving and sorting into groups.

· CTS1: Review the basic steps involved in problem solving. Ask students to give samples of problem solving from their daily lives. For example, have they had disputes with siblings about playing with the same toy? How was the problem resolved? Did they work it out themselves or did a parent or older sibling solve the problem for them? (Answers will vary.)

· CTS2: Ask the students to name things that can be sorted or things that they have sorted. (Some possible answers are: 1. People: sort grown ups from children or sort girls from boys. 2. Toys: sort blocks by color or by size. 3. Coins: sort pennies, nickels, dimes, and quarters.)

Study and Research Skills At this level, it is important to stress that facts are not something you make up and they are not true just because you believe in them. Facts must be verified in reliable sources. The skills covered in the transparencies include identifying types of print and identifying parts of a source.

· SRS1: Ask the students to look about the classroom and identify any objects with words on them. (Answers may vary but should include chalkboards, signs, maps, books, and posters.)

· SRS2: Ask the students to name other sources of information besides books. Discuss the reliability of various sources and how the student can determine what is true and what is false. (Answers may include newspapers, magazines, teachers, parents, family members, and television programs.)

Map and Globe SkillsMap and globe skills teach basic information about using maps. The skills include using directions, using models, using photos and maps, using globes, and using a map key.

· MGS1: Help your students locate a particular classroom object starting from your own location by using direction words such as up, down, right, left, above, and below. Then have a student help the classmates find another object using the same technique.

· MGS2: Ask if any of the students build models and ask them to describe what the models represent. Ask the students to name places where they have seen models. (Answers may vary but could include museums, stores, and individual’s homes.) Ask if any students build replicas of buildings or cars using toy blocks. Explain that these replicas are also models.

· MGS3: Ask students if they have ever used maps and where or when they have used them. (Answers may vary but could include on vacations, bus schedules, at the mall, and in board games.)

· MGS4: Show the students a globe and ask them to identify which areas are land and which areas are water. Ask what clues make it easier to decide which is which. (Colors: brown and green for land; blue and gray for water.)

· MGS5: Ask students where they have seen maps with map keys. (Answers may vary but could include mall maps, bus schedules, atlases, and paper maps.) Ask what kinds of symbols are used on mall maps. (Answers may vary but might include hallways, stores, restaurants, and restrooms.)

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Map Strategies Map Strategies This transparency package contains two maps geared to introducing a globe with land and water forms and a flat shape of the United States including state boundaries.

Map1: Use this transparency along with Unit 2, Lesson 9 and Unit 2, page 24: Map and Globe Skills. Explain that the transparency shows a picture of only one part of a globe: the Western Hemisphere which includes the continents of North America and South America. Show the students a three-dimensional globe, if available, and show the other possible perspectives of areas on the globe such as Africa or Asia. Assist the students in acquiring the vocabulary of geography—continent, country, ocean, and so on—and make sure they can identify these divisions. Explain to students that these large areas of land are divided into smaller and smaller areas called countries and states. Point out the areas of ocean. Ask:

· What are these large land areas called? (continents)

· What are the clues that tell us which shapes are land and which are water? (Colors: land forms are green while water areas are blue.)

· What large areas represent water and what are those areas called? (oceans)

· Can any of the students identify which continent on the projected image is the one we live on? Use a dark pen to outline the continent on the transparency. Can they name the continent? (North America)

· Have your students look at the globe shown in Unit 2, Lesson 6. Does the globe shown

in the transparency show the same part of the world as the globe on the book page? (Yes, both images show the continents of North America and South America.)

· Have your students look at the image of a globe in Unit 2 on page 24. Does that globe show the same continents as the transparency? If no, can the students name the continent shown on page 24? (The image in the book does not show the same part of the globe as the transparency. In the book, the globe shows the continent of Africa.)

Map2: Use this transparency with Unit 2, Lesson 6. Explain that the transparency shows a map of the United States with state boundaries. Point out that the map in Unit 2, Lesson 6 does not give the names of the states.

· Ask the students if they know where the capital of the United States is located on the map. Ask a volunteer to point to the area and name the capital. (Washington, D.C.)

· Ask the students if they know the state in which they were born. Give students a chance to point out their state. (Students will point to the state where they were born.)

· Can any student point out the state your students live in? (Students will identify the state they live in.)

· Does any student know the names of the two states shown on the transparency in the boxes on the left side of the map? (The boxes show the states of Alaska and Hawaii.)

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Outline Map Strategies Outline Map Strategies Outline maps (OM) are among the most valuable tools available to social studies teachers, providing information in a visual form. Studies have shown that most students learn better when they can visualize material. As students add details to basic outline maps, they are actively organizing information in spatial terms. The outline maps provided in this transparency package are valuable learning aids because of their flexibility. They are easy to use and may be used for several topics in one chapter. The outline maps include a world map, and United States with state boundaries.

OM1: Use with Unit 2, Lesson 9 and Unit 2, page 24: Map and Globe Skills. Begin by showing the three-dimensional globe, if available, to the students. Then project the transparency. Make sure students comprehend that the map shown in the transparency is a two-dimensional or flat version of the three-dimensional object—the globe. Discuss the fact that the large areas on the map—the continents—are broken into smaller areas called countries and that the countries may be broken down further into states or regions. Show how the continents are broken down using the globe that shows different countries and by referring to Unit 2, page 24, which shows the many countries in Africa using different colors. Point out that most of the people living in the United States came here from the other continents shown on the globe map. Using the globe, the transparency, and the Unit 2 pages, ask students the following questions. Ask:

· Can any student point out another continent where someone in their families lived before coming to the United States? (Answers may vary.)

· Have any students traveled to another continent and can they name it and point it out? (Answers will vary.)

· Do the students know the names of any of the other continents? (Answers will vary.)

OM2: Use with Unit 2, Lesson 6. Make sure students understand that this map represents the United States. Have a volunteer come up and point out the state he or she lives in. Then you can outline the state with a bright marker on the transparency. Explain that the outlined shapes enclosed in boxes represent two more states that are located far away from the other 48 states. Color in the states as they are correctly named with a marker of a different color from the one used to identify the state you are living in. Ask:

· Does any student know the name of one or the other of the two states in the boxes? (The two other states are Alaska and Hawaii.)

· Can any student identify the large island in the lower right corner of the map (not enclosed in a box)? (The island is Cuba.)

· Can any student identify a state where family members live that is different from the state the student lives in? (Answers may vary.)

· Refer to Unit 2, Lesson 6 to identify the states Illinois and Kansas. Note that Illinois is to the right of Kansas. Highlight those states on the transparency. Ask students at random if they can name any of the other states shown on the map. For instance, ask what is the name of the state below Kansas? (The state directly below Kansas is Oklahoma. Use direction words like above, below, under, over, right, and left to help the students find and name other states. Highlight each correctly identified state. The number of states correctly identified will vary.)

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Graphic Organizer Strategies Graphic Organizer StrategiesGraphic organizers (GO) are visual representations of written material. Their use promotes reading and thinking and helps students see connections among parallel or related facts. Before asking students to complete a graphic organizer, describe its purpose. Demonstrate to students how to use their textbooks to fill in information in the organizers.

GO1: Use a Two-Column Chart with Unit 2, Lesson 2 to compare and contrast the school rooms shown in the text with your school. List the rooms from the text in the left-hand column.

· Ask the students to name different rooms in your school to see if your school contains all the same rooms as shown in the text and then to see if there are rooms in your school that are not shown in the text. (For instance your school may not have an auditorium that is separate from the gymnasium or your school may have a music room, an atrium, or courtyard where students gather.)

GO2: Use a Three-Column Chart with Unit 2, Lesson 7.

· Ask students to look at the pictures of children in different kinds of weather. Ask the students to name the kinds of weather and write those names in the top row of boxes on the chart. (The answers could include snowy weather, rainy weather, and warm weather.)

· Ask your students to name different activities associated with each weather type. Write each activity in the box below the associated weather type. (Answers will vary but could include under snowy weather: sledding, skiing, building a snowman, building a snow fort, making snowballs, and throwing snowballs. Under rainy weather: splashing in puddles, sailing paper boats in the gutter, trying to catch raindrops in the mouth, and walking in the rain. Under warm weather: swimming, going to the park, going fishing, rowing a boat, playing tag in the grass, eating ice cream, and going to camp.)

· Use this chart with Unit 2, Lesson 8.

· Ask the students to name their favorite season. Put the three most favored season names in the top row of boxes on the chart. Then ask students to tell what they like best about each season on the chart. Fill in the boxes beneath each season with the students’ suggestions. (Answers will vary and can refer to weather, holidays, birthdays, and favorite activities.)

OR:Use a Four-Column Chart with Unit 2, Lesson 8 to list all four seasons across the top.

· Ask students to tell what they like best about a season and fill the box beneath that season with the suggestions. After completing the chart, ask the students to decide which is the favorite of the four seasons. Tell the students that one way to tell is to look for the season with the most items listed in its column.

GO3: See Unit 3, Lesson 6 for additional images to go with the calendar indicating the Thanksgiving holiday.

· Ask the students to look at the calendar and decide what the pictures on certain dates represent. (Answers should include a party, yard cleanup, a wedding, and the Thanksgiving holiday.)

· Ask if students have calendars at home. If they do, ask what kinds of pictures or symbols they use to indicate different special occasions, such as birthdays, holidays, doctor or dentist appointments, and other important dates. (Answers will vary.)

GO4: Use this transparency with Unit 5, Lesson 4. Discuss the process of choosing two possible class pets. Let the students choose realistic or unrealistic pets. Then have the students vote for their favorite and tally the vote on the chart to see which pet would win.

· Ask about the choice process to see if the students were happy with the process of narrowing the choices. (Answers may vary.)

· Ask if the students were satisfied with the final vote count. (Answers may vary.)

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GO5: Use this Retelling Chart with Reading Skills 1–5 to break down each group of topics discussed in a logical order. Fill in the first box with the topic of your lesson. Fill in the second box with the additional ideas from your students. Fill in the third box with ideas from students based on the topics in the second box.

GO6: Use this Sequence of Events transparency with Unit 4, page 37.

· Ask students to suggest events in their proper order that would lead to taking the class trip. (1. The class decides they want to take a trip. 2. The class decides to have a bake sale to make money to pay for the trip. 3. The students ask family and friends for donations of baked goods to sell. 4. The class holds the bake sale. 5. The class takes the trip.)

Create a Sequence of Events Chart containing four or five levels. See Unit 4, Map and Globe Skills on page 45.

· Ask your students to look at the map and decide what story the map is telling. Then help the students organize the parts into a logical order and write them on the chart. (Answers may vary but should focus on the steps needed to get milk from a cow to the store so people can buy the milk. Fill in the first box with the words [1] “milk cows on a farm” to help the students start at the beginning of the story. Next suggest the [2] cows give their milk to the farmer. [3] The farmer puts the milk in the truck. [4] The truck takes the milk to the store. [5] People buy the milk from the store.)

GO7: Use this transparency with Unit 1, Lesson 5. Fill in the center oval with the words “School Rules.”

· Ask your students which school rules are shown in the lesson. Write those rules in two of the connecting ovals. Ask your students to name two more school rules to complete the chart. (Answers will vary but could include no running inside the building, and no fighting on the playground.)

Use a Word Web Chart with Unit 2, Lesson 1. Fill in the center oval with the words “My Home.”

· Ask the students to look at the lesson and say one of the kinds of homes shown. Write

that answer in one of the connecting ovals. Continue until all ovals are full showing four different kinds of homes. (The answers should include farm houses, apartment houses, mobile homes, and subdivision houses.)

Use a Word Web Chart with Unit 3, Lessons 7 and 8. Write the word “Freedom” in the center oval.

· Ask your students to guess what freedom meant to the people whose pictures are shown in these lessons. Then ask your students to tell what freedom means to them. Write their suggestions in the connecting ovals. (Answers will vary but may include freedom to travel, go to school, go to church, watch TV, go to movies, read books, and go to the mall.)

Create a Word Web Chart having six ovals outside the center oval. Use the chart with Unit 2, Lesson 7. Fill the center oval with the word “Weather.”

· Ask students to look at Unit 2, Lesson 7 and name the kinds of weather shown there. Write the words on the connecting ovals as the students identify them. (Answers will vary but should include snowy or cold weather, rainy weather, and sunny or hot weather.)

· After those three ovals are filled, ask students to name other kinds of weather. (Answers will vary but may include windy, stormy, snowy, cold, hot, or sunny weather if not already used.)

GO8: Use this KWL Chart at the beginning of each unit to help students understand what they will be learning.

· Fill out the first column (What I Know) with key words or images that represent what the unit is about.

· Ask the students for suggestions about what the words and images might represent and write these ideas in the second column (What I Want to Know).

· At the end of the unit, ask the students to tell what they learned and add that information to the third column (What I Learned).

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GO9: Use this Time Line transparency with Unit 3, Lesson 1. Show the Time Line Graphic Organizer to your students. Tell them the chart is used to show the order in which things happen or to show what happens next.

· Ask them to decide that if the first point on the chart is the day they were born, what might happen at the second point, the third point and so on. Suggest that they may have learned to roll over or learned to crawl or walk. Have the students decide what order their ideas would happen and where they would fit on the chart. Make the final point on the chart their first day of school.

Use a Time Line Graphic Organizer with your class to chart the different activities the students participate in during an average school day. Start the chart with the first thing that happens each day, such as attendance taking. Then ask the students to tell you what happens next and so on. Enter each activity onto the Time Line Chart in its appropriate position.

Photo CreditsRS1: Banana Stock/Alamy Images; RS2: SuperStock; RS3: (l) Chris Carroll/Corbis, (r) Blend Images/PunchStock; RS4: (l) Ariel Skelley/Corbis, (c) Kraig Scarbinsky/Digital Vision/Getty Images, (r) Big Cheese Photo/Index Stock Imagery; CTS1: Ken Cavanagh/Macmillan McGraw-Hill; CTS2: Michael Newman/PhotoEdit; SRS2: Nancy Sheehan/PhotoEdit; MGS2: Ken Cavanagh/Macmillan McGraw-Hill; MGS3: (l) Jim Wark/Airphoto, (r) Linda Bronson/Macmillan McGraw-Hill; MGS4: Ted Horowitz/Corbis

Retell

Learn It Learn It

Try It Try It

Reading SkillsReading Skills

Who are your friends?

To retell means to listen to a story and then tell

the story again using your own words.

TimeLinks© Macmillan/McGraw-Hill RS1Hello, World

Retell

Learn It Learn It

Try It Try It


Who lives on your street?




Retell

Learn It Learn It

Try It Try It


How have you changed?




Retell

Learn It Learn It

Try It Try It


Why do people work?




Retell

Learn It Learn It


What does the flag mean to you?



Try It Try It


Problem Solving

Learn It Learn It

Critical Thinking SkillsCritical Thinking Skills

Problem solving means to think about and find

an answer for a problem.

How do you solve a problem?

Try It Try It

TimeLinks© Macmillan/McGraw-Hill CTS1Hello, World

Sort into Groups

Learn It Learn It

Critical Thinking SkillsCritical Thinking Skills

To sort means to put things that are alike into a

group.

What other things can you sort?

Try It Try It

TimeLinks© Macmillan/McGraw-Hill CTS2Hello, World

Identify Types of Print

Learn It Learn It

Study and Research SkillsStudy and Research Skills

You identify types of print when you name the

object that has words on it.

What are these two men doing?

Try It Try It

TimeLinks© Macmillan/McGraw-Hill SRS1Hello, World

Use Parts of a Source

Learn It Learn It

Study and Research SkillsStudy and Research Skills

A source is something that can help us learn.

A book is a source.

What parts of a book can you see?

Try It Try It

TimeLinks© Macmillan/McGraw-Hill SRS2Hello, World

Use Directions

Some words tell where things are.

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Learn It Learn It

Map and Globe SkillsMap and Globe Skills

Directions tell us where something is.

Tell where the rabbit is.

Try It Try It

TimeLinks© Macmillan/McGraw-Hill MGS1Hello, World

Use Models

Learn It Learn It


A model is a copy of something.

Can you tell what the boy and girl are

making?

Try It Try It


Use Photos and Maps

map

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Learn It Learn It


A photo is a picture of a place. A map is a

drawing of a place.

What is the same in the picture and the

map?

Try It Try It


Use Globes

Learn It Learn It

Try It Try It


A globe is a model of Earth.

Where is the land? Where is the water?


Use a Map Key

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A map key helps us read a map.

Find the truck on the map key.


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