Unit 1 Who am I?glencoe.com/ebooks/social_studies/tlx/gradek/twe/GrK_U01_151482.pdfGetting Started...

Getting Started

Who am I?

We Have Families 1

Unit 1

STANDARDS

Resource Manager

Teaching Transparencies RS1, MGS1, G05

Student Workbook, pp. 5–13

Oral Language Cards 1, 2

Idea Factory, pp. 5–14

Help students create a Pyramid Foldable and use it to collect examples of student work, student art and illustrations, digital photographs, and other items that relate to “Me,” “Family,” and “School.”

1. Make this pyramid Foldable using the instructions and illustrations found on page 110.

2. Label the three sides “Me,” “Family,” and “School.” Allow students to decorate the three sides with pictures that illustrate the main ideas and concepts presented in the unit as they relate to each.

3. In the pockets of the Foldable, collect flashcards of new terms and definitions, pictures of students, families, schools, and other things that relate to each.

Dinah Zike’sFoldables

FamilyMe

School

Social Studies (NCSS)

CultureTeacher Pages: Standard c

Individuals, Groups, & InstitutionsStudent Pages: Standard aTeacher Pages: Standard a

Power, Authority & GovernanceTeacher Pages: Standard h

Global ConnectionsTeacher Pages: Standard a

English Language Arts (NCTE)

Teacher Pages: Standards 3, 5, 10

1Unit 1 • Getting Started

Unit 1 Planner

My Familyp. 3

Many Families p. 4

Special Days p. 5

Vocabulary, p. 3 Vocabulary, p. 4 Vocabulary, p. 5

Reading Link, p. 5

Leveled Readers, p. 3

Writing Activity, p. 13

Foldables, pp. 1, 18P

Reading Link, p. 7




Reading Link, p. 9




Vocabulary Cards, pp. 1–8



Unit Review, pp. 18–18P Unit Review, pp. 18–18P Unit Review, pp. 18–18P

Assessment Book, pp. 1–4



Strategies, p. 5 Strategies, p. 7 Strategies, p. 9

Oral Language Card 1

Curriculum Connection, pp. 3, 5

Big Idea Activity, p. 18P

Curriculum Connection, p. 7





Student Workbook, p. 5





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We Have FamiliesWho am I?

KEY

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Lesson 1 Lesson 2 Lesson 3

R e a d i n g a n d W r i t i n g

R e v i e w a n d A s s e s s m e n t

D i f f e r e n t i a t e d I n s t r u c t i o n O p t i o n s

S o c i a l S t u d i e s S k i l l s

Teacher Notes

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1A Unit 1 • Planner

We Go to Schoolp. 6

My Classroom p. 8

Schools are Everywherep. 9

Vocabulary, p. 6 Vocabulary, p. 8

Reading Link, pp. 11, 13


Writing Activity, pp. 13,18P


Reading Link, p. 15




Reading Link, pp. 17, 18







Unit Review, pp. 18–18P Unit Review, pp. 18–18P Unit Review, pp. 18– 18P




Strategies, p. 11 Strategies, p. 15 Strategies, p. 17

Oral Language Card 2

Map & Globe Skills, p. 7

Curriculum Connection, pp. 11, 13












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Lesson 4 Lesson 5 Lesson 6 Teacher Notes

R e a d i n g a n d W r i t i n g

R e v i e w a n d A s s e s s m e n t

D i f f e r e n t i a t e d I n s t r u c t i o n O p t i o n s

S o c i a l S t u d i e s S k i l l s

CD-DVD Student and Teacher Resources

• Rhyme and Chime CD • TeacherWorks• The Big Idea Video • BookLink Program, Unit 1 Log on to www.macmillanmh.com• Student Edition • Puzzlemaker • Games & Activities

TECHNOLOGY

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1BUnit 1 • Planner

www.macmillanmh.com

Unit 1 Leveled Readers

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PREVIEWVocabulary Point out to children that their readers contain a glossary in the back. Explain that a glossary is a list of words and definitions. Have children take a few minutes to look at the glossary. Ask them if they have any questions.

Build Background Tell children that you want them to shut their eyes, cover their ears, and not say anything for one minute. Afterwards, ask: What would it be like if you were not able to see, hear, speak, read, or write? Invite them to share their thoughts. Also, encourage them to be attentive listeners as physically challenged classmates share their experiences.

BEFORE READING1 BEFORE READING11

Helen Keller

Helen Keller

Written by Donna LathamIllustrated by Anni Matsick

Social Studies Biography

Helen Helen KellerKeller



Summary

Students read about Helen Keller, a blind and deaf girl, who learned to read, write, and talk with the help of her dedicated teacher and friend, Anne Sullivan.

Objectives

• Apply unit readingstrategies and skills.

• Learn about Helen Keller and Anne Sullivan.

• GR: N/A• Benchmark: N/A• Lexile Level: NP

• GR: B• Benchmark: 2• Lexile Level: 90

• GR: D• Benchmark: 4• Lexile Level: 260

Approaching Level On Level Beyond Level

Consider children’s reading and comprehension level and assign the appropriate reader.




Unit 1 • Leveled Readers 1C

http://leveledreaderdatabase.macmillanmh.com/lrdb/search.form

Biography

READ FOR MEANINGRemind children that when they retell, they tell as much of the story as they can in their own words. Encourage the class to remind themselves of what is happening when they listen and read.

Questions1. What was Helen Keller not able to do before she met

Anne Sullivan?

2. How did Anne help Helen?

3. How do friends act toward each other?

READING SKILL Retell Tell children to think about these questions as they listen or read the story. Now fill in the retell graphic organizer as they tell what happened first, next, and last in the story. A sample is shown at right.

REVIEW AND CONNECTSummarize Lead children in a discussion about Helen Keller.

Write About It

Each leveled biography has a Write About It! activity printed on the inside back cover. Have children use their retell graphic organizers to help them with the writing activities below.

Approaching Level Invite children to retell a story about a special friendship. Help them write a story as a group.

On Level Encourage children to draw pictures that tell the most important events in the story about Helen Keller. Help them label their pictures.

Beyond Level Have children make a list of the key events in Helen Keller’s life. Ask them to discuss the events.

EXTENDEach leveled biography has additional activities printed on the inside back cover. Answers can be found on your TeacherWorks CD-ROM.

DURING READING2 DURING READING22

AFTER READING3 AFTER READING33

Helen had trouble learning.

Anne Sulivan helped teach Helen.

Helen learned to speak and communicate.

1DUnit 1 • Biography

Unit 1 Leveled Readers

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Indian New Year

PREVIEWVocabulary Invite volunteers to read vocabulary words and definitions from the glossary while you list the words on the board. After each term, ask children if they have any questions about the word.

Build Background Ask children to preview the reader’s cover, table of con-tents and illustrations to make predictions about the events in the story. Ask: “What do the pictures tell us?” Then ask children the following:

Questions1. Why do families celebrate?

2. What family celebration is your favorite?

3. Does your family celebrate New Year’s Eve?

BEFORE READING1 BEFORE READING11

Indian New YearWritten by Barbara Kanninen

Illustrated by Grace Zong

Social Studies Places and Events




Summary

Students read about how one family gets ready for the celebration of Diwali; the Indian New Year.

Objectives

• Apply unit reading strategies and skills.

• Learn about Indian New Year.

• GR: N/A• Benchmark: N/A• Lexile Level: NP

• GR: A• Benchmark: 1• Lexile Level: 20

• GR: E• Benchmark: 8• Lexile Level: 200

Approaching Level On Level Beyond Level

Consider children’s reading and comprehension level and assign the appropriate reader.




1E Unit 1 • Leveled Readers

http://leveledreaderdatabase.macmillanmh.com/lrdb/search.form

READ FOR MEANINGRemind children that when they retell something they have heard or read, they tell the important parts of a story.

Questions1. What was the family in the story getting ready for?

2. How did the family get ready?

3. How are your family and the family in the story alike?

READING SKILL Retell As you read the story with children, fill in the retell graphic organizer. A sample is shown at right.

REVIEW AND CONNECTSummarize Lead children in a review of Indian New Year. Have them refer to their retell graphic organizer.

Questions1. What was the family celebrating?

2. How does your family prepare for celebrations like the family in the story?

Write About It

Encourage children to use their retell graphic organizers to help them with the writing activities below.

Approaching Level Ask children to draw a picture that shows what their family does to celebrate their favorite holidays. Help them label their drawings.

On Level Ask children to make a list of at least four words about how their family gets ready for celebrations.

Beyond Level Ask children to write a story about how their family gets ready for celebrations. Encourage them to share their stories.

EXTENDEach leveled reader has additional activities printed on the inside back cover. Answers can be found on your TeacherWorks CD-ROM.

DURING READING2 DURING READING22

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The family cleans.

The family goes shopping for new clothes.

The celebration begins.

There are many lights for the New Year.

Places and Events

1FUnit 1 • Places and Events

Activities

CURRICULUM CONNECTION ACTIVITY

Music Shout Hooray!

• Write the words to the song below on the board.

• Sing the following song to the tune of “Skip to My Lou.” As children become familiar with the words, encourage them to sing along. Afterwards, point to the underlined words and invite them to think of other words they can use to make up a new song.

I like learning at my school.I will follow every rule.I think school is very cool!I go to school each morning.

In school I will work and play,read and write most everyday.When I’m done, I shout “Hooray!”I go to school each morning.


Civics Welcome, Classmate

• Invite children to think of ways they would welcome new classmates into their classroom, such as shaking their hand, giving them a “high 5,” writing a card to them, singing a welcome song, asking them to play, and so on. Record their responses on chart paper.

• Have children prepare a “welcome basket” so that it’s ready to present to a future newcomer.


Art My Family and Me

• Invite children to make accordion books to show how they care about their families and the special things they do together.

• Help them draw and label their pictures. Afterward, invite volunteers to share their books with the class. Then display them around the classroom.

1G Unit 1 • Activities

Puppet CornerThroughout this book, you may wish to use this puppet to teach important concepts. In this unit, you can use the puppet to begin a dialogue with children about who they are, their families, celebrations and special days, and school.

Here is an example of a dialogue that can prompt children to tell what they know about who they are.

TEACHER: Welcome to my kindergarten (or class). What is your name?

PUPPET: My name is (You might want to have the class name the puppet — or use the name Ty from the Teacher’s Edition.)

TEACHER: Please tell us a little bit about yourself.

PUPPET: I am five years old. I live with my family. There are five members of my family: me, my mom, my dad, my brother James, and my dog, Charlie. We like to go to the park on Saturdays and play ball. Charlie likes to run and catch the ball when I throw it.

TEACHER: What fun! It sounds like your family has a good time together.

PUPPET: Yes, we do! (looking at the class) Let’s say our names and tell about our families, one at a time. Let’s start here (points to a child).

TEACHER: Thank you for sharing. Next time, let’s talk about special days that we celebrate with our families.

PUPPET: (jumping up and down excitedly) Hooray. I can’t wait!

On many pages throughout your Teacher’s Edition, you will see short tips or quick activities to do with your class that focus on important concepts. Here is an example.

Encourage chil-dren to discuss special days that they celebrate with their families.

Ty the Turtle TipsTy the Turtle Tips

1HUnit 1 • Puppet Corner

Integrate Reading

READING SKILL RETELL

Learn ItLearn ItAsk children:

What does “retelling” mean? (to tell again in your own words)

How do you know what to retell? (You listen and look closely to what is being read or shown to you.)

You might take a few minutes to show children how to use the retell graphic organizer.

Try ItTry ItHave children look at the transparency. Ask volunteers to tell a story about their families. Ask children to retell the main parts. If they encoun-ter problems remembering or sequencing the main points, you might show them a retell graphic organizer such as the one at right.

Detail

Detail

Detail

Apply ItApply ItTo practice, invite them to tell you what a friend is. Encourage them to use their own words to tell about friends. As they do, use the retell graphic organizer to show children how to organize information to retell.

Retelling

Learn It Learn It

Try It Try It

Reading SkillsReading Skills

Retelling means to listen to a story and then tell the story again using your own words.

Who are your friends?

Regions of the United StatesTimeLinks© Macmillan/McGraw-Hill RS1

1I Unit 1 • Integrate Reading

People, Places, and Events

I Am Me!I am a classmate and sister, too.I help and share. That’s what I do! I am me.You are you!

Who are you?2

Rhyme and Chime

People, Places, and Events

SUMMARY In each Unit of Hello, World, children learn about different people, places, and events. In Unit 1, they begin with the people, places, and events that are most important to them as they begin their school year as kindergartners.

Objective

Understand that families care for each other in many ways.

People Children explore the rela-tionships they have with family members, caregivers, friends, classmates, and teachers.

Places Children discover more about their classrooms and the many places people come from.

Events Children deepen their understanding and appreciation of how families from different cultures celebrate special days.

Present this situation to the class: It is the first day of class. There are lots of new children in the class. Ask:

Questions1. What will you say about yourself when you introduce

yourself to other children?

2. What would you like to know about them?

Direct children’s attention to Flipchart p. 2. Explain that this is a poem titled “ I Am Me.” Point out that the pictures show some of the things the girl does. Invite children to say their names and one thing about themselves.

Read the Talk About It question at the bottom of the Flipchart page. Invite children to tell you special things about themselves, such as: I own a horse. I have three younger brothers. I play the violin. Encourage every child to share, even if some repeat the responses of others.

MOTIVATE1 MOTIVATE11

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2 Unit 1 • People, Places, and Events

Integrate ReadingActivities

Gather the class in a circle. Invite children to take turns pointing to themselves as they share some-thing special, such as: I am a baseball player, I am a helper, I am a brother, I am a reader, and so on. Afterward, have them point to a classmate and say, Who are you? Continue the routine until everyone has had a chance to share.

Ty the Turtle Tips


Language Arts I Am Me, Who Are You?

• Read the poem on Flipchart p. 2 several times and encourage children to chime in when they are able.

• Then invite volunteers to substitute other words for the words classmate and sister, such as son, daughter, niece, friend, Cub Scout, dancer, soccer player, and so on. Encourage children to stand and say their new poems.

Hands-On Project

A Me, Myself, and I Collage!

Have children brainstorm words that describe themselves. Provide children with a large piece of construction paper. Have them draw self-portraits of themselves as listeners, singers, grandsons, line leaders, gymnasts, basketball players, big sisters, and so on. Have children dictate their descriptions as you write them underneath each picture.

Leveled Readers

BiographyTo learn more about the special relationship between Helen Keller and Anne Sullivan, have children listen to and read Helen Keller. This book encourages children to appreciate the struggles of a young blind and deaf girl and how a dedicated teacher and friend helps her learn special ways to talk, read, and write.

Places and EventsTo learn more about families and how they celebrate special holi-days, have children listen to and read Indian New Year. A family prepares for Diwali, the celebra-tion of the Indian New Year. The story describes what the family does to get ready for the festivities and what they do together that night.

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Helen Keller



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Helen Keller



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Indian New YearWritten by Barbara KanninenIllustrated by Grace Zong


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GK_1_CVR_17096.indd 3GK_1 CVR 17096 indd 3



GK U1 CVR 1710X indd 3GK U1 CVR 1710X indd

What’s new today about the people, places, and events for Unit 1? Go to www.macmillanmh.com

3Unit 1 • People, Places, and Events

www.macmillanmh.com

Lesson 1A family cares about each other.

How do families care about each other?My Family 3

SUMMARY Children explore the meaning of being a family member. Children discuss how members of a family care for one another.

Objective

Understand that families care for each other in many ways.

USE THE VISUAL

Direct children’s atten-tion to Flipchart page 3.

Ask: How do these families show they care for each other?

Background Information

Families are Alike and Different Children in your class may have two parents, one parent or another caregiver, such as a grandparent, an adoptive parent, or even a foster parent. Encourage children to appreciate the unique makeup of each child’s family.

Present this situation to the class: Your brother fell and is crying. Ask:

Questions1. What is something you can do to help your brother?

2. How can you show that you care for him?

Direct children’s attention to Flipchart p. 3. Read the sentence aloud as you track the print with a pointer or your finger. Invite children to echo the text.

Next, have children study the pictures and describe how each family shows they care for each other.

Read the Big Idea question at the bottom of the Flipchart page. Ask children to tell how they show family members they care about them. Encourage them to share their experiences with the class.


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4 Unit 1 • Lesson 1


Differentiated Instruction CURRICULUM CONNECTION ACTIVITY

To reach all learners, use these optional strategies.

Approaching Level Invite children to share photos of their families with the class. Encourage them to tell how they care for one another.

On Level Ask children to draw a picture that shows one way they care about their family. Invite volunteers to hold up their pictures and tell about them.

Beyond Level Invite children to make a book that includes drawings of how they care for family members. Have them dictate sentences telling about each one as you record their responses on each page.

ELL Point to the word family on Flipchart p. 3 and say it aloud. Show pictures of grandparents, uncles, cousins, brothers, sisters and ask children to say the words with you.

Invite children to act out how they would care for someone in their family.

Ty the Turtle Tips

Language Arts I Care!

• Sing the following song to the tune of “The Farmer in the Dell.”

I’ll make my dad a card.


I will show him that I care!


• Afterward, invite children to innovate on the text by making up other verses to the song that tell about how they care for members of their family, such as: I’ll help my mom rake leaves; I’ll walk my dog today; I’ll hug my dad right now; I’ll help my sister read.

VOCABULARY STRATEGIES

family (Flipchart p. 3) a group of people who live together and care for one another

Write the term on the board. Invite children to name family members they live with as well as people who are part of their extended family.

As you read and discuss the Flipchart page,

write the names of different family members on chart paper. Add to the list as you work through the unit. Encourage children to use each family member’s name in a sentence, such as: My grandma takes care of me on Saturdays while dad works. My sister and I walk our dog everyday.

5Unit 1 • Lesson 1

Lesson 2Families have special ways of doing things.

What can families do together ?Many Families 4

SUMMARY Children learn that families are made up of many different people. They discover that each family has a special way of doing things together.

Objective

Understand and appreciate that children and their families have special ways of doing things.

USE THE VISUAL


Ask: What special thing is each family doing together?


Family customs Children will discover that families have customs, or special ways of doing things. These customs reflect the diversity of the class.

Present this situation to the class: Think about things your family does on weekends. Ask:

Questions1. What is something your family does almost every

weekend?

2. Why does your family do that activity?

Direct children’s attention to Flipchart p. 4. Read the sentence at the top of the page aloud as you track the print. After you have read it a couple of times, invite children to read it with you.

Next, point to each picture. Encourage children to tell you what each family is doing in the pictures. Ask children to share some of the activities their families do on weekends.

Read the Big Idea question at the bottom of the Flipchart page. Ask children to share some of the things they do with their families that are not included in the pictures.


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Differentiated Instruction CURRICULUM CONNECTION ACTIVITY


Approaching Level Ask children to name a special thing they do with their family.

On Level Ask children to draw a picture of something special they do with their family.

Beyond Level Invite children to make a word and picture mobile describing special activities they do with their family.

ELL Using gestures and pointing, tell about what each family is doing on the Flipchart page.

Language Arts My Family

• Invite children to bring in a picture of themselves and their family doing a special activity. If children do not have a picture, have them draw their family engaged in an activity. Attach their photos or drawings onto large pieces of construction paper.

• Ask children to share one sentence that describes the picture they have. More advanced children could share more. Write their responses underneath each photo or picture.

• Encourage children to have good listen-ing skills as other children share their pictures and descriptions.

together (Flipchart p. 4) as a group

Invite children to tell the special things they do with their families at home and with their class-mates in school.

Draw a two-column chart on butcher paper. Write the headings My Family and My Class at the top of each column. Invite volunteers to share the special ways their families do things and record their sentences under the fi rst heading,

such as We use chopsticks when we eat at home. My family goes to the park every Saturday. We walk our dog every evening together. Then have them share the special ways their class does things, such as We say the Pledge of Allegiance every morning. My class has recess each day at 10:00. We bring in cupcakes when it is someone’s birthday.


Organize children into groups. Help them create a short skit of a family activity and invite the rest of the class to guess the activity. Use Ty to model this activity.

Ty the Turtle Tips


Special Days

Lesson 3We celebrate with family and friends .

What special days do you celebrate?

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

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November

SUMMARY Children learn about different holidays. They discover that a calendar is a chart of the months, weeks, and days of the year.

Objective

Understand that families and friends celebrate.

USE THE VISUAL


Ask: What special day do you celebrate in November?


Holidays and Special Days Explain to children that some holidays are religious holidays and may or may not be celebrated by all the chil-dren in the class. On your classroom calendar, record special days in each month.

Present this situation to the class: You and your family are planning to celebrate Thanksgiving Day. Ask:

Questions 1. What will your family do to get ready?

2. What will you do on that special day?

Direct children’s attention to Flipchart p. 5. Read the sentence at the top of the page aloud as you track the print.

Next, have children study the pictures. Invite them to share an experience they have had at a special celebration. Explain that different people may celebrate different holidays or they may have different ways of celebrating. Ask children to describe a special family celebration.

Read the Big Idea question at the bottom of the Flipchart page 5. Ask children to name different special days their family celebrates.


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Differentiated Instruction


Approaching Level Invite children to draw a picture of a favorite activity on a day they celebrate. Help them to label their picture.

On Level Ask children to describe their favorite special days. Have them make a book of celebrations and label for each picture.

Beyond Level Invite children to make symbols for a special day or event and put on the classroom calender.

ELL Using gestures and pointing, describe the special day or event that each family is celebrating on Flipchart p. 5.

celebrate (Flipchart p. 5) to do something special

friends (Flipchart p. 5) people who know you and care for you and like to do things you like to do

Invite the class to make a Friends Celebrate big book. Ask each child to draw a picture that shows how they celebrate a holiday, special day,

or event with friends. Help them to write about it by completing the following sentence: Friends celebrate ______________________.

Put the drawings together and write the title, Friends Celebrate, on the front cover. Read aloud the book together, inviting each child to say the sentence they wrote, then describe what they do on that special day.



Science Celebrate the Unusual

• Brainstorm different science topics that children are interested in learning about or use the topic you are studying currently.

• Now come up with a name for a new holiday that celebrates the most popular topic, for example, Frogs and Tadpole Day, Dinosaur Day, Solar System Day.

• Ask children to help you plan a celebra-tion. Brainstorm food and activities to help celebrate the topic, such as gummy frogs and a game of leapfrog for Frog and Tadpole Day.

• Invite the class to decide when to cele-brate this special day and record it on the class calendar.Encourage children to share the

different ways their families celebrate Thanksgiving. Ask children to use complete sentences, such as: My family eats sweet potato pie. We all go outside and play a game of football.

Ty the Turtle Tips


We Go to School

Lesson 4We learn with friends at school .

What do you learn at school?6

SUMMARY Children explore the many things they learn about school. They discover that school is a safe place where they will make friends and learn about the world.

Objective

Recognize that school is a safe place for them to learn, make friends, and have fun.

USE THE VISUAL


Ask: What are the children doing in the pictures?


All About School Take a field trip around the building or campus. Point out areas and rooms and invite children to name each one and tell what they do there.

Present this situation to the class: It is your new friend’s first day of school and he or she is a little scared. Ask:

Questions1. How can you make your friend feel better?

2. What would you tell your friend about what he or she will do in school?

Direct children’s attention to Flipchart p. 6. Read the sentence at the top of the page aloud. Explain that when we learn, we discover new things, such as how to read, write, count, sing songs, follow directions, etc.

Next, point to the picture of the teacher and children. Ask: How are these children learning? Continue with the other pictures.

Read the Big Idea question at the bottom of the Flipchart page. Encourage children to talk about what they learn in school. Make a list together on the board.


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Approaching Level Invite children to draw a picture of something they learned how to do in school. Help them to label their picture.

On Level Provide each child with a large piece of construction paper. Ask them to make a picture list of things they learn about in school. Encourage them to label each picture.

Beyond Level Invite children to create brochures to give to children new to the class to help them learn about their new school and new class. Encourage them to draw pictures and label each one.

ELL Using gestures, act out what children do when they learn. As you perform these actions, tell them what you are doing. For example: Open a book and point to the words as you say: I learn how to read.

Invite volunteers to talk about something in their classroom that helps them learn. For example: This alphabet strip helps me learn letters. The globe helps me learn about the Earth.

Ty the Turtle Tips

learn (Flipchart p. 6) to get knowledge or infor-mation by discovering new things

school (Flipchart p. 6) place where we learn new things

Write the following sentence on sentence strips. Invite children to fi ll in the blank: I learn how to ______________ in school. Display the sentence strips around the room and add other ones throughout the year as children learn something new.



Music Learning in School

• Teach children the following song that can be sung to the tune of “Here We Go ‘Round the Mulberry Bush.”

This is the way we learn in school, learn in school, learn in school.

This is the way we learn in school, every single day!

Invite children to innovate on the text by making up new lyrics, such as: This is the way I learn to read, say the Pledge, listen to friends, learn to write, learn to count, etc. Encourage children to act out and sing their new songs.


Map and Globe Skills

Map and Globe Map and Globe

SkillsSkills

Use Directions

Some words tell where things are.

Tell where the rabbit is.

up

down

left right

above

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below

To find out what children already know about some relative locations and related terms, have them stand up, then sit down.

Questions1. What is something you see to your right? What is something you see to your left?

2. What is above you? What is below you?

Direct children’s attention to Flipchart p. 7. Read the text aloud, tracking the print. Then point to each set of words and use them in sentences to demonstrate their meaning.

Questions1. Is the teacher to the right or to the left of the children?

2. Are the books above the rabbit cage?

3. Which children are sitting down?

Read the Try the Skill question and ask volunteers to answer. (Possible answers: The rabbit is above the bookcase. The rabbit is to the left of the windows. The rabbit is behind the table and chairs.)


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12 Unit 1 • Map and Globe Skills

Activities

Writing Activity

• Have children draw a picture of their class-room and classmates.

• Ask them to draw arrows pointing to peo-ple and objects to show where things are located.

• Help them to label their picture using posi-tions words, such as left, right, up, and down, above, and below.


Math Follow Directions!

• Provide each child with a piece of unlined paper, a pencil, a red crayon, and a blue crayon.

• Read aloud the following directions, one at a time:

• With a pencil, draw a circle in the middle of the paper.

• With a blue crayon, draw an x to the left of the circle

• With a red crayon, draw a square to the right of the circle.

• Go around the room to make sure stu-dent’s drawing resemble the one here.

Write directions on the board. Explain to children that this word can mean two things. It can mean the steps you follow to do something. It also can mean how to get somewhere. Write above, below, up, down, right, and left on he board. Say the words and act them out. Have children mirror you to practice them.



Health Simon Says

• Invite children to play a game of “Simon Says.” Explain that when a command is given that begins with “Simon Says,” children should follow the order. Mention that when an order is given that does not begin with “Simon Says,” children should not follow the order.

• Use related terms, pausing between each order for children to either act or stay still. For example: Simon says: hold up your left hand. Simon says: look to your right. Put your hands above your head.

• When children become proficient with the related terms found on Flipchart page 7, use other ones, such as high/low, in/out, forward/backward, near/far, behind/in front of and so on.

13Unit 1 • Map and Globe Skills

Lesson 5 Rules help us get along.

What rules do you have at your school?

cooperate

share

My Classroom 8

SUMMARY Children discover that rules are made to help them get along with one another and to be fair, cooperate, and share.

Objective

Learn the importance of follow-ing rules, cooperating and sharing.

USE THE VISUAL


Ask: What are the children doing that helps them get along?


All About Rules As you discuss rules with children, be sure to point out that rules do two important things: keep us safe and healthy and help us cooperate.

Present this situation to the class: You are playing with two of your friends. But you only have one toy. Ask:

Questions1. How can everybody get a chance to play with the toy?

2. How would you feel if someone would not share with you?

Direct children’s attention to Flipchart p. 8. Read the sentence at the top of the page aloud as you track the print. Explain that rules tell us what to do. Rules help to keep us safe and also help us to be fair. Talk about the words share and cooperate. Ask them to tell about a time when they cooperated or shared.

Next, have children study the pictures. Ask: How are these children cooperating? What are they sharing?

Read the Big Idea question. Encourage children to describe classroom and school rules and discuss how the rules help children cooperate and get along.


TEACH2 TEACH22

CLOSE3 CLOSE33





Approaching Level Have children point to each Flipchart picture and describe how the children are following rules.

On Level Ask children to fold a piece of paper in half. Have them draw pictures of two rules they follow. Help them to label their pictures.

Beyond Level Invite children to make posters about how to follow important school rules.

ELL Using gestures, act out these rules as you say the following: We work together. We share. We take turns. We wait in line. These are rules.

rules (Flipchart p. 8) tell us what to do in order to be safe and get along

cooperate (Flipchart p. 8) work together

share (Flipchart p. 8) to enjoy and use together

Draw a two-column chart. Write the following sentence starters at the top of each column: We cooperate and We share. Invite children to fi nish each sentence.

We cooperate We share

by raising our hands.

books.

by listening to others.

crayons.

by taking turns. toys.


Invite children to name a rule they follow at home or in school, such as: I raise my hand. I wash my hands. I wait my turn. I listen to friends. I share my books. Have them take turns acting out one of the rules. Encourage the class to guess the rule.

Ty the Turtle Tips


Civics Let’s Share a Snack!

• Tell the class they are going to share a tasty and healthy snack. Place the snack mix in a large bowl.

• Ask children to help you count how many teachers and children there are.

• Show children a set of measuring cups. Examine the different sizes. Ask them which cup they should use in order to divide the snack mix so everyone gets the same amount.

• Choose a measuring cup that is too large and measure scoops into another large bowl while they count. Then show them that you have to use a smaller mea-suring cup.

• Divide snack mix into baggies or cups and enjoy!


Lesson 6These children go to school in Africa.

How is this school like your school?Schools Are Everywhere 9

SUMMARY Children will learn that schools exist all over the world. They will see how children around the world also go to school to learn, have fun, and meet friends.

Objective

Examine how schools in other countries are similar to schools in the United States.

USE THE VISUAL


Ask: How does this school look like your school?


School Life in Africa Schooling in Africa differs from country to country. For example, in Ghana, in western Africa, in the countryside, many schools have mud walls and thatched roofs.

Present this situation: You have a new pen pal from another country, and he or she wants to know about your school. Ask:

Questions1. What would you tell them about your school?

2. What would you like to know about your pen pal’s school?

Direct children’s attention to Flipchart p. 9. Read aloud the sentence at the top of the page. Explain that although the school building is very different from your school, similar activities go on inside the school. Point out that the children pictured on the Flipchart page live and go to school in Africa. Display a map of the world. Point to and trace the outline of Africa and explain that there are many countries in Africa.

Direct children attention to the smaller picture. Ask: What are the children doing in this picture?

Read the Big Idea question at the bottom of Flipchart p. 9. Encourage children to compare their school to the school in Africa.


TEACH2 TEACH22

CLOSE3 CLOSE33





Approaching Level Ask children to take turns naming one thing about school in the United States.

On Level Help children to label a piece of paper, My School. Ask them to draw a picture about something they do in school.

Beyond Level Show children a Venn diagram. Help them use the diagram to compare and contrast their school with one in Africa.

ELL Point to the children on the Flipchart page, then to Africa on a map. Say: These children go to school in Africa. Then say: You go to school in the United States.


Global Connection Akwaaba! Welcome to Ghana

• Gather books and other materials about Ghana (or another country in Africa). Show pictures of this country to children. Encourage them to discuss what it would be like to visit Ghana. Brainstorm what they would like to learn more about, recording their responses on chart paper.

• Invite children to create a museum display in the classroom that features in-formation about the languages, clothing, food, sports, arts and crafts, and music and dance of African people.

• Encourage children to make a variety of things to display in their “living his-tory museum,” such as place mats with colorful Kente cloth designs, a little book of greetings and words, musical instru-ments to accompany a traditional song, an accordion book featuring customs of African people, and so on.

Write Africa on the board. Point to the capital A and ask children why they think the word has a capital letter. Explain that names of specifi c places and names of people always start with

a capital letter. Write other proper nouns to demonstrate the concept, beginning with each child’s name, the name of the school, the street name, the community’s name, and so on.


Help children search the library for more books that show schools in different countries. Ask chil-dren to share their books with the class. Help them summarize how school life is similar to and different from school life in the United States.

Ty the Turtle Tips


Retell Vocabulary

Write the Unit 1 vocabulary on the board.

special celebratefamily

learnfriend

rule sharecooperate

● Ask children to find something in the room that reminds them of each word. If children cannot find anything, ask them to act out a definition of the word.

● Play Up/Down. With the word family, say stand up if family is made up of people who care for us and who help us and sit down if family is a type of snack you have after school. Continue the game with the other words.

● Ask children to tell you what each word means. Invite volunteers to use each word in a sentence.

Unit 1 Review

8

My Own Calendar Write the name of a month. Draw a

picture at the top to show a special day in your month.

DateName

UNIT 1 We Have Families

Use with Unit 1, Chart and Graph Skills

© M

cGra

w-H

ill

WednesdayTuesdayMondaySunday SaturdayFridayThursday

Month:

CURRICULUM CONNECTION MUSIC

7UNIT 1 We Have Families

Clap and Sing! Clap and sing a birthday song!

DateName

Use with Unit 1, Lesson 3

© M

cGraw

-Hill

Hap – py birth – day!

(4 claps)

Hap – py birth – day! (4 claps)



DateName


© M

cGraw

-Hill

Happy Birthday to Me!Fill in the birthday card below.

Draw a picture to show how you want to celebrate your next birthday.

Student Page

On Your OwnOn Your Own

My Picture:HAPPY BIRTHDAY TO ME!

My Name:

My Age:

DateName

A Book

About Me by

I am ________ years old.

My eye color is ___________.

My hair color is _____________.


© M

cGraw

-Hill

Big Idea ProjectWrite a book about you. Write on

the pages below and on the next page. Cut out the pages. Staple them together.

Student Page


UNIT 1 We Have Families 5

© M

cGraw

-Hill

Who am I?

Activity Page Time

At Home Activity 6 10 minutes

Big Idea Project

Happy Birthday to Me!

7–8

9

15 minutes

10–15 minutes

Portrait Pals

Poem and Picture Poster

Citizenship: School Rule Skits

10–11

12–13

14

20–30 minutes

20 minutes

30 minutes

At HomeAt Home


In a GroupIn a Group

Assessment Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . pages 45–48

We Have FamiliesTeacher Planning Guide

CURRICULUM CONNECTION ART

Family Activity PuzzleDraw something families do together in

the square below. Cut out the puzzle with your family. Do the puzzle together.

6UNIT 1 Hello World

DateName

Use with Unit 1, Lesson 2

© M

cGraw

-Hill

Using the leveled reader Indian New Year, have children retell the events of the story. Show children three pictures and have them tell what happened first, next, and last. Encourage them to retell the story in their own words.

18 Unit 1 • Review

Big Idea Project

Dinah Zike’sFoldables

Make a MobileHave children make mobiles that reflect who they are and the special days they celebrate with their families.

1. Invite children to draw pictures of their family, showing special days they celebrate together.

2. Ask them to write a label on the back of the pictures telling about each special day.

3. Help them to attach the pictures to a hanger.

4. Encourage children to share their mobiles with the class.

✓ Make drawings to communicate ideas.

✓ Provide accurate and detailed information.

✓ Use appropriate color, shape, texture, space, and value.

✓ Organize information within the designated space.

✓ Influence thinking about the topic through artistic interpretation.

✓ Apply thinking strategies (organize information to demonstrate understanding).

Who I Am Activity

Who I Am?Have children review the information in their Foldables in small groups or in pairs to review what they have learned in Unit 1. As a whole class, ask children to discuss what they learned. Look under the tabs to check children’s responses.

Writing Activity • Using the Foldables, have children answer the

Big Idea question: Who am I? (Possible answer: I am a classmate, friend, girl, sister, dancer, reader, daughter, listener, and so on.)

Performance Assessment

FamilyMe

School

18PUnit 1 • Review

Unit 1 Who am I?glencoe.com/ebooks/social_studies/tlx/gradek/twe/GrK_U01_151482.pdfGetting Started...

Documents

Transcript of Unit 1 Who am I?glencoe.com/ebooks/social_studies/tlx/gradek/twe/GrK_U01_151482.pdfGetting Started...