unit 3 Colours and Shapes - Portage & Main Press · unit 3 Colours and Shapes by Joni Bowman...

unit 3 Colours and Shapes

by Joni Bowman

Unit3_final.indd 1 5/1/08 9:09:54 AM

SAMPLES 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 3 – Colours and Shapes ISBN 978-1-55379-163-8

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.

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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.

20 7,438 14 955 1,792



Letter to Parents/Guardians 2

Books for Children 3

Mathematics 4

1 AAB Patterning 4

2 Sorting Buttons 9

3 Graphing Favourite Colours 13

4 Counting Coloured Cubes 17

5 Introducing Numbers 11 to 15 22

6 Introducing Numbers 16 to 20 27

7 Scoops of Ice Cream (Ordering Numbers From 1 to 20) 32

8 Graphing Eye Colour 39

9 Introducing the Triangle and the Square 44

10 Introducing the Circle and the Rectangle 50

11 Shape Pictures 58

12 Colour and Shape Bingo 62

13 Sorting Crayons 66

14 Weighing a Rainbow of Fruit 71

15 Ordering Shapes by Size 76

16 Ordinal Numbers 83

Language Arts 87

Weekly Poem 1 – Colour Song 87

Home-School Connection 87

Day 1/Lesson 1 88

Day 2/Lesson 2 88

Day 3/Lesson 3 90

Day 4/Lesson 4 91

Day 5/Lesson 5 91

Weekly Poem 2 – Sing a Rainbow 93


Day 1/Lesson 1 94

Day 2/Lesson 2 95

Day 3/Lesson 3 96

Day 4/Lesson 4 96

Day 5/Lesson 5 97

Weekly Poem 3 – Colour Chant 100


Day 1/Lesson 1 101

Day 2/Lesson 2 102

Day 3/Lesson 3 103

Day 4/Lesson 4 104

Day 5/Lesson 5 105

Weekly Poem 4 – Green Giant 106


Day 1/Lesson 1 107

Day 2/Lesson 2 108

Day 3/Lesson 3 108

Day 4/Lesson 4 109

Day 5/Lesson 5 110

Additional Poems and Songs 114

Integrated Studies 117

1 Introducing Primary and Secondary Colours 117

2 Colour Magic 122

Additional Integrated Studies 127

1 Colour Exhibition 127

2 Hand Over the Hat 127

3 Squishy Bags 127

4 Colour Chemists 127

5 Colour Days 128

6 Rainbow in a Cup 128

7 Float & Sink 129

8 Mystery Box 129

9 Colour Concentration 129

10 Mixing Playdough 129

Centres 130

Reading Centre 130

Writing/Language Centre 130

Arts & Crafts Centre 130

Discovery Centre 131

Mathematics Centre 131

Tactile Centre 132

Listening Centre 132

Dramatic Centre 132

Big Book Ideas 136

1 What Do You See? 136

2 The Colours We See 138

Sources 138

CONTENTS



Dear Parents/Guardians,

It is hard to believe we are entering the third month of our Kindergarten Journey. Over the

next several weeks, your child will be involved in a variety of activities based on the theme,

“Colours and Shapes.” Some of the hands-on activities will include the following:

n creating and extending patterns using colours and shapes

n graphing eye colour and comparing the results

n conducting a survey of favourite colours and graphing the results

n making a shape book starring Terry Triangle, Sammy Square, Cindy Circle, and Robby

Rectangle

n counting and sorting buttons and coloured blocks

n playing counting games that focus on the numbers from 11 to 20

n mixing primary colours to create secondary colours

n reciting colour poems and songs with a focus on rhyming words and the identifi cation

of some basic sight words

n exploring the capacity of a variety of containers

n playing Colour and Shape Bingo

n creating actions to colour poems in cooperative groups

To encourage creativity, our Dramatic Centre will start out as an Art Centre fi lled with artist

materials such as smocks, easels, paintbrushes, sculpting clay, and blocks. It will then turn

into a clothing store where students can role-play with dress-up clothing, costume jewellery,

hats, and shoes of various colours and patterns. The Listening Centre and Reading Centre

will provide literature-rich environments fi lled with fi ction and nonfi ction books on colours

and shapes. At our Discovery Centre, students will be combining primary colours (red,

yellow, and blue) to create new colours. Students’ creativity will be tapped at the Arts &

Crafts Centre where they will experiment with fi nger-paints.

Once again, your child will bring home weekly poems. Remember to review the poems and

complete the home-school connection activities. Thank you for your comments in our Big

Books. I know the children have enjoyed sharing their work with you. Keep your eyes open

for the next two books that will be circulating throughout our kindergarten homes.

Our letters of the month are c for colour and r for rainbow. Our number of the month is 4.

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

of both letters and numbers.

Thank you so much for your continued support. We look forward to our third exciting

month on our Kindergarten Journey.

Sincerely,

2 Kindergarten Plus!



Focus

Students will identify, reproduce, extend, and create AAB patterns using shape cutouts.

Materials

n Circle Cutout (BLM 3.1.1)n AAB Pattern activity sheet (BLM 3.1.2)n penciln construction paper (orange and yellow)n scissorsn multi-coloured circle stickersn paper plates

PreParation

n Photocopy the Circle Cutout. Cut out the circle, and trace 12 circles: eight on orange construction paper and four on yellow. Cut out the circles.

n Photocopy the activity sheet AAB Pattern, and cut each activity sheet in half (one strip per student).

n Put a handful of circle stickers on a paper plate (one plate per table of students).

teaching the lesson

1. Have the students sit in a large circle. Ask them to watch you closely as you do the following: Place one orange circle in front of you. Place another orange circle beside the first orange circle. Place a yellow circle next in line, followed by an orange circle, another orange circle, and a yellow circle. (See below.)

Ask the students:n What colour will the next circle be? (Answer: orange)

You may wish to laminate the 12 circle cutouts for future use.

orange orange yellow orange orange yellow

LESSON 1 aab PATTERNINg

Mathematics

� Kindergarten Plus!



Select a student to add an orange circle to the line of circle cutouts. Say:n Let us see what we have so far. Say the colours with me: “orange,

orange, yellow, orange, orange, yellow, orange.” n What colour will the next circle be? (Answer: orange)

Continue this process until all the circles have been placed in a straight line. Ask the students:n Does anyone know what we call the pattern we have created?

Tell the students that the pattern is called an AAB pattern. An AAB pattern has two things that are the same (in this case, orange circle, orange circle) followed by something different (in this case, yellow circle).

2. Ask the students: n Do you think we can make an AAB pattern, using the girls and boys in

our class?

Select a girl to stand up to begin the pattern. Ask:n If we are making an AAB pattern and we have started with a girl, would

a boy or a girl be next in line?

Select a girl to be second in line, then ask:n Who will be next in line, a boy or a girl?

Select a boy to stand in line beside the two girls. Say to the students:n Let us see what we have so far. Say the words with me: “girl, girl, boy.” n Who will come next in our AAB pattern, a boy or a girl? (Answer: girl)

3. Continue using the students to make a class AAB pattern.

Follow-uP student activity

1. Distribute a copy of the activity sheet (paper strip) AAB Pattern (BLM 3.1.2) to each student.

2. In small groups, have students sit at the work tables.

3. Explain to students that they are going to use the circle stickers that are on the paper plates to make their own AAB patterns. They will select two different-coloured circle stickers for their pattern.

4. Have students attach one line of circle stickers across their activity sheet in an AAB pattern.

extending the idea

n Use different-coloured circle cutouts (e.g., blue and red) to create new AAB patterns.

n Use the students to create new ways to make AAB patterns (e.g., brown hair, brown hair, blond hair; brown eyes, brown eyes, blue eyes).

Remind students to attach their first sticker to the left-hand side of their activity sheet and work across the page from left to right.

Unit 3 • Colours and Shapes �



n Create simple AAB rhythms for the students to replicate (e.g., clap, clap, tap knees).

n Have the students create their own AAB patterns, using various objects found in the classroom (e.g., coloured blocks, crayons, toy cars).

n Let the students use different-coloured Bingo daubers, nontoxic felt pens, rubber stamps, and so on, to make their own AAB patterns.

student assessMent

n Observe students’ ability to create and extend an AAB pattern. Use the Rubric sheet, GBLM-2, to record your observations.

Suggested achievement levels:

Level 1 – completes and extends an AAB pattern with assistance

Level 2 – completes and extends an AAB pattern with limited assistance

Level 3 – independently completes and extends an AAB pattern with few errors

Level 4 – independently completes and extends an AAB pattern with no errors

� Kindergarten Plus!



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WEEkLy POEM 1 COLOuR SONg

Colour Song one(sung to: the itsy Bitsy Spider)

Orange is a carrot,Yellow is a pear,Green is the grass,And brown is a bear.Purple is a plum,Blue is the sky,Black is a witch’s hat,And red is cherry pie.

hoMe-school connection

n Encourage your child to tap the words as you read the poem together.n Reread the poem. This time, have your child circle all the colour words, using the

matching coloured marker, crayon, or pencil crayon (for example, circle the word red with a red marker. (You may help point out any colour words that your child cannot find.)

n Make a list of any other colour words your child knows on the back of this page. Print the colour words for your child, or dot the outline of the letters and have him/her trace the letters.

Unit 3 • Colours and Shapes ��

Language Arts



Materials

n copy of the poem, “Colour Song One” (page 87)n chart papern felt markersn pocket chartn sentence stripsn index cardsn masking tape

n rainbow pointer (piece of dowel with a rainbow, or a coloured eraser, glued to the top)

n colour words, each printed on a separate index card (orange, yellow, green, brown, purple, blue, black, red)

day 1/lesson 1

Focus

To introduce the students to the poem, “Colour Song One.”

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 ledge, bulletin board).n Photocopy the poem and Home-School Connection on page 87 (one copy

per student). Place the sheet in each student’s “Watch Me Read” Duo-tang. Remember to send the Duo-tang home with the students at the end of the week.

activity

1. Have the students gather around the chart paper. Ask the students to listen carefully as you sing the poem aloud. Ask the students:n Do you recognize the tune of this poem?n What other song do you know that has the same tune?

Now, read the poem aloud. This time, use the rainbow pointer to point out the words as you read them. Read the poem again, and have the students be your “echo.” Read one line of the poem, and have the students repeat the line after you. Finally, read (or sing) the poem together.

extending the idea

n Select a student to be the teacher. The student can use the rainbow pointer to point out the words as you read (or sing) the poem together as a class.

use the corresponding colour marker to print the colour word (e.g., for the word red, use a red marker).

�� Kindergarten Plus!



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