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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
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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.
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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.
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Answer Key
pancake
basketball
hotdog
cowboy
mailbox
cupcake snowshoe
horseshoe
butterfly
Shoe
Box
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Shoe
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012
by P
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Res
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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
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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
chin
g R
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
gniz
e le
ngth
reco
gniz
e vo
lum
e
reco
gniz
e w
eigh
t
reco
gniz
e ar
ea
reco
gniz
e tim
e
com
pare
/ord
er o
bjec
ts
use
nons
tand
ard/
st
anda
rd u
nits
sele
ct a
ppro
pria
te u
nit/
tool
use
mul
tiple
cop
ies
of
uni
ts
use
repe
titio
n of
si
ngle
uni
t
use
tool
s to
mea
sure
mak
e co
mpa
riso
ns/
estim
ates
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.
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