Sample Pages from. Created by Teachers for Teachers and Students

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1 Sample Pages from Created by Teachers for Teachers and Students Thanks for checking us out. Please call us at with questions or feedback, or to order this product. You can also order this product online at For correlations to State Standards, please visit

2 Teacher s Guide Level K

3 Table of Contents Introduction Research on Mathematics and Literacy....5 How to Use This Product...12 Organization of the Books Components of the Product Assessment Strategies Reading Levels Chart Level K Pacing Plan Program Scope and Sequence...22 Mathematics Chart Nonfiction Literacy Chart Book Summaries...25 Standards Correlations NCTM Correlations McREL Language Arts Correlations TESOL Correlations Using the Books Unit 1: The Pet Store Book Lesson Plan Student Reproducibles The Toy Store Book Lesson Plan Student Reproducibles Focused Mathematics Lesson Pretest Lesson Plan Student Reproducibles Using the ProblemSolving Transparencies Lesson Plan Student Reproducibles Unit 2: Comparing Numbers At the Pond Book Lesson Plan Student Reproducibles In the Garden Book Lesson Plan Student Reproducibles Focused Mathematics Lesson Pretest Lesson Plan Student Reproducibles Using the ProblemSolving Transparencies Lesson Plan Student Reproducibles Unit 3: Addition At the Playground Book Lesson Plan Student Reproducibles Fun in the Sun Book Lesson Plan Student Reproducibles Focused Mathematics Lesson Pretest Lesson Plan Student Reproducibles Using the ProblemSolving Transparencies Lesson Plan Student Reproducibles Unit 4: Subtraction The Snack Shop Book Lesson Plan Student Reproducibles The Bakery Book Lesson Plan Student Reproducibles Focused Mathematics Lesson Pretest Lesson Plan Student Reproducibles #14422Mathematics Readers, Level K 3

4 Table of Contents (cont.) Using the ProblemSolving Transparencies Lesson Plan Student Reproducibles Unit 5: Patterns Recess Time Book Lesson Plan Student Reproducibles Games Are Fun Book Lesson Plan Student Reproducibles Focused Mathematics Lesson Pretest Lesson Plan Student Reproducibles Using the ProblemSolving Transparencies Lesson Plan Student Reproducibles Unit 6: Shapes Around Town Book Lesson Plan Student Reproducibles Around Home Book Lesson Plan Student Reproducibles Focused Mathematics Lesson Pretest Lesson Plan Student Reproducibles Using the ProblemSolving Transparencies Lesson Plan Student Reproducibles Unit 7: Nonstandard Measurement After School Book Lesson Plan Student Reproducibles At School Book Lesson Plan Student Reproducibles Focused Mathematics Lesson Pretest Lesson Plan Student Reproducibles Using the ProblemSolving Transparencies Lesson Plan Student Reproducibles Unit 8: Classifying and Sorting Farm Animals Book Lesson Plan Student Reproducibles Wild Animals Book Lesson Plan Student Reproducibles Focused Mathematics Lesson Pretest Lesson Plan Student Reproducibles Using the ProblemSolving Transparencies Lesson Plan Student Reproducibles Diagnostic Test Culminating Activity Appendices Appendix A: References Cited Appendix B: Interactive Mathematics Activities CD Appendix C: Glossary Appendix D: Answer Key Appendix E: Contents of Teacher Resource CD #14422Mathematics Readers, Level K

5 Introduction How to Use This Product (cont.) Components of the Product The Pet Store and The Toy Store #14422Mathematics Readers, Level K 15 Timeline for the Unit Day 1 Day 2 Day 3 Day 4 Day 5 Mathematics Complete the Introduction to Mathematics Vocabulary and the Before Reading activities. (30 min.) Complete the During Reading activities. Assign the student activity sheet. (30 min.) Complete the After Reading activities. Begin the Focused Mathematics Lesson. (45 min.) Complete the Focused Mathematics Lesson. (60 min.) Complete the ProblemSolving Lesson. (45 min.) Language Arts Complete the Before Reading activities. (30 min.) Complete the During Reading activities. (60 min.) Complete the After Reading activities. (45 min.) Have students reread the books or do the extension activities. Reread, if necessary, or complete the extension activities. O B J E C T I V E S O B J E C T I V E S Mathematics: Students will count objects with onetoone correspondence. Nonfiction reading: Students will relate new information to prior knowledge and experiences. Nonfiction writing: Students will use writing and other methods to describe familiar persons, places, objects, or experiences. Timeline for the Unit This chart provides information to help you organize your scheduling of the unit. It estimates how long each part of each lesson will take to complete with your class. Objectives Listed here are the mathematics, reading, and writing objectives for the lesson plans. Each pair of books has the same objectives so that students are focused on learning the same skills and concepts. #14422Mathematics Readers, Level K 33 Introduction to Mathematics Vocabulary Each set of lessons has an activity to introduce the mathematics vocabulary. This activity introduces the key mathematics words for the unit and is completed as a whole class. 34 The Pet Store and The Toy Store (cont.) Materials counters or manipulatives index cards and marker selfsealing plastic bags Introduction to Mathematics numberdescribes how many or how much Vocabulary numerala symbol that stands for 1. Tell students that this lesson will be a number about numbers and counting. Display orderarranged by size, value, or a handful of counters on the table or amount overhead. Tell students this is a set of counters. Explain that a set is a group setgroup of things of things. 2. Tell students that if you want to know how many items are in a set, you can count the items. When you count, you add the items one by one to find the total number, or how many. 3. Explain to students that to count each item, you say the numbers in order without skipping any numbers and without skipping any objects. Tell students you will say one number for each object. Begin counting the objects in the set as you say the numbers out loud. Touch each object as you say a number. Count the objects in the set again, but this time have students count out loud with you. 4. Tell students that you can write the number of objects that are in the set on a sheet of paper so you will not forget how many there were. Tell students that when you write the symbol for the number, it is called a numeral. Write the numeral for the set you counted in step 3 on an index card. 5. Tell students that numerals can also be written as words. Write the number word under the numeral on the index card. 6. Repeat the procedures above with several more examples. Have students join you when they are capable. Differentiation Provide abovegradelevel students with several sets of manipulatives in selfsealing plastic bags and index cards with the corresponding numerals on them. Have students match the numerals to the corresponding sets of manipulatives. #14422Mathematics Readers, Level K Vocabulary countthe process of adding one by one in order to find the total number in a collection or set The Pet Store and The Toy Store (cont.) Using the Books 7. Divide students by ability levels into reading groups. Students on or above a kindergarten reading level should read The Pet Store books. Students who are reading below a kindergarten level should read The Toy Store books. 8. Within these groups, complete the activities described in each lesson plan on the following pages: The Pet Store book (pages 36 40) The Toy Store book (pages 41 45) 9. At the end of the lessons, bring the students back together as a group to complete the Focused Mathematics Lesson on pages Using the Focused Mathematics Lesson Each Focused Mathematics Lesson uses concrete models, pencil and paper tasks, and application activities to develop mastery of the objective(s). The lesson starts and finishes with the books so that the mathematical learning is closely tied to the reallife aspects of the books. Using the ProblemSolving Transparencies There are two problemsolving transparencies to support this unit of study. The first matches the problemsolving activity on pages of the books, and the second supports the integration of mathematical skills and problemsolving strategies. Each can be used in a number of different ways. You can follow the specific lesson plans (pages 52 55) to analyze and discuss the reallife problems with your reading groups. Or, you can have a paraprofessional or parent volunteer use the lessons and transparencies with small, heterogeneous groups. You can also use the transparencies for wholeclass lessons. Assessment This unit has a pretest (page 46; page46.pdf) of the mathematical objective. You can use the pretest to determine which skills your students need to focus on the most. This test can be administered at any time prior to the teaching of the Focused Mathematics Lesson so that results can be used to differentiate instruction. Also included is a Diagnostic Test (pages ; page225.pdf) to assess student learning. #14422Mathematics Readers, Level K 35 Using the Books This section begins the actual lesson plan for working with the students as they read the books. This is the first page of the lesson plan. In total, there are three sections: Before Reading, During Reading, and After Reading. Many of the activities and questions can be used in any order that you would like. You do not need to follow the stepbystep directions to be successful with these activities.

6 Introduction How to Use This Product (cont.) Components of the Product (cont.) Student Reproducibles There are many student guided practice pages throughout the unit. These pages can be completed individually, in small groups, or as homework. Every book lesson has a page like this one, which relates directly back to a You Try It! activity in the book. A PDF of a second You Try It! activity sheet can be found on the Teacher Resource CD. Students may want to refer back to the book to get further information so they can solve the problems. 40 Focused Mathematics Lesson: Student Reproducibles Name The Pet Store You Try It! Independent Practice Directions: Answer the question. These cats are hungry. Count the cats. Each cat needs one bowl of food. How many bowls of food are needed? #14422Mathematics Readers, Level K Learning Objective Mathematics: Students will count objects with onetoone correspondence. Materials copies of in the Room (page 51; page051.pdf ) numerala symbol that stands for a number orderarranged by size, value, or amount setgroup of things counters or manipulatives Assessment This mathematics lesson has a pretest (page 46; page046.pdf ) of the mathematical objective. Use the pretest to determine which skills your students need to focus on the most. This pretest can be administered at any time prior to the teaching of this lesson so that results can be used to differentiate instruction. Also included is a Diagnostic Test (pages ; page225.pdf ) which can be used as a posttest to assess student learning. 123 copies of TenFrame (tenframe.pdf ) (optional) Book WarmUp Distribute copies of The Pet Store and The Toy Store books to students. Ask students to look through the books and notice how the photographs are organized. Ask students whether the objects are lined up in rows or scattered throughout the page. Discuss which presentation is easier to count. Focused Mathematics Lesson As students finish with the book, move into the whole class mathematics lesson. The lesson focuses on key mathematical skills and concepts. The activities can be completed during mathematics time in support of what you have done during reading instruction #14422Mathematics Readers, Level K There are a total of 16 transparencies. Eight of the transparencies match the problemsolving activities in the books. The other eight were created to support the integration of mathematical skills and problemsolving strategies. How Many Fingers? overhead transparency (fingers1.pdf ) Materials The Pet Store and The Toy Store books Handfuls of Blocks overhead transparency (blocks1.pdf ) copies of Blocks activity sheet (page 54; page054.pdf ) Handfuls of Blocks copies of Fingers activity sheet (page 55; page055.pdf ) blocks or snap cubes chart paper and marker Summary Students grab two handfuls of blocks and stack them in one column. To find out how many there are, students count the number of blocks and then write down the numeral. ProblemSolving Steps 1. Ask students if they have ever played with blocks before. Allow students to share some of the things they have done or built with blocks. 2. Display the Handfuls of Blocks transparency. Explain to students that they are going to count blocks to find how many there are. 4. Explain to students that they must count in order to answer the question. Model for students how to complete the task and how to record their answers on the Blocks activity sheet (page 54). 52 ProblemSolving Transparency Handfuls of Blocks Each lesson has a problemsolving overhead transparency. These transparencies can be used in small group lessons or for wholeclass activities. The reallife problems on the transparencies support the mathematical concepts of the unit. Using the ProblemSolving Transparencies: Using the ProblemSolving Transparencies Materials blocks 3. Direct students to read the problem silently while you read it aloud. 5. Distribute copies of the Blocks activity sheet and blocks or snap cubes to students. Have students work to complete the task with a partner and record their answers on their activity sheets. 6. Discuss the activity sheet with the class once everyone has had an opportunity to complete the problem. Complete the Extend It! portion of the activity sheet as a group. Differentiation Be sure to pair belowgradelevel students with an on or abovelevel student, or record the numeral for students on a sheet of chart paper. An indepth version of the problemsolving transparency is provided (blocks2.pdf ) on the Teacher Resource CD. This version includes stepbystep directions for solving the problem. #14422Mathematics Readers, Level K SOLVE IT! How many blocks can you hold? IMAGE CREDITS: ShuT TERSToCk 5 copies of How Many of Each? (page 50; page050.pdf ) numberdescribes how many or how much 5 The Pet Store and The Toy Store books countthe process of adding one by one in order to find the total number in a collection or set 10 copies of Pretest (page 46; page046.pdf ) Vocabulary 1. Get 2 handfuls of blocks. 2. Stack the blocks. 3. Count the blocks out loud. #14369Mathematics Readers, Level K #14422Mathematics Readers, Level K

7 Introduction How to Use This Product (cont.) Components of the Product (cont.) For use with either Macintosh or Windows Teacher Resource CD Level K This CD contains reproducible teacher resource materials and student activity pages by Teacher Created Materials, Inc. TCM Teacher Resource CD Helpful reproducible resources and PDFs are provided on the accompanying CD. Find a detailed listing of the CD contents on pages The CD includes: Reproducible PDFs of all assessments Diagnostic Test Item Analysis Excel spreadsheet PDFs and Word documents of all books Reproducible PDFs of the problemsolving transparencies Reproducible PDFs of indepth versions of the transparencies that include stepbystep directions for solving the problem Reproducible PDFs of all student activity sheets Reproducible PDFs of You Try It! Guided Practice student activity sheets Reproducible PDFs of additional teacher resources Interactive Mathematics Activities CD Eight engaging CDbased mathematical games are provided on three CDs included in the kit. Find a detailed description of the activities and how to use them on pages Game titles include: Dot to Dot Ordering Froggy Plus Subtract Mad Monkeys Shape Pictures Weight Quiz Shape Sort #14422Mathematics Readers, Level K 17

8 Assessment is an integral part of this unit of study. You can gain insight into students learning through written pretests, smallgroup observations, analysis of written assignments, the diagnostic test, and the culminating activity. These frequent formal and informal assessments provide you with the data needed to make informed decisions about what to teach and how to teach it. This is the best way for you to know which students are struggling with various concepts and how to address the difficulties that students are experiencing with the curriculum. There are several points throughout each lesson where useful evaluations can be made. Depending on the results, you can decide if you should continue with the lesson as planned or go back to reteach or reinforce concepts Before the Focused Mathematics LessonBy giving the lesson pre test, you can determine which aspects of the lesson to focus on. You can also use this assessment to differentiate your instruction. Students who do well on the pretest can complete the extension activities, while students who do not get all of the questions correct should participate in the lesson and may need some reteaching opportunities. Student Reproducibles Name Pretest Directions: Circle the best answer for each question. 1. Count how many. 3. Which group has 7? A. A. 8 B. 6 B. C. 7 D Which group has 16? 2. Count how many. A. A. 15 B. B. 11 C. 14 D. 13 #14422Mathematics Readers, Level K 123 Assessment Strategies Focused Mathematics Lesson: Learning Objective Mathematics: Students will count objects with onetoone correspondence. countthe process of adding one by one in order to find the total number in a collection or set Materials numberdescribes how many or how much copies of Pretest (page 46; page046.pdf ) 10 numerala symbol that stands for a number The Pet Store and The Toy Store books copies of How Many of Each? (page 50; page050.pdf ) 5 orderarranged by size, value, or amount copies of in the Room (page 51; page051.pdf ) 5 Vocabulary setgroup of things counters or manipulatives copies of TenFrame (tenframe.pdf ) (optional) Assessment 123 How to Use This Product (cont.) This mathematics lesson has a pretest (page 46; page046.pdf ) of the mathematical objective. Use the pretest to determine which skills your students need to focus on the most. This pretest can be administered at any time prior to the teaching of this lesson so that results can be used to differentiate instruction. Also included is a Diagnostic Test (pages ; page225.pdf ) which can be used as a posttest to assess student learning. Book WarmUp Distribute copies of The Pet Store and The Toy Store books to students. Ask students to look through the books and notice how the photographs are organized. Ask students whether the objects are lined up in rows or scattered throughout the page. Discuss which presentation is easier to count #14422Mathematics Readers, Level K Student Reproducibles Using the ProblemSolving Transparencies: (cont.) How Many Fingers? Summary In this problem, students count to find the number of fingers on two students. 1. Ask students to count various parts of their bodies. For example, ask students how many noses they have, how many ears, and how many fingers. Record students responses on a sheet of chart paper, if desired. 2. Display the How Many Fingers? transparency. Have students read the problem silently as you read it aloud. Explain to students that they will count to figure out how many fingers are on two people. 5. Discuss with students the Extend It! portion of the activity sheet. Ask students if they can figure out how many toes two students have, and to explain their reasoning. Differentiation For belowgradelevel students, provide larger paper and have two students trace their fingers onto the paper. Then students can write the numerals on the handprints as they count the fingers. Diagnostic Test (cont.) 17. Which object is 5 cubes long? 19. How is this group sorted? A. A. animals that are fast B. B. animals that are brown 18. How much does the book weigh? C. animals with 2 legs 20. Which animal belongs in a group of big animals? A. B. C. A. 5 blocks B. 6 blocks D. C. 7 blocks #14422Mathematics Readers, Level K Culminating Activity Mathematics One Week Prior to Day 1 Language Arts Send Home Parent Letter (page 237) Sort the teddy bears brought by students. (20 minutes) Complete Bear Sort activity sheet (page 234), if desired. (15 minutes) Write about the teddy bear brought by students by completing the My Special Friend activity sheet (page 233). (20 minutes) Count and compare the number of bears in each category used to sort. (10 minutes) Day 2 Measure the teddy bears and record findings on the Bear Measures activity sheet (page 235). (30 minutes) Enjoy the Teddy Bear Picnic. (30 minutes) Write about a favorite part of the culminating activity by completing the My Favorite activity sheet (page 236). (20 minutes) Materials copies of the Parent Letter (page 237; page237.pdf ) copies of student reproducibles (pages ; page233.pdf; page 234.pdf; page235.pdf; page235.pdf ) index cards and marker chart paper and marker cubes or other nonstandard measuring tools balance scale 230 scissors glue Differentiation Review with belowgradelevel students the most relevant vocabulary from the mathematics lesson. Encourage English language learners to share their sentences orally before writing them on paper Culminating Activity Timeline for the Activity Day 1 53 #14422Mathematics Readers, Level K Diagnostic Test During Guided PracticeWithin these lessons, practice problems are provided for teacher modeling as well as student practice. You can use this time to assess whether students have comprehended the lesson concepts and are on their way to mastery. An indepth version of the problemsolving transparency is provided (fingers2.pdf ) on the Teacher Resource CD. This version includes stepbystep directions for solving the problem Work with students to complete the steps on the activity sheet. Encourage students to explain what they are thinking as they are solving the problem. Then discuss the answers as a whole class to make sure students understand how to solve the problems. Student Reproducibles 3. Distribute copies of the Fingers activity sheet (page 55) to students. ProblemSolving Steps After Assessing Prior KnowledgeThe warmup mathematics vocabulary activity provides you with opportunities to assess students prior knowledge. During these activities, you may realize that students have strong understandings of the concepts being introduced. Or, it may become clear that students are weak in these concepts. Analyzing students during these introductory activities will help you adjust lessons as necessary. Introduction 229 Diagnostic AssessmentThe Diagnostic Test can be used as a pretest and as a posttest to gauge students overall progress. If used as a posttest, the pretests from the individual units are great study guides. Have students review their pretests and resolve the problems in preparation for the final test. A Diagnostic TestItem Analysis is included on the CD (testitem.pdf; testitem.xls). Final Authentic AssessmentA culminating activity has been included for the units. The activity allows students to apply what they have learned throughout the units in an engaging, interactive way. Students can take what they have learned and use that information to create new ideas in a reallife context. Have abovegradelevel students create their own addition and subtraction problems to compare the number of bears in each group that the students sort the bears into. #14422Mathematics Readers, Level K #14422Mathematics Readers, Level K

9 Farm Animals and Wild Animals Classifying and Sorting Timeline for the Unit Day 1 Day 2 Day 3 Mathematics Complete the Introduction to Mathematics Vocabulary and the Before Reading activities. (30 min.) Complete the During Reading activities. (30 min.) Complete the After Reading activities. (45 min.) Begin the Focused Mathematics Lesson. Language Arts Complete the Before Reading activities. (30 min.) Complete the During Reading activities. (60 min.) Complete the After Reading activities. (45 min.) Day 4 Complete the Focused Mathematics Lesson. (60 min.) Have students reread the books or do the extension activities. Day 5 Complete the ProblemSolving Lesson. (45 min.) Reread, if necessary, or complete the extension activities. O B J E C T I V E S O B J E C T I V E S Mathematics: Students will classify and sort objects. Nonfiction reading: Students will use the basic elements of structural analysis to decode unknown words. Nonfiction writing: Students will use writing and other methods to describe familiar persons, places, objects, or experiences. #14422Mathematics Readers, Level K 201

10 Classifying and Sorting Farm Animals and Wild Animals (cont.) Materials index cards and marker Introduction to Mathematics Vocabulary 1. Tell students that this lesson will be about classifying and sorting. Vocabulary attributea characteristic or way to describe something sortto put things that are alike into groups 2. Begin placing the children into groups based on different attributes. For example, place all the boys in one group and all the girls in another group. Tell the class that you have sorted all the students. Explain that sort means to put things that are the same into a group. 3. Ask students if they can tell how you sorted them. Guide them to understand that they are grouped because the boys are together and the girls are together. Tell students that an attribute is a characteristic or way to describe something. Finding attributes that are the same is one way to sort. Ask students to identify the attribute of each of the groups. Help students name the groups boys and girls. Write the names of the groups on index cards and have one student in each group hold the index card. 4. Continue sorting children in other ways. Suggestions include: type of shoes (Velcro or shoelaces), length of shirt (short sleeve or long sleeve), pockets or no pockets, students who ride the bus and students who walk, etc. Encourage students to think of other ways to sort and classify the class. 202 Differentiation Provide abovegradelevel students index cards with categories already written on them. Challenge them to sort the students according to the categories. #14422Mathematics Readers, Level K

11 Classifying and Sorting Farm Animals and Wild Animals (cont.) Using the Books 5. Divide students by readiness levels into reading groups. Students on or above a kindergarten reading level should read the Farm Animals books. Students who are reading below a kindergarten level should read the Wild Animals books. 6. Within these groups, complete the activities described in each lesson plan on the following pages: Farm Animals book (pages ) Wild Animals book (pages ) 7. At the end of the lessons, bring the students back together as a group to complete the Focused Mathematics Lesson on pages Using the Focused Mathematics Lesson Each Focused Mathematics Lesson uses concrete models, pencil and paper tasks, and application activities to develop mastery of the objective(s). The lesson starts and finishes with the books so that the mathematical learning is closely tied to the reallife aspects of the books. Using the ProblemSolving Transparencies There are two problemsolving transparencies to support this unit of study. The first matches the problemsolving activity on pages of the books, and the second supports the integration of mathematical skills and problemsolving strategies. Each can be used in a number of different ways. You can follow the specific lesson plans (pages ) to analyze and discuss the reallife problems with your reading groups. Or, you can have a paraprofessional or parent volunteer use the lessons and transparencies with small, heterogeneous groups. You can also use the transparencies for wholeclass lessons. Assessment This unit has a pretest (page 214; page214.pdf) of the mathematical objective. You can use the pretest to determine which skills your students need to focus on the most. This test can be administered at any time prior to the teaching of the Focused Mathematics Lesson so that results can be used to differentiate instruction. Also included is a Diagnostic Test (pages ; page225.pdf) to assess student learning. #14422Mathematics Readers, Level K 203

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13 210 Classifying and Sorting Wild Animals Book (cont.) Using the Books (cont.) During Reading 6. Reading ActivityTell students that sometimes when they read, they will come across a word that they do not know. Explain to students that one strategy for figuring out words is to find a smaller word inside the larger word. Write the word small on the board. Ask students if they can find a word inside the word small. Guide students to find all. Tell students that once they have figured one part of the word, they can work on figuring out the rest of the word. In the word small, they can say the sounds for sm and add them to the word all. Encourage students to use this strategy to identify words as they read. 7. For the first reading, read the text aloud as students follow along. As you read, stop to comment on photographs. Have students reread the text on their own or with partners. 8. Writing ActivitySelect one attribute the animals were sorted by in the book, for example: big. Have students turn to the pages that show the big animals (page 9). Have students orally complete the following sentence frame: A is big. Record students sentence on a sheet of chart paper. Encourage each student to create a sentence. Think aloud as you record the sentences for students in order to model elements of a sentence. For example, Sentences begin with a capital letter, so I am going to write a capital A at the beginning of this sentence. Then I need a space after the first word, so I am going to put my two fingers after the A. Continue to model what you are thinking. Then have students practice reading this patterned text. 9. Mathematics ActivityDisplay only page 8 of the book (cover up page 9). Ask students to sort these animals by sizebig or small. Allow students to check their answers by revealing page 9 of the book. Have students practice sorting the animals on page 12 (by color), page 16 (by the number of legs), and page 20 (by speed). Have students check their answers by revealing the page that follows. 10. Review the two You Try It! problems found on pages of the book. Distribute copies of the Wild Animals You Try It! Guided Practice activity sheet (wildgp.pdf) and the Wild Animals You Try It! Independent Practice activity sheet (page 213) to students. You Try It! Guided PracticeRead the problem aloud to students as they read silently. Discuss with students which animals have legs and which have no legs and how they know. You Try It! Independent PracticeRead the text aloud to students as they read silently. Encourage students to complete this problem independently or with partners. Differentiation Preteach the sentence patterns repeated in the book to belowgradelevel students: Wild animals can be (attribute). Sort by (attribute). Help students create sentences using these frames. Write the sentences on chart paper. Have students practice reading the sentences prior to reading the book. #14422Mathematics Readers, Level K

14 Classifying and Sorting Wild Animals Book (cont.) Using the Books (cont.) After Reading 11. Reading ActivityAsk students to articulate the reading strategy of looking for words within words in order to read words. Write the following list of words on the board and encourage students to use the strategy to figure out the words: tall, stall, ball, corn, cork, cabs, and beds. Reinforce this strategy throughout the week whenever possible. Encourage students to continue to use this strategy with other books they read. 12. Mathematics ActivityReview students work on the You Try It! problems. Quickly review the first problem and then spend more time discussing students answers for the second problem that they completed independently. Encourage students to explain their thinking when responding to the questions. Answers for the problems are provided on page 251 in this book, on the Teacher Resource CD, or on the last page of the book. 13. Writing ActivityPractice reading the sentences on the patterned sentence chart that the class created. Then cut apart the chart paper into sentence strips. Provide each child the sentence he or she created. Have the students cut apart the sentence into word cards. Challenge students to assemble the sentence again in the correct order. Provide students with paper and have them glue the words in the correct order. Consider compiling the pages together in a classroom book. Place the book in the classroom library for students to practice reading. 14. To conclude the study of the book, ask students to think of ways they use classifying and sorting in real life. Encourage students to think of other places items are sorted. Differentiation Display the sentence frame for English language learners as they are cutting apart and reassembling their sentences. This will help them in getting their sentences in the correct order. N E X T N E X T S T E P S S T E P S Mathematics Pull the students back together as a whole group and present the Focused Mathematics Lesson on pages The lessons using the problemsolving transparencies (pages ) are a great way to conclude the week s study on classifying and sorting. Language Arts Have students turn to pages of the book. Ask students which of these wild animals they have seen. Provide students paper and encourage them to draw a picture and write about a wild animal they may have seen. If needed, provide the sentence frame: I saw a(n). Encourage students to use phonetics to spell the name of the animal. Have students share their drawing and writing with each other. #14422Mathematics Readers, Level K 211

15 Classifying and Sorting Student Reproducibles Name elephant Animal Sort Directions: Cut out the word cards. Glue them in the correct place. Write about one wild and one tame animal. dog Wild Tame cat hamster shark bear A is a wild animal. A is a tame animal. 212 #14422Mathematics Readers, Level K

16 Student Reproducibles Name Wild Animals You Try It! Independent Practice Classifying and Sorting Directions: Sort the animals. Mothers are big. Babies are small. Circle the mothers. Put a square around the babies #14422Mathematics Readers, Level K 213

17 Wild Animals Classifying and Sorting Lisa Greathouse

18 Table of Contents Wild Animals... 4 You Try It! Solve the Problem Glossary...30 Answer Key

19 4 See the wild animals.

20 Sort them into groups. 5