Available In Spanish
Grades K–5
Reimagined For The Science Of Reading
The Science of Reading Summer Curriculum with an Exciting Summer Camp Feeling
Redesigned with Rigor in Mind
The LitCamp you know and love has been reimagined to meet today’s classroom needs. With an emphasis on Science of Reading best practices, the curriculum combines high-quality literacy instruction and foundational skills development with an engaging summer camp format.
Meet the New LitCamp
The new and improved LitCamp is a K–5 summer literacy program designed to accelerate student achievement. By integrating proven Science of Reading principles with an engaging summer camp experience, LitCamp builds the foundational skills, fluency, and knowledge campers need to thrive next year. Plus, its authentic books and fun camp theme are sure to keep students excited and coming back for more.
Foundational Skills Instruction
Knowledge- Building
Fluency Practice
Writing
Daily lessons include foundational skills instruction followed by the application of the skills in whole-group activities and games.
Fluency is modeled through shared reading and Readers’ Theater activities.
Read-Aloud Books are explicitly aligned to core knowledge areas with topic-related text sets that include decodables and short reads.
Daily writing instruction and practice occur in every lesson. Writers’ supports in LitCamper
Notebooks include graphic organizers, sentence frames, and word banks.
OWEN & MZEE the true story of a remarkable friendship
“ T hai snhde ai nrst pwiar er smui ns ga lslt ot or yl osohko wast tt hh ee pwoowr ledr aorf oau ns idn gulse af rni de nrdesahcihp ot ou tt rt ao nostfhoer rms . a” l i f e , – Caroline Kennedy
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Told by ISABELLA HATKOFF, CRAIG HATKOFF, and DR. PAULA KAHUMBU With photographs by PETER GRESTE
ISBN-13: 978-0-439-92780-2 ISBN-10: 0-439-92780-3
Front cover photograph © 2005 by Peter Greste Back cover photograph © 2006 by Peter Greste This edition is available for distribution only through the school market.
Reading Level: 4.7 Guided Reading Level: R Lexile ® : AD920L
9 780439 927802
FC_BC_9780439927802.indd 1
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A Powerful New Approach
Get ready to dive deeper into LitCamp texts than ever before. Our revamped lessons center on the read-aloud of a rich, authentic text over the course of two days. On Day One, campers receive explicit instruction in foundational skills, fluency, and writing opportunities during an initial read of the text. On Day Two, they deepen their foundational skills though a closer read of the text that also builds knowledge and comprehension.
View this innovative lesson walk-through at scholastic.com/litcamp
Cultivate Confidence and Resilience with 7 Strengths Framework LitCamp supports all campers as they build a positive mindset, building literacy skills and cultivating overall well-being. Lessons are supported by the seven key strengths that ensure they develop the critical personal skills necessary to enter the school year ahead with success.
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Explore the New Program
Leader’s Guide (1 copy per bunk) With 20 flexible lessons per grade, the Leader’s Guide includes everything to teach a lesson with fidelity. Lessons follow routines to build foundational skills, reading fluency, writing skills, stamina, and more.
LitCamper Notebook (15 copies per bunk) Campers have access to activities and worksheets to support learning.
High-Quality Connected Text Sets Engaging read-alouds are the core of every LitCamp lesson. Each grade level receives 15 copies of each read-aloud book along with additional trade books, decodable text sets, and short reads that support and reinforce the read-aloud.
Family Guide (15 copies per bunk) Available in English and Spanish, family guides support the home- to-school connection and provide tools for families to support their children’s learning.
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Additional resources are available online: • Leader Resources • Scope & Sequence • Assessments & Rubrics • Title Lists • And More!
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Lesson Overview LitCamp’s enhanced lessons support best practices aligned with the Science of Reading . Lessons follow simple routines featuring foundational skills instruction, fluency practice, and deep engagement with the text to support reading, writing, and knowledge-building. The following pages outline a sample lesson from the turquoise bunk for students entering 3rd grade in the fall. Follow along to view how foundational skills and reading fluency build over two days of instruction.
Updated Research-Based Instruction Lessons foster foundational skills and fluency development
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Turquoise Bunk • Lesson 5 and 6 • Grades 2–3
LESSON 5
Owen & Mzee Told by Isabella Hatkoff, Craig Hatkoff, and Dr. Paula Kahumbu Photographs by Peter Greste
This is the true story of a remarkable friendship between a baby hippopotamus and a 130-year-old giant tortoise. It is also a story about people working together to help animals in need.
Knowledge, Reading and Writing Goals Lessons begin setting the stage with key knowledge, reading
KNOWLEDGE GOALS Campers will understand • the differences between reptiles and mammals • that there are things scientists know about animals and things they don’t know • that some people work hard to help animals in need READING GOALS Campers will • understand the gist, or main idea, of the story • build vocabulary and practice reading fluency • identify and read words with variant vowel digraphs WRITING GOALS Campers will
LESSON MATERIALS & PREP Materials • Camper copies of Owen & Mzee • Owen & Mzee Text Set “Fishing for Words 1” activity resources Prep • Print “Fishing for Words 1” activity resources; cut out Word Cards and display word chart • Print Owen & Mzee Text Set as needed
and writing goals outlined, and the focus strength.
• identify and collect text evidence • prepare to write an explanation FOCUS STRENGTH Friendship
Lesson Materials & Prep A brief summary of lesson materials helps leaders prepare for the day.
OPENING CAMPFIRE 15 MIN Welcome campers and greet them by name. Introduce the focus strength and invite discussion. Campers, today we’re going to read a book about an unusual friendship. Turn and share with a partner what having and being a friend means to you. Give campers a moment to discuss, and then ask volunteers to share their ideas as you capture them on your Strengths Board. Friends trust and support one another. Let’s practice being a good friend to others at LitCamp or at home today. Keep your eyes and ears open for examples of friendship in our reading, and jot them down in your notebook when you notice them. Wrap up with the “LitCamp Cheer” or a song.
Opening Campfire The opening campfire sets the purpose for the lesson and
encourages campers to approach the day through the lens of the 7 Strengths.
Leader’s Guide • Lesson 5 | 13
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Lesson Overview (cont.)
Read Aloud The Read-Aloud is the core of every lesson, with two lessons devoted to each text. The first day of the Read-Aloud features an introduction to the book and offers key background knowledge about the topic to ensure comprehension, followed by an uninterrupted read of the text. Words to Know The leader introduces essential vocabulary, the key to comprehension of the text. Multilingual Learners Support for multilingual learners is provided at key points in each lesson.
READ ALOUD: Owen & Mzee Owen & Mzee 35 MIN
Introduce Vocabulary To support comprehension, teach new vocabulary words before reading the book. Encourage campers to use the words in their discussions during the lesson.
WORDS TO KNOW
mammal: an animal that has warm blood, a backbone, and skin covered with hair; females give birth and feed their babies milk
reptile: an animal that has cold blood, a backbone, usually lays eggs, and has skin covered with scales or bony plates
stranded: to be stuck with no way to escape
Before Reading Show the cover of the book and read the title. Point to and pronounce the names Owen ( oh -WEN) and Mzee (mm- ZAY ) . Point out that Mzee is spelled with the vowel team ee at the end, which in English makes the long- e sound. But in the Swahili language, spoken where this story takes place, it makes a long- a sound. Next, ask campers what details they notice about the animals in the photo. Invite volunteers to share their observations. Read the subtitle aloud.
MULTILINGUAL LEARNERS To support vocabulary comprehension, find or draw pictures of other mammals and reptiles. Have campers list them under headings for each group. Show the photo in the book of Owen stranded on the reef. Say stranded and offer synonyms like alone and stuck .
Say: Owen & Mzee is a true story about two very different kinds of animals. Owen, a hippo, is a mammal. Mzee, a giant tortoise, is a reptile. Turn and share with a partner something you know about mammals or reptiles. Give campers a moment to discuss, then confirm understanding. Mammals—like dogs, cats, and hippos—have warm blood and skin that’s covered with hair. Baby mammals drink milk from their mothers. Reptiles—like snakes, lizards, and turtles—have cold blood and skin covered with scales or bony plates. Baby reptiles hatch from eggs. Now, based on what you understand about mammals and reptiles, do you think LitCampers are mammals or reptiles? Have partners discuss, then invite volunteers to share with the group. Encourage campers to support their thinking with reasons. Finally, have campers turn to page 30 of the text, headed, “MORE ABOUT...”. Explain that the story takes place in Kenya, a country on the continent of Africa. Point to Africa on the inset map and to Kenya’s location in Africa. Next, point to the large map of Kenya and note its location on the coast. Point to Malindi and explain that it is a coastal city on the Indian Ocean, which is important to the story.
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Turquoise Bunk • Lesson 5 and 6 • Grades 2–3
Drop-In Vocabulary As they’re encountered in the text, selected words, terms, and idioms are quickly and simply explained to ensure student comprehension.
Read the Book Read the entire book, pausing only for Drop-In Vocabulary. Make sure campers follow along in their books as you read. Note Owen & Mzee does not include page numbers. Page 1 is the full-title page, which includes the author and publisher names. Read-Aloud Tips Use engaging read-aloud strategies, such as those below, to captivate your audience. • In your best “reporter-at-the-scene” voice, read page 9, starting with, “On the morning of December 26, 2004...” and the page that follows. • On page 19, starting with, “Finally, Dr. Paula and Stephen arrived...,” read with heightened emotion to show concern about what will happen when Owen is released into the enclosure with Mzee. After Reading Notice & Wonder Invite campers to jot down in their notebooks anything they noticed or wondered during today’s Read-Aloud. If they seem stuck for ideas, you may suggest a few examples of your own. Get the Gist Ask campers to discuss with partners the gist—the main point or idea—of today’s read- aloud. Invite volunteers to share their gists with the group. Campers should mention these details: Owen is a
DROP-IN VOCABULARY
Page 6 pod: a group wallowed: rolled in mud Page 9 surging: moving very fast stranded: stuck Page 10 commotion: noisy anxious: nervous Page 12 fend: get along without help Page 19 crouched: bent low companion: friend Page 20 bond: form a friendship recover: get better Page 22 inseparable: always together Page 25 experts: specialists fierce: aggressive affection: love Page 26 endured: lasted Page 29 extraordinary: special resilience: strength
Read-Aloud Tips Leaders are provided point of use recommendations to make the read-aloud more lively and engaging.
baby hippo who became stranded on a reef in the ocean and was unable to get to shore. People tried to rescue him, but he was slippery, heavy, and scared. A man named Owen held the baby hippo so a net could be put on him. The hippo was taken to an animal sanctuary in Kenya. At the sanctuary, he was put in an enclosure with an old tortoise named Mzee. The animals were very different, but they became friends. Wrap up by reminding campers that in the next lesson, you will “Go Deep” in a discussion about the book. Campers should be ready to talk about the book and think about what questions they may have.
Leader’s Guide • Lesson 5 | 15
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Lesson Overview (cont.)
READING POWER 20 MIN Foundational Skill Review
Reading Power In line with Science of Reading research- based best practices, daily lessons include a foundational skills review and practice aligned with an explicit scope and sequence.
In this lesson you will review the foundational skill with campers. In the following lesson, campers will play a game to practice the skill, strengthen comprehension, and demonstrate understanding. Variant Vowel Digraphs Display the “Variant Vowel Digraph Words” chart. Review that a vowel sound can be made by one, two, or even three letters. Display and read the word paw . Say: In the word paw , the letters a and w work together to make the /ô/ sound. Notice that this is not a short- a or long- a sound. It is a different kind of vowel sound. Say the word with me: /p/ /ô/, paw. This same sound can be spelled by the letters a and u , as in the word haunt , as well as al , as in the words talk and mall .
BRING THE TEXT TO LIFE 20 MIN
Reading Fluency For the fluency practice, you may use the decodable passage and routines provided here or choose a passage from the book and the fluency routine that works best for your group.
MULTILINGUAL LEARNERS Before having them read with the group, model reading the passage to campers, then have them read it aloud to you. Check pronunciations, explain unfamiliar words, and confirm comprehension .
Bring the Text to Life Daily modeled and shared reading practice builds confident, fluent readers. On alternate days, campers practice fluency routines, then demonstrate fluency through Readers’ Theater. Decodable fluency passages, aligned with the foundational skill sequence, ensure success for all readers.
A baby hippo was stranded on a reef near the sea grass. He seemed frightened. Witnesses ran on the beach. “He will get sick if he stays here. We need to find a way to save him by night,” exclaimed a man. Men used ropes, nets, and boats. But it was not easy to get the hippo. Then, a brave, kind man got on top of him while others tied a net. When the hippo reached land, the men and kids smiled and cheered. Choral Reading Read aloud the passage as campers follow along with their eyes on their own texts. Then have all campers read aloud as a group. If anyone is having difficulty with a word or phrase, correct or guide the whole group rather than singling out an individual camper. Partner Reading Pair more-fluent readers with less-fluent readers. Have partners take turns reading aloud as the other follows along in their copy of the book.
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Turquoise Bunk • Lesson 5 and 6 • Grades 2–3
Bunk Time Campers are guided to explore topic text sets that align with the knowledge goals of the read-aloud text. Topically related text sets for each read-aloud
BUNK TIME 20 MIN Reading for Knowledge
MULTILINGUAL LEARNERS Encourage campers to jot down notes or questions from their reading in their home language. Then help them transfer their ideas into English.
Invite campers to stretch or move before settling down to read on their own or with a partner. Distribute texts, or have campers choose a text from the Read-Aloud Text Set to encourage extending knowledge related to today’s read-aloud. Make sure all campers have a book or text that they can read comfortably on their own. When about five minutes remain in the session, ask campers to jot down in their notebooks something new they learned—or a connection they made—during their reading. If time allows, encourage campers to explore and choose a book from your classroom library to read during a break or to take home to share with their family. Bunk Check Circulate as campers read, using the following prompts to check on comprehension and engagement. Knowledge Building What is something you learned or discovered in your Bunk Time reading today? Read-Aloud Connection How did your Bunk Time reading connect to our read-aloud book? Comprehension Check What is the gist of your reading today? Fluency Check Please read aloud to me some of the text you read on your own today. Strength Connection What examples of the 7 Strengths did you notice during your reading?
book include a trade book, a selection of
decodable texts, and short reads to build and extend knowledge and ensure campers have access to texts that they can read on their own.
Leader’s Guide • Lesson 5 | 17
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Lesson Overview (cont.)
WRITING POWER 25 MIN
Writing Power Campers write every day! On the first day of the read-aloud, the leader models the writing planning and preparation as partners collaborate. On the second day of the read-aloud, campers use the previous day’s chart to complete an independent writing task.
Respond to Reading Make sure campers have their copies of Owen & Mzee and their notebooks handy but unopened. Model: Campers, together we’ll revisit the book to find evidence of the ways Owen and Mzee show friendship. We’ll add the evidence to our charts, then you and a partner will find and add another example. Turn to the “Owen and Mzee’s Friendship” graphic
MULTILINGUAL LEARNERS Revisit the book and review vocabulary with campers to help them identify words that suggest friendship, such as companion , bond , inseparable , and affection .
organizer on the page immediately following this lesson. Draw the chart on the board, and write the title and the column headings. As you guide campers to find evidence in the book, write the answers that are provided in your chart. Read aloud pages 19 to 22, beginning: “Finally, Dr. Paula and Stephen ...”. Explain that from here to the end of the book, there is evidence of Owen and Mzee’s friendship and how it helped the animals, but you will focus on these pages. Say: Let’s look for two examples of Owen and Mzee showing friendship and fill in the two rows in the left-hand column. Guide campers to notice that on page 19, the text says: “Mzee began to accept his new companion.” Model adding that to your chart. On the same page, guide them to notice Owen snuggled up against Mzee, and add that to the chart. Then say, Now let’s find evidence of how the friendship helped Owen and Mzee. (On p. 20, read: “Bit by bit, Mzee grew friendlier”; Mzee seemed to be showing Owen how to eat and add to the chart.) Practice: With your partner, reread pages 20 to 22. Find one more example of how Owen and Mzee show friendship and how the friendship helps them, and add your evidence to your chart. (Possible responses: p. 20: Owen followed Mzee, Mzee followed Owen; the bond was helping the baby hippo recover; p. 22: “they were inseparable,” “They rub noses,” “Owen nuzzles Mzee’s ticklish neck,” “They are gentle with one another,” “A sense of trust has grown between them.”) Clarify: Explain that strong writers support their ideas with evidence. Remind campers that in the next lesson, they will use the evidence on their charts to write a sentence explaining how Owen and Mzee’s friendship helped each of them. CLOSING CAMPFIRE 15 MIN Reflection Question Turn knee to knee and discuss this question with your partner. How did today’s story help you understand something about the importance of friendship, as demonstrated by Owen and Mzee or by the people who helped them? Praise and Affirmation Offer concrete praise and affirmation for campers’ efforts and accomplishments today. Shooting Stars Dance With the group, throw shooting stars (pretend to throw a basketball into a hoop). Campers can do a dance with the praise or put it in their pockets.
Closing Campfire The group gathers to review the day’s lesson and reflect on the focus strength. Each lesson closes with an affirmation and acknowledgment of the campers’ accomplishments.
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Turquoise Bunk • Lesson 5 and 6 • Grades 2–3
Day 2 of Read-Aloud
On day 2 of the Read-Aloud, campers are encouraged to go deeper into the text as the lesson invites them to recap the previous day’s reading.
LESSON 6
Owen & Mzee (continued) Told by Isabella Hatkoff, Craig Hatkoff, and Dr. Paula Kahumbu Photographs by Peter Greste
Writing Practice Campers use evidence collected in the previous lesson to complete their writing task.
This is the true story of a remarkable friendship between a baby hippopotamus and a 130-year-old giant tortoise. It is also a story about people working together to help animals in need.
KNOWLEDGE GOALS Campers will understand • the differences between reptiles and mammals • that there are things scientists know about animals and things they don’t know • that some people work hard to help animals in need READING GOALS Campers will • reread and discuss the reading, supporting answers with text evidence • build and review vocabulary • identify and read words with variant vowel digraphs; practice fluency with Readers’ Theater WRITING GOALS Use collected evidence to write a sentence explaining Owen and Mzee’s friendship FOCUS STRENGTH Friendship
LESSON MATERIALS & PREP Materials • Camper copies of Owen & Mzee • Owen & Mzee Text Sets
WRITING POWER 25 MIN
Respond to Reading Have campers open their notebooks to the “Owen and Mzee’s Friendship” chart. Explain that they will use this evidence to write a sentence explaining how the friendship helped the animals. Divide the class into groups of two or three. Have campers open their books to page 25, beginning “Wildlife experts are still puzzled...”. Assign each group to either the second paragraph (about Owen) or the third paragraph (about
MULTILINGUAL LEARNERS Review the chart with campers. Encourage them to use language and details from the text to effectively explain how the friendship between Owen and Mzee helped each animal.
• Camper Notebooks • “Fishing for Words 1” activity resources Prep
• Display “Variant Vowel Digraph Words” chart and prepare Word Cards • Print Owen & Mzee Text Sets as needed
Mzee). Say: In the previous lesson you found evidence of Owen and Mzee becoming friends. Now you will use that evidence to answer this question: How did the friendship between Owen and Mzee help Owen (if you’re in the Owen group) or help Mzee (if you’re in the Mzee group)? Have campers follow along in their copies as you reread the page. Say: On this page we learn some of the possible reasons that Owen and Mzee became friends and how the friendship seemed to help each animal. This part of the story also helps us understand that there are things scientists know about animals and things they think might be true but do not know for certain. Reread paragraph 2 with the Owen group and paragraph 3 with the Mzee group. Have the groups discuss their assigned paragraphs. Then have them write their own explanations using the sentence frames in their notebooks. When they’ve finished writing, ask volunteers to share their answers. Write these sentence frames on the board: I think the friendship helped Owen because _______________________________________________. I think the friendship helped Mzee because _______________________________________________. CLOSING CAMPFIRE 15 MIN Reflection Question Turn knee to knee and discuss this question with your partner. Owen and Mzee’s friendship was unlikely because they were very different from one another—a tortoise and a hippo, a 130-year old and a baby. What might be some of the benefits to having friends who are different from us in some way? Praise and Affirmation Offer concrete praise and affirmation for campers’ efforts and accomplishments today. Shooting Stars Dance With the group, throw shooting stars (pretend to throw a basketball into a hoop). Campers can do a dance with the praise or put it in their pockets. MULTILINGUAL LEARNERS Support comprehension by reading each word aloud sanctuary: a safe place
READ ALOUD: Owen & Mzee Owen & Mzee 35 MIN
Introduce Vocabulary To support comprehension, introduce new vocabulary words before reading. Encourage campers to use the words in their discussions during the lesson.
OPENING CAMPFIRE 15 MIN Welcome campers and greet them by name. Remind them about the focus strength and prepare the group for the day’s lesson.
WORDS TO KNOW
protective: guarding from danger
rescue: to save, or free from danger
In Owen & Mzee , we read about an unlikely friendship between two animals. Share with a partner one thing that makes Owen and Mzee’s friendship unlikely, or unusual. Listen for partners to mention that Owen was a baby and Mzee was 130 years old and that Owen was a mammal/hippo and Mzee was a reptile/tortoise. Campers, today as we discuss Owen and Mzee, practice friendship by listening attentively when others speak, and being supportive of others’ ideas. Wrap up with the “LitCamp Cheer” or a song. REVIEW WORDS mammal, reptile, stranded
Before Reading Have campers turn to partners and recap the previous lesson’s read-aloud, then have volunteers share with the group. Listen for these key points: A baby hippo was stranded in the ocean. People rescued him and took him to an animal
then having campers repeat the word. Use actions and gestures to demonstrate being protective, performing a rescue, and to show the safety of a sanctuary.
Leader’s Guide • Lesson 6 | 19 Let campers know that you’re going to explore the book together. Reread short sections as indicated to provide context for your questions. Make sure campers cite evidence from the text in their discussions. You may wish to have campers share their ideas with partners first, and then ask volunteers to share with the group. Open some questions to whole-group discussion. Encourage all campers to participate. Note that each prompt is followed by possible responses. Page 9 Reread the paragraph beginning, “On the morning of December 26, 2004, ...”. What did you wonder after we read this paragraph for the first time and now as we read it again? After campers respond, answer their questions, referring to the text for evidence. Possible responses : Why couldn’t the hippo reach the shore on his own? How did he get separated from his mother? Why did people want to help him? Page 10 Reread the page beginning, “It was soon clear...”. Why was it so difficult to take Owen out of the water? Possible responses : He was heavy, slippery, and strong. He was scared. He tried to escape from the nets and ropes. 24 | LitCamp sanctuary in Kenya. He was put into an enclosure with a 130-year-old tortoise named Mzee. The two animals became friends. Even experts did not know why. Note Owen & Mzee does not have numbers printed on the pages. Page 1 starts on the full-title page of the book, which includes the authors’ and publisher’s names. Go Deep
Go Deep Through meaningful
discussion and prompts informed by knowledge goals, campers are led to greater understanding of the text.
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LitCamp en español is a summer literacy program that encourages
LitCamp en español: • Boosts engagement with a summer camp approach to support students developing their fluency in Spanish while building knowledge. • Strengthens reading fluency, comprehension, and foundational skills. • Creates an inclusive and welcoming learning environment with authentic, culturally relevant books. • Supports students’ confidence and well-being with the 7 Strengths Framework.
Spanish-speaking students to embrace the richness of their first language while building their motivation, curiosity, and confidence. In every lesson, students develop fluency in Spanish with a variety of Spanish and bilingual texts and activities to practice reading, writing, speaking, and listening.
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Maximize Your LitCamp Program with Professional Learning Explore LitCamp’s instruction and resources, practice delivering lessons, and prepare to lead a summer experience that brings a sense of excitement and accomplishment to students and teachers alike, while building critical skills they need to enter the year with success. Virtual and in- person training sessions are available. Flexible Implementation LitCamp offers flexible implementation models for leaders, with ideally 5-6 weeks of 120 minutes of instruction, 4 days a week. Our Professional Learning specialists will work with your district to ensure a smooth and seamless implementation to fit the needs of your district.
Complete Your Camp Experience
MathCamp is a comprehensive K–5 summer math program that strengthens students’ math skills, number sense, and fluency while bolstering their confidence and sense of well-being. Through a unique camp-style format that captivates students, MathCamp reinforces the math priority standards that are critical for camper success, ensuring that they are prepared to enter the coming academic year secure in their math abilities. Join other Camp leaders on this journey and learn how MathCamp and LitCamp build skills, confidence, and help students begin the school year ready for success.
scholastic.com/mathcamp
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L a d r ’ s
Welcome to MathCamp, a powerful summer learning experience that . . . • provides students with vibrant math instruction and abundant opportunities for hands-on practice in a welcoming, enriching “summer- camp” atmosphere. • offers rigorous, engaging, and motivating standards-based lessons designed to reinforce mathematical concepts, build foundational skills, spur knowledge growth, and encourage collaborative and creative problem-solving. • promotes the development and practice of critical personal skills to foster agency, resilience, and positive math dispositions, ensuring that students are equipped with the tools they need to approach all learning with confidence. • celebrates Math Heroes, real-world examples of people near and far who demonstrate that math is everywhere and in nearly everything we do … or dream to do!
G u
G u e
MathCamp Bunk
Grades
Ideal for students who have
Red
K–1
recently completed kindergarten.
Orange
1–2
recently completed first grade.
Making a Plan Making a Plan
Turquoise
2–3
recently completed second grade.
Before you start a business, it’s important to make a plan. First, make a list of supplies you need to get started. Next, add up how much they will cost. Then, estimate how much money you expect to earn. The goal is to make more money than you spend! Here’s my simple plan for Lots of Leashes. Before you start a business, it’s important to make a plan. First, make a list of supplies you need to get started. Next, add up how much they will cost. Then, estimate how much money you expect to earn. The goal is to make more money than you spend! Here’s my simple plan for Lots of Leashes.
Green
3–4
recently completed third grade.
Do you have a favorite animal? I do. Dogs! When I was growing up, I didn’t have a dog of my own. Instead I played with my neighbor’s dog, Mugsie. I liked taking Mugsie for walks in the neighborhood. Now I walk dogs for a job. I started a dog-walking business! It is called Lots of Leashes. What is a business? Good question! A business makes or sells things, such as clothing, computers, or cars. Some businesses offer a service. Service businesses include barber shops, restaurants, and—you guessed it—dog walkers! What does it take to start a business? It takes a or sells things, such as clothing, computers, or cars. Some businesses offer a service. Service businesses include barber shops, restaurants, and—you guessed it—dog walkers! What does it take to start a business? It takes a plan. It also takes math! To be successful, a business needs to make more money than it spends. Take a look at my plan for Lots of Leashes. plan. It also takes math! To be successful, a business needs to make more money than it spends. Take a look at my plan for Lots of Leashes. Do you have a favorite animal? I do. Dogs! When I was growing up, I didn’t have a dog of my own. Instead I played with my neighbor’s dog, Mugsie. I liked taking Mugsie for walks in the neighborhood. Now I walk dogs for a job. I started a dog-walking business! It is called Lots of Leashes. What is a business? Good question! A business makes
Blue
4–5
recently completed fourth grade.
Purple
5–6
recently completed fifth grade.
BUSINESS PLAN LOTS OF LEASHES BUSINESS PLAN
Printed in the U.S.A.
EXPENSES EXPENSES
EARNINGS PER WEEK EARNINGS PER WEEK
scholastic.com
Scholastic Inc., 557 Broadway, New York, NY 10012
LEASHES $50
LEASHES $50
ONE DOG, ONE WALK $10 ONE DOG, ONE WALK $10
W o
WATER BOWLS $10 WATER BOWLS $10
WALKS PER WEEK 10 WALKS PER WEEK 10
TOTAL EXPENSES $60 TOTAL EXPENSES $60
TOTAL MONEY EARNED $100 TOTAL MONEY EARNED $100
o r
WORDS TO KNOW WORDS TO KNOW
earnings: how much money a business makes or earns earnings: how much money a business makes or earns
estimate: to judge about how much or how many of something estimate: to judge about how much or how many of something
expenses: how much money it costs to start and run a business expenses: how much money it costs to start and run a business
service: the work of helping or serving service: the work of helping or serving
To learn more about how to bring LitCamp to your site, please contact your local Scholastic representative.
scholastic.com/litcamp
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