1
Reading Time
Go, Robot, Go! A guidebook is a reference book that you carry with you. These pages are from a guidebook about technology. Go, Robo A guidebook is a reference book that you carr These pages are from a guidebook about tech A T
Here is my robot! It can do many things. I can program my robot to follow steps.
Here is my robo It can do many I can program my robot to follow steps.
My robot can move forward. Go, robot, go!
My robot can move backward. Back, robot, back! move forward My robot can move forward. Go, robot, go!
move forward
move backward move forward
turn left
move backward
move backward
turn right
turn left
turn left
11 • Guide to Technology
11 • Guide to Technology
Guidebook turn right
turn right
move forward move backward turn left turn right move forward
Teacher: Share the title and talk about the pictures. Invite children to read “Go Robot, Go!” on their own. Then read through the text together. After children read, talk about what this cute little toy robot can be programmed to do. Purpose: To ask and answer questions about a text
move forward move backward turn left turn right
move forward move backwa turn left turn right
4 Session 1
move forward
move forward
Activity Name
move forward
move forward
move backward move backward
y robot can urn left. eft, robot, left! move backward move forward !
My robot can turn left. Left, robot, left! move backward move forward
My robot can turn right. Right, robot, right! turn left My robot can turn right. Right, robot, right! turn left
turn right
turn right
turn left
turn left
move backward
move backward
turn right
turn right
move forward move backward turn left turn right move forward move forward move backward turn left turn right move forward
turn left
turn left
move forward move backward turn left turn right move forward
move forward move backward turn left turn right move forward
turn right
turn right nd, my robot an DANCE! !
Dance, robot, dance! Dance, robot, dance!
And, my robot can DANCE!
move forward move backward turn left turn right move forward
move forward move backward turn left turn right move forward
12 • Guide to Technology
Guide to Technology
Level F
Teacher: Use these questions to talk about programming the toy robot. 1. Besides moving forward, in what other direction can the robot move? 2. Besides turning left, in what other direction can the robot turn? 3. Besides moving and turning in different directions, what else can the robot be programmed to do? 4. What questions would you like to ask about this fun robot toy?
Session 1 5
1
Write About Reading
What the Robot Does
What the Robot Does
What the Robot Does
What Y ou Want the Robot to Do
What Y ou Want the Robot to Do
What Y ou Want the Robot to Do
GrabandGo3_Eng_PK-K_01-16.indd 8
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Teacher: In the first box, have children write about what the robot does. In the second box, have children write about what other things they would want the toy robot to do. Purpose: To write using ideas from the story
GrabandGo3_Eng_PK-K_01-16.indd 8
17/07/21 9:19 AM
6 Session 1 GrabandGo3_Eng_PK-K_01-16.indd 8
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2
Time for Rhyme
rhyming words rhyming words
Read each word pair. Circle pairs that rhyme. Read each word pair. Circle pairs that rhyme.
1.
5.
fix
box
pink
prince
1.
5.
fix
box
pink
prince
2.
6.
weep
deep
arch
birch
2.
6.
weep
deep
arch
birch
3.
7.
Fred
bread
bench French bench French
3.
7.
Fred
bread
4.
8.
grab
glad
swift
lift
4.
8.
grab
glad
swift
lift
Teacher: Use this activity to review rhyming words. Read each numbered pair of words. Have children decide whether the words rhyme and circle any pair of words that rhyme. Continue working through the page together. After completing the activity, have children suggest other rhyming words to add to each pair. Purpose: To identify rhyming word pairs
Session 2 7
1 2
Write Your Own Story
Now it’s your turn to write a story. Imagine this robot is a character in your story. Think of a great title for your story. Then write about what special things your amazing robot can do.
Teacher: Read aloud the directions. Before they write, have children share some ideas about what amazing things this toy robot might do. Encourage children to use their imaginations! Purpose: To write a story that includes details
8 Session 2
Activity Name
Title: __________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Teacher: As children write, give help as needed with words and sentences. After children have finished writing, invite them to share their stories about the toy robot.
Session 2 9
1 3
Activity Name Reading Time
identifying details
identifying details
It’s Slinky ® Time! have you ever wondered who made the first “Slinky”? read this article to find out. use the word list to fill in the blanks. It’s Slinky ® Time! have you ever wondered who made the first “Slinky”? read this article to find out. use the word list to fill in the blanks.
Word List
Have you ever played with a Slinky toy? It looks like a snake, but it’s made from thin wire or plastic. Stretch it out, then let it go. It can “walk” down stairs! Richard James _________________________ the Slinky toy in 1943. He _________________________ a gigantic spring fall off a shelf. It rolled over a table and Have you ever played with a Slinky toy? It looks like a snake, but it’s made from thin wire or plastic. Stretch it out, then let it go. It can “walk” down stairs! Richard James _________________________ the Slinky toy in 1943. He _________________________ a gigantic spring fall off a shelf. It rolled over a table and
Word List
amusing invented machine tumbled watched amusing invented machine tumbled watched
___________________________ to the floor. James thought it could be an _________________________ toy. It took several years to get it right. Then he sold 400 in one day! Next, James made a _________________________ to coil the wire. Millions of Slinky toys have been sold since. ___________________________ to the floor. James thought it could be an _________________________ toy. It took several years to get it right. Then he sold 400 in one day! Next, James made a _________________________ to coil the wire. Millions of Slinky toys have been sold since.
Think About It! Think About It!
What gave richard James the idea for the Slinky?
What gave richard James the idea for the Slinky?
Teacher: Share the title and talk about the pictures. Introduce the article by asking children whether they have ever seen or played with a Slinky toy. Have a volunteer describe how to play with it. Share the words in the Word List and explain that these words are missing from the article and are needed to complete it. Read the page together. Have children figure out which words are missing. Then together answer the question. Purpose: To read an article and identify details
10 Session 1 10 Session 3
Activity Name Words, Words, Words
synonyms
A. Write the word that means the same as the word in parentheses.
Word Bank
argue
choose
exit
glide rush slice wish
1. I saw the bird (fly) _________________ in the sky.
keep
shut
2. I (want) _________________ to go to the moon.
trace
3. My mother likes to (save) _________________ the pictures I draw.
4. We always (close) _________________ the window when it rains.
5. When my sisters can’t agree, sometimes they (fight) _________________.
6. When the movie was over, we had to (leave) _____________ the theater.
B. Cross out the word in each row that does not belong.
cut
slice
slip
1.
creep
rush
speed
2.
choose
pick
wind
3.
face
draw
trace
4.
Teacher: Preview the page by making a list with children of synonyms (words that have the same or almost the same meaning), such as happy, glad; funny, silly; and tremendous , huge . Read aloud the directions and the words in the Word Bank. Then work through the sentences together. Have a volunteer read aloud the words in each row and have children complete the activity. Invite children to create sentences with synonym pairs. Purpose: To use vocabulary words that are synonyms
Session 1 11 Session 3 11
1
Math Time
Tiny Blue Baxter
Ava Baxter got a goldfish. The goldfish was very tiny. She named him Tiny Blue Baxter. “Tiny Blue Baxter is a silly name for a goldfish,” said her brother, Buck. “Tiny Blue Baxter is a perfect name for this goldfish,” said Ava. “He’s so cute and tiny.”
Ava fed Tiny Blue Baxter. She made sure to feed Tiny Blue Baxter twice a day.
It was seven days after Ava got Tiny Blue Baxter. “Look! Tiny Blue Baxter got bigger!” said Ava. “Much bigger!” said Buck. “Oh, my!” said Mom.
“I think Tiny Blue Baxter needs a bigger bowl,” said Ava. “I think Tiny Blue Baxter needs a much bigger bowl,” said Buck.
Realistic Fiction Teacher: Share the title, and talk about the pictures. Invite children to read the story on their own. Then read through the story together. After reading, talk about Ava and what happens to Tiny Blue Baxter. Purpose: To enjoy a humorous story; to talk about size Written by Bailey Carroll GRSR_OW_G_FF_FAN_TinyBlueBaxter.indd 1
3/2/20 11:19 AM
4 Session 1
Activity Name
Tiny Blue Baxter liked his new bowl. It was much bigger than his first bowl. Ava Baxter kept feeding Tiny Blue Baxter twice a day. And every day, he got bigger and bigger. So Ava had to get Tiny Blue Baxter another bigger bowl.
But Tiny Blue Baxter would not stop growing. He grew bigger and bigger…and BIGGER! So Ava stopped getting him bigger bowls. She got him a big fish tank all to himself.
Even though Tiny Blue Baxter was not blue or tiny anymore, he was the best goldfish that Ava ever had.
Level G
Item #703687 • Pack ISBN: 978-1-338-67179-7
GRSR_OW_G_FF_FAN_TinyBlueBaxter.indd 2 Teacher: Use these questions to talk about size. 1. What is the size of the goldfish at the beginning of the story? 2. Why does Tiny Blue Baxter need two bigger bowls? 3. Why does Ava need to get a big fish tank for Tiny Blue Baxter at the end of the story?
3/2/20 11:19 AM
Session 1 5
1
Math Time
comparing and ordering numbers
Compare. Write < (less than) or > (greater than).
68
86
37
29
44
40
7
81
90
85
23
32
Order from least to greatest .
1. 30, 70, 55, 35
__________________________________________
2. 62, 67, 60, 70
__________________________________________
3. 73, 105, 200, 162
__________________________________________
Order from greatest to least .
4. 27, 72, 54, 45
__________________________________________
5. 49, 59, 29, 39
__________________________________________
6. 105, 250, 520, 55
__________________________________________
Teacher: Introduce the sign for less than < and the sign for greater than >. Then have children compare the numbers using the signs. Next, talk about ordering the numbers from least to greatest and complete the rows together. Finally, talk about ordering the numbers from greatest to least and complete the rows together. Purpose: To compare and order numbers
6 Session 1
2
Do the Math!
NUMBER & OPERATIONS IN BASE TEN S
1. Pick a starting number between 50 and 100. Write the number in the box.
2. Skip-count by 5s. Draw a number line to show the skip-counting pattern. Below, write the numbers you used.
,
,
,
,
(starting number)
3. Skip-count by 10s. Draw a number line to show the skip-counting pattern. Below, write the numbers you used.
,
,
,
,
(starting number)
4. Skip-count by 100s. Draw a number line to show the skip-counting pattern. Below, write the numbers you used.
,
,
,
,
(starting number)
5. Which way of skip-counting is easier? Why?
Teacher: Ask children to choose a starting number that is between 50 and 100. Read aloud each direction and have children complete the exercise using the number they chose. Give help as needed. Purpose: To choose a number and use it for beginning to skip-count by 5s, 10s, and 100s
Session 2 7
2
Do the Math!
odd and even numbers
Shade in the even numbers on the chart.
12345678910 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100
Write even or odd next to each number.
27 ____________
63 ____________
54 ____________
96 ____________
40 ____________
39 ____________
28 ____________
75 ____________
41 ____________
92 ____________
Teacher: Make sure children understand what are even numbers and odd numbers. Read aloud the directions for each part of the page. Ask children to complete this work independently. If children are
not sure about odd and even numbers, complete the page together. Purpose: To understand and recognize odd and even numbers to 100
8 Session 2
3
Math and Science Time
Edition 2
Cutest Little Thief?
Squirrels are furry. Squirrels are cute. But do squirrels steal nuts from each other? A scientist wanted to find out.
Scientist Mikel Delgado
Teacher: Introduce the “Cutest Little Thief?” 1. What do you see in this picture? 2. What do you think the squirrel will do with the nut? 3. What does this scientist want to find out? 4. Do you think squirrels steal nuts from other squirrels?
Session 3 9
3
Math and Science Time
The Truth About Squirrels SCIENCE PRACTICES Do squirrels steal nuts from each other? Scientists thought they did. But nobody was sure until Mikel [MY-kel] Delgado found the answer. Squirrels SCIENCE PRACTICES
Be safe— don’t touch squirrels!
Be safe— don’t touch squirrels!
Do squirrels steal nuts from each other? Scientists thought they did. But nobody was sure until Mikel [MY-kel] Delgado found the answer. Mikel asked a question. Mikel loves squirrels. But she wanted the truth. Are these cute Mikel asked a question. Mikel loves squirrels. But she wanted the truth. Are these cute little animals thieves? Mikel decided to investigate . That means she would try to find the answer. Mikel tested. She set up a test. First, Mikel painted 350 hazelnuts yellow. She gave the nuts to a squirrel she called Flame. little animals thieves? Mikel decided to investigate . That means she would try to find the answer. Mikel tested. She set up a test. First, Mikel painted 350 hazelnuts yellow. She gave the nuts to a squirrel she called Flame.
Mikel observed. Then, Mikel observed Flame. That means she watched Flame carefully. Mikel saw Flame bury the nuts. Mikel watched other squirrels too. She gave them all names—Carlos, Jeff, Mikel observed. Then, Mikel observed Flame. That means she watched Flame carefully. Mikel saw Flame bury the nuts. Mikel watched other squirrels too. She gave them all names—Carlos, Jeff,
Sally, and Cookie. Would one of these squirrels steal Flame’s yellow nuts?
Sally, and Cookie. Would one of these squirrels steal Flame’s yellow nuts?
2
2
Teacher: Read aloud the title and each section of “The Truth About Squirrels.” Talk about what Mikel does to find the answer to her question. Call attention to the meaning of the words investigate , observed , and recorded . Then read “Cool Tools” and discuss what people do with cool science tools. Purpose: To find out how a scientist figured out if a squirrel is “the cutest little thief”
10 Session 3
Mikel recorded. Mikel recorded what she saw in a notebook. That means she wrote down what the squirrels did. One day, Mikel saw the squirrel named Jeff. Guess what Jeff had in his mouth? Jeff had one of Flame’s yellow nuts! wrote down what the squirrels did. One day, Mikel saw the squirrel named Jeff. Guess what Jeff had in his mouth? Jeff had one of Flame’s yellow nuts! Mikel wrote this down: “Jeff stole Flame’s nut!” Her test had worked. Mikel had discovered that squirrels do steal nuts from each other. She wrote in her notebook, “Mikel is super excited!!!” Mikel answered a question. Mikel wrote a report about what she discovered. People were glad to find out the truth about squirrels. They are cute. But they can be thieves. Sorry, Flame! glad to find out the truth about squirrels. They are cute. But they can be thieves. Sorry, Flame! Mikel recorded. Mikel recorded what she saw in a notebook. That means she Mikel wrote this down: “Jeff stole Flame’s nut!” Her test had worked. Mikel had discovered that squirrels do steal nuts from each other. She wrote in her notebook, “Mikel is super excited!!!” Mikel answered a question. Mikel wrote a report about what she discovered. People were
C T s C T s Science Notebook Science Notebook
h
Scientists use tools. One of Mikel’s most important tools is a notebook. She uses it to write down
Scientists use tools. One of Mikel’s most important tools is a notebook. She uses it to write down
what she observes. Do you have a science notebook? What could you write in it? what she observes. Do you have a science notebook? What could you write in it?
Here are some other science tools. Which have you used? Here are some other science tools. Which have you used?
ruler
ruler
goggles
goggles
hand lens
hand lens
—Erin Kelly
—Erin Kelly
The yellow paint was safe to eat.
The yellow paint was safe to eat.
magnet
magnet
microscope
microscope
3
3
Teacher: Use these questions to talk about what Mikel does to study squirrels. 1. How does Mikel know which nuts belonged to Flame? 2. What does Mikel find out about Jeff? 3. What does Mikel write about in her notebook? 4. Do you think all squirrels steal nuts?
Session 3 11
3
Math and Science Time
This map shows where Flame buried some nuts. Use the map and the key to answer the questions.
Map of Nuts
1
2
3
nuts tree Mikel Flame the squirrel park bench Map Key
A
B
C
1. Where is the tree? O A2 2. Where is Flame? O A1
O B3
O C3
O B3
O C3
3. What is in A2? O the park bench O Mikel
O the tree
4. Which block does the stream NOT go through? O A1 O B2 O C1
BONUS
Where can you find no nuts, no squirrel, and no Mikel?
O B1
O B2
O C3
4
PAGE 4: TK CREDITS
Teacher: Work with children to find the nuts that Flame buried. Help children use the grid to locate a position, person, or animal. Show children how to use the Map Key. Purpose: To use a grid and map key to locate things on a map
12 Session 3
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