January
Sampler
Martin Luther King, Jr., Day
Introduce students to the concept of symbolism
by studying the poetic words of Martin Luther King, Jr.
Materials
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is used well it can make a speech more
dynamic, a painting more poetic, or an idea
more meaningful.
“I Have a Dream” speech (pages 30–32)
examples of political cartoons
white construction paper
editorial pages from a newspaper
black pens or markers
➤ Begin by discussing symbols found in
everyday life. For example, a green light
tells you it’s time to go; four stars indicate
a recommended movie; a skull and crossbones warns of poison.
Setting Up
➤ Use the editorial pages of your local
newspaper as a background for this bulletin
board. Add a banner that reads SYMBOLISM
IN “I HAVE A DREAM.”
➤ Next introduce symbols of America to your
class—the bald eagle, the Liberty Bell,
Uncle Sam, the Stars and Stripes, and the
Statue of Liberty. Ask students to describe
what feelings and ideas these images bring
to mind. For example, the bald eagle might
conjure images of strength, grace, courage,
freedom, and majesty.
Introducing the Concept
➤ Oftentimes, symbolism is a difficult concept
to understand. Yet it is important to expose
students to its power. For when symbolism
➤ Explain that there are many hidden symbols
in the design of the Statue of Liberty. For
28
Month-by-Month Bulletin Boards © Michael Gravois, Scholastic Teaching Resources
January
Martin Luther King, Jr., Day
symbolism in nearly every paragraph of
King’s famous speech. In the first paragraph
alone there are several. “Five score years
ago” is a reference to Lincoln’s Gettysburg
Address. King describes hope as a beacon
light and injustice as flames. He uses the
analogy of a joyous daybreak to convey the
feelings of slaves upon the signing of the
Emancipation Proclamation.
example, the seven rays in the statue’s
crown symbolize the seven seas and seven
continents of the world, and the broken
chain at her feet symbolizes freedom. Her
torch acts as a beacon, symbolizing the
idea that enlightenment is the key to
achieving freedom. The tablet she holds in
her left hand represents a nation based on
law, and it is shaped like a keystone—a
stone that holds all other stones of a
construction in place. The windows in her
crown symbolize heaven’s rays of light that
shine down on the world, and the 13 rows
of granite blocks in the statue’s base
represent the original 13 colonies. Even
the direction in which the statue faces is
symbolic: It looks toward France, the nation
that gave the statue to America as a
symbol of friendship between these
two nations.
Creating the Bulletin Board
➤ Have each student choose a different
sentence from King’s speech that contains
an example of symbolism.
➤ Distribute sheets of white construction
paper to students. Ask them to place their
sheet in front of them vertically.
➤ In the top area of the paper, students will
create a political cartoon that uses the
symbolism in their sentence as a starting
point. Students should draw the cartoons
in pencil and then trace over them with a
black pen or marker. They should erase
any visible pencil lines.
➤ Introduce the concept of symbolism used in
artwork by showing the class the famous
painting Washington Crossing the Delaware,
painted in 1851 by Emanuel Gottlieb
Leutze. Describe how Washington’s stance
symbolizes his calmness during the storm;
that the morning star is shining ahead of
Washington while the dark clouds swirl
behind him, symbolizing his moving toward
victory; and how the range of people in the
boat—farmers, young boys, older men,
gentlemen, foreigners, black and white
men—represents the melting pot that
America is to become.
➤ Underneath the cartoon, students will write
the complete sentence from “I Have a
Dream” that they used as the basis for
their political cartoon. After the sentence,
they should reference the speech by using
the tag —from “I Have a Dream,” by Martin
Luther King, Jr.
➤ Hang the political cartoons on the bulletin
board. You might want to bind them into a
class book after you take down the display.
➤ Cartoonists, too, use symbolism in their
drawings. Find examples of political
cartoons on the Internet by typing “political
cartoons” into a search engine. Print
several to share with the class. Discuss
the cartoonists’ use of symbols to
represent concepts.
➤ Finally, discuss symbolism in speeches.
Give each student a copy of “I Have a
Dream.” Ask the class to listen for
examples of symbolism as you read the
speech aloud. There are examples of
29
Month-by-Month Bulletin Boards © Michael Gravois, Scholastic Teaching Resources
I Have a Dream
I Have a Dream
by Martin Luther King, Jr.
Delivered on the steps of the Lincoln Memorial in Washington, D.C., on August 28, 1963
But one hundred years later, we must face
the tragic fact that the Negro is still not free.
One hundred years later, the life of the
Negro is still sadly crippled by the manacles
of segregation and the chains of discrimination. One hundred years later, the Negro
lives on a lonely island of poverty in the
midst of a vast ocean of material prosperity.
One hundred years later, the Negro is still
languishing in the corners of American
society and finds himself an exile in his
own land. So we have come here today to
dramatize an appalling condition.
In a sense we have come to our nation’s
capital to cash a check. When the
architects of our republic wrote the
magnificent words of the Constitution and
the Declaration of Independence, they were
signing a promissory note to which every
American was to fall heir. This note was a
promise that all men would be guaranteed
the inalienable rights of life, liberty, and the
pursuit of happiness.
It is obvious today that America has
defaulted on this promissory note insofar
as her citizens of color are concerned.
Instead of honoring this sacred obligation,
America has given the Negro people a bad
check which has come back marked
“insufficient funds.” But we refuse to
believe that the bank of justice is
bankrupt. We refuse to believe that there
are insufficient funds in the great vaults of
opportunity of this nation. So we have
come to cash this check—a check that will
give us upon demand the riches of freedom
and the security of justice. We have also
come to this hallowed spot to remind
America of the fierce urgency of now. This
is no time to engage in the luxury of
cooling off or to take the tranquilizing drug
of gradualism. Now is the time to rise from
the dark and desolate valley of segregation
to the sunlit path of racial justice. Now is
the time to open the doors of opportunity
to all of God’s children. Now is the time to
lift our nation from the quicksands of racial
injustice to the solid rock of brotherhood.
It would be fatal for the nation to overlook
the urgency of the moment and to
underestimate the determination of the
Negro. This sweltering summer of the
Negro’s legitimate discontent will not pass
until there is an invigorating autumn of
freedom and equality. Nineteen sixty-three
is not an end, but a beginning. Those who
hope that the Negro needed to blow off
steam and will now be content will have a
rude awakening if the nation returns to
business as usual. There will be neither
rest nor tranquility in America until the
Negro is granted his citizenship rights. The
whirlwinds of revolt will continue to shake
the foundations of our nation until the
bright day of justice emerges.
Month-by-Month Bulletin Boards © Michael Gravois, Scholastic Teaching Resources
Month-by-Month Bulletin Boards Scholastic Teaching Resources, page 30
Five score years ago, a great American, in
whose symbolic shadow we stand, signed
the Emancipation Proclamation. This
momentous decree came as a great
beacon light of hope to millions of Negro
slaves who had been seared in the flames
of withering injustice. It came as a joyous
daybreak to end the long night of captivity.
I Have a Dream
But there is something that I must say
to my people who stand on the warm
threshold which leads into the palace of
justice. In the process of gaining our
rightful place we must not be guilty of
wrongful deeds. Let us not seek to satisfy
our thirst for freedom by drinking from the
cup of bitterness and hatred.
We must forever conduct our struggle on
the high plane of dignity and discipline. We
must not allow our creative protest to
degenerate into physical violence. Again
and again we must rise to the majestic
heights of meeting physical force with soul
force. The marvelous new militancy which
has engulfed the Negro community must
not lead us to distrust of all white people,
for many of our white brothers, as
evidenced by their presence here today,
have come to realize that their destiny is
tied up with our destiny and their freedom
is inextricably bound to our freedom. We
cannot walk alone.
Go back to Mississippi, go back to Alabama,
go back to Georgia, go back to Louisiana,
go back to the slums and ghettos of our
northern cities, knowing that somehow this
situation can and will be changed. Let us
not wallow in the valley of despair.
I say to you today, my friends, that in spite
of the difficulties and frustrations of the
moment, I still have a dream. It is a dream
deeply rooted in the American dream.
I have a dream that one day this nation will
rise up and live out the true meaning of its
creed: “We hold these truths to be selfevident: that all men are created equal.”
I have a dream that one day on the red
hills of Georgia the sons of former slaves
and the sons of former slaveowners will be
able to sit down together at a table of
brotherhood.
I have a dream that one day even the state
of Mississippi, a desert state, sweltering
with the heat of injustice and oppression,
will be transformed into an oasis of
freedom and justice.
I have a dream that my four children will
one day live in a nation where they will not
be judged by the color of their skin but by
the content of their character.
Month-by-Month Bulletin Boards © Michael Gravois, Scholastic Teaching Resources
Month-by-Month Bulletin Boards Scholastic Teaching Resources, page 31
And as we walk, we must make the pledge
that we shall march ahead. We cannot turn
back. There are those who are asking the
devotees of civil rights, “When will you be
satisfied?” We can never be satisfied as
long as our bodies, heavy with the fatigue
of travel, cannot gain lodging in the motels
of the highways and the hotels of the
cities. We cannot be satisfied as long as
the Negro’s basic mobility is from a smaller
ghetto to a larger one. We can never be
satisfied as long as a Negro in Mississippi
cannot vote and a Negro in New York
believes he has nothing for which to vote.
No, no, we are not satisfied, and we will not
be satisfied until justice rolls down like
water and righteousness like a mighty
stream.
I am not unmindful that some of you have
come here out of great trials and
tribulations. Some of you have come fresh
from narrow cells. Some of you have come
from areas where your quest for freedom
left you battered by the storms of
persecution and staggered by the winds of
police brutality. You have been the veterans
of creative suffering. Continue to work
with the faith that unearned suffering is
redemptive.
I Have a Dream
I have a dream that one day the state of
Alabama, whose governor’s lips are
presently dripping with the words of
interposition and nullification, will be
transformed into a situation where little
black boys and black girls will be able to
join hands with little white boys and white
girls and walk together as sisters and
brothers.
I have a dream today.
I have a dream that one day every valley
shall be exalted, every hill and mountain
shall be made low, the rough places will be
made plain, and the crooked places will be
made straight, and the glory of the Lord
shall be revealed, and all flesh shall see it
together.
This is our hope. This is the faith with
which I return to the South. With this faith
we will be able to hew out of the mountain
of despair a stone of hope. With this faith
we will be able to transform the jangling
discords of our nation into a beautiful
symphony of brotherhood. With this faith
we will be able to work together, to pray
together, to struggle together, to go to jail
together, to stand up for freedom together,
knowing that we will be free one day.
And if America is to be a great nation this
must become true. So let freedom ring
from the prodigious hilltops of New
Hampshire. Let freedom ring from the
mighty mountains of New York. Let freedom
ring from the heightening Alleghenies of
Pennsylvania!
Let freedom ring from the snowcapped
Rockies of Colorado!
Let freedom ring from the curvaceous
peaks of California!
But not only that; let freedom ring from
Stone Mountain of Georgia!
Let freedom ring from Lookout Mountain of
Tennessee!
Let freedom ring from every hill and every
molehill of Mississippi. From every
mountainside, let freedom ring.
When we let freedom ring, when we let it
ring from every village and every hamlet,
from every state and every city, we will be
able to speed up that day when all of God’s
children, black men and white men, Jews
and Gentiles, Protestants and Catholics,
will be able to join hands and sing in the
words of the old Negro spiritual, “Free at
last! Free at last! Thank God Almighty, we
are free at last!”
This will be the day when all of God’s
children will be able to sing with a new
meaning, “My country, ’tis of thee, sweet
land of liberty, of thee I sing. Land where
my fathers died, land of the pilgrim’s pride,
from every mountainside, let freedom ring.”
Month-by-Month Bulletin Boards © Michael Gravois, Scholastic Teaching Resources
Month-by-Month Bulletin Boards Scholastic Teaching Resources, page 32
I have a dream today.
January
(sung to “Alouette”)
CHORUS:
50 Thematic Songs Sung to Your Favorite Tunes © Meish Goldish, Scholastic Teaching Resources
January, first is January,
January, first month of the year!
In this month is New Year’s Day,
Happy New Year! Hip hooray!
New Year’s Day! Hip hooray! Oh!
CHORUS
In this month it’s very cold,
Frosty winds are oh so bold!
Very cold! Oh so bold!
New Year’s Day! Hip hooray! Oh!
CHORUS
In this month we proudly sing
Of Dr. Martin Luther King!
Proudly sing! Dr. King!
Very cold! Oh so bold!
New Year’s Day! Hip hooray! Oh!
CHORUS
In this month let’s give a cheer,
First month of a brand new year!
Give a cheer! Brand new year!
Proudly sing! Dr. King!
Very cold! Oh so bold!
New Year’s Day! Hip hooray! Oh!
CHORUS
17
4
7
It was a kid on the go!
It was a fox on the go!
Who left these tracks in the snow?
Who left these tracks in the snow?
Snow Tracks
Who left these tracks in the snow?
It was a duck on the go!
Page 127 • Snow Tracks
3
The Big Collection of Mini-Books for Guided Reading © Scholastic Teaching Resources
6
5
It was a deer on the go!
It was a dog on the go!
It was a rabbit on the go!
Who left these tracks in the snow?
Who left these tracks in the snow?
Page 128 • Snow Tracks
It was a horse on the go!
Who left these tracks in the snow?
Who left these tracks in the snow?
2
1
The Big Collection of Mini-Books for Guided Reading © Scholastic Teaching Resources
Name ___________________________________________
Snow Tracks
Draw animal tracks. Then answer
the question below.
______________________________________________________________________
.
_____________________________________________________________________
The Big Collection of Mini-Books for Guided Reading © Charlesworth & Schecter, Scholastic Teaching Resources • page 222
Who left these tracks in the snow?
How to Make the Mini-Books
Follow these steps to copy and put together the mini-books:
1 Remove the mini-book pages along the perforated lines.
Page 4
Page 3
Page 7
Title Page
✁
Make a double-sided copy on 8 1/2-by-11-inch paper.
2 Cut the page in half along the solid line.
3 Place page 2 behind the title page.
4 Fold the pages in half along the dotted line. Check to be
Page 1
sure that the pages are in the proper order, and then staple
them together along the book’s spine.
Page 7
NOTE: If you cannot make double-sided copies, you can
photocopy single-sided copies of each page, cut apart the
mini-book pages, and stack them together in order, with the title
page on top. Staple the pages together along the left-hand side.
The Big Collection of Mini-Books for Guided Reading © Charlesworth & Schecter, Scholastic Teaching Resources
Page 2
Page 5
Title Page
Title Page
Title Page
Through multiple experiences with on-level books, children will be able to
practice and develop a network of critical reading strategies, including:
= predicting what will happen next in the story
= understanding characters and their motivations
= noticing the language patterns and style of the text
= figuring out unfamiliar words by using decoding skills to
= returning to the text to confirm understanding
= connecting the text to other stories and their own lives
= forming and communicating opinions about the books they read.
sound out words and context clues to confirm word meanings
With this essential skill set in place, children are empowered to ascend the reading ladder
with increased agility, gradually mastering more difficult titles over time—until the sky’s
the limit! And while fluency doesn’t happen instantly, with systematic exposure to the right
books, it does happen.
7
seasons
Frost
Target Word: swirls
Share the Poem
Perfect Poems for Teaching Vocabulary • Scholastic Teaching Resources • © 2010 by Beth Sycamore
F
ollow the guidelines on page 7 to share the poem “Frost.” As you read, invite
children to pantomime actions, such as drawing, dancing, and gliding. Review
unfamiliar words or phrases. For example, explain that etching is similar to drawing.
Allow time for children to describe places they have seen frost, such as on windows,
grass, even on food coming out of the freezer.
Explore Word Meanings
Reread the poem and introduce the word swirls (line 3). Use the
following instructional sequence for teaching this word.
Say It: Revisit line 3 in the poem: etching swirls while I sleep.
Highlight the word swirls and say it together.
Define It: A swirl is something that winds around in a curving or
spiraling way.
Explain It: The water in my kitchen sink circles around the drain
in swirls when I pull the plug.
More Words
to Explore
Use the instructional
sequence (left) as a model
for exploring other words
in the poem, such as:
artist (line 1)
Say It Again: What word describes things that wind around in a
curving or spiraling way? (swirls)
Discuss what an artist
does—for example, creates
paintings and drawings.
Make a list of tools and
materials artists use.
extensions
gliding (line 5)
Connect It: art
book share
94
Tell me what happens when you stir a glass of lemonade
or a cup of cocoa. Do you make a swirl?
Frosty Swirls: Let children etch swirls of “frost” on
a cookie-sheet “window.” Cover a cookie sheet with
shaving cream. Have children use craft sticks, the
end of a paintbrush, or other tools to draw swirls.
Smooth it out and repeat.
Here Comes Jack Frost by Kazuno Kohara
(Roaring Book Press, 2009): Spare but striking
illustrations invite readers along on an enchanting
winter adventure.
Share that someone who
is gliding, such as a skater,
is moving smoothly and
quietly. Ask: What kinds of
animals glide? (See page
58, “That One’s Me,” for a
lesson on the word glide.)
view (line 6)
Explain that a view is what
you see from a certain
place. Look out a window
with children. Invite them to
describe the view.
Frost
Perfect Poems for Teaching Vocabulary • Scholastic Teaching Resources • © 2010 by Beth Sycamore
Frost is an artist
drawing on my window,
etching swirls while I sleep.
Frost is a skater
dancing, gliding on glass,
changing my outside view.
Frost is a dream,
telling fairy tales
in winter white.
—Kathleen M. Hollenbeck
95
Teaching With the Lessons
A
s you prepare to teach with the lessons in this book, review the following suggested procedures to
maximize learning experiences.
Perfect Poems for Teaching Vocabulary • Scholastic Teaching Resources • © 2010 by Beth Sycamore
1. Prepare Copy the poem on chart paper or project for use on an interactive whiteboard (for use with a large
group). Print a class set of the poem (for small-group instruction or for children to take home to share with friends
and family). Read the poem in advance of the lesson to familiarize yourself with its rhythm and flow. Reading
aloud helps! Review the scripted target-word routine (Explore Word Meanings) and make any desired changes—
for example, you might substitute your own connection for Explain It.
2. Introduce the Poem Follow the suggestions provided in each lesson (Share the Poem) to introduce
the poem. Prompt children to share what they know about the topic—for example, when introducing “Fuzzy,
Wuzzy Caterpillar” (page 68), you might ask: Have you seen a real caterpillar or pictures of one? Tell me about it.
3. Read the Poem Aloud As you read the poem aloud, use intonation and phrasing to support the meaning
of the text and the rhythm of the language. With a large group, use a pointer to track the print as you go. With
small groups, have children follow along on individual copies of the poem.
4. Discuss the Poem After sharing the poem, review any unfamiliar words or phrases. Provide prompts to
invite children to share favorite parts and make personal connections to the poem. For example, after sharing
“Maggy’s Dog” (page 74), prompt children to make connections to their own experiences by asking:
What kinds of dogs do you see in your neighborhood? What do they look like?
5. Explore Word Meanings Use the instructional sequence to teach the target word. Allow time for children to have fun interacting with the word (Connect It). This might take the form of acting out the meaning—
as with “Music” (page 48), for example: “Show me how you would hammer a short nail. Now show me how you
would hammer a longer nail.” Children may also interact with a word by making personal connections—for
example, the lesson for “Carrots” (page 34) invites children to apply their understand of the word scrumptious:
“Tell me about a scrumptious snack you enjoy.”
6. Extend the Lesson Bring more meaning to the learning experience by planning deliberate opportunities
for children to interact with each other and use the words they are learning. The Extensions section of each lesson
provides suggestions for encouraging children to revisit the target word and apply it in different ways. For example,
after sharing “Night Trucks” (page 54) and exploring the word gaps with children, you might take a walk
together (around the school or neighborhood) to hunt for gaps, such as in playground equipment or fences.
Documenting discoveries with children provides opportunities to use the target word in writing. Use the instructional sequence provided in each lesson (see step 5, above) as a model to teach with other words from each poem.
More Words to Explore: In addition to the target word for each lesson, you’ll find several suggestions for teaching with other words from each poem. This section covers a range of words—from simple to complex. Some
familiar words are used as springboards to explore figurative language, shades of meaning, synonyms, antonyms,
homophones, and categories, such as afraid (page 16), blanket (page 26), jars (page 42), and shout (page 100).
More abstract words were selected to enhance word-knowledge building, such as pizzazz (page 40), bustling
(page 64), and adore (page 98). Use the instructional sequence for Explore Word Meanings as a model to help
children learn these words.
7
Name ____________________________________________ Date _________________
Stars and Skies
As the months change, different groups of stars are visible in the
dark, night sky. What groups of stars, or constellations, were in
the sky when you were born? Study the chart below.
The Zodiac
Sign
Birthdates
Symbol
Capricorn
Dec 22 – Jan 19
mountain goat
Aquarius
Jan 20 – Feb 18
water-bearer fish
Aries
Mar 21 – Apr 19
ram
TaurusApr 20 – May 20
bull
Gemini
May 21 – June 21
twins
Cancer
June 22 – July 22
crab Leo
July 23 – Aug 22
lion VirgoAug 23 – Sept 22
young woman LibraSept 23 – Oct 22
scales
ScorpioOct 23 – Nov 21
scorpion
Sagittarius
archer
Nov 22 – Dec 21
Use the information in the chart to answer the questions.
1 What is the symbol of Leo? __________________
2 The archer represents which sign? __________________
3 If you were born October 10, what is your sign? __________________
4 If your symbol is the bull, between which dates were you born?
__________________
32
Instant Math Practice: Graphs & Charts Grades 2–3 © 2011 Denise Kiernan, Scholastic Teaching Resources
PiscesFeb 19 – Mar 20
Instant Math Practice: Graphs & Charts Grades 2–3 © 2011 Denise Kiernan, Scholastic Teaching Resources
Answer Key
Page 32
1. lion
2. Sagittarius
3. Libra
4. April 20–May 20
59
wintry weather
• Wintertime Science Experiments
A
Extend students’ learning about icy-weather topics with these ideas:
Ice Expands: What happens to water when it freezes? After students share their thoughts, conduct
a simple experiment. First, fill a plastic container halfway with water. Mark the water level with a
permanent marker or wax pencil. then place the container in a freezer. after the water has frozen solid,
remove the container and show it to students. Discuss the level of the water, explaining that water (a
liquid) expands—or takes up more space—as it freezes into ice (a solid).
Salt Water: Ask students if they think salt water can freeze. After they respond, explain that salt
water does freeze, but at a lower temperature than plain water. Point out that glaciers, icebergs, and polar
caps in the oceans are made of salt water. then invite volunteers to identify on a globe some areas of
the earth where salt water might freeze in nature.
Then ask students to tell which they think provides the best traction (or grip): salt or sand. to test their
responses, divide the class into small groups. Give two ice cubes to each group. Ask the groups to sprinkle
salt on top of one ice cube and sand on the other. Have each group invert its ice cubes then slide them
across a table. Which one has the best traction? Finally, have students place the ice cubes on a paper
towel, sprinkle more salt and sand onto the appropriate cubes, and observe to see which one melts faster.
• Mitten Match
A
mittens
Prepare a variety of matching activities to give students practice in developing skills, such as letter recognition, math facts, opposites, and
words and their definitions. Simply photocopy and cut out a supply of
the mitten patterns on page 102. Then, on each pair, record the words,
images, or math facts you’d like students to match. they can match the
mitten pairs, then attach them to a clothesline in the classroom.
name ___________________________________________________ date ____________________
Wintry Word Find
102
January Monthly Idea Book © Scholastic Teaching Resources
January Idea Book © Scholastic Teaching Resources
Traction: Explain that salt and sand are often used to make ice less slippery on sidewalks and roads.
Find these words in the puzzle below:
Condensation
iCiCle
January Monthly Idea Book © Scholastic Teaching Resources
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Discuss the role that the water cycle plays in the formation of wintry
weather. also, talk about the different forms that frozen water can
take, such as frost, snow, and icicles. then, to further expand and
reinforce students’ wintry weather vocabulary, have them complete the word find on page 103. after they have searched for all
using six of the words from the puzzle, write about what you have
learned about wintry weather. if you need more space, use the back
of this page.
______________________________________________________
______________________________________________________
______________________________________________________
103
of the words listed in the word bank and circled them in the puzzle, have students use some of the words in the context of their
own writing. that’s one way to make vocabulary words stick!
96
102
January Idea Book © Scholastic Teaching Resources
name ___________________________________________________ date ____________________
Wintry Word Find
Find these words in the puzzle below:
Condensation
Icicle
Cloud
Moisture
Snowflake
Crystal
Precipitation
Snowman
Storm
Frost
Snow
Winter
January Idea Book © Scholastic Teaching Resources
GNM KLO PL KM JNHGASWERT X
ASWD VFRTF VGESEDFTGHYU
FRI E s n o w f l ak eI CFTG BN B
QESD nRGTGHNYFR CUS wOM o
AS fR o s t ec u d ic e C V m iGDp
AO C V wp r ec ip i t a t i o nTY t
XL C d m m o n r t r a t i o n i t n Qp
QUb o ac o t yE sAE sLAS eE X r
ATc o n d e n s a t i o nLE tRAT t
ZI lc h a r a t t ocG oSD u BNM u
AO o BNM J K aA r iE wTI rE X C s
WN uD BALz lO mc CDRE eGHY i
MI dNpGHT VDE lTFp a o tk sc
ASDEW Q X C V JA eU e d up l l t y
Using six of the words from the puzzle, write about what you have
learned about wintry weather. If you need more space, use the back
of this page.
______________________________________________________
______________________________________________________
______________________________________________________
103
Condensation
Cloud
Crystal
Frost
iCiCle Moisture PreCiPitation snow
Wintry
Word Find, page 103
snowFlake
snowMan
storM
winter
G n M k l o P l k M J n H G a s w e r t X
a s w d V F r t F V G e s e d F t G H y u
F r i
name
e s n o w F l a k e
i C F t G B n B
u s w o M o
V M i G d P
i o n t y t
n i t n Q P
a s e e X r
e t r a t t
d u B n M u
i r e X C s
date
e e ____________________
G H y i
a o t k s C
u P l l t y
Q e s d n r G t G H n y F r C
a s F r o s t e C u d i C e C
a o C V w P r e C i P i t a t
X l C d M M o n r t r a t i o
Q u B o a C o t y e s a e s l
a t C o n d e n s a t i o n l
Z i l C H a r a t t o C G o s
a o o B n M J k a a r i e w t
___________________________________________________
w n u d B a l Z l o M C C d r
M i d n P G H t V d e l t F P
a s d e w Q X C V J a e u e d
Arctic
Arctic Word
Word Find
Find
January Idea Book © Scholastic Teaching Resources
using six of the words from the puzzle, write about what you have