42481.pp. 42-55 7/22/03 11:27 AM Page 42
Theme
4
42
THEME 4:
Family and Friends
42481.pp. 42-55 7/22/03 11:27 AM Page 43
CHALLENGE ACTIVITIES FOR
Family and Friends
THEME 4:
Family and Friends
43
42481.pp. 42-55 7/22/03 11:27 AM Page 44
WEEK 1
1.
Biscuit Finds a Friend
Materials: old white socks, black self-adhesive dots, orange
construction paper, stapler
Challenge Master CH 4–1
Goal: Learn about ducks and put on a puppet play.
THEME 4/Week 1
Name
1. Biscuit Finds a Friend
Responding
Preparing to Read
Write your ideas about the story.
• Clues that Biscuit and the duck like each
other are
Building Background
Ask children to tell about real life or story situations in which two
different kinds of animals were friends. Write these animal pairs on
the chalkboard.
Copyright © Houghton Mifflin Company. All rights reserved.
• What may happen the next day is
CH 4–1 Challenge Master
Grade 1 Theme 4: Family and Friends
Supporting the Reading
Introducing the Book
Ask children to review the title and cover art to predict who Biscuit
is. Tell them to guess what kind of friend Biscuit will meet.
On page 8, ask:
Expected Outcome
A good duck project will
include
✔ written questions about
ducks
✔
written answers to the
questions
✔ an informal puppet play
about what children have
learned
• What does the little duck say? (Quack!)
• Who can read another word on this page that ends with the /k/
•
sound? (duck)
What letters do you see that make the /k/ sound? (ck)
On page 20, ask:
• What word do you see in the last sentence that has the /ŏ/
sound? (Not)
Responding
Point out that discussing story characters and their actions can
help children understand what they have read. Ask the following
questions:
• What did Biscuit and the girl do when they found the duck?
• What does this tell you about them?
Distribute Challenge Master CH 4-1
Have children discuss their responses in a small group.
44
THEME 4:
Family and Friends
42481.pp. 42-55 7/22/03 11:28 AM Page 45
Learning About Ducks
Challenge Master CH 4–2
Getting Started
THEME 4/Week 1
Name
Ask children what information this story provides about ducks.
Then ask children what other information they would like to learn
about ducks.
Finding Out More About Ducks
Ask Questions
Write your questions.
Tell children that they will learn more about real ducks and share
what they learn through a puppet play.
Finding Out More About Ducks
Find a Book
• Find a book about ducks.
• Have children write questions that they would like to answer
Copyright © Houghton Mifflin Company. All rights reserved.
•
about ducks.
Assist children in finding books about ducks. Possible titles
include Ducks Don’t Get Wet by Augusta Goldin, North
American Ducks, Geese, and Swans by Ruth Soffer, and
Quack and Honk by Allan Fowler.
Write its title.
Grade 1 Theme 4: Family and Friends
Challenge Master CH 4–2
WEEK 1
45
42481.pp. 42-55 7/22/03 11:28 AM Page 46
WEEK 1
Read to Find Out
Challenge Master CH 4–3
Have children read books and look at pictures to answer their
questions about ducks. Sample questions they may research are:
THEME 4/Week 1
Name
• How do ducks swim?
• Why don’t their feathers get wet?
• Where do ducks live?
Read to Find Out
• Read to find the answers to your questions.
Write what you learned.
Have children write sentences about the information they learned.
Tell them to include:
• an opening sentence to get their audience’s interest
• sentences to answer each question they asked
• an ending sentence that sums up their feelings about what they
Get Ready to Share
Share What You Learned
• Use your puppet to tell what you learned.
• Listen as others tell what they learned.
• Answer questions from your class.
CH 4–3 Challenge Master
Copyright © Houghton Mifflin Company. All rights reserved.
• Make a duck puppet.
learned
Grade 1 Theme 4: Family and Friends
Get Ready to Share
Have each child make a duck puppet using a sock for the body,
self-adhesive dots for eyes, and construction paper for a bill. Help
children staple the bills onto their ducks.
Share What You Learned
Have children use their duck puppets to deliver the scripts they
have written. Provide time for children to ask one another questions
about what they learned.
46
THEME 4:
Family and Friends
42481.pp. 42-55 7/22/03 11:28 AM Page 47
2.
Learning About Families
60 MINUTES
INDIVIDUAL
Expected Outcome
Materials: art paper, crayons or markers
A good family picture activity
will include
Goal: Make a family picture.
✔ an illustration of a family
✔ a sentence that tells
Read aloud several books about families, such as Bravo, Maurice! by
Rebecca Bond, Pinkey and Rex and the Perfect Pumpkin by James
Howe, and The Wedding by Angela Johnson. Provide time for
children to compare and contrast the families from the books with
their own families.
3.
Drawing Conclusions
60 MINUTES
about the picture
INDIVIDUAL
Materials: a live plant
Expected Outcome
A good drawing conclusions
activity will include
Goal: Write a conclusions journal.
Remind children that they read about examples of change in An Egg
Is an Egg. Point out that the author concluded that nothing stays the
same and everything can change. Tell them that they will draw some
conclusions about a plant.
✔ statements of
observable facts about
the plant
✔ a reasonable conclusion
drawn from the facts
Additional Independent Work
Connecting/Comparing Literature
Have children compare the On My Way Practice Reader Family Day
with the anthology selections Fluff Is Missing! and Go Away, Otto!,
using what they have learned about Drawing Conclusions. Children
may discuss or write about their comparisons.
Challenge Master CH 4–4
THEME 4/Week 1
Name
2. Learning About Families
Make a family picture.
• Read books about
Other Activities
Draw a picture
of your family or of
• Education Place:
www.eduplace.com
More activities related to
Go Away, Otto!
• Accelerated Reader ®,
Go Away, Otto!
one of the families you
• Draw
something the
family does
together.
read about.
Write a sentence about your picture.
3. Drawing Conclusions
Draw a conclusion about a plant.
• Look at the plant.
• Make a picture of it.
Write about it.
Copyright © Houghton Mifflin Company. All rights reserved.
• TE p. T35, Illustrate Changes
• TE p. T52, Completing
Sentences
• TE pp. R15, R17, R29, R35,
Challenge
different families.
Draw a
conclusion about
• Be sure to
include details
in the picture.
the plant.
• Has it changed or how
will it change?
Grade 1 Theme 4: Family and Friends
Challenge Master CH 4–4
WEEK 1
47
42481.pp. 42-55 7/22/03 11:28 AM Page 48
WEEK 2
1.
Come! Sit! Speak!
Materials: supplies needed to conduct selected science experiments
Goal: Write a book about teaching a skill to
another child.
Challenge Master CH 4–5
THEME 4/Week 2
Name
1. Come! Sit! Speak!
Responding
Preparing to Read
Write your ideas about the story.
• Ariel was a _____ teacher because she
Building Background
• Something else that Ariel might teach her
Copyright © Houghton Mifflin Company. All rights reserved.
sister is
CH 4–5 Challenge Master
Grade 1 Theme 4: Family and Friends
Expected Outcome
A good book will include
✔ text patterns from Come!
Sit! Speak!
✔ a skill that can be taught
to another child
✔ illustrations on each
page
Read the title, author, and illustrator aloud. Ask children what they
think this story will be about. Then ask children to recall times
when they have taught a person or an animal how to do something.
Have them share what skill they taught. Ask them to tell what made
the experience fun and what was challenging about it.
Supporting the Reading
Introducing the Book
Have children read the title and look at the cover of the book. Do a
picture walk with them. Engage children in making predictions
about who will be teaching whom in the story and what that person will teach. Point out the text on page 3. Ask:
• Who wants to try pronouncing the main character’s name?
• Who wants to try reading the name of the pet shop?
• Who can find a word on this page that has the /ŭ/ vowel sound?
• Who can think of other words that have the /ŭ/ vowel sound?
Responding
Tell children that sharing their ideas about a book with others is
part of the fun of being a reader. Have children discuss the following
questions:
• At first, how did Ariel feel about getting a sister instead of a
•
puppy? How do you know?
How did she feel at the end of the book? Why do you think that?
Distribute Challenge Master CH 4-5
Have children read the directions and sentence starters. Give them
time to write their answers and then have children discuss their
responses in a small group.
48
THEME 4:
Family and Friends
42481.pp. 42-55 7/22/03 11:29 AM Page 49
You Can Teach!
Challenge Master CH 4–6
Getting Started
THEME 4/Week 2
Name
Remind children that Ariel had fun teaching her sister new things.
You Can Teach!
Finding Out More About Teaching
Write the name of someone you can
teach.
• Have children think about younger children to whom they could
Write three things to teach him or her.
Copyright © Houghton Mifflin Company. All rights reserved.
•
teach something. Explain that they might teach a younger brother
or sister, a cousin, a neighbor, or a friend.
Ask volunteers to recall what Ariel taught her little sister. Then
have them think about what they want to teach. Ask them to
make a list of their ideas.
Grade 1 Theme 4: Family and Friends
Challenge Master CH 4–6
WEEK 2
49
42481.pp. 42-55 7/22/03 11:29 AM Page 50
WEEK 2
Writing the Books
Challenge Master CH 4–7
Provide children with drawing paper and have them begin
their books.
THEME 4/Week 2
Name
• Have children use the following sentence frame for the first page
Writing the Books
• Make the first page of your book.
•
• Make pages that show what you are going
to teach.
Draw and write on each page.
Finish the Book
• Make a cover for your book.
Write a title and put your name below.
Share the Book
•
• Listen to your partner read his or her book.
CH 4–7 Challenge Master
Copyright © Houghton Mifflin Company. All rights reserved.
• Read your book to a partner.
of their books:“You can teach _______________ everything.”
Tell children to pattern the rest of their book after Come! Sit!
Speak! For example, they should use thought balloons to tell
what they teach. Remind them that they can look in the book to
find text patterns they want to use in their own book, but with
their names substituted. For example, one page might read,
“Tonio thought about this.”
Have children add illustrations to fill the pages.
Grade 1 Theme 4: Family and Friends
Finish the Book
Have children continue working on their books. When they are
finished with their pages, have children
• put the pages in order
• make a cover from a blank sheet of drawing paper
• add a drawing, a title, and their name as author to the cover
• staple the pages together to make a book
Share the Book
Have children share their books by reading them aloud to partners.
50
THEME 4:
Family and Friends
42481.pp. 42-55 7/22/03 11:29 AM Page 51
2.
Families, Families, Families
60 MINUTES
INDIVIDUAL
Expected Outcome
Goal: Read books about families and draw pictures
to show something about the book.
A good family book “photo”
will include
Review Go Away, Otto! with children and discuss some of the
photographs.
✔ a drawing that shows
something about the
family in the chosen
book
• Assist children in finding books about families. Possible titles
•
•
include Gone Fishing by Earlene Long, Families by Ann Morris,
Lots of Moms by Shelley Rotner, Me and My Family Tree by Joan
Sweeney, When Mama Gets Home by Marisabina Russo, and
Little Bear’s Visit by Else H. Minarik.
Ask them each to draw one “photo” that shows the family
members in the book doing something together.
Have them write about their pictures.
✔ writing to accompany
the drawing
Expected Outcome
A good chart will include
3.
Two Best Friends
60 MINUTES
✔ at least three friends
✔ logical characteristics
INDIVIDUAL
Goal: Write reasons for liking friends.
of each friend
Point out that in Two Best Friends, Pam knew that any new friends
she made would be different from Jen. Help children realize there
are different things people like about different people.
• Have children think about different friends and the good things
•
•
that make each person a friend.
Tell children to make a chart to show their ideas.
Talk about the different ideas on their charts.
Challenge Master CH 4–8
THEME 4/Week 2
Name
2. Families, Families, Families
Read a book about a
Additional Independent Work
family.
Draw a picture
to tell about the book.
Connecting/Comparing Literature
picture.
How would you describe
your friends?
• Think of three friends.
• Make a chart to show
Copyright © Houghton Mifflin Company. All rights reserved.
them.
• Education Place:
www.eduplace.com
More activities related to
Two Best Friends
• Accelerated Reader ®,
Two Best Friends
family.
3. Two Best Friends
what you like about
• TE p. T107, Symbols
• TE p. T124, Completing
Sentences
• TE pp. R19, R21, R23, R31,
R37, Challenge
who is in the
Write about the
Have children compare the On My Way Practice Reader Best Friends
with the anthology selections Zack and His Friends and Two Best
Friends using what they have learned about Compare and Contrast.
Children may discuss or write about their comparisons.
Other Activities
• Think about
• What is the same and
different about each
• Think about
what is important
about how a
friend acts.
• What is
important about
what you can do
together?
friend?
Grade 1 Theme 4: Family and Friends
Challenge Master CH 4–8
WEEK 2
51
42481.pp. 42-55 7/22/03 11:29 AM Page 52
WEEK 3
1.
The Day the Sheep Showed Up
Materials: poster board, paste, cotton balls, yarn, scraps of wool,
crayons or markers
Challenge Master CH 4–9
Goal: Read The Day the Sheep Showed Up and
learn about wool making.
THEME 4/Week 3
Name
1. The Day the Sheep Showed Up
Responding
Write your ideas about the story.
Preparing to Read
• The sheep was different from the other
animals because it
Building Background
Ask children to recall rhymes such as Baa, Baa, Black Sheep and
Mary Had a Little Lamb about sheep and lambs. Tell them that they
will be reading a make-believe story about a sheep.
• Some ways the sheep was different from
Copyright © Houghton Mifflin Company. All rights reserved.
real sheep are
CH 4–9 Challenge Master
Supporting the Reading
Introducing the Book
Grade 1 Theme 4: Family and Friends
Have children do a picture walk to predict the other animals’
reaction to the sheep.
Point out the text on page 3. Ask:
Expected Outcome
A good poster will include
✔ an illustration about wool
making
✔ a title
✔ sentences that tell about
wool making and list
things made from wool
• Who can find a word that begins with the sounds you hear at the
beginning of strap? (strange)
• Who can find a word with the /ĕ/ vowel sound you hear in pen?
(when)
Point out the text on page 17. Ask:
• Who can find a word with the /ŭ/ vowel sound you hear in up?
•
(mud)
Who can read the whole first sentence?
Responding
Discuss the following questions:
• How do you think the animals felt about the sheep at first? Why?
• How did they feel at the end of the story? What made them
change their minds? Why do you think that?
Distribute Challenge Master CH 4-9
Have children read the directions and sentence starters. Give them
time to write their answers and then have children discuss their
responses in a small group.
52
THEME 4:
Family and Friends
42481.pp. 42-55 7/22/03 11:30 AM Page 53
Learning About Wool Making
Challenge Master CH 4–10
Getting Started
THEME 4/Week 3
Name
Remind children that they have just read a story about a makebelieve sheep. Point out that real sheep serve a useful purpose by
providing wool used to make items such as sweaters and blankets.
Tell children that they will learn how sheep’s wool is made into
items that they use.
Finding Out More About Wool Making
Ask Questions
Write your questions.
Finding Out More About Wool Making
Find a Book
• Find a book about wool making.
• Have children write questions that they would like to answer
Write its title.
Copyright © Houghton Mifflin Company. All rights reserved.
•
about how a sheep’s wool is made into everyday items.
Assist children in finding books about wool making. Possible titles
include Farmer Brown Shears His Sheep by Teri Sloat, Hooray
for Sheep Farming! by Bobbie Kalman, and Wool by Guinevere
Healy-Johnson.
Grade 1 Theme 4: Family and Friends
Challenge Master CH 4–10
WEEK 3
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42481.pp. 42-55 7/22/03 11:30 AM Page 54
WEEK 3
Read to Find Out
Challenge Master CH 4–11
Have children read books and look at pictures to answer their questions about wool making. Sample research questions include:
THEME 4/Week 3
Name
• How do farmers get wool from sheep?
• How is the wool turned into yarn?
• What kinds of things are made from wool?
Read to Find Out
• Read to find the answers to your questions.
Write what you learned.
Writing a Paragraph
Write sentences to tell what you
learned.
Draw a picture to show something
Writing a Paragraph
Share What You Learned
• Tell what you read and show your picture.
• Listen as others read what they learned.
CH 4–11 Challenge Master
Grade 1 Theme 4: Family and Friends
Copyright © Houghton Mifflin Company. All rights reserved.
about wool making.
Have children write their paragraphs. Tell them to include:
• a title for their work
• a sentence that tells about a part of the process
• a sentence that names some things that are made from wool
Share What You Learned
Have each child write his or her finished paragraph on the bottom
half of a poster board. Ask the children to use art materials and
supplies such as cotton balls, yarn, and scraps of wool to make a
three-dimensional illustration for the top half of their paper. Tell
children that the illustration should show something about the
wool-making process.
Provide a place for children to display their posters so that others
in the class and the school can see them.
54
THEME 4:
Family and Friends
42481.pp. 42-55 7/22/03 11:30 AM Page 55
2.
Seasons Poster
60 MINUTES
INDIVIDUAL
Materials: unlined paper
Expected Outcome
Goal: Make a poster about seasonal activities.
A good seasons poster will
include
Help children identify a book such as Around the Oak by Gerda
Muller that is structured around the sequence of seasons and that
tells what happens in each one.
3.
Safety Rules
✔ the four seasons
✔ pictures of activities
associated with each
season
60 MINUTES
INDIVIDUAL
Materials: unlined paper, pencils or thin line markers, stapler
Goal: Make a group safety booklet.
Have children work together to discuss safe behavior and make a
group booklet that shows safety rules.
Expected Outcome
A good safety booklet will
include
• Together, revisit pages 194 and 195 of Dog School. Engage chil•
•
•
•
✔ safety rules that children
dren in a discussion of why the dog’s behavior is unsafe.
Help children think of other problems that the dog could cause
by being out of control, such as jumping on visitors.
Have children meet in small groups to discuss important safety
rules in their lives.
Tell each child to draw and write about a different safety rule.
Combine the pages to make a group booklet.
use
✔ illustrations to
accompany the text
Challenge Master CH 4–12
Additional Independent Work
THEME 4/Week 3
Name
Connecting/Comparing Literature
2. Seasons Poster
Have children compare the On My Way Practice Reader The Bug Jug
Gang with the anthology selections Dad’s Big Plan and Dog School,
using what they have learned about Sequence of Events. Children
may discuss or write about their comparisons.
Think about what happens during different
seasons.
• Read a book about seasons.
• Make a seasons poster.
• Show what you do with
• What is the
your family and friends
weather in
in each season.
each season?
3. Safety Rules
Other Activities
Make a page for a safety book.
• Think about your
• Education Place:
www.eduplace.com
More activities related to
Dog School
• Accelerated Reader ®,
Dog School
safety rule.
Write the rule on
your page.
Copyright © Houghton Mifflin Company. All rights reserved.
• TE p. T179, Noting Details
• TE p. T196, Completing
Sentences
• TE pp. R25, R27, R33, R39,
Challenge
• How do you
follow your
safety rule?
Draw a picture
to show what the rule
means.
Grade 1 Theme 4: Family and Friends
Challenge Master CH 4–12
WEEK 3
55