Launch the school year with these freshly picked ideas!

"Out-stand-ing" Apple For best results, make this project in small groups.

Craft Use a 3" x 4" apple template to make three identical construc-tion paper apples. Cut a stem and a leaf from construction paper and write your name or initials on the leaf. Then glue the stem and leaf to one apple. Next, fold each apple in half. Glue one half of an apple to one half of another, aligning the outer edges. Glue the halves of the remaining apple to the free halves of the first two apples.

Paint, Plus! There’s no need to gather paintbrushes. Instead use toothbrushes, plastic forks, and other household items for bushels of creative fun!

Craft Gather shallow containers of red, yellow, and green paint and house-hold items that make different paint prints, such as toothbrushes, plastic forks, hairbrushes, and plastic combs. Make paint prints with one or more items all over a sheet of white paper. After the paint dries, trace an apple template on the back of the paper and then cut out the tracing. Glue the cutout to a larger piece of colored paper. Then trim the paper and glue stem and leaf cutouts in place.

Apple Art

Display Options Back-to-school display: Have each student label his apple with

his name. Then showcase the apples with the title “We’ll Have a Bushel of Fun This Year!”

Reading and spelling reference: Use reusable adhesive to attach a word card to each apple and then display the apples. For quick reading warm-ups, designate groups of words for students to read, such as the words on all the red apples.

craft by Litsa JacksonCovington Integrated Arts AcademyCovington, TN

Display Options Desk toppers: Set students’ apples on their desks to use as 3-D nametags. Keep them on display for open house; they’re eye-catching decorations!

3-D tree: Showcase a large tree cutout on a board and then staple students’ apples to it for a 3-D effect.

Joe

Joe

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0 1 2 3 4 5

Same SumCommutative property of addition (1.0A.B3)

Guide each student to make a construction paper butterfly. Next, have him write an addition problem on one wing and illustrate it with two different-colored sets of spots. After he writes the sum, instruct him to switch the addends to write a related addition problem on the other wing. Then ask him to illustrate and solve that problem. He’s bound to realize that if he knows one fact, he knows the other!

Laura Wanke, Pecatonica Elementary, Pecatonica, IL

Black Out!Number order (1.NBT.A.1)

Display a hundred chart or a pocket chart with individual number cards from 1 to 100. Have a volunteer secretly cover four numbers with black paper squares. Next, have each student silently determine the covered numbers and list them on an individual whiteboard. Then invite youngsters to share their strategies for determining the numbers. After each student writes the numbers in order from least to greatest, reveal the covered numbers and encourage students to check their work.

Vanessa Rivera, La Luz Elementary, La Luz, NM

On Your Mark…Counting on and back (1.0A.C.6)

This math practice is a winner for either small or large groups. Use a white crayon to make a number line from 0 to 10 on a length of black paper. Cut out a copy of the cards from page 27. For a small group, place the number line on the floor or a table and set out a small toy car. To take a turn, a student puts the car on 0, draws a card, and reads the problem aloud. She “drives” the car to the first number in the problem. Then she solves the problem by counting on or back and moving the car accordingly. For a large-group variation, display the number line on the board. Attach a car cutout to a craft stick. Have students think aloud as they “drive” the car along the number line to solve problems.

Jennifer WillisOneco ElementaryBradenton, FL

Don’t miss the addition skill sheet on page 20.

23161030

To keep the rest of the group actively involved, have youngsters write each problem and its answer.

4 + 3 = 7 3 + 4 = 7

0 1 2 3 4 5

We the People…Constitution Day and Citizenship Day

Foracross-curricularintroductiontotheUSConstitution,displaythepoemfrompage79andreaditwithstudentsafewtimes.Thenhaveyoungsterscirclefamiliarhigh-frequencywords.Next,highlightthewordsrulesandrightsanddiscusstheirmeanings.Nameexam-plesofrights,suchastherightforpeopletospeakfreely.ThenexplainthatgovernmentofficialsworkhardtoprotecttherightsofUScitizens.Tofollowup,giveeachstudentacopyofpage79.Readthepoemtogetherandaskstudentstomarkchosenwords.Thenguidethemtofollowthedirections.It’sawonderfulwayforthemtomakepersonalconnections!

adaptedfromanideabyCindyCarrollThomasB.ConleyElementaryAsbury,NJ

People and PlacesCommunity workers

Whatmakesupacommunity?Why,peopleandplaces,ofcourse!Drawandlabelthreeovalsontheboardasshown.Havestudentsbrainstormtitlesofcommunityworkersandnamesofplaceswheregoodsandservicesareprovided;thenincorporatethetitlesandnamesintoaweb.Next,giveeachstudentalargesheetofpaper.Instructhertoillustrateacommunityworkerathisorherworkplace.Thenwriteacaptionshedictatesdescribingtheworkthepersondoes.Bindstudents’papersbetweentwocoverstitled“PicturingaCommunity.”Theresultingbookisperfectforjump-startinglaterdiscussionsaboutgoodsandservices!

We the People

library hospital

grocery store bakery

librarian

doctor

dentist

baker

car mechanic

Our Community

People Places

Bobby’s Bakery

Toy Store

Make a Map!Beginning map skills

Buildonthisdisplayideathroughouttheyearasyoungsters’mapskillsgrow.Giveeachchildablank3"x5"card.Havehimillustrateahome,ahypotheticalbusiness,oranothercommunityplace.Thenhelphimlabelit.Next,displayalengthofpaperonwhichyouhavedrawnroads.Inviteeachyoungstertotapehiscardtothepapertomakeamap.Thenguidestudentstouserelative-locationwordstodescribewheredesignatedsitesare.Afterstudents’arefamiliarwithcardinaldirections,addacompassroseandhavestudentsrefertoitastheydescribethelocationsofvarioussites.Orusestep-by-stepcardinaldirectionstoguidestudentstomoveafigurefromonemaplocationtoanother.

Let’s Do

Social S tudies!

©The Mailbox® • Aug./Sept. 201272

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Now we have fun at this time each year. Thanksgiving is for family, friends, and good cheer!

Long, long ago, the Pilgrims came on a ship.

Time for Thanks

Use with “Time for Thanks” on page 59.

Name

Social S tudies!

102 THE MAILBOX

“Race to Success!” PuzzlesUsewithpages103and104.Printthispage.Backeachpuzzlewithdifferent-coloredpaper;thencutapartthepiecesonthedottedlines.Cutapartcopiesofthecardsonpages103and104.

Partner Game

TEC40065

TEC40065

©The Mailbox® • TEC40065 • Feb./Mar. 2013

getting ready• For each student group, gather

a small ball, a toy car, a small lidded container, a toothbrush, some play dough, and an empty water bottle with a cap. Also give each group a sheet of paper.

On the Move

Pushes and pulls

Understanding frictiongetting ready• Divide students into groups

of four. • For each group, gather a sheet

of paper, toy car, measuring tape, stack of books, and smooth board (road). Also get carpet and sandpaper pieces sized to fit the board.

activity In each group, the students assign each of the following roles to a different group member: car placer, measurer, recorder, and board changer. The students put one end of the board on the stack of books to make a ramp. The car placer puts the car at the top of the board and releases it. The measurer determines, with assistance from her group members, how far the car rolled. After the recorder writes the distance on the sheet of paper, the board changer puts the carpet on the board. The group members repeat the rolling, measuring, and recording process. Then the board changer replaces the carpet with the sandpaper for the final round of rolling, measuring, and recording. After each group completes its work, record each group’s data on a class graph. Then guide students to draw conclusions about the distance the car travels on different surfaces.

Stella CarterVineland ElementaryMiami, FL

activity Name activities such as swinging, riding a bike, and reeling in a fish and have youngsters explain whether the activity involves pushes, pulls, or both. Next, have one student in each group fold the sheet of paper into thirds, unfold it, and then trace the creases to make three columns. Ask him to title one column for each of the following: pushes, pulls, and both. Next, instruct each group to study and discuss the items, determine in which column each belongs and why, and then write the item’s name below the appropriate heading. After each group completes its work, invite youngsters to share their observations with the class.

Ruth BowerAnna May Daulton ElementaryGrand Prairie, TX

simple science

Don’t have enough materials for each group in your class? Put one set of materials at a center and have the groups take turns visiting the center.

Road Work

147©The Mailbox® • Oct./Nov. 2012

Write On!Write On!

Start With Art! Lay the groundwork for writing with details. How? First, have each student picture in his mind the story he wants to write. Next, invite him to tell what he pictures, guiding him to describe the image in detail. Then ask him to draw it on story paper. If he draws stick figures, encourage him to develop his illustrations by drawing clothing on the figures. Also have him draw a floor or a ground-line to anchor figures and then add other setting details. Once he completes his illustration, ask him to write his story. The more detailed his illustration, the more detailed his writing is sure to be! (W.1.3)

Teresa Pfeiffer, Payne Elementary, Payne, OH

Sticking to Sentences Stickers are the key to making this asking- and telling-sen-tence activity fun for first graders. Give each youngster a sheet of story paper and a sticker with an illustration. Have her attach the sticker to her paper and incorporate it into a larger illustration. Then instruct her to write relevant asking and telling sentences. (L.1.1j)

Carla Tullis, Glanton Hindsman Elementary, Villa Rica, GA

Meet Me! This get-acquainted project is a simplified autobiography. Give each student a copy of the booklet backing on page 211. Have the youngster illustrate it so it resembles himself and cut it out. Then staple to the backing a few 31⁄2" x 81⁄2" paper strips as shown. Next, instruct the student to write a title and his name on the cover. Guide him to write and illustrate on each page different information about himself, such as his birthday, his age, his favorite color, and his favorite free-time activity. Then showcase students’ booklets with the title “Meet Our Class!” (W.1.2)

Display students’ booklets for open house.

All About Me

by Parker

My fish is green and yellow.

Do you like my fish?

©The Mailbox® • Aug./Sept. 2012194

Write On!Write On!fat

laugh

Good Spacing

End Marks

Uppercase Letters

Writer’s

Magnifying

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210 THE MAILBOX

Name Using was and were (L.1.1c)

Pick Us!

Monday _____________ Sam’s birthday.

His mother said it _____________ a good day

to get a pet. They went to the pet shop. The

kittens _____________ playing. The snake

_____________ wiggling. Three little dogs

_____________ running after a ball. They ran

fast! The lizard _____________ resting on a

rock. One rabbit ____________ hopping

around. All the animals ____________ fun.

Sam _____________ not sure which pet to

pick. Then Sam saw two birds. The birds

_____________ talking. The birds said, “Pick

us!” That helped Sam know which pets to get!

Bonus: Look at the last word you wrote. How did you decide to write wasor were?

Write was or were to complete the sentences.

Was and were tell about

the past.

©The Mailbox® • TEC40064 • Dec./Jan. 2012–13

Arnie the Doughnut

Skill focus: Identifying who tells the story (RL.1.1.6)

Before reading: Review the staff members’ names and school roles with students. Then read the sentences with youngsters and guide them to put the cards with the corresponding photos. Discuss how students know what photos and sentences go together. Point out that when someone imagines what another person might say or feel, he thinks from that person’s point of view. Explain that an author can write from his or her own point of view or suppose how a character thinks and write from the character’s point of view.

Purpose for listening: Tell students that the author wrote the story from a doughnut’s point of view. Invite them to share their ideas about what a doughnut might say if it could talk. Then encourage them to listen to find out what the author imagines the doughnut thinks.

During reading: To maintain the flow of the story, read aloud just a few captions and labels during the first reading. Revisit them during additional readings.

Page 27: Turn and talk to your neighbor about one thing Mr. Bing could do with Arnie instead of eating him. Page 33: What do you predict will happen next? Why?

After reading: How would the story be different if the author wrote it from the baker’s or Mr. Bing’s point of view? What might they say or think?

By Laurie Keller

A doughnut named Arnie is blissfully unaware of the reason he was made. That all changes, though, after Mr. Bing buys him and prepares to eat him. Luckily, Mr. Bing reconsiders his plans when he discovers that Arnie is a doughnut like none other!

ideas contributed by Sherri L. SmithFort Wayne, IN

Ready-to-Use Lesson

Sum It Up! Today we talked about how authors can tell stories through different characters. The point of view the author chooses can change a story. Whenever we read a story, think about the point of view from which it’s written.

Preparation: Display labeled photos of several school staff members. Write on separate blank cards job-related sentences they might say.

©The Mailbox® • Oct./Nov. 2012 239

248 THE MAILBOX

Seuss Spinner    This quick-prep activity is a convenient follow-up to any Dr. Seuss book. Since the questions are open-ended, you can reuse the spinner with different selections. Simply set out a cutout copy of the spinner, a pencil, and a large paper clip. A student uses the pencil and paper clip to spin the spinner, and then he responds as  appropriate. 

What is one sentence in the book that’s fun to

read? What makes it fun?

Play with words just as Dr. Seuss did!

Pick a consonant sound. Replace each /l/.

Lots of lazy ladybugs live here.

What part of the book did you like the most? Why?

Do you think the book is one

of Dr. Seuss’s best? Why or why not?

Do the pictures help tell the story? Explain.

Why do you think Dr. Seuss wrote

the book?

©The Mailbox® • TEC40065 • Feb./Mar. 2013

Fun FactsBats are the only mammals that can fly.Bat wings have bones like the bones in a human hand.Some bats use echoes to find food.Many bats rest hanging upside down. There are about 40 kinds of bats in North America. Wrinkle-faced bats are named for how they look.

274 ©The Mailbox® • Oct./Nov. 2012

To reinforce the use of question marks, begin some facts with the words Did you know…

Believe it or not, bats are fascinating and helpful creatures. Dive into facts about these often misunderstood animals and reinforce math and literacy skills too!

Swoop!Bat-Themed Learning Fun

Fix the Facts! Make the most of your teaching time by incorporating science into spelling, capitalization, and punctuation practice.

Getting ready: Use the foldable bat pattern on page 276 to make two bat cutouts.

Activity: On each of several days, write two facts about bats on the board, incorporating capitalization, punctuation, or spelling errors. For each fact, use a sticky note to program a bat cutout with the number of errors. Then fold the wings to conceal the number. Display each bat beside its corresponding sentence. Read and discuss each fact, in turn, with students. After youngsters edit the fact, unfold the bat wings to reveal the number of errors students should have found. For a variation, use a different-color marker to scramble a grade-appropriate word in each fact. Write it correctly on the corresponding bat. Invite students to use context clues to guess the word and then have them unscramble it. Editing (L.1.2)

Man’s Best Friend? Increase students’ number sense as they consider an amazing science fact.

Getting ready: Gather visual aids appropriate for modeling 600, such as hundred charts, math cubes, counters, and paper for drawing tally marks.

Activity: Write “600” on the board and read the number aloud. Explain that some bats catch about 600 insects in an hour. Suggest that this form of insect control is helpful. Then wonder aloud what a group of 600 insects looks like. Invite students to brainstorm how they could represent the quantity, leading them to consider a strategy such as each of six groups modeling 100. Help youngsters reach a consensus and then model the number with tally marks or other visual aids. They’re sure to agree that 600 insects is a lot! Modeling numbers

10Die-cut figures aren’t just for nametags and labels.

They’re great for skill practice and classroom management too!

Dig Into Nonfiction: Write content-related words from a nonfiction selection on separate cutouts. Display the cutouts for a vocabulary and spelling refer-ence. Or have students sort the words and explain their reasoning. For example, they might sort words from a passage about weather into forms of precipitation, describing words, and types of storms.

Group Students: Randomly distribute cutouts to youngsters to form student pairs or groups. Students who have identical cutouts work together!

Connect Numbers: Write a skip-counting sequence on die-cut figures, writing one number per cutout. Make two or three identical sets. Students arrange the cutouts in sequential order crossword puzzle–style, counting forward and backward. adapted from an idea by Ruth Bower, Anna May Daulton Elementary, Grand Prairie, TX

Focus on Spelling: Display in random order die-cut letters that form a word. After students unscramble the letters, put the letters in a plastic bowl. Repeat on each of several days. Then put the bowl at a center and have students form a variety of words on their own. Jennifer Willis, Oneco Elementary, Bradenton, FL

Boost Comprehension: After a student reads a selection, have him write the main idea on the palm of a large hand cutout and a key word on each finger. Then ask him to explain the significance of each word. Courtney Bartlett, Knoxville, TN

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