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Kindergarten Thinking Skills & Common Core Concepts Teacher’s Manual

ii © 2014 The Critical Thinking Co.™ • www.CriticalThinking.com • 800-458-4849

Table of ContentsINTRODUCTION

Thinking Skills and Common Core Concepts...................................................................viProgram Design ..............................................................................................................viiInstructional Methods .....................................................................................................viiiDescription of Chapters.....................................................................................................xEvaluating Thinking Skills Instruction ...............................................................................xiInstructional Recommendations ......................................................................................xiiiVocabulary and Synonyms .............................................................................................xivGuide to Using the Lesson Plans .....................................................................................xv

LESSON PLANSCHAPTER ONE—DESCRIBING COLOR

Describing Red................................................................................................................. 1Describing Orange ........................................................................................................... 2Describing Yellow............................................................................................................. 3Describing Green ............................................................................................................. 4Describing Blue ................................................................................................................ 5Describing Purple ............................................................................................................. 7Describing Brown ............................................................................................................. 8 Describing Black .............................................................................................................. 9Describing White ............................................................................................................ 10Naming Colors ............................................................................................................... 12Matching Pictures to Colors ........................................................................................... 12

CHAPTER TWO — DESCRIBING SHAPESDescribing Lines............................................................................................................. 14Describing Circles .......................................................................................................... 15Finding Circles ............................................................................................................... 15 Drawing Circles .............................................................................................................. 17Describing Ovals ............................................................................................................ 17Describing Angles-LInes That Touch ............................................................................. 18Describing Squares ........................................................................................................ 19Finding Squares ............................................................................................................. 20Drawing Squares............................................................................................................ 20Describing Rectangles .................................................................................................. 21Finding Rectangles ........................................................................................................ 22


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Drawing Rectangles ....................................................................................................... 23Describing Triangles ...................................................................................................... 24Finding Triangles............................................................................................................ 25Drawing Triangles .......................................................................................................... 25Describing Hexagons ..................................................................................................... 26Drawing Hexagons ......................................................................................................... 27Tracing Shapes .............................................................................................................. 28Matching Shapes and Colors .................................................................................... 29-30Describing Size .............................................................................................................. 31Describing Solids - Cube and Sphere ....................................................................... 32-33Describing Solids - Cone and Cylinder ..................................................................... 34-35Describing Flat or Solid .................................................................................................. 35Describing Shapes .....................................................................................................36-37

CHAPTER THREE—SIMILARITIES AND DIFFERENCES IN SHAPEMatching Shapes ........................................................................................................... 38 Matching by Shape and Color ........................................................................................ 39How Alike? ..................................................................................................................... 40How Different?........................................................................................................... 40-41

CHAPTER FOUR—SEQUENCES OF SHAPESWhat Color Square Comes Next? .................................................................................. 42What Color Squares Come Next? .................................................................................. 43What Comes Next? ................................................................................................... 44-45Describing a Sequence .................................................................................................. 46

CHAPTER FIVE—KINDS OF SHAPESComparing Characteristics ............................................................................................. 47Describing a Group - What Belongs?............................................................................. 48Which Shape Does Not Belong? ................................................................................... 49Sorting Shapes.......................................................................................................... 50-51

CHAPTER SIX—THINKING ABOUT FAMILY MEMBERSTeaching Suggestions............................................................................................... 53-54Describing Family Members...................................................................................... 54-57Similar Family Members ............................................................................................ 59-60


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CHAPTER SEVEN—THINKING ABOUT FOODTeaching Suggestions............................................................................................... 62-63Describing Food ........................................................................................................ 64-70Describing Parts of a Whole........................................................................................... 70Describing Parts of a Tree ............................................................................................. 70Similar Foods ............................................................................................................ 71-74Kinds of Food ............................................................................................................ 74-76

CHAPTER EIGHT—THINKING ABOUT ANIMALSTeaching Suggestions............................................................................................... 75-76Describing Animals .................................................................................................. 76-87Parts of a Duck.......................................................................................................... 87-88Similar Animals ......................................................................................................... 88-92Similarities and Differences ...................................................................................... 92-93Kinds of Animals ..................................................................................................... 94-100

CHAPTER NINE—THINKING ABOUT JOBSTeaching Suggestions........................................................................................... 101-102 Describing Jobs – Select....................................................................................... 103-107 Similar Jobs........................................................................................................... 107-110 Similarities and Differences .................................................................................. 111-112 Kinds of Jobs......................................................................................................... 113-114

CHAPTER TEN—THINKING ABOUT VEHICLESTeaching Suggestions.................................................................................................. 115Describing Vehicles .............................................................................................. 116-119 Naming Vehicles ................................................................................................... 119-120Characteristics of Vehicles ......................................................................................... 120Describing Vehicles............................................................................................... 121-122Describing Parts of a Bicycle .............................................................................. ..122-123 Describing Parts of a Fire Truck............................................................................ 123-124Similar Vehicles..................................................................................................... 125-128 Similarities and Differences-Vehicles .................................................................... 129-130Kinds of Vehicles................................................................................................. ..130-134Match Vehicles to Their Drivers ................................................................................... 135


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CHAPTER ELEVEN—THINKING ABOUT BUILDINGSTeaching Suggestions........................................................................................... 136-137Describing Buildings ............................................................................................. 138-142Describing Parts of a House ................................................................................. 142-143Similar Buildings ................................................................................................... 144-147Similarities and Differences .................................................................................. 147-148Kinds of Buildings ................................................................................................. 149-152

CHAPTER TWELVE—THINKING AND WRITING ABOUT POSITIONTeaching Suggestions.................................................................................................. 153Writing About Position - Above and Below ........................................................... 153-154Writing About Position - Inside and Outside................................................................. 155Writing About Position - Front and Behind ........................................................... 155-156Writing About Position - Between and Beside ...................................................... 156-157

APPENDIX ............................................................................................ 159-173Word List - FOOD ....................................................................................................... 160Word List - ANIMALS .................................................................................................. 161Word List - JOBS ........................................................................................................ 162Word List - VEHICLES ................................................................................................ 163Word List - BUILDINGS .............................................................................................. 164How are two Things ALIKE? ....................................................................................... 165How are two Things DIFFERENT? ............................................................................. 166Kinds of Things ............................................................................................................ 167Branching Diagram - 2 branches ................................................................................ 168Branching Diagram - 3 branches ................................................................................ 169Branching Diagram - 4 branches ................................................................................ 170Class and Members Diagram ...................................................................................... 171Family Tree Diagram .................................................................................................... 172 Definition Diagram........................................................................................................ 173


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Page 7: DESCRIBING PURPLE

LESSON

Stating the Objective:Teacher Comment: In this lesson you will identify the purple object in each row.

Conducting the Lesson: Teacher Comment: What are the names of the shapes in the first row?

Student Response: The shapes are a triangle, a rectangle, a circle, and a hexagon.

Teacher Comment: Which shape is purple?Student Response: The rectangle is purple.

Teacher Comment: Circle the rectangle.

Teacher Comment: What are the names of the shapes in the second row?

Student Response: The shapes are a circle, a hexagon, a square and a triangle.

Teacher Comment: Which shape is purple?Student Response: The triangle is purple.

Teacher Comment: Circle the triangle

Teacher Comment: The third row shows a group of vegetables. Name the first two vegetables.

Student Response The first two vegetables are cabbages and tomatoes.Teacher Comment: The third vegetable is corn. The last vegetable is celery. Which vegetable is purple?

Student Response: The cabbages are purple.Teacher Comment: Circle the cabbages.

Teacher Comment: The next row shows fruit. Name the fruits.Student Response: The first is a peach. The second fruit is a bunch of bananas. The third fruit is a group of apples. The last fruit is a bunch of grapes.

Teacher Comment: Which fruit is purple?Student Response: The grapes are purple.

Teacher Comment: Circle the grapes.

Teacher Comment: Name the foods in the last row.Student Response: The foods are ham, lettuce, onions, and bacon.

Teacher Comment: Which food is purple?Student Response: The onions are purple.

Teacher Comment: Circle the onions.

DESCRIBING PURPLEThis color is purple. - - - - - - - - - - - - - - ->Circle the purple shape or thing in each row.

Kindergarten Thinking Skills & Common Core Concepts Answers



Kindergarten Thinking Skills & Common Core Concepts Describing Colors

CHAPTER ONE

DESCRIBING COLORS


2 © 2014 The Critical Thinking Co.™ • www.CriticalThinking.com • 800-458-4849

DESCRIBING RED This color is red. - - - - - - - - - - - - - - ->Circle the red shape or thing in each row.



DESCRIBING ORANGE This color is orange. - - - - - - - - - - - - - - ->Circle the orange shape or thing in each row.



DESCRIBING YELLOW This color is yellow. - - - - - - - - - - - - - - ->Circle the yellow shape or thing in each row.



DESCRIBING GREEN This color is green. - - - - - - - - - - - - ->Circle the green shape or thing in each row.



DESCRIBING BLUE This color is blue. - - - - - - - - - - - - - - ->Circle the blue shape or thing in each row.



DESCRIBING PURPLE This color is purple. - - - - - - - - - - - - - - ->Circle the purple shape or thing in each row.



DESCRIBING BROWN This color is brown. - - - - - - - - - - - - ->Circle the brown shape or thing in each row.



DESCRIBING BLACK This color is black. - - - - - - - - - - - - ->Circle the black shape or thing in each row.

1. 2. 3.

4. 5. 6.

7. 8. 9.



Page 55 - WHAT COMES NEXT?

LESSON

Stating the Objective:Teacher Comment: In this exercise we will find the shape that completes the sequence.

Conducting the LessonTeacher Comment: What is the sequence of the shapes in the first row?

Student response: The sequence is red circle, orange hexagon, yellow triangle, red circle, orange hexagon.

Teacher Comment: What shape comes next?Student response: The next shape should be a yellow triangle.

Teacher Comment: Draw a line from the yellow triangle to its sequence.Teacher Comment: Find the sequence in the next three rows and draw a line from the shape to its sequence.

• Check students’ work.

Thinking About ThinkingTeacher Comment: What did you pay attention to when you decided what shape came next?

Student response: 1. I looked carefully at the colors and the shapes.2. I saw that the same sequence of color and shape was repeated.3. I figured out that, if the sequence continued, what the next one would be.

Personal Application:Teacher Comment: When do you need to finish a sequence?Possible Responses: I need to finish a sequence when I draw brick walls, leaves, floor or ceiling tiles, etc.



Kindergarten Thinking Skills & Common Core Concepts Sequences of Shapes


WHAT COMES NEXT?In the CHOICE BOX, find the shape that completes a sequence. Draw a line from it to the sequence it completes.

?

?

?

?

CHOICE BOX

Kindergarten Thinking Skills & Common Core Concepts Sequences of Shapes


This is a sequence of squares The sequence is red, green,

DESCRIBING A SEQUENCE

,

, .

Trace and complete the sentence that describes this sequence.

.

Thinking Skills & Common Core Concepts - Kindergarten Kinds of Shapes


CHAPTER FIVE

KINDS OF SHAPES



COMPARING CHARACTERISTICSWrite “S” for same or “D” for different for color, shape,and size.

COLOR _______

SHAPE _______

SIZE ________

COLOR _______

SHAPE _______

SIZE ________

COLOR _______

SHAPE _______

SIZE ________

COLOR _______

SHAPE _______

SIZE ________

D

D

S



COMPARING CHARACTERISTICSWrite “S” for same or “D” for different for color, shape,and size.

COLOR _______

SHAPE _______

SIZE ________

COLOR _______

SHAPE _______

SIZE ________

COLOR _______

SHAPE _______

SIZE ________

COLOR _______

SHAPE _______

SIZE ________



DESCRIBING A GROUP—WHAT BELONGS?Draw a line from each shape on the left to the group in which it belongs on the right.

GROUPSSHAPES




GROUPSSHAPES




GROUPSSHAPES



WHICH SHAPE DOES NOT BELONG?Draw an “X” through the shape that DOES NOT belong to the group.

This is a sequenceof squaresThe sequence isred, green, red,green, red

D

D

S

S

D

D

D

S

D

S

D

D

D

S

D

D

D

S

D

S

D

X

XX

55. 56. 57.

58. 59. 60.

61. 62. 63.



Teacher Comment: Name the food in the third picture.Student Response: That food is milk.

Teacher Comment: Draw a line to the word that shows whether milk comes from plants or animals.

Teacher Comment: In what section of the supermarket do you find milk?Student Response: You find milk in the dairy section of the supermarket.

Teacher Comment: Name the food in the last picture.Student Response: That food is blueberries.

Teacher Comment: Where do blueberries come from?Student Response: Blueberries grow on short bushes.

Teacher Comment: Draw a line to the word that shows whether blueberries come from plants or animals.

• Check students’ work.Teacher Comment: If we don’t have to cook food, we can eat it raw. On page 80 you will draw a line from each picture to the word that describe whether we eat the food cooked or raw.

Teacher Comment: Name the food in the first picture.Student Response: That food is corn.

Teacher Comment: Do we eat corn cooked or raw?Student Response: We cook corn. Teacher Comment: Draw a line from the picture of corn to “cooked.” Trace and copy the word “cooked.”

Teacher Comment: Name the food in the second picture.Student Response: That food is grapes.

Teacher Comment: Do we eat grapes cooked or raw?Student Response: We eat grapes raw.

Teacher Comment: Draw a line from the picture of grapes to “raw.” Trace and copy the word “raw.”

Teacher Comment: Name the food in the third picture.Student Response: The third picture is steak.

Teacher Comment: Draw a line from the picture of steak to the word that shows whether we eat steak cooked or raw.

Teacher Comment: Name the food in the last picture.Student Response: The last picture is a peach.

Teacher Comment: Draw a line from the picture of peach to the word that shows whether we eat a peach cooked or raw.

Thinking About ThinkingTeacher Comment: What did you say about the food to describe it?Student Response:

Draw a line from each picture to the word that describes whether we eat the food cooked or raw. Trace and copy the words.

DESCRIBING FOODS

cookedcooked

raw



Kindergarten Thinking Skills & Common Core Concepts Thinking About Family Members


Describe this family member to your partner. Then trace and copy the names.

DESCRIBING FAMILY MEMBERS

baby

baby

grandfather

grandfather

fatherfather

Kindergarten Thinking Skills & Common Core Concepts Thinking About Family Members


REASON: A grandmother and a mother are both “women” and “mothers.”

Circle the picture of the family member most like a toddler girl. Then explain why they are similar.

Circle the picture of the family member most like a father. Then explain why they are similar.

Circle the picture of the family member most like a grandmother. Then explain why they are similar.

SIMILAR FAMILY MEMBERS

Kindergarten Thinking Skills & Common Core Concepts Thinking About Food


CHAPTER SEVEN

THINKING ABOUT FOOD



Circle the picture of the food that your teacher describes.

DESCRIBING FOODS

bread butter cheese

carrots onions orange

green beans cabbage peas



Describe this food to your partner. Then trace and copy each word.

DESCRIBING FOODS

ham

grapes

celery



Trace and copy each food name. Then draw a line from each food to its name.

NAMING FOODS

broccoli

carrots

onions

steak



plant

animal

Draw a line from each picture to the word that describes where the food comes from. Then trace and copy the words.

DESCRIBING FOOD



cooked

raw

Draw a line from each picture to the word that describes whether we eat the food cooked or raw. Then trace and copy the words.

DESCRIBING FOOD



DESCRIBING PARTS OF A WHOLE

You have learned about bread, ham, and cheese. They can be put together to make another food.

sandwichExplain to your partner why each part is important.

THESE PARTS BECOME THIS WHOLE

Trace the word.

baby

baby

father

father

grandfather

grandfather

ham broccolibroccolicarrotscarrotsonionsonionssteaksteak

ham

grapes

grapes

celery

celery

plant

plant

animal rawraw

cooked

cooked

sandwichanimal

73. 74. 75.

76. 77. 78.

79. 80. 81.

Answers will vary.See page 18

for descriptions.

Reasons will vary.See page 18 for examples.



Page 106 - DESCRIBING JOBSLESSON

Explaining the Objective to StudentsTeacher Comment: I will describe a job and you will select it.

Conducting the LessonTeacher Comment: I will describe one of the jobs. You will select the picture that fits the description (farmer). This person grows fruits or vegetables or raises animals for us to eat. He cares for large fields with lots of trees or plants. He must be sure that his plants or animals have enough water and food to grow healthy and large. He checks his crops or his animals to prevent pests (weeds, insects, or disease). He uses large machines, such as tractors, plows, and sprayers to grow large amounts of food. He has learned about plants and animals from other farmers, by growing up on a farm, or by going to school for a long time. He must keep good records about how his crops or animals grow and how to sell them for a good price.

• Ask students to decide with their partners which job has been described.

Teacher Comment: What do we call this job?Student Response: This person is a farmer.

Teacher Comment: Circle the picture of the farmer.Teacher Comment: What clues let you know that the person in this picture is a

farmer?Student Response: His tractor and field show that he is a farmer.

Teacher Comment: Why don’t the other jobs fit this description?Student Response: The construction worker doesn’t work with food at all. The cook prepares food, but doesn’t grow it.

Teacher Comment: Look at the second group of photos on this page. Select the picture that fits this description (teacher). This person helps boys and girls learn things they need to know: how to read, write, draw, play music, and get along with other people. He helps students learn to use numbers and shapes and to understand our city, our country, and nature. He works with the children from early morning to the middle of the afternoon. When the children leave, he checks their work and plans what they will do on the next day. He understands how children learn and how to explain things to them easily. He uses books, maps, computers, pictures, and a chalkboard to help children understand ideas. He went to school a long time to learn how to do this well.

Circle the picture of the job that your teacher describes.

construction worker cook farmer

dentist nurse teacher

firefighter pilot police officer

DESCRIBING JOBS

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