teacher’s guide - knowledge...

Teacher’s Guide0351201 © Knowledge Adventure, Inc. and its licensors.

All Rights Reserved.

JumpStart 1st Grade © Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

PRODUCERChris Watson

EXECUTIVE PRODUCERBernadette Gonzalez

ASSOCIATE PRODUCERErron Silverstein

WRITERSAmy DugréAbby KleinSteve StrateBarbara Wood

PRODUCTIONTasha Rinderle

COPYRIGHTUnder the copyright laws, neither the documentation nor the software may be copied, photocopied, reproduced,translated, or reduced to any electronic medium or machine readable form, in whole or in part, without the prior written consent of Knowledge Adventure, Inc. except in the manner described in the documentation.

© Knowledge Adventure, Inc. and its licensors.All Rights Reserved.JumpStart 1st Grade is a trademark of Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

All trademarks referenced herein are the property of their respective owners.


Table of ContentsINTRODUCTION TO THE TEACHER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1JUMPSTART LEARNING SYSTEM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2PROGRESS REPORTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3LANGUAGE ARTS

Favorite Foods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-9Lots to See, Lots to Hear . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10-12I Spy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Musical Maracas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Word Chain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19One Day at a Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20-23Poetic Palettes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31-32Seasons Four . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Theme Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44-45Where Am I?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46-47Caesar’s Code. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48-49

SOCIAL STUDIESMusical Maracas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18One Day at a Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20-23Origami. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24-25Caesar’s Code. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48-49

SCIENCEBelow Sea Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-5Favorite Foods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-9Invent Your Own Real Recipes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13-14Seasons Four . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Surf & Safari . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42-43

ARTFavorite Foods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-9Lots to See, Lots to Hear . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10-12Musical Maracas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18One Day at a Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20-23Origami. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24-25Puzzle This . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28-30Poetic Palettes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31-32Seasons Four . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Surf and Safari . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42-43Theme Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44-45Where Am I?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46-47

MATHFavorite Foods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-9Invent Your Own Real Recipes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13-14I Spy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Let’s Go Shopping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16-17Origami. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24-25Pass the Pizza . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26-27Puzzle This . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28-30Floyd’s Scavenger Hunt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34-35Stand Up and Be Counted . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36-40Superstore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Over the Mountain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50-51

MUSICMusical Maracas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

SUGGESTED BOOKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

TEACHER’S GUIDE


1

TO T H E T E A C H E R :

This JumpStart Teacher’s Guide will enhance your students’ experience with

the program through a variety of activities that take place off the computer.

Teachers will find the JumpStart Learning System to be a highly effective way to

supplement their classroom curriculum. Some of the curriculum areas covered by the

programs include math, literature, spelling, phonics, spatial visualization, art, logic,

time and composition.

Take time to become acquainted with your JumpStart program first. Read the

user’s guide to become familiar with the program, its curriculum modules and operat-

ing information. Once your students are familiar with the program, select a lesson

plan. Each lesson is based on a JumpStart curriculum module and can be used in any

order you wish. The lesson plans offer classroom-ready activities that connect

JumpStart’s educational modules with the rest of your classroom curriculum. Repro-

ducible activity sheets accompany many of the lesson plans. Most of the lesson plans

use materials easily accessible in the classroom.

To supplement some of the suggested activities, a book list has been provided.

This bibliography directs you to stories that can enhance the students’ classroom

experience and fit nicely with the JumpStart lesson plans. JumpStart will quickly

entice your students to utilize the computer for more than just game play. Students are

motivated to explore the program as they develop their curriculum skills.

INTRODUCTION


Ages

Computer Mouse SkillsLetters & NumbersVocabularyMusic

Ages 2 – 4

ComprehensionPhonics & Letter SoundsComputer Mouse SkillsLetters & NumbersVocabularyMusic

Ages 3 – 5

Letter OrderQuantitiesProblemSolvingDecisionMakingSocial RolesPhonics & Letter SoundsCountingVocabularyMusic

Ages 4 – 6

Letter CombinationsReading & SentencesSimilarities & DifferencesSequencing &OrderingCounting & QuantitiesArt & CreativityTime ConceptsComprehensionListening SkillsVocabularyMusic

Ages 5 – 7

SpellingLiteratureEarly MathScienceGeographyVocabularyMusicReading &SentencesArt & CreativitySequencing & OrderingComprehensionPhonics & Letter Sounds

Ages 6 – 8

Basic GrammarHigher MathSocial StudiesScienceGeographyVocabularyWritingSpellingLiterature Reading & SentencesArt & CreativitySequencing & OrderingComprehensionPhonics Review

Ages 7 – 9

HistoryEarth ScienceLife ScienceGeographySpellingGrammarSentence Structure DivisionColumn MultiplicationAdditionSubtractionUnits of MeasurementArt StylesMusical ScoresLogicAstronomyPhysicalScience

Ages 8 – 10

HistoryFamous PeopleEarth ScienceNatural ScienceGeographyParts of SpeechSpelling GrammarStory CreationEquationsDivision withRemaindersMultiplicationAdditionSubtractionDecimalsFractionsUnits of MeasurementArt HistoryMusical Clefs

Ages 9 – 11

U.S.HistoryLogicProblemSolvingDeductive ReasoningMap ReadingEarth ScienceGeographyCompound WordsPrepositionsPronounsVerb TensesPrefixes & SuffixesFractionsDecimalsEquationsLong DivisionMultiplicationGeometryRatiosPhysicalScienceArt History

Ages 10 – 12

VocabularyAnalogiesGrammarSpellingWriting CompositionLiteraturePoetryReadingComprehensionNatural HistoryAncient CivilizationsHistorical FiguresGeographyMusicFine ArtsEstimationLong Division with DecimalsPercentGeometryBiology ZoologyPhysical ScienceGeology

2

ThereThere ’’s No Stopping As No Stopping A

Kid WKid W ith A JumpStart!ith A JumpStart!

3JumpStart 1st Grade © Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

3

KNOWLEDGE ADVENTURE™

is dedicated to creating multimedia products thatwork with you, the teacher, to encourage educational success. By using the latest advancesin computer technology and educational innovations, The JumpStart Learning Systemdoes just that.

Its patented Advanced Learning Technologyhelps your students develop self-esteem. The program’s difficulty levels automatically adjust to match a student’s abilities, or levels can becustomized from within each activity by you.

Our exclusive printable Progress Report manages the accomplishments of up to 99 students. This allows you to monitor the skill levels of individual students and gives specialfocus to those curriculum areas that need it. Itallows you to reward students for their successestoo! Printing the Progress Report is a tangiblemeans of showing parents and administratorsyour class’s accomplishments.

PROGRESS REPORTS

SUBJECT

GROUPING

JUMPSTART MODULE

4 JumpStart 1st Grade © Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

Science

Whole Group, Small Groups

Beanbag Shooter

PREPARATION Make two transparencies or two large copies of the “KWL” activity sheet. Allowtime for students to visit the Beanbag Shooter module of JumpStart First Grade tolearn about the animals there.

PROCEDURE Discuss what students know about the ocean and ocean animals. Write this information in the “K” (know) column of the “KWL” activity sheet. Next, discuss thethings students want to know and list these under the “W” (want to know). Set thechart aside and read The Magic School Bus: On the Ocean Floor. After reading,complete the “L” (what we have learned) section of the chart. Repeat the processusing the other KWL chart and The Magic School Bus: Inside the Earth.

Divide the class in half and plan two group murals. Have a discussion about dividingup responsibilities and about the contents of the scenes. Suggest students include landand sea animals they have encountered in the Beanbag Shooter module of JumpStartFirst Grade. Students will need a solid surface for coloring so they can apply pressureto get dark crayon drawings. Students should use many bright colors. When the drawings are complete, a watercolor wash of blue or brown (depending if the scene is under water or in the Earth) should be applied to the entire mural. Display themurals and the KWL charts together.

EXTENSIONS Gather other books about ocean and ground dwellers. Set up a special reading ortheme area in the classroom so students can continue to explore.

BELOW SEA LEVEL

DESCRIPTION Students will practice listening,comprehension, and critical thinking skills by creating anunderwater scene and an inside-the-earth scene after sharing twobooks from The Magic SchoolBus series by Joanna Cole.

MATERIALS “KWL” activity sheet,The MagicSchool Bus: On the Ocean Floorand The Magic School Bus: Insidethe Earthby Joanna Cole(Scholastic), two large whitemural sheets (butcher paper),crayons, watercolor paints,brushes


WH

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EA

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E W

AN

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WH

AT

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.

SUBJECT

GROUPING

JUMPSTART MODULE


Math, Art, Science,Language Arts

Individual, Small Groups,Whole Class

Pizza Maker

PREPARATION Copy the three activity sheets on tagboard or heavy paper, making enough tagboard“plates” for each student to have two (any shapes). Mark varying fractional divisionson the plates. For example, one student might receive a curricular plate marked inthirds and a square plate marked in halves; another student might receive a triangularplate marked in thirds and a square plate marked infourths.

PROCEDURE Begin by reading Eating Fractions by Bruce McMillan or another book about fractions. Pass out fraction plates, one to each student. Have the students look through the magazines and cut out pictures of their favorite foods.Direct students to fill the portions of theirplates with the foods they find, using onlyone item (or dish) per fraction area. Thestudents should glue the magazine pic-tures to the fraction areas. Have the stu-dents share their work in small groups.In a whole class discussion, using thechalkboard or chart paper to recordresponses, tabulate the students’favorite foods. Build a graphusing information on the boardto determine the class’s favoritefoods.

EXTENSION Have a discussion about healthy foods and the food pyramid. Have students fill theirsecond tagboard plates with foods from the lower sections of the food pyramid.

FAVORITE FOODS

DESCRIPTION Students will develop a betterunderstanding of fractional partsby manipulating pictures of foodson tagboard “plates.”

MATERIALS Eating Fractionsby Bruce McMil-lan (or another fraction book),activity sheets (3 different platepatterns), tagboard or heavy paper,markers, scissors, glue, newspapergrocery ads or magazines withfood pictures, a copy of the Nutri-tional Food Pyramid


PATTERN FOR CIRCULAR PLATE

Circular plates can be marked in these ways:

1/31/3

1/3

1/41/4

1/41/4

1/4

1/4

1/21/2

1/2


PATTERN FOR SQUARE PLATE

Square plates can be marked in these ways:

1/21/3

1/31/3

1/21/2

1/41/4

1/4

1/4

1/41/4


PATTERN FOR TRIANGULAR PLATE

Triangular plates can be marked in these ways:

1/3

1/31/3

1/21/2

SUBJECT

GROUPING

JUMPSTART MODULE


Language Arts, Art

Whole Class, Individual

Lost and Found

PREPARATION Make copies of the “What Did You See?” activity sheet for half of the class. Makecopies of the “What Did You Hear?” activity sheet for the other half of the class.

PROCEDURE Begin by reading Brown Bear, Brown Bear, What Do You See?by Bill Martin.Together, read the first two pages again and list the rhyming words (see, me). Askthe class to help brainstorm as many rhyming words as possible to add to the list(e.g.,flea, hee-hee, knee, tea, crazy, happy, thirsty, berry, bee, key, debris, sea,woolly, fee, wisely, ugly, ninety, mushy, jerky, gypsy, pony, furry, bumpy, pea,anchovy). Look up unfamiliar words in the dictionary. Ask volunteers to use thewords to name silly things Brown Bear might see (e.g., an elephant stamping a flea,a monkey saying “hee-hee,” a penguin sliding on his knee). Repeat the activity withthe book Polar Bear, Polar Bear, What Do You Hear?(same author).

Distribute the What Did You See? activity sheets to half of the class. Tell the students to print and illustrate a rhyming phrase telling something Brown Bear mightsee. Distribute the What Did You Hear? activity sheets to the other half of the class.These students should print and illustrate a rhyming phrase telling something PolarBear might hear. If possible, display the completed activity sheets on opposite walls(What Did You See? on one wall and What Did You Hear? on the other).

EXTENSIONS Write and publish a class book using one of these titles or one of your own:Fuzzy Chick, Fuzzy Chick, What Do You Do?Big Monster, Big Monster, What Do You Eat?

LOTS TO SEE,LOTS TO HEAR

DESCRIPTION Students will identify rhymingwords and increase their vocabularies as they invent andillustrate silly phrases.

MATERIALS Brown Bear, Brown Bear, What DoYou See?and Polar Bear, PolarBear, What Do You Hear?by BillMartin, dictionary, “What Did YouSee?” activity sheet, “What DidYou Hear?” activity sheet,crayons


What Did You See?


What Did You Hear?

SUBJECT

GROUPING

JUMPSTART MODULE


Math, Science


Food Machine

INVENT YOUR OWNREAL RECIPES

DESCRIPTION By creating modifications forexisting recipes, students will reinforce their understanding ofmath and life skills.

MATERIALS “Invent Your Own Real Recipes”activity sheet, ingredients,measuring materials, cooking orblending equipment, paper, pencils

PROCEDURE Post a recipe from the recipe sheet and prepare it.Have each student contribute in preparingthe recipe by measuring, stirring, cutting,etc. Have students try the finishedproduct. Have them suggest things toadd or take away to make it better. Forexample, the Summer Smoothie recipecalls for ice, vanilla ice cream andorange juice. It might be even betterwith 1/2 of a banana,1/3 cup slicedstrawberries, or perhaps lemonsherbet instead of ice cream. Keepa running list of all suggestions.

Have students write the new recipes andcome up with new names for their creations. Be sure students record exact measurements (e.g.,1/4 cup lime sherbet,1/2 banana). If desired, repeat the activitywith the Super Sandwich or Snack Mix recipe. Students can try out the new recipesfor homework. Note: Emphasize the importance of adult supervision when usingkitchen knives or appliances.

EXTENSION Compile all of the recipes, new and basic, in a book form, and make enough copiesfor the whole class. Leave a few blank pages at the back for new additions.


INVENT YOUR OWN REAL RECIPES

SUMMER SMOOTHIENOTE: ADULT SUPERVISION REQUIRED

Equipment: blender, ice cream scoop, measuring cup, two glasses

6 ice cubes1/2 scoop vanilla ice cream

11/2 cups orange juice

• Combine all ingredients in a blender. Blend until smooth. • Pour into 2 glasses.

Be creative—try strawberries, kiwi, banana, other juices, sherbet

SUPER SANDWICHNOTE: ADULT SUPERVISION REQUIRED

Equipment: knife, cutting board, measuring cups and spoons1/3 cup chopped chicken

11/2 teaspoons pickle relish2 Tablespoons mayonnaise2 slices white bread

1/4 cup sprouts

• Combine the first three ingredients and spread on a slice of bread.• Top with sprouts and the other slice of bread.

Be creative—try wheat bread, English muffins, sourdough rolls,bagels, pita bread, tortillas, croissants, tuna, egg,cheese, peanut butter, mustard, cream cheese, jelly,hummus, vegetables, coleslaw

SNACK MIXNOTE: ADULT SUPERVISION REQUIRED

Equipment: measuring cups, plastic bag1/3 cup chocolate chips1/2 cup O-shaped cereal1/4 cup raisins

• Combine the ingredients in a plastic bag.

• Close the bag and shake to mix. Enjoy!

Be creative—try other cereals, different flavors of baking chips orcandies, dried banana slices, coconut, popped corn,snack crackers, pretzels

SUBJECT

GROUPING

JUMPSTART MODULE


Language Arts, Math

Whole Class, Small Groups

Sandbox

I SPY

DESCRIPTION Students will practice recognitionof beginning, middle and endingsounds (consonants, vowels,digraphs and blends) by lookingfor classroom objects that meetthese specifications. Variationsinclude math and alphabet guessing games.

MATERIALS Index cards, marker

PREPARATION Prepare one index card per student by writing a consonant, vowel, digraph or blendon each card.

PROCEDURE The teacher explains to the class that they will play a game called “I Spy.” Thenhe/she secretly selects an object in the classroom and says, “I spy with my little eyesomething that ends with the sound K .” Students then look carefully around theroom trying to find objects that have that ending sound. They take turns guessinguntil someone guesses correctly.

Divide the class into two teams. Tell students that they will each get a chance to bethe “spy.” Distribute the index cards and let students take turns using the letters,digraphs, or blends on their cards to give clues. Students from both teams can guess.Reward a point for each correct guess. Continue until each student has been the spy.The team with the most points wins.

VARIATION Guess letters of the alphabet by using clues such as “It is after D and before F.” Youcan also create math guessing games. For example, “I’m thinking of a numbergreater than 10 and less than 20 with a 5 in the ones place.”

EXTENSION Students can play with just one partner.

SUBJECT

GROUPING

JUMPSTART MODULE


Math


Snack Machine

PREPARATION Make 3 copies of the “Let’s Go Shopping” activity sheets. Ask volunteers to cut outthe price tags.

PROCEDURE Help students assign a double-digit value to each of the 30 school supplies, write the “price” on a price tag, and tape or tie the tag to the item. Tell students that youwill be the cashier. Let a volunteer “buy” an item by counting out the necessary manipulative coins (exact change only). Ask other volunteers to find different coincombinations that could be used. For example, a 10¢ item could be purchased withten pennies, with a nickel and five pennies, with two nickels, or with a dime. Continue with other items and other volunteers. Then select twoitems to purchase. To determine the total cost, write the additionequation on the board and call for a volunteer to solve theequation and “buy” the items. Continue until all studentshave had a chance to make purchases.

EXTENSION Set up several “stores” and let students act as cashiers and customers.

LET’S GO SHOPPING

DESCRIPTION Students will practice countingmoney and adding double-digitnumbers.

MATERIALS “Let’s Go Shopping” activitysheet, scissors, markers, twist ties,tape, coins to manipulate, 30 different school supplies (differentcolors and styles of markers, pens,pencils, paper, notebooks, pencilboxes, erasers, scissors, etc.)


LET’S GO SHOPPING

¢ ¢

¢ ¢

¢ ¢

¢ ¢

¢ ¢

SUBJECT

GROUPING

JUMPSTART MODULE


Social Studies, Language Arts,Art, Music

Whole Class, Individual,Small Groups

Music Room, Book Club

PREPARATION The students should all have read “The New Boy in Class” in JumpStart First Grade. Blow up balloons and tie them off. Mix flour and water to create a pastelikeconsistency.

PROCEDURE Begin by discussing “The New Boy in Class” and its character Juan.“Where was Juan from? Can anyone find that place on our globe?Musical instruments have come to us from all around the world.Today we are going to make maracas from Juan’s country.”Demonstrate how to dip individual strips of newspaper into the paste mixture and lay them flat on a balloon to cover the surface.Explain that students should cover the balloon’s surface entirelyexcept the knot and “tail.” (You will place a dowel in this hole afterthe papier-maˆché has dried.) After students have covered their balloons with two to three layers of papier-maˆché, set them asideto dry overnight. Once dry, pop and remove each balloon. Put a small handful of beans into the hole of the hollowpapier-mâché ball. Place a dowel about one inch inside thehole. Use the masking tape to secure it in place. (Make sure it isnot wobbly.) Let students decorate their maracas with paint.

EXTENSION Once the maracas are complete, students in small groups or withthe whole class can take turns shaking out different musical patterns that the rest ofthe group can repeat.

MUSICAL MARACAS

DESCRIPTION Students will gain understandingof geographical and cultural differences through constructionof a musical instrument fromanother country.

MATERIALS Small balloons, newspaper cutinto 1" x 3" strips, 4" dowels or craft sticks, dry beans (any vari-ety) or popcorn kernels,flour, water, masking tape, paint

SUBJECT

GROUPING

JUMPSTART MODULE


Language Arts

Individual, Small Groups

Alphabet Soup

WORD CHAIN

DESCRIPTION Students will build skills in fluency, creative thinking andvocabulary as they create wordchains by changing one letter at atime to make new words.

PROCEDURE 1" x 9'' construction paper strips(assorted colors), crayons or markers, dictionaries, glue

PREPARATION None

PROCEDURE Start a word list on the chalkboard by writing the word cap. Tell students that youare going to change the word cap to a new word by changing just one letter. Add the word cup to the list (a changed to u). Ask a volunteer to continue the list bychanging just one letter of the word cup (to make a word such as pupor cut). Con-tinue by having other volunteers add words until all students understand the process.

Explain that each student will be making a paper chain with a word on each link.Demonstrate by writing the word pat on a strip of paper and gluing the ends of the strip together to form a ring. Write the word panon a second strip and link it tothe first ring to build a chain. Let each student begin a chain with a word of choice,or assign a word to each student (e.g.,hop, tall, pot, sand, new, way, trip, hook).Challenge students to make their chains as long as possible. Suggest that they usedictionaries for reference and try adding to both ends of the chain. If desired, allowstudents the option of making a new word by adding or deleting a letter.

Display the completed chains around the classroom, either separately or linkedtogether with plain white links.

EXTENSION Let students make word chain puzzles for each other by writing the first word (cat, for example) and the last word (tan, for example). A classmate must add the word (cat - can - tan) in between. For additional challenge, students can createlonger word chain puzzles with four or more words.

SUBJECT

GROUPING

JUMPSTART MODULE


Social Studies,Language Arts, Art

Individual,Whole Class

Hall Pass

PREPARATION Duplicate “One Day at a Time” book covers and pages. Copy one book cover perstudent on tagboard (or heavy paper). Allow at least two digital clock pages and two analog clock pages per student.

PROCEDURE Open the activity by sharing All in a Dayby Mitsumasa Anno,Lucy and Tom’s Day by Shirley Hughes, or The House from Morning to Nightby Danielle Bour. Distribute the book cover activity sheets and assist students as needed to completetheir book covers, attaching the clock hands with brass paper fasteners. Explain thatstudents may title their books as desired. Discuss time and its progression through-out a day. Talk about important times during the school day. Distribute the bookpages activity sheets (at least two digital clock pages and two analog clock pages per student). Assist students as needed to complete, assemble (in chronologicalorder), and illustrate the pages. The completed books may be shared during“Author’s Chair.”

EXTENSION Have students create time word problems based on their “One Day at a Time” books.(For example, “If I wake up at 7:00 a.m. and go to school at 8:00 a.m., how muchtime has passed?”) To practice converting analog time to digital time and vice versa,have one student draw the time on one kind of clock and another student draw thesame time on the other kind of clock.

ONE DAY AT A TIME

DESCRIPTION Students will reinforce their use ofanalog and digital time by making“One Day at a Time” books thatdescribe their activities at specifictimes of day.

MATERIALS All in a Dayby Mitsumasa Annoor Lucy and Tom’s Dayby ShirleyHughes or The House from Morn-ing to Nightby Danielle Bour,“One Day at a Time” activitysheets (book cover, analog page,digital page), scissors, brass paperfasteners, pencils, stapler, crayons


(title of book)

(your name)

Print a title and your name. Cut on the dashed line. Cut out the hands and attachthem to the clock face.

by


(time)

1. Cut on the dashed line and fasten the page into your book.2. Draw hands on the clock. Fill in the information under the clock.3. On the opposite page, draw a picture of the activity.

At , I .(activity you do)

It takes about 1/2 hour. 1 hour. hours.(check one)


(time)

1. Cut on the dashed line and fasten the page into your book.2. Write numbers on the clock to show the time. Fill in the information under

the clock.3. On the opposite page, draw a picture of your activity.

At , I .(activity you do)

It takes about 1/2 hour. 1 hour. hours.(check one)

SUBJECT

GROUPING

JUMPSTART MODULE


Art, Social Studies, Math

Individual

Book Club, Art Room

ORIGAMI

DESCRIPTION Students will explore the Japaneseart form of origami while gainingexposure to mathematical language.

MATERIALS Origami activity sheet, 9" x 9"squares of origami paper (or photocopy paper), crayons

PREPARATION Provide an opportunity for students to read “Origami Sayonara” in JumpStart FirstGrade.

PROCEDURE Discuss origami and its origin as the Japanese art of paper folding. Find Japan on yourglobe or world map. Say this to the students: “There is a story in JumpStart First Gradecalled ‘Origami Sayonara.’ The children in that story really enjoy making toys frompaper. I decided to teach you how to do it.” Instructions are included for a whale and aswan. Lead students through the steps for making one or both. Let students use coloredorigami paper or color their completed projects.

EXTENSION Have students visit their local library and find books on origami. Students can thencreate their own origami works to show the class.


ORIGAMI

WHALE

SWAN

1. Place a square sheetof paper on the tableso it looks like a diamond.

2. Fold the left pointover to meet the rightpoint. Unfold. Find thecenter crease.

3. Fold the lower leftside to meet the center crease. Repeatwith the lower rightside.

4. It looks like a kite.Now fold the top pointdown as shown to forma small triangle.

5. Fold the right sideover to meet the leftside.

6. Turn the whale side-ways. Fold the endpoint up to make atail.

7. Draw a happy face.Have a whale of a day!

1. Place a square sheetof paper on the tableso it looks like a diamond.

2. Fold the left pointover to meet the rightpoint. Unfold. Find thecenter crease.

4. It now looks like a kite.

5. Turn over. Fold in halfalong center crease.

6. Fold narrow pointupward at a 90-degree angle to formneck, and crease.

7. Invert fold so neck isinside body. Fold pointdownward to formhead, and crease. Foldup flap to form wing.

8. Invert fold so head isinside neck. Fold halfof flap back down.

3. Fold the lower leftside to meet the center crease. Repeatwith the lower rightside.

SUBJECT

GROUPING

JUMPSTART MODULE


Math

Small Groups

Pizza Maker

PASS THE PIZZA

DESCRIPTION In this card game, students willidentify fractions and use fractionsto make a whole.

MATERIALS “Pass the Pizza” activity sheet,crayons, scissors

PREPARATION On tagboard or heavy paper, make a copy of the activity sheet for each student.

PROCEDURE Divide the class into groups of three. Explain that each student group will be makingand playing a card game called Pass the Pizza. Distribute the activity sheets (one perstudent). One student in each group should draw green peppers (green triangles) on hisor her pizza pieces, another student should draw pepperoni (red circles), and the thirdstudent should draw cheese (yellow lines). Then the students should cut their pizzacards apart.

The object of the game is to be the first to create three whole pizzas. A whole pizzacan be made with 3 thirds cards, 2 halves cards, 4 fourths cards, or 1 half card and 2fourths cards. Each pizza must be one flavor only (not, for example, half cheese andhalf pepperoni). To play:

• Sit in a circle. Shuffle all of the cards together. Deal 5 cards to each player and stackthe remaining cards facedown in a draw pile.

• Make as many whole pizzas as possible from the cards in your hand. (Put the cardsfor each whole pizza in separate stacks in front of you.)

• Take turns asking another player for a card you need. (“Jack, please pass me half of a green pepper pizza.”) If the player has the card, the player must pass it to you.Otherwise, take a card from the draw pile, providing there are still cards left there.Create a whole pizza if possible.

• The winner is the first player to create 3 whole pizzas.

EXTENSION Use the cards to play other games. For example, shuffle two decks together and playConcentration with them.


PASS THE PIZZA

SUBJECT

GROUPING

JUMPSTART MODULE


Art, Math

Pairs

Hall Pass

PUZZLE THIS

DESCRIPTION Students will develop greaterunderstanding of how to tell timeon digital and analog clocks by manipulating the pieces of thispuzzle project.

MATERIALS “Puzzle This” activity sheets (analog page, digital page), filefolders, scissors, glue, 8 1/2" x 11"lightweight cardboard, full-pagemagazine pictures (or other largepictures), envelopes, stapler

PREPARATION Make a copy of each activity sheet (analog page, digital page) for each student pair.

PROCEDURE Divide the class into pairs and demonstrate how to make a “Puzzle This” puzzle. Gluethe analog activity sheet to the inner right side of the file folder. Then staple the openenvelope to the inner left side of the folder (for storage of puzzle pieces). Glue thedigital activity sheet to the cardboard. Make sure the entire page is covered with glue,since the individual pieces will be cut apart later. Then glue a magazine picture to theback of the cardboard, again covering the entire page with glue. Set it aside until theglue dries, then cut the puzzle pieces apart.

To put together the “Puzzle This” puzzle, the student pair must place the digitalpieces on top of the corresponding analog pieces (with the picture unseen). To checktheir work, the student pair can close the file folder and gently turn it over so that thefront cover is on the bottom. When the student pair opens the folder again backwards(left to right), the picture should be assembled accurately. If not, the students shouldtry again.

EXTENSION Students can solve their classmates’ puzzles and graph the number of puzzles theyhave solved on a class bar graph. For a more challenging class project, the teachercan make varying puzzles, each with different times of day.

5:00

7:00

12:00

2:00

10:30

3:30

8:30

9:00

SUBJECT

GROUPING

JUMPSTART MODULE


Art, Language Arts


Art Room, Sandbox

PREPARATION Use a copy of the pallet activity sheet as a template to prepare construction paperpalettes (one per four students).

PROCEDURE Read Planting a Rainbow, Of Colors and Things, or Mary Wore a Red Dress. Divide the class into groups of four. Explain that each group will be writing a five-line poem called a cinquain. The cinquains will begin and end with a color word andwill include nouns (words naming people, places, and things) and adjectives (wordsthat describe) related to color. Together, create a sample poem for the word white.Begin by brainstorming a list of white-related nouns (e.g.,snowflake, blizzard) and adjectives (e.g.,bleached, vanilla). Use the words to create the poem, for example:

White ...The North Pole,Cold vanilla ice cream,Bleached gym socks drying in the breeze.White.

Note: Each line of a cinquain typically has a set number of syllables with each linelonger than the last (except the last line). For now, it is not necessary to followcinquain form exactly.

Distribute the palettes. The color of the group’s palette will be the topic of theirpoem. Suggest that the student groups list nouns and adjectives on scratch paper andthen write their poems on the palette.

EXTENSION Create a poetry corner filled with books of poetry, songs, and chants. Encourage students to create and display their own work as well.

POETIC PALETTES

DESCRIPTION Students will identify nouns andadjectives and develop greaterunderstanding of language andcolor words by writing cinquainpoetry.

MATERIALS Lois Ellert’s Planting a Rainbowor Tana Hoban’s Of Colors andThingsor Merle Peek’s MaryWore a Red Dress, paletteactivity sheet, construction paper(assorted colors), scissors, scratchpaper, pencils, markers

SUBJECT

GROUPING

JUMPSTART MODULE


Science,Art, Language Arts


Art Room

PROCEDURE Read The Seasons of Arnold’s Apple Tree, First Comes Spring, Nature All Year Long,or The Tiny Seed. Discuss the seasons and how an apple tree changes throughout the year.

Distribute art paper and have the students fold their papers in half and then in halfagain to make three parallel folds. Instruct students to unfold their papers and writeWinterat the top of the far left section,Springin the next section,Summerin thenext, and Autumnin the last. Have students paint a black tree trunk and branches in each section.

Explain that the class will need pink paint for blossoms on the spring tree. Ask howto create pink from the colors available. (Put white paint in a saucer and add a littlered paint.) Demonstrate how to paint the spring blossoms witha sponge dipped in pink paint. Continue by asking how tomake green paint (blue and yellow mixed in a saucer).Sponge green leaves on the summer tree, and then dot on green apples with a pencil eraser dipped in green. Onthe fall tree, sponge green leaves and dot on red apples.(Leave the winter tree bare.) Display the student work inthe classroom.

EXTENSION Discuss the styles of various artists in the software (or inart books). Suggest that students paint trees by mimickingthe styles of different artists.

SEASONS FOUR

DESCRIPTION Students will develop a concreteunderstanding of the four seasonsthrough literature and art. Colormixing is emphasized.

MATERIALS The Seasons of Arnold’ s AppleTree by Gail Gibbons or FirstComes Springby Anne Rockwellor Nature All Year Longby LeslieClare or The Tiny Seedby EricCarle, poster paint (red, yellow,blue, black, white), large art paper,markers, pencils with full erasers,small sponge pieces, saucers forpaint

SUBJECT

GROUPING

JUMPSTART MODULE


Math


Pizza Maker

FLOYD’SSCAVENGER HUNT

DESCRIPTION Students identify fractional parts by looking in the school yard,hallways, or neighborhood forobjects divided into equal parts.

PREPARATION “Floyd’s Scavenger Hunt” activity sheet, Bear in a SquarebyStella Blackstone or ShapesbyAnne Geddes, clipboards (or hardsurfaces for drawing on), pencilsor crayons

PROCEDURE Introduce the activity by looking at a book such as Bear in a Squareby Stella Black-stone or Shapesby Anne Geddes. Identify objects in the book that are divided intoequal parts (e.g., a pinwheel with four equal-sized blades, a leaf divided in half by avein down the center). Ask students to look for objects in the classroom that aredivided into equal parts. Let a volunteer name an object and draw it on the chalk-board (a 4-paned window, for example). Label the object with the number of equalparts it has (4 in this example). Discuss the fact that each window pane is 1/4 of thewhole window.

Distribute the activity sheets and tell the class they will be going on a scavengerhunt. Have students take their activity sheets, clipboards (or other hard surfaces todraw on), and crayons or pencils. Take the class to the school yard, hallways and/orneighborhood. Ask students to locate, draw, and label equally divided objects, fillingtheir activity sheets with 6 objects, if possible. Return to the classroom and discussthe drawings. Who found an object with 2 equal parts? What fraction of the whole iseach of the parts? What other 2-part objects did you locate? Did anyone find anobject with 3 (4, 5, 6) equal parts? Which number of parts was easiest to find?

EXTENSION Make a class graph to represent the number of objects with 2 (3, 4, 5, 6, etc.) parts.


Look for objects divided into equal parts. Draw apicture of the object and write how many equalparts it has.

equal parts equal parts equal parts

equal parts equal parts equal parts

FLOYD’S SCAVENGER HUNT

SUBJECT

GROUPING

JUMPSTART MODULE


Math

Whole Class

Pogo Sticks

STAND UPAND BE COUNTED

DESCRIPTION Students will reinforce and develop adding and subtractingskills, recognizing which numbersor math symbols do not belong.

MATERIALS “Stand Up and Be Counted”activity sheets (4 pages of cards),string, paper punch

PREPARATION Copy a “Stand Up and Be Counted” card for each student.Enlarge each card to 8 1/2" x 11" if possible. Punch holes inthe top two corners. Cut 18" of string and attach it to make a“necklace.”

PROCEDURE Give each student a card to wear. Generate an equation withan extra number or math symbol in it. For example, say, “Ineed a 6, a 4, another 4, a minus sign, a greater than sign,and a less than sign.” Arrange the students as follows:

6 – 4 > < 4

Ask a volunteer to come to the front and “tap out” the student who does not belong (>). Record the equation on thechalkboard. Continue with other equations containing extranumbers or math symbols. For example:

• extra answers (3 + 4 = 9 7 or 9 – 3 = 6 7)• extra numbers to add or subtract (4 7 + 1 = 5 or 7 – 3 2 = 4)• extra + or – symbols (9 + – 3 = 6 or 7 + – 2 > 6)• extra > or < symbols (9 > < 8 or 2 + 3 > < 4)

EXTENSION As students become more advanced, include more than one extra number or mathsymbol to “tap out.”

8 910+

- =< >

SUBJECT

GROUPING

JUMPSTART MODULE


Math

Whole Class

Snack Machine

PREPARATION Prior to this activity, send a letter home requesting students to bring in empty foodcontainers from home. Collect items in one area. Make (or have the students make) asign or banner designating the area as “Superstore.” Hang up the sign with string.Make price tags for all items brought in. Prices should be small enough so that thestudents can do mental math (e.g., 5¢, 8¢, 10¢, and up to perhaps 35¢.)

PROCEDURE Select a student to be the cashier and designate the rest of the students as shoppers.The cashier calls on a shopper to select two items and pay the exact amount forthem. If the student is correct, he or she becomes the cashier. Shoppers at their seats must do the mental math for the items the shopper chooses because if the shopper is incorrect, other shoppers have the opportunity to pay for the items andbecome the cashier. Make the game more challenging by increasing prices or requiring purchases of three or even four items. Close the game by discussing and demonstrating different mental math strategies for solving equations.

EXTENSION Read Moon to Sun: An Adding Bookby Sheila Samton (Boyd Mills Press). Let students create their own adding books.

SUPERSTORE

DESCRIPTION Students will practice mental mathand money manipulation throughdramatic play in a class store.

MATERIALS Empty food containers fromhome, index cards, markers, playmoney, a table and shelves, largepaper, string

SUBJECT

GROUPING

JUMPSTART MODULE


Science, Art

Individual

Beanbag Shooter, Art Room

SURF AND SAFARI

DESCRIPTION Children will utilize the BeanbagShooter module to identify animals of interest to them andgain experience using availableclassroom resources to report onthe animals.

MATERIALS “Surf and Safari” activity sheet,pencils, crayons, resource material

PREPARATION Copy a “Surf and Safari Report”activity sheet for each student.

PROCEDURE Have a discussion with students about land animals and water animals that they haveencountered in the Beanbag Shooter activity of JumpStart First Grade. List the ani-mals on the chalkboard or overhead projector. Pick one or two animals and have stu-dents discuss the information requested on the “Surf and Safari” activity sheet, suchas “What does the animal eat?” Discuss ways and places to get information(resource books, adults, peers). Place the “Surf and Safari Report” activity sheetswhere students can access them. Give students a goal date to have their worksheetscompleted. Each student can research an animal of choice. A drawing of the animalshould be included on the activity sheet, along with written information about theanimal. When students are finished, compile all the reports to make two newresource books for your classroom.

EXTENSION Have students use their reports to create illustrated books or build trioramas depicting each of the main ideas of their reports (eating habits, habitat, specialaspects). If desired, repeat the activity, this time researching a food or means oftransportation from the Beanbag Shooter activity of JumpStart First Grade.


My animal is

My Animal

It eats

It lives

It is special because

SURFAND

SAFARI

SUBJECT

GROUPING

JUMPSTART MODULE


Language Arts, Art

Pairs

Lost and Found, Art Room

THEME BOOKS

DESCRIPTION Students will increase their vocabularies as they explore synonyms, antonyms and rhymingwords by making illustrated wordbooks.

MATERIALS “Theme Books” activity sheet,scissors, dictionaries, pencils,crayons, 8 1/2" x 5 1/2" constructionpaper, paper punch, yarn

PREPARATION Make at least three copies of the activity sheet for each student pair. Allow time forall students to visit the Lost and Found module of JumpStart First Grade.

PROCEDURE Explain that students will be working in pairs to create word books containingantonyms, synonyms or rhyming words. Discuss examples of these words from theLost and Found module in JumpStart First Grade:

Antonyms: add/subtract, dry/wet, wild/tame, cry/laughSynonyms:fly/soar, crawl/creep, cent/penny, center/middleRhyming words: cat/fat, phone/stone, club/shrub, meal/seal

Distribute three activity sheets to each student pair and have the students cut on the dashed lines to make six pages. On each page, the students should print a wordpair (antonyms, synonyms or rhyming words, depending upon the type of book the student pair chooses to make) and illustrate the words. Students can use word pairsfrom the program or their own word pairs. Suggest that students use dictionaries forreference. Finally, have each student pair design a construction paper cover. Assem-ble each book by punching holes along the left margin and tying the book togetherwith yarn. Allow time for students to share their books with each other.

EXTENSION Have students use the word pairs from their books to create simple stories or poems.

SUBJECT

GROUPING

JUMPSTART MODULE


Language Arts, Art

Individual

Book Club, Art Room

WHERE AM I?

DESCRIPTION Students will practice readingcomprehension and critical thinking skills by reading A Pretty Planetand The Friend Shipand completing the “Where AmI?” worksheet.

MATERIALS “Where Am I?” activity sheet,pencil, crayons

PREPARATION Allow time for all students to read A Pretty Planetand The Friend Ship in JumpStartFirst Grade. Make a copy of the “Where Am I?” activity sheet for each student.

PROCEDURE Have a short discussion about the book A Pretty Planetin JumpStart First Grade.Introduce “Where Am I?” activity sheets and provide time for students to completetheir drawings.

EXTENSION Have students make mini books retelling A Pretty Planetfrom the perspective of aspace traveler going to the alien’s planet. Have them alter the title (for example,A Fun Planetor A Strange Planet).


WHERE AM I?

The alien in A Pretty Planet didn’t recognize the world he landed on.Can you imagine what his world looks like and draw it in the space above

*Bonus:Where did the alien land?

SUBJECT

GROUPING

JUMPSTART MODULE


Language Arts, Social Studies

Whole Class, Individual, Pairs

Alphabet Soup

CAESAR’S CODE

DESCRIPTION As students create and decodemessages, they will practice alphabet skills.

MATERIALS “Caesar’s Code” activity sheet,pencils

PREPARATION None.

PROCEDURE Ask if anyone knows what a cryptographer is (someone who studies secret codesand ciphers). Tell the class that there are many types of secret codes, but today theclass will be learning an alphabet code. This alphabet code was used by Julius Caesar, a famous Roman, who once ruled much of what is now Europe. LocateEurope on a map and tell the class that you will show them how to write CAT in Caesar’s secret code. Write FDW on the board. Explain that Caesar simply used thealphabet letter that is three letters to the right of the actual letter. Have a volunteerwrite the alphabet across the chalkboard. Point out that F is three letters to the rightof C, D is three letters to the right of A, and W is three letters to the right of T.

Distribute the “Caesar’s Code” activity sheet and read the directions together. Allow time for students to decode the answer to the riddle. Then let them use Caesar’s code to write messages to each other. For fun, use the code throughout the day to communicate with the class (for example, write “time for lunch” on thechalkboard in code).

Note: Codeand cipherare commonly used interchangeably although some expertsmake distinctions between them.

EXTENSION Let students create and use other alphabet codes. (For example, use the alphabet let-ter directly to the left.) Or, find out about Morse code and other famous codes.


1. Can you decode the answer to the riddle? First, write the alphabet here:

2. Now, start with the letter w in the first box.• Find w in the alphabet.• Count 3 alphabet letters to the left.• Write that letter under the box.

3. Continue with the other letters.

CAESAR’S CODE

What looks like half of Caesar’s sword?

This code was used by Julius Caesar. Can you writeyour name or a short message in Caesar’s code?

w k h

r w k h u

k d o i


SUBJECT

GROUPING

JUMPSTART MODULE

50

Math

Small Groups

Pogo Sticks

OVER THEMOUNTAIN

DESCRIPTION This easy-to-learn dice game reinforces skills in mental mathematics.

MATERIALS “Over the Mountain” activitysheet, dice (or wooden cubesmarked with dots), game markers(different-colored buttons, chips,or squares of paper)

PREPARATION Make copies of the “Over the Mountain” activity sheet (one per small group).

PROCEDURE Divide the class into groups of two to four. Give each group a copy of the activitysheet (game board), three dice, and game markers (a different color for each groupmember). Explain the rules, demonstrating with dice drawn on the chalkboard.

Rules: The object of the game is to move one’s game marker space-by-space to thetop of the mountain and back down again. (You cannot skip spaces on the gameboard.) There are two ways to move to a space:

• roll the number (roll a 4 to move to Space #4, for example)• roll dice that can be added together to make the number (roll a 3 plus a 1 to

move to Space #4)

Three dice are thrown on each turn. A player may be able to move several spaces inone turn. For example, suppose you rolled these dice on your first turn:

You rolled a 1, so you can move your game marker toSpace #1.

You can add these dice together to make 2, so you canmove to Space #2.

This die is useless. You need a 3 (or a total of 3) tomove on.

Allow time for students to play. Then store the games so that students can play againlater during free time.

EXTENSION Alter the rules, giving players the option of subtracting the numbers they roll.


52

SUGGESTED BOOKSF O R J U M P S TA RT 1S T G R A D E

T E A C H E R ’ S G U I D E

All in a Day,Mitsumasa Anno,Philomel

Bear in a Square,Stella Blackstone,Barefoot Books

Brown Bear, Brown Bear, What Do You See? Bill Martin,Henry Holt and Company

Eating Fractions,Bruce McMillan,Scholastic Inc., New York

First Comes Spring,Anne Rockwell,Harper Collins Publishers, New York

The House from Morning to Night,Danielle Bour,Kane/Miller

Lucy and Tom’s Day,Shirley Hughes,Puppin

The Magic School Bus: Inside the Earth,Joanna Cole,Scholastic Inc., New York

The Magic School Bus: On The Ocean Floor,Joanna Cole,Scholastic Inc., New York

Mary Wore a Red Dress,Merle Peek,Houghton Mifflin

Moon to Sun: An Adding Book,Sheila Samton,Boyd Mills Press

Nature All Year Long,Leslie Clare,Greenwillow

Of Colors and Things,Tana Hoban,Greenwillow Books

Planting a Rainbow,Lois Ellert,Harcourt Brace Jovanovich

Polar Bear, Polar Bear, What Do You Hear?Bill Martin,Henry Holt and Company

The Seasons of Arnold’s Apple Tree,Gail Gibbons,Harcourt

Shapes,Anne Geddes,Photogenique Publishers

The Tiny Seed,Eric Carle,Picture Book Studio

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