begladtraining.com Shapes... · Web viewThree dimensional (3D) shape – A rectangular prism and a cube are 3D rectangles. Real World Examples – Some houses, a box, and a white

GEOMETRIC SHAPES (Level 1)IDEA PAGES

I. UNIT THEME – Geometric shapes- Attributes of 2D and 3D shapes and figures- Shapes and how they interact- Geometric shapes found in architecture around the world

II. FOCUS/MOTIVATION- Big Book- Inquiry Charts- Observation Charts- Realia Centers- Cognitive Content Dictionary- Super Mathematician Awards- Music/Poetry

III. CLOSURE- Process Grid- Individual/team explorations- Student portfolios- Student-made Big Book- Geometric building project- Graffiti Wall- Chapter Test

IV. CONCEPTS- Math- Compare and sort a variety of 2D/3D figures, according to their geometric attributes- Identify and name 2D figures including those in real world context regardless of size or

orientation- Combine known shapes to create new shapes and divide known shapes into other

shapes

Geometric Shapes, Level 1, WA 1Heather Craggs, Cheryl Harrel, Tiffany Rose, & Jennifer Ross, Mulikteo School District - Project G.L.A.D (12/10)

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V. MATH WASHINGTON STATE STANDARDS – GRADE 1

Geometric attributes (Geometry/Measurement)1.3 - Students expand their knowledge of two- and three-dimensional geometric figures by sorting, comparing, and contrasting them according to their characteristics. They learn important mathematical vocabulary used to name the figures. Students work with composite shapes made out of basic two-dimensional figures as they continue to develop their spatial sense of shapes, objects, and the world around them.

1.3.A Compare and sort a variety of two- and three-dimensional figures according to their geometric attributes.

- The student may sort a collection of two-dimensional figures into those that have a particular attribute (e.g., those that have straight sides) and those that do not.1.3.B Identify and name two-dimensional figures, including those in real-world contexts, regardless of size or orientation.

- Figures should include circles, triangles, rectangles, squares (as special rectangles), rhombi, hexagons, and trapezoids1.3.C Combine known shapes to create shapes and divide known shapes into other shapes.

- Students could be asked to trace objects or use a drawing program to show different ways that a rectangle can be divided into three triangles. They can also use pattern blocks or plastic shapes to make new shapes. The teacher can give students cutouts of shapes and ask students to combine them to make a particular shape.

VI. READING WASHINGTON STATE STANDARDS – GRADE 1

1: The student understands and uses different skills and strategies to read.

1.1 Use word recognition skills and strategies to read and comprehend text.

1.1.1 Understand and apply concepts of print. Use directionality when reading independently. Identify title page, table of contents, author, and illustrator of books. Recognize that print represents spoken language. Recognize the difference between words and sentences (e.g., know sentences start with

capital letters and end with punctuation). Identify a word and its beginning and ending letters.

1.1.2 Understand and apply phonological awareness and phonemic awareness.


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Identify syllables in a word Identify and generate rhyme. Segment and blend multi-syllabic words, including compound words. Add, delete, and/or substitute one phoneme for another in initial, medial, and final

positions to make a new word. Segment and blend words orally containing three to five phonemes. Generate words that begin or end with the same sound or different sounds. Blend and segment onset and rime.

1.1.3 Apply understanding of oral language skills to develop reading skills. Participate orally in discussions about stories listened to and read (e.g., contribute who,

what, when, where in retells; contribute explanations; generate and answer questions; and make comparisons).

1.1.4 Apply understanding of phonics. Recognize that sounds are represented by different single letters or combinations of

letters (consonant and vowel combinations). Use onset and rime/word families to decode words in isolation and in context. Decode words in isolation and in context following common vowel patterns. Use knowledge of phonics to read unfamiliar words in isolation and in context. Read compound words, contractions, and words with common inflectional endings in

isolation and in context. 1.2 Use vocabulary (word meaning) strategies to comprehend text.

1.2.1 Understand how to use resources to learn new vocabulary/word meanings.

Use simple resources with teacher guidance (e.g., word banks, alphabet books or charts).

1.2.2 Apply vocabulary strategies in grade-level text.

Use common inflectional endings to understand the meaning of words: -s, -ed, -ing, -er, -est.

Use strategies including context and re-reading to self-correct. Use prior knowledge, context, pictures, illustrations, and diagrams to predict and

confirm word meaning with teacher guidance.

1.3 Build vocabulary through wide reading. 1.3.1 Understand and apply new vocabulary.


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Use oral and reading vocabulary gained by listening to and reading informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in own oral and written communication.

1.3.2 Understand and apply content/academic vocabulary.

Use content/academic vocabulary during class discussions and/or writing (e.g., ethnic and native language terminology; terms specific to geographical settings; terms specific to literature, science, math, and writing).

1.4 Apply word recognition skills and strategies to read fluently.

1.4.1 Know common sight words appropriate to grade-level.

Read selected sight words with automaticity.

1.4.2 Apply fluency to enhance comprehension.

Read aloud familiar grade-level text with accuracy in a manner that sounds like natural speech. Read aloud unpracticed grade-level text at a fluency rate of 50–65+ words correct per minute.

2: The student understands the meaning of what is read.

2.1 Demonstrate evidence of reading comprehension.

2.1.1 Understand how to use questioning when reading.

Ask and answer questions before, during, and after read aloud, instruction/practice time, and independent reading.

2.1.2 Understand how to create mental imagery.

Compose visual images from what is read aloud and/or read by self (e.g., draw a picture to represent something that was read in a story).

2.1.3 Understand and identify important or main ideas and important details in text.

State main idea and list important details in informational/expository text, verbally or by using graphic organizers.

State the gist of the story or poem with teacher guidance.


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2.1.4 Understand how to use prior knowledge.

Make connections or identify similarities between self and text and text-to-text including text from a variety of cultures and communities, after read aloud and independent reading.

2.1.5 Understand how to infer/predict meaning.

Make and confirm predictions based on information from culturally relevant text (through support of teacher questions).

Make inferences before, during, and after hearing or reading a culturally relevant story using prior knowledge, story structure, and prediction.

2.2 Understand and apply knowledge of text components to comprehend text.

2.2.1 Understand story sequence.

Retell stories with correct sequence of events. (Note: Story telling order can differ between cultures. For example, in some cultures the end of the story is told first.)

2.2.2 Understand and apply features of printed text and electronic sources to locate and understand information.

Identify and use title pages, table of contents, glossary, diagrams, and maps to find information.

Identify and use icons, pull-down menus, and toolbars.

2.2.3 Understand story elements.

Identify and explain story elements.

2.2.4 Understand simple organizational structures of text.

Predict text patterns using attribute and/or concept books.

2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in informational and literary text.

2.3.1 Understand similarities and differences within and between informational/expository and literary/narrative text.


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Explain similarities and differences in character, setting, and important events within and between culturally relevant literary/narrative texts which are read or listened to.

Identify similar information about a topic contained in more than one informational/expository text.

2.3.2 Understand concept of categories.

Sort words by various attributes (e.g., robins, parrots, and ducks are all birds).

2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.

2.4.1 Understand how to give personal or text-based responses and make connections to text.

Generate a personal or text-based response and/or make connections to text based on teacher prompt using information from a culturally relevant reading or read aloud.

2.4.2 Understand purposes of text.

Identify the purpose of printed materials (e.g., everyday materials, including lists, signs, cereal boxes; fairy tales; fables; and informational/expository trade books).

3: The student reads different materials for a variety of purposes.

3.1 Read to learn new information. 3.1.1 Understand that resources answer questions and solve problems.

Listen to and/or read a variety of types of informational/expository text to learn new information, answer questions, or solve problems with teacher guidance.

3.2 Read to perform a task.3.2.1 Understand how to read for information.

Read and explain labels and environmental print. Read and follow simple directions. Use cover and title page information, page numbers, and simple maps to perform a task.

3.4 Read for literary/narrative experience in a variety of genres.3.4.1 Understand different perspectives of family, friendship, culture, and traditions found in literature.


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Listen to, read, and discuss a variety of literature representing different perspectives of family, friendship, culture, and tradition, generating a personal and/or text-based response.

3.4.2 Understand traditional and contemporary literature written in a variety of genres.

Identify the characteristics of a variety of genres. Listen, read, and respond to literature from a variety of genres, including culturally

relevant texts, by drawing, writing about, performing, and presenting.

3.4.3 Understand that literature represents different cultures and traditions.

Identify and discuss the culture and/or traditions represented in a story with teacher guidance.

4: The student sets goals and evaluates progress to improve reading. 4.1 Assess reading strengths and need for improvement.

4.1.1 Understand how to monitor reading progress.

Explain own reading behaviors in teacher-led discussions/questioning.

4.1.2 Understand how to set reading goals.

Explain why setting a reading goal is important and set a reading goal with teacher guidance.

4.2 Develop interests and share reading experiences.4.2.1 Understand how readers choose books.

Identify favorite books and share reasons for the choice with others. Self-select books at an independent level and an instructional level.

VII. WASHINGTON STATE STANDARDS-Communication1. The student uses listening and observation skills and strategies to gain understanding.

1.1 Uses listening and observation skills and strategies to focus attention and interpret information.

1.2 Understands, analyzes, synthesizes, or evaluates information from a variety of sources.2. The student uses communication skills and strategies to interact/work effectively with others.

2.1. Uses language to interact effectively and responsibly in a multicultural context.2.2. Uses interpersonal skills and strategies in a multicultural context to work collaboratively,

solve problems, and perform tasks.


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2.3. Uses skills and strategies to communicate interculturally.3. The student uses communication skills and strategies to present ideas and one’s self in a variety

of situations.3.1. Uses knowledge of topic/theme, audience, and purpose to plan presentations.3.2. Uses media and other resources to support presentations.3.3. Uses effective delivery.

The student analyzes and evaluates the effectiveness of communication.4.1. Assesses effectiveness of one’s own and others’ communication.4.2. Sets goals for improvement.

VIII. WASHINGTON STATE STANDARDS – GRADE 1SOCIAL STUDIESHistory 4.1.1 - Understands and creates family timelines to show events in a sequential mannerSocial Studies Skills 5.4.1 - Describes how different people live using a graphic organizer.

IX. WASHINGTON STATE STANDARDS – GRADE 1WRITINGIn first grade, students are able to develop an idea or item of information beyond one sentence, adding some details of description or explanation. Simple sentences are sequenced with some logical development. Students use some prewriting strategies with support from the teacher. Although phonetic spelling is common, there is a marked increase in the number of words spelled accurately, and students demonstrate an awareness of some spelling patterns. As understanding of revising and editing develops, students reread what they write, and the clarity and accuracy of writing increases. Conventions of punctuation, directionality, spacing, and letter formation ensure work is legible.

1. The student understands and uses a writing process.1.1 Prewrites to generate ideas and plan writing 1.1.1 Applies at least one strategy for generating ideas and planning writing

Brainstorms, makes lists, and sometimes formulates first sentence before writing. Talks or draws to generate ideas and rehearse writing (e.g., class brainstorm, individual

drawing). Uses multicultural literature (fiction and nonfiction) to stimulate ideas.

1.2 Produces draft(s) in sentences- Uses a plan from prewriting to write a draft.- Writes a draft that includes more than one sentence.

1.3 Revises to improve text 1.3.1 Revises text by adding words and/or phrases to draft.


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Reads own work and makes some revisions in response to teacher questions or peer feedback (e.g., “My dog went for a walk” becomes “My spotted dog went for a long walk” in response to the teacher’s questions: “What does the dog look like? What kind of walk is it?”).

Rereads draft to self, peers, or adults. Asks others (e.g., librarian, principal, paraprofessionals, day-care provider, family members) to

read and make comments. Recognizes overused words and makes substitutions (e.g., yelled for said).

1.4 Edits text 1.4.1 Applies understanding of editing appropriate for grade level

Edits shared text with teacher guidance. Reads own work and makes some changes, especially punctuation. Uses a simple checklist for editing.

1.5 Publishes text to share with audience 1.5.1 Publishes own writing.

Shares writing with others (e.g., author’s chair, bulletin board, Young Authors’ Day). Illustrates work (e.g., drawings, computer graphics, collages). Shares writing in self-published books.

2. The student writes in a variety of forms for different audiences and purposes2.1 Adapts writing for a variety of audiences 2.1.1 Knows that an audience exists outside of self.

Writes for self, family, friends, and teacher. Identifies the intended audience for a written piece.

2.2 Writes for different purposes 2.2.1 Demonstrates understanding that writing has different purposes.

Writes to express own ideas (e.g., scientific observations). Writes to communicate with others (e.g., notes, cards). Writes to explain how to do something (e.g., how to walk down the hall at school). Writes to retell in some detail and in correct sequence. Writes to inform (e.g., answers to questions, cultural customs). Writes to entertain (e.g., jokes, riddles, funny stories

2.3 Writes in a variety of forms/genres 2.3.1 Understands there is more than one form/genre of writing.

Identifies and uses a variety of new forms/genres.Examples:~ notes to others~ scientific observations~ answers to questions~ patterned poetry~ stories


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2.4 Writes for career applications 2.4.1 Knows important personal information

Writes first and last names and contact address.

3.1 Develops ideas and organizes writing 3.1.1 Analyzes ideas, selects topic, adds detail, and elaborates

Develops ideas for topics orally and visually (e.g., discusses, draws, and/or writes to develop ideas).

Develops and chooses from a list of general topics for writing (e.g., pets, friends, favorite places).

Elaborates on ideas using descriptive words and phrases (e.g., My yellow striped cat jumped on my bed.).

Selects title for a piece of writing

3.1.2 Organizes multiple sentences on one topic showing beginning, middle, and ending Uses simple conjunctions as transitions (e.g., then, now, and). Writes to follow the organization of a mentor text (e.g., It Looked Like Spilt Milk by Charles

Shaw or Tops and Bottoms by Janet Stevens).

3.2 Uses appropriate style 3.2.1 Understands concept of personal voice

Uses detail and color in drawings. Uses exclamation points (e.g., I love pizza!). Uses size and shape of word for emphasis (e.g., WOW, scary). Discusses voice of author in read-alouds (e.g., “Bill Martin, Jr., sounds like he’s singing.”).

3.2.2 Uses a variety of words Builds a rich vocabulary through listening, talking, signing, writing, and language activities. Uses descriptive words (e.g., color words, sensory words, size words). Uses classroom resources (e.g., personal dictionaries, word walls, other student/teacher-

generated resources).


IDEA PAGESPAGE 11 3.2.3 Understands sentence fluency

Participates in shared reading/writing of poems, songs, chants, and prose. Uses simple and some compound sentences.

3.3 Knows and applies appropriate grade-level writing conventions 3.3.1 Understands and applies spacing and directionality; writes legibly

Writes uppercase and lowercase letters. Uses spaces between words and sentences. Writes from left to right and top to bottom.

3.3.2 Spells phonetically using some conventional spelling Uses spelling rules and patterns from kindergarten. Spells first-grade high-frequency words correctly (e.g., the, of, was, they). Includes beginning, middle, and ending sounds in phonetic spelling. Writes using grade level appropriate spelling patterns.

Examples:~ Onset and rime (e.g., bat, cat, fat; man, fan, can)~ Short vowel patterns (e.g, hat, pet, sip, mop, cut)~ Blends (e.g., st, tr, dr, br)~ Digraphs (e.g., sh, th, ch)~ Long vowel silent e (e.g., make, like)

Uses classroom resources (e.g., word walls, word banks, word charts, peers

3.3.3 Applies capitalization rules Uses capitalization rules from kindergarten. Capitalizes first word in a sentence. Capitalizes days of the week and months of the year. Capitalizes names of people

3.3.4 Applies punctuation rules. Uses end marks correctly (e.g., periods, question marks, exclamation points

3.3.5 Applies usage rules. Explains and uses pronouns as substitutes for nouns. Uses singular and plural nouns correctly (e.g., tooth and teeth, boy and boys)

3.3.6 Uses complete sentences in writing.


IDEA PAGESPAGE 12 4.1 Analyzes and evaluates others’ and own writing 4.1.1 Understands criteria are used to select a preferred piece of writing

Identifies criteria for why stories and authors are preferred (e.g. characters and plots) 4.1.2 Uses specific criteria for analyzing own writing.

Participates in developing classroom criteria or checklist (e.g., color words, descriptive details, action words).

Compares own writing to checklist.

4.2 Sets goals for improvement 4.2.1 Identifies general goals for own writing

Confers with teacher to set goals (e.g., add details to writing, write for a new purpose). Monitors progress with a goal sheet (e.g., T-chart — I can … I am learning to …). Selects pieces that demonstrate new learning (e.g., portfolio entries, collections of drafts).

X. ELD STANDARDSIdentifying a student’s proficiency level is the first step in using the Washington State English Language Development Standards to design effective instruction so that all students can access content. There are five proficiency levels (beginning, advanced beginning, intermediate, advanced, transitional) in each of the four language domains (listening, speaking, reading, writing). A fifth domain, Comprehension, is embedded within the four domains and is part of the Washington Language Proficiency Test.

WASHINGTON STATE ENGLISH LANGUAGE STANDARDSGRADES K-2LISTENING/SPEAKINGBeginning

Very limited understanding of English Learns to distinguish and produce English phonemes Uses words, gestures, and actions

Advanced Beginning

Uses words and/or phrases Uses appropriate social greetings Participates in social discussions on familiar topics and in academic discussions Develops correct word order in phrases Begins to use content-related vocabulary


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Intermediate

Uses simple sentences with inconsistent use of syntax, tense, plurals, and subject/verb agreement:

Tells a story, informs, explains, entertains Participates in social and academic discussions Begins to use content-related vocabulary

Advanced

Uses descriptive sentences with common grammatical forms with some errors Participates in academic and social discussions using appropriate ways of speaking based on

audience Tells a story, informs, explains, and entertains Begins to use word patterns to determine the meaning of new words

Transitional

Has met criteria for exiting Transitional Bilingual Instructional Program (TBIP) Speaks clearly and comprehensibly using standard English grammatical forms with random

errors Applies content-related vocabulary in a variety of contexts and situations Gives oral presentations

READINGBeginning

Sequences simple text Answers literal questions Makes simple predictions Hears and produces familiar sounds Reads sight words Uses and comprehends highly contextualized vocabulary Listens to text read aloud Begins to understand concepts of print

Advanced Beginning

Expresses self using words and/or phrases:


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Identifies characters Identifies setting Compares and contrasts Hears and produces familiar and unfamiliar sounds Increases sight vocabulary Employs word-meaning strategies Reads patterned and repetitive text Applies concepts of print

Intermediate

Expresses self using simple sentences: Describes images from text Connects text to prior knowledge Makes generalizations based on text

Monitors for comprehension Produces unfamiliar sounds Decodes word patterns Reads sight words Reads familiar words in context Increases vocabulary through reading Uses text features to gain meaning Distinguishes between: Fiction/non-fiction Fact/opinion Fantasy/reality Follows simple written directions (e.g., color, cut, glue)

Advanced

Expresses self using descriptive sentences: Identifies theme Recognizes literary devices Uses a variety of strategies to monitor comprehension Recognizes phonemes within multi-syllabic words Uses word parts to determine word meanings


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Reads with increasing fluency Independently confirms word meanings Follows multi-step written directions Text increases in length and complexity

Transitional

Adjusts reading rate as appropriate Uses specialized vocabulary, uses multiple meaning words appropriately Follows increasingly complex written directions Reads and comprehends grade level text

WRITINGBeginning

Draws, labels, copies familiar words Writes to name, describe, or complete a list Begins to use invented spelling, capital letters, participates in group editing Audience may be self, teacher, or known person Sequences pictures to assist with organization Participates in group writing

Advanced Beginning

Writes sight words and phrases Demonstrates inconsistent use of: Capitals Punctuation Correct spelling Begins to write based on a model or frame Participates in group brainstorming and revising Writes rough draft

Intermediate

Writes simple sentences Demonstrates increasing control of: Capitals Punctuation Correct spelling Distinguishes between writing for different audiences and purposes Writes individually and in a group process


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Advanced

Uses simple and descriptive sentences Writes for a variety of audiences and purposes Uses grade level conventions inconsistently Needs assistance in editing and revising

Transitional

Uses specialized vocabulary across content areas Uses standard grammar and conventions with lapses characteristic of ELL students

XI. VOCABULARY

acuteanglesarchitectarchitectureattributesbasebuildcomparecomposite shapescongruentconstructcube embed

facefiguresflipgeometric geometryhexagonlinemathematicianobtuseparallel prismrectangle rhombusright anglesrotate

shapessideslidesorting rulespheresquarestraight symmetrythree dimensionaltransitivetrapezoid triangles

tripodturntwo dimensionalevaluatesynthesizeanalyze

XII. RESOURCES AND MATERIALSNon-fictionAnno, Mitsumasa. Upside-Downers. Philomel Books, 1988. (U)Anno, Mitsumasa. Topsy-Turvies. Philomel Books, 1989. (U)Audry-Iljic, Francoise & Courting, Thierry. Discover Shapes. Barron’s, 1994Dodds, Dayle Ann. The Shape of Things. Candlewick Press, 1994Greene, Rhonda Gowler. When a Line Bends...A Shape Begins. Houghton Mifflin, 1997Murphy, Stuart. Circus Shapes. Harper Trophy, 2001. (recognizing shapes)Pluckrose, Henry. Math Counts-Shapes. Children’s Press, 1995.Schlein, Miriam. Round and Square. Mondo, 1999.Seuss, Dr. The Shape of Me and Other Stuff. Beginner Books, 1973.Sharman, Lydia. The Amazing Book of Shapes. Dorling Kindersley, 1994.Yenawine, Philip. Shapes. Museum of Modern Art, 1991

FictionBurns, Marilyn. The Greedy Triangle. Scholastic, 1994.Laden, Nina. Roberto the Insect Architect. Chronicle Books, 2000Murphy, Stuart. Captain Invincible and the Space Shapes. Harper Trophy, 2001. (3-d shapes)


Polacco, Patricia. The Keeping Quilt. Simon and Schuster, 1988

Electronic ResourcesGoogle Images (http://www.google.com/imghp?hl=en&tab=wi)http://www.math-kitecture.com/geometry.htmhttp://www.archkidecture.org/

PoetryRoemer, Heidi. Come to My Party and Other Shape Poems. Henry Holt and Co, 2004


GEOMETRIC SHAPES (Level 1)PLANNING PAGES

I. FOCUS/MOTIVATION Big Book – “The Important Book About Shapes” Observation Charts Inquiry Charts Picture File Card Sort Realia Centers Super Mathematician Awards Cognitive Content Dictionary

II. INPUT Architectural Timeline – Shapes through history Pictorial – Attributes of Geometric Shapes Narrative – Mystery House (expository) Narrative – Roberto the Insect Architect (fiction) Read Aloud – The Shape of Things

III. GUIDED ORAL PRACTICE T-graph and team points Picture File Card Activities Chants/Poetry Sentence Patterning Chart (Farmer in the Dell) 10/2 Lecture Personal Interaction Numbered Heads Exploration Reports

IV.READING/WRITINGA. Whole Class:

Group Frame/ELD retell Co-op Strip Paragraph Pocket Poetry Poetry Frames

Flip Chants (strip books) Story Map Listen and Sketch Read Aloud Process Grid

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B. Small Group

Expert Groups Process Grid Small group shared reading Flexible group leveled reading Partner reading – ear to ear Team Tasks (anything modeled by teacher) ELD Group Frame

C. Individual Work

Learning logs DEAR Time Authentic literacy events Interactive journals (with R/W choice) Silent sustained reading Individual tasks

D. Writer’s Workshop Mini-lesson (6 Traits of Writing) Write Author’s Chair

V. Extended Activities and Integration

Poetry Music Cooking Observations

VI. Daily Activities Read aloud SSR (Silent Sustained Reading) SSW (Silent Sustained Writing) Flexible Group Reading

VII. Closure Process all charts and information Evaluate week Big Book Build own architectural structure out of learned shapes Share personal exploration Framed Inquiry Letter home to parents Team exploration

SAMPLE DAILY LESSON PLANPAGE 1

Day 1 : FOCUS/MOTIVATION

3 Standards/Awards Cognitive Content Dictionary Observation Charts Inquiry Chart

GUIDED ORAL PRACTICE

Chant/ Here There

FOCUS/MOTIVATION

Big Book Pass out portfolios

INPUT

Timeline Graphic Organizer 10/2 Lecture Learning log ELD Review World Map Graphic Organizer 10/2 Lecture Learning log ELD Review


T-graph – “Cooperation” Picture File Card Sort Open Sort Closed Sort Exploration Report

INPUT

Pictorial Input 10/2 Lecture Learning log ELD Review


READING/WRITING

Writers WorkshopMini LessonFree Choice WritingConferringAuthor’s Chair

CLOSURE

Home/School Connection One Process Inquiry Charts

Day 2 : FOCUS/MOTIVATION

3 Standards/Awards Cognitive Content Dictionary Process Home/School Connection Read Aloud Poetry

Highlighting, Sketching, PFCs Review input with word cards


Chant

INPUT

Narrative – “Roberto” Learning Log ELD Review

READING/WRITING

Flexible Group Reading Expert Groups Team Tasks Interactive Journals Writers Workshop

Mini LessonFree Choice Writing


ConferringAuthor’s Chair

CLOSURE

Home/School Connection Two

Day 3:FOCUS/MOTIVATION

3 Standards/Awards Cognitive Content Dictionary (student selected) Process Home/School Connection Process Inquiry Charts

INPUT

World Map Graphic Organizer


Process Here There Chant Sentence Patterning Chart

Reading GameTrading GameFlip Chant

READING/WRITING

Mind Map Process Grid Game Co-operative Strip Paragraph

Read and respond, editFlexible Group Reading--Advanced Readers—“Clunkers and Links”

CLOSURE

Journals or writers workshop Home/School Connection Three Process Chants



3 Standards/Awards Cognitive Content Dictionary Home/School Connection Read Aloud


Chant Read Aloud

READING/WRITING

Co-operative Strip Paragraph- Revise and edit


Team Tasks- Oral Evaluations

READING/WRITING

Flexible Groups Group Frame/ELD retell Poetry resequence with struggling readers


Chant

READING/WRITING

Story Map Ear to Ear Reading Listen/Sketch

CLOSURE

Journals or writers workshop Home/School Connection Four



3 Standards/Awards Cognitive Content Dictionary Home/School Connection

READING/WRITING

Found Poetry Strip Book


Team Tasks- Written evaluations


Team Task presentations

READING/WRITING

Flexible GroupCo-op strip reading for struggling/emergent readers

Focused reading – read the walls with personal cognitive content dictionary


Process Inquiry Chart

Closure

Graffiti Wall Jeopardy Team Big Books Letter home

Big Book

I Just Thought You Might Like to Know….

By Heather Craggs, Cheryl Harrel, Tiffany Rose, Jennifer Ross

I just thought you might like to know that shapes are found all over the world! Hexagons are found in bee hives. Mount Fuji is an amazing cone. Centipedes are able to form into a circular shape. Birch bark’s structure is a cylinder.

I just thought you might like to know that there are many shapes in nature.Page 1

I just thought you might like to know that shapes are found all over the world!

The Beijing Guardian building is full of triangles. Casa Batlló, in Barcelona, has many ovals and spheres. The Parthenon, in Greece, uses a construction principal called the

golden rectangle in its design. Countless windows are made of many, many squares.

I just thought you might like to know that there are many shapes in architecture.Page 2

I just thought you might like to know that there are many shapes all over the world! Cereal boxes are regularly rectangular prisms. Sea stars are commonly formed as a 5-pointed star. People have used circular magnifying glasses to help them see for

thousands of years. A Rubiks cube is a game and a square prism!

I just thought you might like to know are many shapes in common objects.Page 3

I just thought you might like to know that there are many shapes all over the world! Piet Mondrian’s art painted geometric shapes and lines to balance

color. Kandinsky used many shapes to create amazingly complex works of

art. Frida Kahlo enjoyed the ovals and circles when making watermelons

on canvas.

In India, rangoli artists create beautiful paintings and tiles using many different shapes and patterns.

I just thought you might like to know that there are many shapes in art.Page 4

I just thought you might like to know that there are many shapes all over the world!

The octagon is the basis for the STOP sign. Yield signs are shaped like an upside down triangle. A railroad crossing sign is a circle with an X in the middle. A hand pointing upward inside a rectangle means, “Do not walk.”

I just thought you might like to know that there are many shapes in traffic signs. Page 5

I just thought you might like to know that there are many shapes all over the world!

Clouds are sometimes shaped like the letter C. The circle in the sky is a cirrus cloud. Sometimes clouds are even triangle shaped. A cloud can even have the shape of a favorite treat – an ice cream

cone!

I just thought you might like to know that there are many shapes made by clouds. Page 6

2750 BC Stonehenge, United Kingdom2600 Great Pyramid of Khufu, Egypt

57 BC Temple of Horus, Egypt

1400 The Alcazar, Spain

1500 Orvieto Cathedral, Italy

1726 Jantar Mantar, India

1931 Empire State Building, United States

1979 Epcot, United States

1998 Centre BIT, Spain2000 30 Saint Mary axe, United Kingdom

Geometry Timeline

2003 London City Hall, United Kingdom2008 Sinosteel Plaza, China

Roberto the Insect ArchitectBy Nina Laden

Adapted by Heather CraggsNarrative Input

Roberto the termite always went against the grain. While most termites were eating wood, he never melted over maple, and pined for pine. All he wanted to do was make geometric shapes with his food and design buildings. “See this symmetrical effect on this trapezoid desk!” His mom and his dad weren’t impressed.

One day he realized that he was hungry to start a new life and the only way to build one was to venture to the big city to fulfill his dream of being a famous architect.

When he arrived at the big city, he went to his heroes of the architectural world and didn’t t meet with a warm reception!

“Don’t bug me!” blurted Antonia Gaudi while she designed rhomboidal prism for Steven Speilbug.

“There are no termites in my three dimensional houses,” stated Fleas Van Der Rohe.

As he was leaving their famous offices feeling like a PEST, he looked around the city and noticed that many bugs were having a hard time too! “My house is on fire and my children are gone!” a ladybug cried. A linear stampede of roaches was running for their lives after being chased from a diner. Roberto could see he wasn’t the only bug with problems!

“I’ll show Ol’ Fleas what this termite can do! I’ll show them all,” said Roberto. He came up with a two dimensional plan, and sketched the entire square block. He then went and looked for a perfect location!

Roberto hammered and nailed! He sawed and sanded. He worked day and night! He transformed the whole square block into a work of art! Symmetrical houses, rhombi windows, and rectangle bricks became a base for new lives. Like a magician, he transformed the square block of junk with a street of extraordinary homes!

When he was done he sent the keys to all the downtrodden bugs he knew! When Dotty the ladybug moved into her new lair she said, “There’s no way to have a fire since it’s made of rectangular bricks down there.!” The roaches were also on the scene and said, “You won’t find us in seedy diners anymore, now that we have our very own special square front door.”

“Hip, hip, hip hurray,” Roberto the architect , “He’s our mathematical magician each and everyday!”

THE MYSTERY CASTLE(Geometric Shapes)By Heather Craggs

Narrative Input

In 1930, a father named Boyce Luther Gulley left his family and traveled to Phoenix after learning he had tuberculosis. Tuberculosis is a disease that is contagious and he didn’t want his young daughter Mary Lou or her mom to get sick too.

Mr. Gulley missed his family terribly. So he decided to build a castle for the little girl he’d left behind. He built a magical place with many interesting geometric shapes.

He spent the next 15 years building the Mystery Castle with materials he found and salvaged from the deserts of Arizona.

In 1945, Mr. Boyce died. He left his castle to his daughter Mary Lou Gulley. She opened the castle to the public. She wanted others to see the amazing work of her father and enjoy the shapes and sights of the castle.

Magical rectangles and shapes abound. Can you see the rectangles and special squares all around?

Look closely and you will see the hidden triangles – one, two, three! Can you see the magical triangles, one two, three?

The trapezoids are there to keep you safe on the wide patio above the gate! Can your eyes see all around and find the trapezoids that aren’t on the ground?

An enormous rhombus is in the artwork for all to see! The decorations have shapes for you to spy if you have a great keen eye. Can you find the rhombus inside the Mystery Castle?

In the 1930’s hexagons were all the rage for sewing quilts for babies of the age. Look closely at the quilt and you will see many hexagons hidden for you to see!

Now you’ve toured the magical Mystery Castle from afar! Take a look at the pictures again and find your own shapes, how about a star?

Geometric Shape CadenceBy Tiffany Rose

I just know what I’ve been toldGeometric shapes are really boldRectangle, rhombus, trapezoid, too2-D shapes just for you!

Sound off – Straight linesSound off – AnglesSound off – Squares and triangles1-2-3-4 - Geometric shapes!

Spheres and cubes and cones as wellThese are 3-D, I will tellPrisms with faces which are flipped and turnedSome composite shapes now you have learned

Sound off – Hexagonal spheresSound off – PyramidsSound off – Rectangular prism1-2-3-4- Geometric shapes!

Architects use shapes to create their buildingsGeometric shapes in so many thingsKites and tables and honeycombs, tooGeometry is everywhere, I tell you true

Sound off – Yield signsSound off – Castles and templesSound off – Rhombus squid1-2-3-4- Geometric shapes!

HOUSE CHANT

By Heather Craggs

I know a geometric shape,

A symmetrical shape,

A symmetrical shape,

It’s a geometric structure where I live.

With two rectangular doors,

Two triangles by the roof,

Four square windows,

And two rectangles that form the roof

I know a geometric shape,

A symmetrical shape

A symmetrical shape

It’s the house where I live!

I’M A SHAPE!By Heather Craggs

Rhombi flying through the skyKites are rhombi flying high

Hexagons have six sides,Bees keep honey and pupa inside.

We’re rhombi!We’re hexagons!We’re trapezoids!We’re rectangles!

Trapezoids are so neatOne set of parallel lines make them complete

Rectangles help us lead the way,We walk through the four right angles everyday!

Through a rectangle we do walk when we leave our doorstop

We’re rhombi!We’re hexagons!We’re trapezoids!We’re rectangles!

I’M A TRIANGLE!By Heather Craggs

I’m a triangle, three sides have IMy base is solid just you tryWith me you can make more shapes!But build a triangle just in case!

I’m a TRIANGLE!I’m a TRIANGLE!

I’m a triangle don’t you fear,Isosceles, equilateral and scalene are here,Isosceles have two sides and angles the same.Equilateral has all sides and angles the sameScalene is the tricky one,All three angles are different even the lengths aren’t the same.


And now for a triangle that can’t be wrong!The right triangle has an angle that’s 90 degrees! Stand up straight, tall as you please, and you can make 90 degrees!


MATHEMATICIAN BUGALOO!

By Heather Craggs

I’m a mathematician and I’m here to say,I study geometric shapes everyday!I use procedures to solve problems so wellLet’s formulate new mathematical theories to tell!

Rhombus, trapezoid, hexagon, triangle and rectangle too! Doing the mathematician bugaloo!

Mathematicians work in many different fields.I like to take problems and make them real.Solving with the computer every day, helps us live in a better way!

Rhombus, trapezoid, hexagon, triangle and rectangle too! Doing the mathematician bugaloo!

RECTANGLEBy Heather Craggs

I can spell four, f-o-u-r.I can spell sides, s-i-d-e-s.I can spell lines, l-i-n-e-s.

But I can’t spell rectangle!

I can spell four, f-o-u-r.I can spell right, r-i-g-h-t.

I can spell angles, a-n-g-l-e-s.But I can’t spell rectangle!

Yes, I can! Yes, I can!

REC-TAN-GLE!

RECTANGLE!

SHAPES HERE, SHAPES THEREBy Heather Craggs

Shapes here, shapes there,Shapes, shapes everywhere!

Geometric shapes slidingSymmetrical shapes copyingComposite shapes growingAnd congruent shapes flipping

Shapes on the floor,Shapes in the house,Shapes in the sky,And shapes all around,


SHAPES! SHAPES! SHAPES!

TRAPEZOID BUGALOOBy Heather Craggs

I’m a trapezoid and I’m here to say,I have four sides and that’s OK.Sometimes I’m a table, sometimes a chair,Sometimes I help build a good strong base! Four-sided figureWith one pair of parallel sidesDoing the trapezoid bugaloo!

I’m a trapezoid and I’m seen everywhere, Four-sided figureWith one pair of parallel sidesDoing the trapezoid bugaloo!

I’m on the Pizza Hut sign and up on the roofs over there.Next time you go for a walk or a strollLook for the trapezoids as you roll!

Four-sided figureWith one pair of parallel sidesDoing the trapezoid bugaloo!

Yes Ma’am! By Heather Craggs

Is this a shape found in nature? Yes, Ma’am!Is this a shape found in nature? Yes, Ma’am!How do you know? It is shaped like a cone.How do you know? It has anglesGive me some examples. Mount KilimanjaroGive me some examples. Mount Fuji

Is this a shape found on roads? Yes, Ma’am!Is this a shape on roads? Yes, Ma’am!How do you know? It tells us to stop.How do you know? It tells us to yield.Give me some examples. Proceed with cautionGive me some examples. Do not walk

Is this a shape found in architecture? Yes, Ma’am!Is this a shape found in architecture? Yes, Ma’am!How do you know? It is found on buildings.How do you know? It defines the space.Give me some examples. A tall skyscraperGive me some examples. A small yurt

Is this a shape found in objects? Yes, Ma’am!Is this a shape found in objects? Yes, Ma’am!How do you know? You see them every day.How do you know? You see them all around you.Give me some examples. A cereal boxGive me some examples. Gemstones in jewelry

Are you through? Yes, Ma’am!Are you through? Yes, Ma’am!Did you tell me the truth? Yes, Ma’am!Did you tell me the truth? Yes, Ma’am!What did you chant? Geometric shapes!What did you chant? Geometric shapes!

Student’s Name __________________

Date: ___________________

Home/School Connection #1

Project GLAD

Geometry Unit

With a family member, look around your house and find different shapes. What objects contained those shapes? Sketch and write about what you found.

_____________________________ ______________________________Parent Signature Student Signature

Student’s Name __________________

Date: ___________________

Conexiòn de la Casa/Escuela #1

Project GLAD

Geometrìa Unido

Con un miembro de la familia, mira alrededor de su casa y encontrar formas diferentes. Lo que los objetos que contiene esas formas? Esbozo y escribir sobre lo que encontró.

_____________________________ ______________________________Firma del Padre Firma del Estudiante

Student’s Name __________________

Date: ___________________


Project GLAD

Geometry Unit

Read this chant with someone at home. Then talk about the math words together. Who did you read it with? What words did you talk about?

Shapes Here, Shapes There

By Heather Craggs


Geometric shapes slidingSymmetrical shapes copyingComposite shapes growingAnd congruent shapes flipping

Shapes on the floor,Shapes in the house,Shapes in the sky,And shapes all around,

Shapes here, shapes there,Shapes, shapes everywhere!SHAPES! SHAPES! SHAPES!


Student’s Name __________________

Date: ___________________


Project GLAD

Geometrìa Unido

Leer este canto con alguien en casa. Luego hable sobre las palabras matemáticas juntos. ¿A quién lo lea con? ¿Qué palabras se habla?


Student’s Name __________________

Date: ___________________


Project GLAD

Geometry Unit

With someone at home, draw a picture using only triangles and squares.


Student’s Name __________________

Date: ___________________


Project GLAD

Geometrìa Unido

Con alguien en su casa dibujar una imagen utilizando sólo triángulos y cuadrados.


Student’s Name __________________

Date: ___________________


Project GLAD

Geometry Unit

Have someone at home tell you about a time that they used a square object. What was the object and how did they use it?


Student’s Name __________________

Date: ___________________


Project GLAD

Geometrìa Unido

Tener a alguien en casa con ustedes una vez que se utilizó un objeto cuadrado. ¿Con qué objeto y cómo la utilizan?


Trapezoid Expert Group

Attributes – A trapezoid is a geometric figure that has four sides of straight lines, and four angles. Two of the sides are a set of parallel lines. The parallel sides are called the bases. The sides that are not parallel are called the legs.

Three dimensional (3D) shape – A trapezoidal prism is a 3D trapezoid. It has six faces and twelve edges.

Real World Examples – A Mayan temple or a table are real life examples of objects or buildings that are shaped like trapezoids.

Interesting Fact – The symbol for Pizza Hut is a trapezoid.

Rectangle/Square Expert Group

Attributes – A rectangle is a figure with four sides that are straight, and four right angles. Opposite sides are parallel and are the same lengths, or congruent.

Three dimensional (3D) shape – A rectangular prism and a cube are 3D rectangles.

Real World Examples – Some houses, a box, and a white board are all real life examples of rectangles.

Interesting facts – A square is a special rectangle, because all four sides are the same size and all the angles are equal.

Rhombus Expert Group

Attributes – A rhombus is a special type of parallelogram. ALL four sides are the same length.

Three dimensional (3D) shape – A rhomboidal prism is a 3D rhombus. Calcite, a very common mineral in the earth, contains many rhomboidal prisms.

Real World Examples – A kite, a skate or ray, and a rhombus squid are all real life examples of rhombi.

Interesting facts – There are no right angles in a rhombus. When there is more than one rhombus, we say “rhombi”.

Hexagon Expert Group

Attributes – A hexagon has six sides made of straight lines. There are also six angles.

Three dimensional (3D) shape – A hexagonal sphere is a 3D hexagon.

Real world examples – A soccer ball, a honeycomb, and Epcot Center at Disney World, are all examples of hexagonal spheres.

Interesting facts - Hexagons are special because they can be divided into six equilateral triangles, or three rhombi, or 2 trapezoids.

Mind MapM

2-D Shape

Three Dimensional Shape

Shapes in the World

Attributes Interesting Facts

Documents

begladtraining.com Shapes... · Web viewThree dimensional (3D) shape – A rectangular prism and a cube are 3D rectangles. Real World Examples – Some houses, a box, and a white