K-2 Connections Sampler

15 L A N G U A G E D E V E L O P M E N T More than 200 story-based activities are described in the Connections StoryTime and Read to Me bibliographies. Children’s stories provide students with original problems to solve, ways to practice mental math, and opportunities to develop problem-solving skills. In most children’s stories, engaging illustrations help frame the problem and excite a child’s interest in finding a solution. Research indicates math vocabulary words highlighted in each lesson help students understand the “mathmeaning” of everyday words. A glossary of math words appropriate for the grade level is included in the TeacherManual. Math vocabulary, journalwriting, and portfolioactivities , help older students gain confidence and fluency through self-expression and problem solving. Financial literacy helps prepare students for future financial success! Math Literacy: vocabulary, children’s stories, and journal writing Writing & Portfolio Activities buy the item and explai y AGood Breakfast Discuss the importance of a good breakfast. Have students look throughmagazines to find two pictures of foodwhich are nutritious for breakfast (milk, cereal, fruit, eggs, juice). Cut out each picture and glue on an index card. Help students label each cardwith a price tag from 3 cents to 12 cents. On another index card, have students show different coin combinations that equal the price. Have students glue their favorite food picture next to the card showing its coin combination into their Chapter Portfolio. Golden Flakes 4¢ AGoodBreakfast step 5 Sample StoryTime Activity M xxxi ? ive dy oard large he e of f t with ions to buywhat y -What skills do you need for that job? Page 102 AlexanderWhoUsed to be Rich Last Sunday , Viorst, Judith E - General Store , Field, Rachel Summary: Ayoung girl describes all the things that her general storewould have. Activity: Give each student a piece of drawing paper that is folded in half. Tell them to draw a line along the fold and at the bottom of the page to create two shelves. At the top of the page have themwrite, “(Name’s) General Store.”Have them draw three things on each shelf that theywould like to sell in their store. Give each student six self-adhesive blank stickers to place on each item. Theywill write the price of each item on the sticker. The prices should be between 1¢ and 10¢. Place all the “General Stores” on a bulletin board or in a class book. Set up a time that students can shop using playmoney. Let the students take turns being the shopkeeper. Page 103 AlexanderWhoUsed to be Rich Last Sunday , Viorst, Judith Summary: Alexander tells how he spent the dollar he received last Sunday from hisGrandparents. Activity: Have the students share theways that they get or earnmoney.Make a graph titled, “HowDoYouGet Money?” to showwhichway is themost common. Choicesmight be: Gifts,Allowance, Earning It, etc. To develop financial literacy , the following questions may be asked: -Was themoney thatAlexander had income or a gift? -Who in the story had a job and away to earn income? (staff at Pearson’sDrug Store and Friendly’sMarket.) -What skills do you need towork at these places? -Were the thingsAlexander bought wants or needs? School Store Continue to have students take turns being the storekeeper or cashier of the school store.When students are ready, youmaywish to have students begin making change.