Your green pages

Your green pages

Pre-K through Grade 1.6


1 LANGUAGE ARTS Make paper cutouts of capital and lowercase letters. Place them all in a decorated cereal box. Using a serving spoon, pick up a capital letter and help the group identify it. A child finds the corresponding lowercase letter and picks it up with a tablespoon. Have the class name the lowercase letter. Place both letters back in the box. Continue the activity.


2 SOCIAL STUDIES Display pictures of different kinds of shoes, including those mentioned in “Walkers,” Poetry 7. Read the poem to the children. Help them identify the pictures that show the shoes named in the poem. Invite them to join you in repeating the poem as you point to the selected pictures. Guide the group in identifying the pictures of other kinds of shoes. Discuss when or why people wear each kind of shoe depicted. Ask volunteers to tell their favorite kind of shoe. Probe for reasons for their choices.


3 MATH Show a clock that has movable hands. Help the children identify and describe it. Have individuals take turns naming a time. Repeat the time as you show it on the clock. Ask the class to “tell” the time shown. Show and identify other times on the clock: start of school day, lunch time, end of school day, etc. Have the class repeat each time.


4 READING Prior to reading the book When This Box Is Full by Patricia Lillie (Greenwillow, 1993), help the child find a box in which to store some special things of his or hers. Have the child place these things in the box. Probe for reasons and discuss why these particular things are special to him or her. After reading this story about a child who collects things and stores them in a box, help the child compare his or her things with those of the child in the story.


5 PERCEPTION Cut jelly bean shapes from construction paper of the primary and secondary colors. Make about nine shapes of each color. Mix and store all the shapes in a plastic jar. On the outside of the jar, tape or glue one shape of each color. Challenge the children to sort and group the jelly beans by color. Have available six small paper plates on which they may place each group. Ask the children to name each group’s color. Invite individuals to identify their favorite color of jelly bean. Tell them your favorite color and give a few reasons for your choice. Ask the children for reasons for their favorite color choices.


6 LANGUAGE ARTS Make a variety of story cards from which the children may find sets of three for making and telling stories.


7 ART Help the children gift wrap their valentine sticks to take home.


8 PERCEPTION Use construction paper and pipe cleaners to make five or six animals. The children arrange them according to length in left-to-right order.


9 LANGUAGE ARTS Read “A Spider,” Poetry 8, to the children. Guide them in discussing it. Invite them to tell an imaginary story about the spider after it caught the fly. Assist them in thinking of ideas. On chart paper, record the class story. Read it to the children and then invite them to help you reread it. On a cassette tape, record the poem and the story. Play the tape often for the class. Keep the story chart displayed while playing the tape.


10 SCIENCE Encourage the children to tell what they know about air. Introduce a few facts about air. Show two or three deflated balloons. Have the children examine and identify them. With the group, brainstorm why the balloons are flat, how to put air in them and what the air will do to the balloons. Inflate one of the balloons. Guide the group in explaining how to keep the air inside the balloon. Tie the end of the balloon and inflate the others. The children describe what is happening and why. Have them examine and describe the inflated balloons also.


11 THINKING Display a picture of a house mailbox. Read “Mail for Me,” Poetry 5, to the children. Have available these and other items: valentine card, letter, postcard, package, pencil, fruit, flower, magazine, etc. Help the children identify the picture of the mailbox. The children take turns selecting items, naming them and telling if these items might be delivered to a family’s mailbox. Probe for reasons for their responses. Note. Save the items for use in Activity 14.


12 MATH On a card, write the numeral 3 in color. Display the card in a special place. Identify the numeral for the child. Ask the child to repeat the name. During the day, the child tries to find examples of that numeral in newspapers, magazines, advertisements, telephone numbers, etc. Each time the child finds and shows the numeral, he or she identifies it. Introduce a different numeral each week.


13 MOTOR COORDINATION Form a line of five or six children, one behind the other. Position the children to allow about three feet of space in front of each child. In the center of that space, place a small rock. Tape an X where each child stands as well as in front of the first child in line. On your signal, the first child in each line hops on one foot to the rock, picks it up and hops to the X in front of him or her. The second child in line hops forward, picks up the rock, hops to the first child’s X and puts it down. Each child takes a turn. The children may then turn around and “rock hop” in the other direction.


14 SOCIAL STUDIES Use the items from Activity 11 and prepare them for mailing. Attach “To” and “From” address labels and old stamps on the packages. Show each package. Help the children describe what is on each package, why the information is needed, etc.


15 LANGUAGE ARTS On separate cards, draw and color a blue shoe, a green bean, a red sled, a black sack, a white kite, a brown gown, etc. Display the cards. Explain to the children that they are to name the color of the items and the items themselves. Indicate that there is a clue to the item name because it rhymes with the color name. Assist the children in saying the phrases (blue shoe, green bean, etc.) Distribute the cards to the children. Name one of the items. The child who has that item responds with the color phrase. For more challenge: The children make sentences using the phrases.

Grade 1.0 through Grade 2.6


16 PERCEPTION Read “A Tiny Heart,” Poetry 4, to the children and discuss it with them. Repeat the first verse. Invite individuals to identify someone far away to whom they might send a valentine. Guide them in explaining where the selected person lives. Tell about a person far away to whom you might send a valentine, emphasizing the meaning of far. In like manner, follow the procedures for someone living very near.


17 SOCIAL STUDIES Ask the children to think of a place that they have visited where they have to stand in line, take a number or wait a turn. Guide them in giving reasons for those rules. Help the group identify and consider other rules that groups have to follow in different situations. Discuss some rules families may have for taking turns. Lead the group in exploring how such rules help everyone when people follow them.


18 THINKING On a table, randomly spread these and other items that go together: sock, plastic knife, thread, paper, shoe, needle, plastic fork, pencil, etc. Include in the collection a few items that do not go together. Have the children choose partners. A set of partners chooses two items that are used together. They show and identify their selections. Probe for reasons why the items go together Continue the activity with each set o partners.


19 READING Prior to reading The Strange Blue Creature by Paul Borovsky (Hyperion, 1993), read the title aloud. There is a problem with the crayons in the story-land because a creature keeps eating them. Brainstorm where a strange blue creature might live and what it might like to do. After reading the story, help the child tell where the story creature lived and what it liked to eat. Ask what happened to it.


20 LANGUAGE ARTS Place a ball on a table in front of the class. Explain that there are special words that can be used to tell someone about the bail. Give two adjectives that describe it, e.g., red and round. On the chalkboard, write “It is red and round.” Help the children read the sentence. Remove the ball and place another item on the table. Invite the children to think of two words that tell about the item. On the chalkboard, write “It is__and__.” Give each child a turn to read the sentence and complete it with his or her words that tell about the item.


21 MATH Have 10 children remove their shoes. Place the pairs in a row on the floor, leaving a little space between each pair. Point to a pair of shoes and have the children tell how many shoes are in the pair. Ask if there are two shoes in the other pairs as you point to each pair. Guide the class in counting the shoes, but have half of the class say only the number for the second shoe in each pair as you pull that shoe forward. Guide the other half of the class in counting by “two’s” as you indicate each pair of shoes. Extra: Read “Walkers,” Poetry 7.


22 MOTOR COORDINATION Make large paper hearts, about 14″ wide and 14″ high. Give a heart to each child. The children hold their hearts about nose high so that their eyes are just visible above the top of the heart. Model a shuffle movement. The group does the shuffle while holding their hearts in the given position. Clap a rhythm for the group to perform to. Help volunteers create other shuffling routines for the group to perform.


23 SCIENCE On a bright cold morning, take the class outside. Help them notice and feel things that are frost-covered. Guide the children in describing a few facts about frost. Help the children compare things in a shady area with those in a sunny place. Take some of the frosted items, including leaves, into the classroom. As the children observe the items, immediately read aloud “Hold a Frosty Leaf Up!” Poetry 1.


24 SOCIAL STUDIES Celebrate Presidents’ Day, February 21. Briefly explain the purpose of the occasion. Invite the children to tell the names of United States presidents with whom theare familiar. On chart paper, list the correct responses. If not named, include the names of Washington, Lincoln, Reagan, Bush and Clinton. Help the class read the list. Call attention to the birthdays of Lincoln and Washington. Tell one or two interesting facts about each of the presidents in the list. Show and identify pictures of the presidents.


25 LANGUAGE ARTS With the child, select and review a fairy tale. Invite the child to choose a character in the story for himself or herself and another character for you. With the child, dramatize a part of the story involving the two selected characters. Do the activity often for other fairy tales as well as new stories you read together. Extra: Practice your dramatizations and then perform them for other family members.


26 LANGUAGE ARTS Have the children fold a sheet of large manila paper in half. Each child selects a story book or a story from a reader. On the front of their folded papers, the children copy the title of their selection. Inside the folded paper, they write a descriptive sentence about their selected story or book and draw a picture to illustrate their sentence. Invite the children to exchange papers. They take turns reading each other’s story titles and sentences. Ask them to identify who selected the story.


27 LANGUAGE ARTS On the chalkboard, make quotation marks in color. Have the children find examples of the marks on a given page in their readers. Invite them to tell what the marks mean. Identify the marks and explain their purpose. Ask individuals to read what is between the marks on the page, saying it the way the character might have said it. Each child says something to the class. Write the response on the chalkboard using quotations and the speaker’s name. Extra: The child copies his or her sentence to take home to share and read to his or her family.


28 ART Make the bow for the child Use two different colors of paper in Step B.(Step B omitted) Slit only one of the hearts.


29 MATH Make cardboard street signs with folded bases. A child reads the problem, gives the solution and unfolds the base to check the answer.


30 ART In Step A, use wide hearts.(Step A omitted) Suggest that the children give their composition a title. In Step D, glue only the sides of the hearts.(Step D omitted)


31 THINKING Make these cardboard shapes. Write the name of an item in the center. Partners confer on the name of the top and bottom parts, e.g., house, roof and basement.


32 LANGUAGE ARTS Give the children copies of “A Tiny Heart,” Poetry 4. Challenge them to think of one of their favorite story characters and then read the poem silently as the chosen character. Allow time for the children to practice the poem independently. Create a special spot for the characters presentations of the poem. Each child takes a turn in the special area identifying his or her chosen character and reading the poem aloud as that character.


33 SOCIAL STUDIES On separate strips. write the names of different careers. Fold the strips and drop them in a basket. Ask a volunteer to be the “guest of honor.” He or she draws a strip from the basket and sits in a special seat in front of the class. The other children try to guess the career or the guest by posing yes-or-no questions. If a guess is incorrect, that child cannot continue to participate. The other children proceed with their questions or guesses. The child who guesses the correct career becomes the next “guest of honor.”


34 MATH Purchase a piggy bank or create one out or a box or jar. Place several coins in the bank. Invite the child to remove all the coins and figure how much money was in the bank. Remove one coin and have the child tell how much money you removed and how much is left. Place the removed coin with the others again. The child takes away two coins, tells how much was removed and how much money is left. Do the activity each week, changing the amount of money in the bank or substituting coins of differing denominations.


35 LANGUAGE ARTS Have the children write “I think,” on their papers. Below the phrase, they list five or six other phrases that tell what they think about. Have the children trace over each phrase with a colored marker and then cut them apart. The children paste one phrase each on separate sheets of paper. The children make a booklet of their pages. Using magazines and newspapers, they then cut out words that tell what they can do. They paste the words in any fashion on the appropriate pages. For example, for “I think,” a child may use words to create these phrases: about my friends, of my birthday and at school. Provide time for the children to share their booklets.


36 MUSIC Select four or five different kinds of music of various tempos, patterns, etc. Play a part of one selection for the children. Stop the music and ask the children to think of something or which the music would be appropriate. Replay the part again as they listen and call out the their responses. Probe for a variety of ideas. Jot them on the chalkboard. Have the children read the list of ideas silently. Guide them in brainstorming why the music would be appropriate for each suggested item. Play the music softly during the discussion. Do the activity for the other musical selections.


37 MATH On the chalkboard, list eight titles of real and/or fictitious storybooks. Label the list “Story.” In a second column labeled “Number of Pages.” list a number for each title. Some duplicate numbers may be included. In a third column labeled “Last Page Read,” list a page number within the total number of pages given in the previous column. Label a fourth column “Number of Pages Left to Read ” The children copy the columns and complete the last one. For example: Snow White, 64 pages, page 49. 15 pages left.


38 LANGUAGE ARTS After a new book is read by two or more children, ask two of them to report to each other about the book. Have the children sit facing each other in front of the class During the report, the partners may ask questions and call attention to any information that is not true or is not in the book. Guide the class in evaluating the book report. Make a cassette tape of each book report and house the tapes in an accessible place for use during free time.


39 SOCIAL STUDIES Lead the children in a discussion of why people need fasteners. Challenge the children to find different kinds of fasteners used in their homes and bring in a list of them. Help a small group compile a list of all the fasteners on chart paper. Include some that the children may not have found (sliding bolt, clamp, etc.). Display the chart along with samples or pictures of the items. Guide the children in discussing the advantages and disadvantages of the various kinds of fasteners.


40 SCIENCE Write one fact about spiders on each of several paper strips. Have the children choose partners or form groups of three. Give each group one or more of the fact strips. Distribute to all the children copies of “A Spider,” Poetry 8. Display pictures of spiders. Ask the groups to read the poem and their fact strip(s). Guide them in discussing the poem. Each group takes a turn reading one fact to the class by saying first “Did you know that__?” Guide the groups in discussing the fact and noting how the spider pictures might relate to it.


41 MOTOR COORDINATION Ask the children to stand with feet spread about 18″ apart and with their hands on their waists On the count or one, they bend their right knees while lifting the heels of their right feet and pressing down on their toes. On the count of two, the children return their knees and heels to the starting position. They perform the movements with their left knees and heels as you count three four. Try the activity accompanied by a musical selection.


42 READING Before reading the book The Mice on the Moon by Rodney Peppe (Doubleday, 1993), have the child brainstorm what the mice might do on the moon. Read the story. After it is read, help the child describe the mice’s experiences on the moon. Take the child to the library to find pictures of and information about the experiences of the U.S. astronauts who landed on the moon.


43 PERCEPTION Cut off the front of various kinds of old greeting cards. Cut away any words that give clues to the kind of card it is. Mount the card fronts on separate pieces of construction paper. Number and display them. Challenge the children to imagine the kind of greeting card each card front suggests. Have the children number their papers and write their responses for each one. They then share and defend their responses. Read “People’s Friend,” Poetry 3, to the class. Ask them to tell which card front might be an appropriate one for a birthday card for Abraham Lincoln. Art Extra: The children make and display birthday cards for Lincoln.


44 LANGUAGE ARTS On the chalkboard, write “Things I Like to Do Best.” Have the children read and copy the title on their paper. Ask them to begin thinking of their responses to the title. Invite three or four individuals each to give an example of a response. List the examples on the chalkboard below the title. Make any changes in the items so that they all begin with a verb. Discuss these changes. Explain why all the responses should be worded similarly (i.e., begin with the same part of speech). Have the children make their lists on their papers. Confer with each child on his or her completed list. For more challenge: Invite the children to make lists whose items all begin with prepositions. Remind them to compose and write a title for the list.


45 MATH Dictate these numerals: 46; 139; 7; 1,234; 800; 234; 5; 85; 440; 2,000; 37; 9,024. The children list the numerals on their papers one by one as you dictate them. Introduce and explain the term digit as it relates to numerals. Ask the children to underline all the one-digit numerals with green crayon, the two-digit numerals with orange, the three-digit numerals with blue and the four-digit numerals with black. Have a volunteer copy his or her one-digit numerals on the chalkboard. In like manner, other volunteers copy the two-, three-and four-digit numerals on the chalkboard. Discuss the use of the comma in the four-digit numerals. Challenge the children to write beside each numeral the name of something that might appear in that quantity (e.g., 46 children, 139 pennies, etc.). For more challenge. Ask the children to add the first six numbers and then find the sum of the remaining numbers.

Grade 3.0 through Grade 4.6


46 LANGUAGE ARTS Have a reading party for your child and family. Ask each member to read a part of a favorite book or story to the gathering. Encourage members to dress in costume if appropriate. Remind them to introduce the reading of their selection by giving the title and author of the book. Lead the audience in applauding each reading. Serve refreshments. For more challenge: The child makes party invitations to hand deliver to each family member.


47 SOCIAL STUDIES Display a large map of your city. On it, place labels at the sites of your school, the main post office and the post office branch closest to the school. Call attention to and identify these sites. With the class, discuss the services of the post office and reasons for post office branches. Have the children form small groups. Ask the groups to imagine going to the post office to purchase stamps and mail valentines. Assign some groups to go to the main post office and others to go to the branch post office. Each group makes a map on chart paper showing the route it would take from school to the assigned destination. Later, the groups display their maps. Each group takes a turn identifying its route to the class while a couple of members trace it with a pointer or ruler.


48 ART In Step A, use white tissue paper.(Step A omitted) In Step C, the child first experiments with arranging the items and then adheres them.(Step C omitted)


49 PERCEPTION The thumbprint in the upper right corner indicates the top of the card. The children tell if a card shows clockwise or counterclockwise movement.


50 LANGUAGE ARTS A child creates all of the story ideas for Steps C and D.(Steps C and D omitted) The children exchange boards and tell each other’s stories.


51 MATH Display an enlarged bus schedule. Small groups compose word problems involving the schedule and give the problems to other groups to solve.


52 SOCIAL STUDIES Celebrate George Washington’s birthday, February 22. Read “Great Statesman,” Poetry 6, to the class. On the chalkboard, list these dates: 1789, 1759, 1749, 1732, 1792, 1799 and 1781. Have the children assemble in seven groups. Assign a date from the list to each group Have available printed and pictorial references about George Washington. The groups use the references to find out an important event that happened in Washington’s life in their assigned year. The group writes the date and a description of the event on a paper strip. The groups take turns presenting their dates and findings. Ask the groups to arrange and display their event strips in chronological order. Each group reads their strip aloud in order


53 MOTOR COORDINATION Make cutout construction paper hearts (all the same size). Using a paper puncher, make a hole in the center of each heart. Give a heart to each child. Have the children form two or three teams. Each team forms a circle. Give a player on each team a long piece of ribbon. The player knots one end of it threads the other end through his or her heart and passes the ribbon containing the heart to the next player. That player threads his or her heart through the ribbon and passes it to the next player. Continue until one team finishes first; they are the winners. Do the activity two or three times to see how quickly the teams can complete it. Time the performances.


54 SCIENCE On chart paper, copy “Shadow Sign,” Poetry 2. Have the children read the poem silently. Ask them to identify the seasons mentioned in he poem. Accompany the class to the library and take along note pads and pencils. Help the children find references about winter and spring. On the notepaper, they record dates of the seasons and list signs of nature that indicate winter is leaving and spring is beginning. In the classroom, help the children compile their findings on chart paper and display their papers. With the children, discuss the ground hog myth.


55 MATH Make an activity page of addition, subtraction, multiplication and division facts (without answers). Give each child a copy of the problems. Call out “Go,” and start a timer. As each child signals that he or she has completed the page, quickly write the time it took the child to do it. On the back of the page, the child copies that time. Distribute another copy of the problems. Using calculators, the children do the activity again. Guide them in checking both of their copies, comparing the times and giving reasons for any differences.


56 LANGUAGE ARTS Make these four adhesive labels: Character. Trait, Location and Problem. Adhere the labels on four large jars or other containers. On separate paper strips, write the names of characters (real and/or fictitious), traits, places and descriptions of problems (i.e., Abraham Lincoln, thrifty, Yellowstone National Park and no electricity). Drop the strips in the appropriately labeled jars. The children pick a paper strip from each jar. They copy their selections and return the strips to the jars. The child composes a story using the chosen ideas.


57 READING Before reading the story, The Ice Horse by Candace Christiansen (Dial, 1993), ask the child to imagine owning a horse. Ask what problems he or she might have with the horse. Probe for which of those problems the child might solve alone. Read the story and then discuss with the child what problem Jack had with his horse and how he solved it.


58 THINKING Give the children copies of “Hold a Frosty Leaf Up!” Poetry 1. After they read it silently, have them describe a frosty leaf. Probe for how a leaf becomes frosty. Give the children paper folded into three columns. Have them label the columns “Cold”, “Hot” and “Reason”. On the chalkboard, list these items: icicle, pizza, popcorn, frost, toast, rain, hamburger, cereal. The children copy the items, one in each of the first two columns, according to the temperature with which the item is most often associated. In the third column, they write a reason why the item belongs in the selected column. Later, the children share their responses.


59 MATH On the chalkboard, list these and other household items: door, stair step, window sill, appliance cord and chair seat. The children copy the items and take the list home. They find those items in their home and imagine that the family has to replace them. The child then measures the height and width (depth may be included, too). The measurements are recorded beside the items. For any item not found in the home, the child may substitute another. The children bring in their papers and share their measurements for each item.


60 LANGUAGE ARTS On a bulletin board, pin a colorful label entitled, “Poet of the Week.” On chart paper, copy a poem and the author’s name. Post the poem on the bulletin board. After a child reads the poem independently, he or she initials a colored paper strip and pins it on the board. At the end of the week, remove the poem and attach the initialed strips to it Post a new poem. The children may discuss, illustrate or do choral readings of the poems from previous weeks.


61 SOCIAL STUDIES On paper, list the names of the states and their nicknames and give the children copies. Provide references about each state. Assemble the children in groups and assign a different state to each group. They write each state on an index card. Using the references, they find and copy each state’s nickname and a reason for it. Call out a state name. The group who has it repeats the name and gives the nickname and reason for it. File the index cards for future reference.

Grade 4.0 through Grade 4.9


62 LANGUAGE ARTS Celebrate Black History Month by introducing the purpose of it and some key leaders. Make classroom displays of pictures and information surrounding this occasion. Ask the children to choose a friend or relative to write a letter to about Black History. Challenge them to include a purpose for the special occasion, contributions of two or more leaders and the most interesting piece of information learned about Black History. Post the children’s corrected letters. At the end of the month, the children may send their letters to their chosen recipients.


63 MATH Give each child two 4″x16″ paper strips. Assemble the children in three groups. Ask one group to fold their strips in half along the width. Another group folds its strips into four equal parts along the width. The third group folds its strips into eight equal parts. Help the groups identify how much each part is of the whole (i.e., 1/2, 1/4 and 1/8). They label each part with the appropriate fraction. Have two or three members from each group meet with two or three members of each of the other groups. The members of these new groups compare their folded strips and write the relationships they discover (i.e., 1/2=2/4, 6/8=3/4, etc.).


64 SCIENCE With the children, explore the different climates of various regions. Challenge them to research animals that are common to cold or freezing climates. They may do their research alone, with a partner or with a group. Give the children a few questions to help direct their research. Suggest that they make sketches, too. Later, the children use their findings and sketches to create their report on large chart paper. Each day, designate a time for two reports to be presented.


65 MATH With the child, place several jars of different food products (mustard, jelly, pickles, etc.) on a table. Help the child make a chart showing the weights of the food products. In a column on the left of the chart, list the names of the foods and label the column “Food in Jars.” The child then makes columns at the right labeled with different weights (2 oz., 8 oz., 12oz., etc.). For each food, the child places a tally mark in the column labeled with the weight of that product. Help the child analyze the chart.


66 SOCIAL STUDIES Celebrate Abraham Lincoln’s birthday, February 12. Give the children copies of “People’s Friend,” Poetry 3, to read. Accompany the children to the library to find and record information about Lincoln and his life. Help them find similar information about President Bill Clinton. In the classroom, the children compare the lives of Lincoln and Clinton. Extra: Read “Great Statesman,” Poetry 6, to the class. Repeat the activity for a comparison of George Washington s life with Lincoln’s and Clinton’s.


67 PERCEPTION On chart paper, copy “Shadow Sign,” Poetry 2. Have the children read it silently and imagine the shadow. On paper, they copy the second verse of the poem and make a penciled sketch of the shadow they imagined. Invite individuals to show and describe their sketches. Other children tell how their sketches differ from those shown. Probe for reasons for any differences. Discuss the poem and identify the source of the shadow.


68 LANGUAGE ARTS On a chart, display various article titles cut from magazines and /or newspapers. Make a list of key sentences from these articles (one sentence from each article). Leave a line of space below each sentence. Give the children copies of the list. Ask them to write the title of the article below each sentence they think is contained in that article. Suggest that the children underline the title. For more challenge: List more than one sentence from each article.


69 ART In Step C, trace inside the opening to produce the valentine inside the card.(Step C omitted) The child composes his or her own greeting.


70 LANGUAGE ARTS Make sets of different cards. A child selects a card, copies and completes the spellings and writes a sentence using each word.


71 MUSIC Show and review the kinds and uses of musical symbols the children create artistic musical compositions.


72 SOCIAL STUDIES Make and laminate appointment cards for scheduling conferences with the children. Fill out a card and place it on the child’s desk.


73 THINKING Bring in a chess set along with the book of rules. Create a special area for playing the game. Invite two children to examine the game, identify the pieces and read the rules. Guide the players in learning to play the game. Encourage them to play it weekly. Help them review the rules and remind them that they can start a game one week and continue playing it the next week. After the two players complete a game, help them teach it to two other players.


74 LANGUAGE ARTS Bring in a large branch with smaller branches on it. Using clay or a similar material, secure the branch in a sturdy pot. The children help make large paper circles with a loop of yarn attached to each. On a circle, a volunteer writes a new word he or she learned. The child and his or her partner find a synonym for that word. They write the synonym on the other side of the circle. The circle is hung on a smaller branch on the synonym tree. In like manner, other new words and their synonyms are hung on the tree.


75 READING Prior to reading the book Funny Papers. Behind the Scenes of the Comics by Elaine Scott (Morrow, 1993), have the child identify two favorite comic strips in the newspaper. Select two of your favorites, too. With the child, brainstorm how the comic strips were made. After reading the story, invite the child to tell what he or she learned about the comics. Challenge the child to create a comic strip.


76 SCIENCE Have the children describe a spider’s web. Probe for how and why a spider makes a web. On chart paper, list their responses. Invite the children to make sketches of a web. Post these on the chart. Help the children research spider webs. Working in small groups, the children compile their findings. Each group decides on changes they would make to the chart The group makes and displays a revised chart. Give each group a copy of “A Spider,” Poetry 8. They read it to the class and discuss their chart.


77 SOCIAL STUDIES When discussing current events, have available maps for each child. Obtain a U.S. map and a world map approximately 12″x18″. Make copies of the maps and then laminate them back to back. Also, prepare back-to-back maps of your city and state. During current event activities, the children locate and circle the sites of the events with a crayon. After each activity, wipe down the maps so they can be used again


78 MATH Make copies of a luncheon menu obtained from a local restaurant for the children. Ask them to pretend that they are going out to lunch with two or three friends. The children form groups of three or four. arranging their desks as if seated at a table for four in a restaurant They discuss what they want to order from the menu for lunch. On a sheet of note paper, each child writes his or her order records the price beside each item and figures his or her total luncheon bill. Introduce percentage for sales tax and gratuity. After the children add on the sales tax and gratuity, the members check each other s order and bill. Invite them to figure the total bill for all three or our orders.

February Calendar Celebrations

Black History Month 1 National Freedom Day

2 Ground Hog Day

6 Ronald Reagan’s Birthday Boy Scouts of America Anniversary Week National Crime Prevention Week

7 Charles Dickens’ Birthday

9 William Henry Harrison’s Birthday

11 Thomas Edison’s Birthday

12 Abraham Lincoln’s Birthday

13 Brotherhood/Sisterhood Week

14 Ferris Wheel Day Race Relations Day Valentine’s Day

17 National PTA Founder’s Day

20 Presidents’ Day

22 George Washington’s Birthday

24 Winslow Homer’s Birthday

27 Henry Wadsworth Longfellow’s Birthday

Poetry for February

Poems to be used with this month’s Green Pages…or anytime at all


(Use with Activities 23 and 58)

Hold a frosty leaf up. Hold it toward the sun. Hold a frosty leaf up For some frosty morning fun!

Hold a frosty leaf up. Hold it toward the light. Now look and see its sparkles–A shining, shining bright!

Lois E. Putnam


(Use with Activities 54 and 67

He’s unlike other weathermen. He lives beneath the ground. He has no special instruments. He merely looks around. Now should his shadow he not spy, Then spring has come at last. But should his shadow come in view, Then winter has not passed.

Martin Shaw


(Use with Activities 43 and 66)

He was our sixteenth president Whose task was very grave. For when our Civil War broke out, Our nation he did save.

Twas with his strong, bold leadership, Our nation torn, did mend, For this we honor him each year, Abe Lincoln people’s friend.

Martin Shaw


(Use with Activities 16 and 32)

A valentine’s a tiny heart You give to someone dear. That someone can be far away, Or someone very near.

The heart can be a greeting card With rhyming words that say, “I’m glad that you and I are friends, But not just for today.”

Martin Shaw


(Use with Activity 11)

In our mailbox, I did find A very funny valentine with hearts that smile, Somersaulting cats in line, And a message saying, “You’re my special valentine!”

Virginia S. Brown


(Use with Activities 52 and 66)

He’s carved within a mountain top, Because of his great fame. And schools and universities Do proudly bear his name.

Huge statues represent this man, And paintings show his deeds, For he was our first president Who solved our growing needs.

George Washington, George Washington, Great statesman bold and true, In February every year, Our nation honors you.

Martin Shaw


(Use with Activities 2 and 21)

Tennis Sneakers And loafers, too. Brown Black And navy blue.

Some zipper. Some lace. Shoes, shoes Every place!

Virginia S. Brown


(Use with Activities 9, 40 and 76)

It crawled into a corner wall. Around and round it spun. It made a web of silk this big And it was having fun. It stopped to watch a tiny fly. Around and round Fly flew, Then landed on that sticky web. With flying, Fly was through!

Virginia S. Brown

About the Green Pages. Green Pages activities are for your use in teaching grades Pre-K through 4.9. All the activities are labeled according to their basic skill areas while a scope and sequence chart indicates how individual activities may be related to one another under a variety of more general skill areas

The Green Pages editors invite contributions from readers. If you have any fresh new ideas to share, send them to Virginia S. Brown, 1171 Westport Crossing Drive, St. Louis, MO 63146. Please include your social security number. Teaching K-8 will pay $10 for each submission published. Editors cannot return materials received unless stamped self-addressed envelopes are included with the submissions.

This month’s contributions. Basic materials for this month’s Green Pages were prepared by Virginia S. Brown, Ph.D., Educational Consultant, St. Louis. Other contributors: Pennye Pucheu, Lafayette, LA Activities 1&5; Penny Parchem, Dallas, TX Activities, 18, 33&56; Lois Putnam, Pilot Mt., NC, Activity 23; Florence Rives, Selma, AL, Activity 38; Isobel Livingstone, Rahway, NJ, Activities 39&46; Lisa Groenendyk, Pella, IA, Activities 60, 72&77; Judith Mohar, Roseville, MN, Activity 74.

Copyright Early Years, Inc. Feb 1994

Provided by ProQuest Information and Learning Company. All rights Reserved