kidstart - school specialty · 2018. 2. 7. · en el kindergarten, es importante que los niños...

Kidstart ®

Blended Math and Language Activities

Home-School Connection

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Letter to the Teacher

Welcome to Kidstart Home-School Connection!

Kidstart Home-School Connection presents caregivers with an opportunity to practice English language arts and mathematics skills at home. Each Kidstart Activity Book lesson contains a Home-School Connection activity. Instructions are provided for this at-home activity within these Home-School Connection pages in both English and Spanish.

As you progress through the Kidstart curriculum, send children home with their completed Activity Book pages and, when applicable, with the corresponding Home-School Connection page. Activities may require cutouts from Activity Book pages within the lesson or other manipulatives such as counters, coins, pencils, or paper.

© 2019 by School Specialty, Inc. All rights reserved. The purchase of this book entitles the buyer to reproduce designated pages for instructional use. Reproduction for an entire school system or for commercial use is prohibited without written permission.

ISBN 978-0-8388-6902-4


Letter to Caregiver

Lesson 1 One, Two, Three: Rhyme with Me

Lesson 2 Animals Galore!

Lesson 3 My Name Is A

Lesson 4 Too Many to Count

Lesson 5 Count Some More

Lesson 6 Count and Spell

Lesson 7 All in the Family

Lesson 8 One More Makes...

Lesson 9 Soup’s On!

Lesson 10 Play and Count

Lesson 11 Compare It!

Lesson 12 Bats Bat

Lesson 13 Adding Letters and Numbers

Lesson 14 Sound It Out

Lesson 15 The Problem with Words

Lesson 16 Storytelling

Lesson 17 Ways to Share

Lesson 18 How Many Apples?

Lesson 19 Now and Then

Lesson 20 Let’s Celebrate!

Lesson 21 Tell Me about It

Lesson 22 My Opinion

Lesson 23 This and That

Lesson 24 One, Two, Three: What Do I See?

Lesson 25 Where Is It?

Lesson 26 Shapes and Sounds

Lesson 27 Everyday Shapes

Lesson 28 Alike or Different?

Lesson 29 The Shape of Things

Lesson 30 Putting Shapes Together

Contents

© SSI • MAY BE DUPLICATED


Welcome to Kidstart® Home-School Connection!

Dear Caregiver,

In kindergarten, it is important for children to be grounded in fundamental concepts. We want you to see examples of the English language arts and mathematics skills that your child is learning and practicing in school this year. In this book you’ll find activities to help reinforce those skills, including:

• Counting • Storytelling• Rhyming• Adding• Subtracting

Throughout the year, your child will be bringing home completed pages from the Kidstart Activity Book. When a Home-School Connection page is also sent home, please work together to complete the activity.

Best wishes for a great year!

¡Bienvenido a KidStart® Home-School Connection!

Estimado padre o tutor:

En el kindergarten, es importante que los niños tengan una base sólida de los conceptos fundamentales. Queremos que usted vea ejemplos de las destrezas en lengua y literatura en inglés y matemáticas que aprenderá y practicará su hijo en la escuela durante este año. En este libro, encontrará actividades que ayudarán a reforzar dichas destrezas, entre ellas:

• Contar• Contar cuentos• Rimar• Sumar• Restar

Durante todo el año, su hijo llevará a casa páginas completadas del Kidstart Activity Book. Cuando también se envíe a casa una página de Home-School Connection, sea tan amable de hacer la actividad junto a su hijo.

¡Le deseamos que tenga un año grandioso!


Home-School ConnectionKidstart®

1

Dear Caregiver:

At school we learned to rhyme and count to ten. Use this page to review what we learned.

Encourage children to count aloud the items in each row. Then have them identify each object and say a word that rhymes with it. See how many rhymes children can come up with for each word. Accept both real and made-up words as valid rhymes. For example, for lamp, children may say camp, ramp, bamp, or samp.


En la escuela, aprendimos a rimar y a contar hasta diez. Use esta página para repasar lo que hemos aprendido.

Motive a los niños para que cuenten en voz alta los objetos de cada fila. Luego pídales que identifiquen cada objeto y digan una palabra que rime con él. Fíjese cuántas rimas para cada palabra se le ocurren a los niños. Acepte tanto las palabras reales como las inventadas como rimas válidas. Por ejemplo, para lámpara, los niños pueden decir cámara, cáscara, pámpara o sásara.

Kidstart Activity Book page 4

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At Home Encourage children to count aloud. Have them say a rhyming word for each picture.

Directions Draw a line to connect the number of items to the correct numeral.

Count to 10 and Rhyme Again!

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Lesson 1



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Directions Write the number and the plural form of the noun. At Home Encourage children to read their books aloud. Then identify the letter or letters that make each word plural.

Name

My Counting Book

tree ant s20 11s

Lesson 2Dear Caregiver:

At school we learned about plural nouns and counting to twenty. Use this page to review what we learned.

Encourage children to read their books aloud. Have them count to 20, pointing to the numerals that appear in the book as they say them. Have children read the singular nouns and identify the letter or letters that make each noun plural. Ask them to explain why adding -es makes box plural.


En la escuela, aprendimos sobre los sustantivos en plural y a contar hasta veinte. Use esta página para repasar lo que hemos aprendido.

Motive a los niños para que lean sus libros en voz alta. Pídales que cuenten hasta 20 y que señalen los números que aparecen en el libro mientras los cuentan. Pida a los niños que lean los sustantivos en singular e identifiquen la letra o las letras que forman el plural de cada sustantivo. Pídales que expliquen por qué se agregan las letras -es a la palabra ley para formar la palabra en plural o, en inglés, -es a la palabra box para formar el plural.



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Letters Big and Small

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Directions Draw a line from the uppercase letter to its lowercase form.

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Name

Directions Draw a line from the uppercase letter to its lowercase form.

Letters Big and Small

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At Home Have children use pages 9–10 to find and count the letters in their names.



At school we learned about uppercase and lowercase letters. Use this page to review what we learned.

Encourage children to circle the letters in their names. Make sure they choose uppercase and lowercase letters, as appropriate. Then have children count the number of letters in their names, understanding that some letters may appear more than once.


En la escuela, aprendimos sobre las letras mayúsculas y minúsculas. Use esta página para repasar lo que hemos aprendido.

Motive a los niños para que encierren en un círculo las letras de sus nombres. Verifique que elijan las letras mayúsculas y minúsculas, como sea correcto. Luego, pida a los niños que cuenten el número de letras que tienen sus nombres, comprendiendo que algunas letras pueden aparecer más de una vez.



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Directions Write each capital letter and place a period at the end of the sentence.

Beginnings and Endings

At Home Have children identify sentences in their favorite books.

F reddie and E ddy

T he boys count stickers

.



At school we learned about capitalization and punctuation. Use this page to review what we learned.

Encourage children to select a favorite book at home and read the book together. Then have them identify sentences, explaining how they know where the sentence begins and ends. Assist children, as needed, to identify capital letters and periods in the sentences.


En la escuela, aprendimos sobre el uso de mayúsculas y puntuación. Use esta página para repasar lo que hemos aprendido.

Motive a los niños para que elijan un libro favorito en casa y lean el libro juntos. Luego pídales que identifiquen oraciones y expliquen cómo saben dónde comienza y termina la oración. Ayude a los niños, según lo necesiten, a identificar las letras mayúsculas y los puntos finales en las oraciones.



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Directions Write the numbers 1– 4 to order the events shown in the pictures. At Home Encourage children to use the ordered illustrations to tell a story.

The Windy Day

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4


Dear Caregiver:

At school we learned about putting events in the order they occurred. Use this page to review what we learned.

Encourage children to use the ordered illustrations to tell a story. Guide them in naming the main character, describing the setting, identifying what the main character wants, and telling what she does to get what she wants.


En la escuela, aprendimos sobre cómo acomodar los sucesos en el orden en que ocurrieron. Use esta página para repasar lo que hemos aprendido.

Motive a los niños para que usen las ilustraciones en orden para contar un cuento. Guíelos para que nombren al personaje principal, describan la ambientación, identifiquen qué quiere el personaje principal y digan qué hace ella para conseguir lo que quiere.

Lesson 5



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Bunches of Bananas

Directions Draw the number of bananas named in each sentence.

At Home Encourage children to read their completed sentences aloud.

I see

I see

I see

I see

Name

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Dear Caregiver:

At school we practiced counting. Use this page to review what we learned.

Have children read their completed worksheets. Then ask them to find a group of objects that can be counted, such as picture frames, spoons, or shoes. Have them write a sentence that names the object and tells how many of it are in the group.


En la escuela, practicamos cómo contar. Use esta página para repasar lo que hemos aprendido.

Pida a los niños que lean las hojas de práctica completas. Luego pídales que busquen un grupo de objetos que puedan contarse, tal como portarretratos, cucharas o zapatos. Pídales que escriban una oración donde se nombre el objeto y mencione cuántos hay en el grupo.

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Directions Trace the letters. Then write the letter for the beginning sound of the word.

New Beginnings

At Home Encourage children to read word-family books at home with a family member.

cap

ap

run net

un etm s v

Dear Caregiver:

At school we learned about word families. Use this page to review what we learned.

Have children select a word-family book from home, or borrow one from the school or public library. Read the book together, having children identify the words that belong in the same word family. Challenge them to see how many other words they can think of that belong to the same word family.


En la escuela, aprendimos sobre familias de palabras. Use esta página para repasar lo que hemos aprendido.

Pida a los niños que elijan un libro sobre familias de palabras que tengan en casa o que saquen uno de la biblioteca escolar o pública. Lean el libro juntos y pida a los niños que identifiquen las palabras que pertenecen a la misma familia de palabras. Plantéeles el desafío de que vean cuántas otras palabras más se les ocurren que pertenezcan a la misma familia de palabras.


Lesson 7



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At Home Encourage children to count groups of objects at home and then tell how many is one more.

Directions Draw to show one more circle than shown in each group.

Draw 1 More

Dear Caregiver:

At school we drew circles to show one more. Use this page to review what we learned.

To help children practice finding what number is one more, gather nine like objects. Separate several of the objects into a smaller group. Have children count the number of objects in the smaller group. Have children answer the question, “How many is one more?” Switch roles and repeat.


En la escuela, dibujamos círculos para mostrar uno más. Use esta página para repasar lo que hemos aprendido.

A fin de ayudar a los niños a practicar cómo saber qué número es uno más, junte nueve objetos similares. Divida los objetivos para formar un grupo más pequeño. Pida a los niños que cuenten el número de objetos que hay en el grupo más pequeño. Pida a los niños que respondan la pregunta: “¿Cuánto es uno más?”. Intercambien los roles y repitan la actividad.


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The Main Event

Directions Draw a picture to show the main event of “Soup for Friends.” Use the picture to discuss the story.

Name

At Home Encourage children to use their pictures as they retell and act out the story.

[Children draw the main event of “Soup for Friends.”]


Dear Caregiver:

At school we learned about the main event in a story. Use this page to review what we learned.

Have children use their pictures to retell the story, “Soup for Friends.” Encourage them to recall other events from the story and use greater detail than what is presented in their drawings.


En la escuela, aprendimos sobre el suceso principal de un cuento. Use esta página para repasar lo que hemos aprendido.

Pida a los niños que usen sus dibujos para volver a contar el cuento “Sopa para los amigos”. Motívelos para que recuerden otros sucesos del cuento y para que incluyan más detalles de los que se presentan en sus dibujos.

Lesson 9



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At Home Encourage children to act out and discuss different ways to move.

Directions Circle the verb. Draw a picture to show the action in each sentence.

Animals in Motion

The 6 birds fly. The 5 bugs crawl.

[Children draw 6 birds flying.]

[Children draw 5 bugs crawling.]

Dear Caregiver:

At school we learned about action words. Use this page to review what we learned.

Have children say and act out movement words. Encourage them to think of as many verbs as they can. They can start with movements they do every day, such as walk, run, brush, eat, and sleep. They can then move on to verbs they do not perform every day, such as cook, drive, or fly. Then encourage children to write or draw a short story using as many of the verbs as possible. Remind them to capitalize the first letter in each sentence and use correct end punctuation.


En la escuela, aprendimos sobre las palabras que indican acciones. Use esta página para repasar lo que hemos aprendido.

Pida a los niños que digan y representen palabras que indiquen movimiento. Motívelos para que piensen la mayor cantidad de verbos posible. Pueden comenzar con movimientos que hacen todos los días, tal como caminar, correr, lavarse los dientes, comer y dormir. Luego, pueden seguir con verbos que no hagan todos los días, tal como cocinar, conducir o volar. Luego, motive a los niños para que escriban o dibujen un cuento corto donde usen la mayor cantidad de verbos posible. Recuérdeles que escriban la primera letra de cada oración en mayúscula y que usen la puntuación final correcta.


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Which Is Less?

Directions Circle the group in each section that has fewer objects. At Home Encourage children to compare groups of objects using the terms greater than, less than, or equal to.

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Which Is More?

Directions Circle the group in each section that has more objects.

Name

Dear Caregiver:

At school we learned to compare groups of objects. Use this page to review what we learned.

Encourage children to explain how to compare different groups of objects using the term greater than, less than, or equal to. For example, they may compare a group of four crayons to a group of two crayons and say, “A group of four crayons is greater than a group of two crayons.” Remind children to explain their reasoning as they talk about and compare the groups.


En la escuela, aprendimos a comparar grupos de objetos. Use esta página para repasar lo que hemos aprendido.

Motive a los niños para que expliquen cómo comparar diferentes grupos de objetos usando el término mayor que, menor que o igual a. Por ejemplo, pueden comparar un grupo de cuatro crayolas con un grupo de dos crayolas y decir: “Un grupo de cuatro crayolas es mayor que un grupo de dos crayolas”. Recuerde a los niños que expliquen su razonamiento mientras hablan sobre los grupos y los comparan.


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Directions Write the correct number in the space provided. Then circle the greater number.

Which Is More?

At Home Encourage children to tell an adult a favorite multiple-meaning word and explain why they like it.

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Dear Caregiver:

At school we learned that some words have more than one meaning. Use this page to review what we learned.

Have children share multiple-meaning words they learned at school, such as bat, roll, block, or fly. Have them identify a favorite and explain why they like it. Encourage children to act out or describe additional multiple-meaning words while you guess the words.


En la escuela, aprendimos que algunas palabras tienen más de un significado. Use esta página para repasar lo que hemos aprendido.

Pida a los niños que mencionen las palabras con varios significados que aprendieron en la escuela, tal como sierra, derecho, cubo o corriente, o incluso bat, roll, block o fly en inglés. Pídales que identifiquen una palabra favorita y expliquen por qué les gusta. Motive a los niños para que representen o describan otras palabras con varios significados mientras usted adivina qué palabras son.

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Draw 2 .

Draw 2 more.

How many in all?

+ =

Draw 3 .

Draw 2 more.

How many in all?

+ = 3 522 42Kidstart Activity Book pages 51–52

Dear Caregiver:

At school we learned about addition. Use this page to review what we learned.

Have children demonstrate using drawings or objects to show addition. Encourage them to practice addition using objects in the home, such as coins, buttons, or crayons.


En la escuela, aprendimos sobre la suma. Use esta página para repasar lo que hemos aprendido.

Pida a los niños que demuestren cómo usar dibujos u objetos para demostrar la suma. Motívelos para que practiquen sumar con objetos que tenga en casa, tal como monedas, botones o crayolas.

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Directions Draw to find how many in all. Then fill in the equation. At Home Have children show an adult at home how to use drawings or objects to show addition.

Name

Add!

+ =

Draw 3 .Draw 1 more.How many in all?

Draw 4 .Draw 1 more.How many in all?

+ = 3 14 51 4



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Directions Match each picture with the corresponding word.

Matching

At Home Encourage children to think of other words. Have them drop the initial letter-sound to see if they can make a new word.

cup

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Dear Caregiver:

At school we matched pictures to their corresponding words. Use this page to review what we learned.

Work with children to create a list of ten words. Then for each word, have children identify the beginning sound. Next, have them drop the beginning sound and say the word that remains. Work together to determine whether the new word is a real word. Discard any words that are not. Send children to school with the completed list.


En la escuela, unimos dibujos con sus palabras correspondientes. Use esta página para repasar lo que hemos aprendido.

Trabaje con los niños para crear una lista de diez palabras. Luego para cada palabra, pida a los niños que identifiquen el sonido inicial. A continuación, pídales que omitan el sonido inicial y digan la palabra que queda. Trabajen juntos para determinar si la nueva palabra es una palabra verdadera. Descarte todas las palabras que no lo sean. Mande a los niños a la escuela con la lista completa.

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At Home Have children use their drawings to tell a story to an adult at home.

Directions Draw a picture to show an addition word problem. Use the drawing to complete the equation.

Tell Me a Math Story

5 + = 83

[Children draw three kites.]

Dear Caregiver:

At school we used pictures to solve word problems. Use this page to review what we learned.

Have children use their drawings to tell a story. Have them include an addition problem in the story. Encourage children to tell how the drawing represents the problem in their story.


En la escuela, usamos dibujos para resolver problemas en palabras. Use esta página para repasar lo que hemos aprendido.

Pida a los niños que usen sus dibujos para contar un cuento. Pídales que incluyan un problema de suma en el cuento. Motive a los niños para que digan de qué manera el dibujo representa el problema del cuento.


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Directions Draw a character from each story. Then label each drawing.

Draw To Compare

At Home Have children use their drawings to compare the characters for an adult at home.

[Children draw a character from

“The Three Little Pigs” and label it.]

[Children draw a character from

another fairy tale or folktale and

label it.]


Dear Caregiver:

At school we drew pictures to compare two stories. Use this page to review what we learned.

Have children use their drawings to compare fairy tale characters. Encourage them to first retell or summarize the fairy tales they heard in class, making sure they tell important details about the characters. Remind them to speak clearly as they share their comparisons.


En la escuela, hicimos dibujos para comparar dos cuentos. Use esta página para repasar lo que hemos aprendido.

Pida a los niños que usen sus dibujos para comparar los personajes de los cuentos de hadas. Motívelos para que primero vuelvan a contar o resuman los cuentos de hadas que escucharon en clase y verifique que incluyan los detalles importantes sobre los personajes. Recuérdeles que hablen con claridad mientras exponen sus comparaciones.

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At Home Have children use their drawings as they retell their stories about feelings.

Directions Draw a picture and write a sentence to tell a story about emotions.

How Do You Feel Today?

I feel

[Children draw and write to tell a story about emotions.]

Dear Caregiver:

At school we drew pictures to show emotions. Use this page to review what we learned.

Have children use their drawings to share their stories about emotions. Then discuss scenarios that would prompt different emotions. Encourage children to give examples of safe ways to express their emotions, such as talking or drawing.


En la escuela, hicimos dibujos para demostrar sentimientos. Use esta página para repasar lo que hemos aprendido.

Pida a los niños que usen sus dibujos para compartir sus cuentos sobre los sentimientos. Luego comenten situaciones que provoquen diferentes sentimientos. Motive a los niños para que den ejemplos de maneras seguras de expresar sus sentimientos, tal como hablar o dibujar.


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At Home Have children use their drawings to share apple facts they learned.

Directions Draw a picture to show a fact about apples. Then write a sentence to tell about the fact.

My Apple Fact

[Children draw and write facts about apples.]


Dear Caregiver:

At school we learned about apples. Use this page to review what we learned.

Have children use their drawings and sentences to tell the facts they learned about apples. Then encourage children to tell different ways to use two groups of apples to make 10. Children may use their apple cutouts.


En la escuela, aprendimos sobre las manzanas. Use esta página para repasar lo que hemos aprendido.

Pida a los niños que usen sus dibujos y oraciones para enumerar los datos que aprendieron sobre las manzanas. Luego, motive a los niños para que mencionen diferentes maneras de usar dos grupos de manzanas para formar 10. Los niños pueden usar los recortables de manzanas.

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NameCan You Subtract?

Directions Complete the subtraction equations. At Home Have children play a simple addition and subtraction game using pennies to add and subtract within 5.

5 – 3 =

4 – 1 =

3 – 2 =

5 – 4 =

4 – 2 =

2 – 1 =

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Directions Complete the addition equations.

Can You Add?

3 + 2 =

1 + 1 =

2 + 2 =

2 + 1 =

1 + 4 =

3 + 0 =

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Dear Caregiver:

At school we practiced addition and subtraction facts. Use this page to review what we learned.

Have children play an addition/subtraction game with an adult at home. The game requires ten counters or pennies, five for each player. Player One starts the game by setting down any amount of counters less than five. Player Two then sets down the correct number of counters to make a total of five. Player Two then removes a number of counters from the pile. Player One then tells how many counters were removed from the pile. Repeat the steps to continue the game.


En la escuela, practicamos operaciones de suma y de resta. Use esta página para repasar lo que hemos aprendido.

Pida a los niños que hagan un juego de suma/resta con un adulto en casa. Para el juego, se necesitan diez fichas o monedas de un centavo, cinco para cada jugador. Para comenzar el juego, el jugador uno coloca sobre la mesa cualquier cantidad de fichas menor que cinco. Luego, el jugador dos coloca el número correcto de fichas para formar un total de cinco. Entonces, el jugador dos toma un número de fichas de la pila. A continuación, el jugador uno dice cuántas fichas se tomaron de la pila. Repita los pasos para continuar el juego.


Lesson 19



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Directions Count to find how many more ones are needed to make the number.

How Many Ones?

At Home Have children model how to break a number from 11 to 19 into one group of ten ones and some more ones.

12 = 10 + 14 = 10 + 2 4

Dear Caregiver:

At school we learned about the numbers from 11 to 19. Use this page to review what we learned.

Have children use straws, coins, stickers, or other objects to model how to break a number from 11 to 19 into one group of ten ones and some more ones. Encourage children to write an addition sentence for each model. For example, children may break 14 coins into a group of 10 coins and a group of 4 coins. Then write 14 = 10 + 4.


En la escuela, aprendimos sobre los números 11 a 19. Use esta página para repasar lo que hemos aprendido.

Pida a los niños que usen sorbetes, monedas, calcomanías u otros objetos para representar cómo descomponer un número del 11 al 19 en un grupo de diez unidades y algunas unidades más. Motive a los niños para que escriban un enunciado de suma para cada modelo. Por ejemplo, los niños pueden descomponer 14 monedas en un grupo de 10 monedas y un grupo de 4 monedas. Luego, escriben 14 = 10 + 4. Kidstart Activity Book page 77

Lesson 20



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At Home Have children use their drawings to show how they help out around the house.

Directions Draw a picture about helping out at home.

Helping Out

[Children draw to show how they help out around the home.]

Dear Caregiver:

At school we drew pictures to show how we help around the house. Use this page to review what we learned.

Have children describe their drawings, explaining why they chose to draw that particular chore. Then encourage them to share their thoughts about helping out at home and why it is important.


En la escuela, hicimos dibujos para demostrar cómo ayudamos en casa. Use esta página para repasar lo que hemos aprendido.

Pida a los niños que describan sus dibujos y expliquen por qué eligieron dibujar ese quehacer en particular. Luego motívelos para que compartan sus opiniones sobre ayudar en casa y por qué es importante.


Lesson 21



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Directions Draw a picture of your favorite animal. Then complete the sentence.

At Home Have children use their picture to tell about their favorite animal.

[Children draw a picture of their favorite animal and write

the name of the animal to complete the sentence.]


Dear Caregiver:

At school we drew pictures of our favorite animal. Use this page to review what we learned.

Encourage children to use their pictures to tell about their favorite animal. Children should include both their opinions about the animal and measurable attributes about the animal, such as its height or weight.


En la escuela, hicimos dibujos de nuestro animal favorito. Use esta página para repasar lo que hemos aprendido.

Motive a los niños para que usen sus dibujos para contar sobre su animal favorito. Los niños deberían incluir tanto sus opiniones sobre el animal como las características medibles del animal, tal como la altura o el peso.

Lesson 22



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At Home Have children bring in two objects that can be compared to share with the class.

Directions Circle the appropriate picture after listening to the prompts.

Compare It!


Dear Caregiver:

At school we compared the length or height of two objects. Use this page to review what we learned.

Have children choose two objects that have comparable attributes and explain how the objects are alike and different. Tell them to use at least one set of adjectives that are opposites in their descriptions. Encourage children to take their items to school and display them in class with an explanation of how the items compare.


En la escuela, comparamos la longitud o la altura de dos objetos. Use esta página para repasar lo que hemos aprendido.

Pida a los niños que elijan dos objetos que tengan características comparables y expliquen en qué se parecen y en qué se diferencian los objetos. Pídales que incluyan en sus descripciones, por lo menos, un par de adjetivos que sean opuestos. Motive a los niños para que lleven sus objetos a la escuela, los muestren en clase y expliquen cómo se comparan los objetos.

Lesson 23



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At Home Encourage children to use the mat to compare and sort different categories of items.

Directions Use this page to practice sorting.

Sorting Mat

Gray[elephant, dog]

Brown[horse, birds]

Yellow[butterflies, fish, lion]

Black[whale, bat]

[Possible responses given.]


Dear Caregiver:

At school we sorted animals into different categories. Use this page to review what we learned.

Have children locate items that can be categorized by shape, color, food type, or texture. Have them use the Sorting Mat to sort, categorize, and compare the items. Encourage children to explain their reasoning as they sort.


En la escuela, clasificamos animales en diferentes categorías. Use esta página para repasar lo que hemos aprendido.

Pida a los niños que busquen objetos que puedan clasificarse según su forma, color, clase de alimento o textura. Pídales que usen la página para clasificar para ordenar, clasificar y comparar los objetos. Motive a los niños para que expliquen su razonamiento mientras clasifican.

Lesson 24



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Directions Cut out the shapes.

What’s My Position?

At Home Have children use the shapes to talk about and demonstrate position words.


Dear Caregiver:

At school we learned about flat shapes. Use this page to review what we learned.

Encourage children to identify each of the cut-out shapes. Have them paste the shapes onto a sheet of paper and describe each shape’s position relative to the other shapes. They should use prepositions such as above, below, beside, behind, and in front of.


En la escuela, aprendimos sobre figuras planas. Use esta página para repasar lo que hemos aprendido.

Motive a los niños para que identifiquen cada una de las figuras recortables. Pídales que peguen las figuras en una hoja de papel y describan la posición de cada figura con respecto a las otras figuras. Deberían usar preposiciones tal como sobre, bajo, al lado, tras y en frente de.

Lesson 25



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Directions Circle the street signs in the picture.

Find the Signs

At Home Encourage children to explain the meaning of each street sign in the picture. Then discuss the meaning of street signs in your neighborhood.

Dear Caregiver:

At school we learned about street signs. Use this page to review what we learned.

Encourage children to explain the meaning of the signs in the picture. Then identify several street signs in your neighborhood and discuss the meaning of each sign.


En la escuela, aprendimos sobre las señales de tránsito. Use esta página para repasar lo que hemos aprendido.

Motive a los niños para que expliquen el significado de las señales del dibujo. Luego identifiquen varias señales de tránsito en su vecindario y comenten qué significa cada señal.


Lesson 26



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Directions Circle the pictures that have the same shape.

Does It Belong?

At Home Encourage children to find examples of flat and solid shapes at home.



At school we learned that some shapes are flat and some shapes are solid. Use this page to review what we learned.

Have children find examples of flat and solid shapes. Then have them sort the objects into two categories, solid or flat, and explain their reasoning.


En la escuela, aprendimos que algunas figuras son planas y algunas figuras son cuerpos geométricos. Use esta página para repasar lo que hemos aprendido.

Pida a los niños que busquen ejemplos de figuras planas y de cuerpos geométricos. Luego pídales que clasifiquen los objetos en dos categorías, figuras planas o cuerpos geométricos, y expliquen su razonamiento.



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Directions Listen to the directions and circle the correct shapes.At Home Have children tell how the shapes are alike and different.


Dear Caregiver:

At school we identified shapes that are flat and shapes that are solid. Use this page to review what we learned.

Look through the booklet with children. On each page, have them explain how the shapes are alike and how they are different. Then challenge children to find examples of flat shapes and solid shapes in the home.


En la escuela, identificamos figuras que son planas y figuras que son cuerpos geométricos. Use esta página para repasar lo que hemos aprendido.

Examine el cuadernillo con los niños. En cada página, pídales que expliquen en qué se parecen y en qué se diferencian las figuras. Luego plantéeles el desafío de buscar ejemplos de figuras planas y cuerpos geométricos en casa.

Lesson 28



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[Children add details to the triangle to show a

real-world object.]

[Children add details to the cube to show a real-world

object.]

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Directions Draw a real-world object that has the same shape as the one shown.

At Home Have children use their drawings to talk about examples of geometric solid shapes in the real world.

[Children add details to the circle to show a real-world

object.][Children add details

to the cylinder to show a real-world object.]

Lesson 29


Dear Caregiver:

At school we drew pictures of real-world flat objects and solid objects. Use this page to review what we learned.

Have children use their booklets to talk about how they modeled real-world objects. If the class went for a field trip around the school, encourage them to relate the objects in their drawings to what they found on their walk.


En la escuela, hicimos dibujos de objetos del mundo real que son figuras planas y objetos que son cuerpos geométricos. Use esta página para repasar lo que hemos aprendido.

Pida a los niños que usen sus cuadernillos para contar cómo representaron los objetos del mundo real. Si la clase hizo una excursión por la escuela, motívelos para que relacionen los objetos de sus dibujos con las cosas que encontraron en su caminata.



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NameWrite It Down

Directions Listen to the sentence and write the correct end punctuation. At Home Have children tell a story to an adult at home.

1. I see the cat

2. What do we do

3. We have a dog

!

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Dear Caregiver:

At school we learned about different punctuation that goes at the end of a sentence. Use this page to review what we learned.

Have children dictate a story. They can make up an original story or retell a familiar story. Discuss the differences between exclamations, questions, and statements, and encourage them to use at least one of each in their stories. After writing down the story, read it aloud as children follow along. Then have them identify exclamation points, question marks, and periods in the written version of the story.


En la escuela, aprendimos sobre los diferentes signos de puntuación que van al final de una oración. Use esta página para repasar lo que hemos aprendido.

Pida a los niños que dicten un cuento. Pueden inventar un cuento propio o volver a contar un cuento que ya conocen. Comenten las diferencias entre las exclamaciones, las preguntas y los enunciados y motívelos para que incluyan por lo menos una oración de cada tipo en sus cuentos. Después de escribir el cuento, léalo en voz alta mientras los niños lo siguen. Luego pídales que identifiquen los signos de exclamación, los signos de interrogación y los puntos finales en la versión escrita el cuento.

Lesson 30

kidstart - school specialty · 2018. 2. 7. · en el kindergarten, es importante que los niños...

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