kindergarten idea factory table of contents · 7–8 9 15 minutes 10–15 minutes portrait pals...

3

© M

cGraw

-Hill

Kindergarten Idea Factory

Table of Contents

Teacher Planning Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

At Home Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

On Your Own Activities

Big Idea Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Happy Birthday to Me! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

In a Group Activities

Portrait Pals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Poem and Picture Poster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Citizenship: School Rule Skits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14


At Home Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16


Big Idea Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

I See . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18


Build a Model Neighborhood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Citizenship: Our Helping Hands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

4

© M

cGra

w-H

ill


At Home Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

On Your Own ActivitiesBig Idea Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Dear George Washington . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Time Goes By . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27


Class Celebration Scrapbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Citizenship: What Freedom Means . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30


At Home Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32


Big Idea Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

When I Grow Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Tools for School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35


Needs Collage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Citizenship: Making Choices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38


At Home Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40


Big Idea Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41


Rules Banners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Citizenship: Symbols Mobile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

UNIT 1 We Have Families 5

© M

cGraw

-Hill

Who am I?

Activity Page Time

At Home Activity 6 10 minutes

Big Idea Project

Happy Birthday to Me!

7–8

9

15 minutes

10–15 minutes

Portrait Pals

Poem and Picture Poster

Citizenship: School Rule Skits

10–11

12–13

14

20–30 minutes

20 minutes

30 minutes

At HomeAt Home

On Your OwnOn Your Own

In a GroupIn a Group

Assessment Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . pages 45–48

We Have FamiliesTeacher Planning Guide

Dear Family,In our new social studies unit, We Have Families, your child will learn

about family and friends. He or she will discover how family members

care for one another, spend time with each other, and celebrate

together. Finally, your child will develop an awareness of rules at home

and at school that are necessary for getting along with others.

Talk About It TogetherYou can help at home by discussing your family. Use photographs

to identify members of your immediate and extended family. You and

your child may wish to use the checklist below to count relatives.

How many family members are there?

___ parents

___aunts and uncles

___ grandparents

___ cousins

___ brothers and sisters

___ other _____________________

How many people are in our family? ______

At HomeAt Home

6

DateName

UNIT 1 We Have Families

© M

cGra

w-H

ill

DateName

A Book

About Me by

I am ________

years old.

My eye color is

___________.

My hair color is

_____________.

7UNIT 1 We Have Families

© M

cGraw

-Hill

Big Idea ProjectWrite a book about you. Write on

the pages below and on the next page.

Cut out the pages. Staple them together.

Student Page


8 UNIT 1 We Have Families

© M

cGra

w-H

ill

Student Page

Big Idea Project

I have lost

_______ teeth.

My lucky number

is ________.

My favorite color

is ____________.

My favorite animal

is a(n) _________.

DateNameOn Your OwnOn Your Own

79

241

310 86

5

DateName


© M

cGraw

-Hill

Happy Birthday to Me!Fill in the birthday card below.

Draw a picture to show how you

want to celebrate your next birthday.

Student Page


My Picture:HAPPY HAPPY BIRTHDAY BIRTHDAY TO ME!TO ME!

My Name:

My Age:


What You Will NeedStudent Project Page (p. 11)

Crayons or markers

White or brown butcher paper

•••

Pencils

Scissors

••


© M

cGra

w-H

ill

Portrait Pals

CURRICULUM CONNECTION READING

About the ProjectAsk students if they know what a

portrait is. Explain that a portrait is a picture of a person. You may wish to display some famous portraits, such as George Washington, and discuss how they portray an individual’s uniqueness. Encourage students to think of examples of portraits they have seen in homes, museums, or other public buildings.

Tell students that they will draw a life-size portrait of a classmate. Explain that students should take turns and work in pairs. Have one student lie on paper while the artist draws the outline with a pencil. Then have the partners trade places. Partners should work near each other when coloring their portrait pal, so that they can examine each other’s features. Artists may wish to interview their partner while working to identify an item that could be included in the portrait, such as a favorite pet or toy. The portraits can be hung for display in the classroom.

Possible Read-aloudsDo Princesses Wear Hiking Boots? by Carmela LaVigna Coyle

The Three Questions by Jon J. Muth

Odd Velvet by Mary Whitcomb

Approaching LevelChallenge students’ ability to recog-

nize uniqueness by matching students in the class to their own portrait pal. You might start the activity by pointing to one portrait pal and asking: Who is this? How do you know?

Beyond LevelStudents at the Beyond level can use

the displayed portrait pals to classify or count information. For example, students might tally eye and hair color. They might count the number of boys vs. girls, etc.

Teacher Project Page

DateNameIn a GroupIn a Group

Student Project Page


© M

cGraw

-Hill

Portrait PalsMake a portrait pal!

1. Place paper on the fl oor.

2. Have your friend lie on the paper.

3. Draw a line around your friend.

4. Now have your friend draw you!

5. Color the portrait pal of your friend.



Poster board

Crayons

•••


© M

cGra

w-H

ill

Poem and Picture Poster

About the ProjectAsk students the names of classmates,

friends, teachers, and family members. Ask students how they feel when they are with these people. Have students talk about special things they do together.

Tell students that they will be working in groups to make a poster that shows how they feel when they spend time with people they care about. The poster will include a poem and pictures they draw. Read the poem on the Student Project Page with students. Ask what they think the lines of the poem mean. Point to and say the word “pride” aloud. Explain its meaning to students and give several examples. Have students identify how the poem might say what they feel when they spend time with people they care about.

Possible Read-AloudsLittle Blue and Little Yellow by Leo Lionni

Guess How Much I Love You by Sam McBratney and Anita Jeram

My Friend Rabbit by Eric Rohmann

Approaching LevelApproaching level students in the

group might point to the words or lines of the poem that best link to each illustra-tion in the poster.

Beyond LevelStudents at the Beyond level can

add words or sentences to enhance or describe the illustrations on their posters.






© M

cGraw

-Hill

Poem and Picture PosterMake a poster. Tell how you feel

when you are with family and friends.

1. Cut out the poem.

2. Paste it on poster board.

3. Draw pictures around the poem.

Student Page


© M

cGra

w-H

ill


School Rule SkitsRules keep you safe. Rules keep

your classroom clean. Rules help you

to get along.

1. Work together to name some

school rules.

2. Act out the rules with your group

in front of your class.

CONNECT TO CITIZENSHIP

Teacher Planning Guide

UNIT 2 Where We Live 15

© M

cGraw

-Hill

Where do we live?

Activity Page Time


Big Idea Project

I See . . .

17

18

15 minutes

15 minutes

Build a Model Neighborhood

Citizenship: Our Helping Hands

19–21

22

30–40 minutes

30 minutes

At HomeAt Home




Where We Live

16 UNIT 2 Where We Live

© M

cGra

w-H

ill

Dear Family,In our new social studies unit, Where We Live, your child will

learn about diff erent kinds of homes and neighborhoods as well as

features of Earth. In addition, he or she will observe weather and

seasonal changes, examine types of land and water, and begin to

use maps, models, and globes. Finally, the class will explore aspects

of good citizenship as they identify simple things they can do to

help Earth.

Talk About It TogetherYou can strengthen your child’s learning simply by taking a walk

near your home. On the walk, observe and discuss places, people,

kinds of transportation, elements of the season, and any acts of

good citizenship you see. Afterwards, work together to draw a

picture of something you saw or did on the walk.

At HomeAt Home

DateName

17UNIT 2 Where We Live

© M

cGraw

-Hill

Student Page

Big Idea ProjectWrite about you on the card. Cut out

and fold the card. This is your ID card!


My name

My state

My neighborhood name

My street name

My picture:

CURRICULUM CONNECTION LANGUAGE ARTS


© M

cGra

w-H

ill

Student Page

I See . . . Draw what you see outside

your home. Cut out the pages.

Staple them together.


I see .

1. 2.

3. 4.

Outside My Home

CURRICULUM CONNECTION ART

I see .I see .


© M

cGraw

-Hill


What You Will NeedStudent Project Pages (pp. 20–21)

Mural paper

Crayons

•••

Scissors

Glue

Folded 3” x 5” index cards

•••


About the ProjectReview the terms farm and city. Ask

students what they would see if they vis-ited or lived in these places. Tell students that they will work in two groups to make a model neighborhood.

Organize the class into two groups: farm and city. First, have each group use mural paper and crayons to prepare a mat for their model neighborhood. Suggest that they draw roads approximately two inches wide. Point out that their roads can wind, run straight, or cross. Upon comple-tion, ask each group to set aside their mat.

Read the directions on page 20 with the students. Students will only color and cut out the pieces that belong with their type of neighborhood. Demonstrate how to create the pieces for their models by gluing a cutout to the face of a folded index card. Make sure students see that the fold of the card should be positioned up.

Invite students to position their com-pleted model pieces on their mats. Encourage groups to share their models.

Approaching LevelStudents at this level may wish to make

additional pieces for their model such as people, modes of transportation, or land and water.

Beyond LevelAt this level, students can name

various streets in their model. They can number homes and practice reading street addresses. They might use direc-tion words to describe where places and things are located.



Possible Read-aloudsCity Dog, Karla Kuskin

Rainbow Fish Finds His Way, Marcus Pfi ster

Curious George in the Big City, H.A. Rey

Student Project Page 1


© M

cGra

w-H

ill

DateName


1. Color the places and things on

pages 20 to 21.

2. Cut them out.

3. Glue the places onto folded cards.


FIREHOUSE

Student Project Page 2


© M

cGraw

-Hill

DateName

Build a Model NeighborhoodIn a GroupIn a Group

Store


© M

cGra

w-H

ill

Student Page

DateName

Our Helping HandsEarth is our home. We must care for it.

1. In a group, think of some ways to

care for Earth.

2. Draw these ways on big paper.

3. Make fi nger paint handprints around

your work.

4. Hang your work.



Helping HandsCare for Earth


UNIT 3 People Long Ago 23

© M

cGraw

-Hill

What happened long ago?

Activity Page Time


Big Idea Project

Dear George Washington…

Time Goes By

25

26

27

15 minutes

10–20 minutes

20 minutes

Class Celebration Scrapbook

Citizenship: What Freedom Means

28–29

30

Several class periods

15–20 minutes

At HomeAt Home




People Long Ago

24 UNIT 3 People Long Ago

© M

cGra

w-H

ill

Dear Family,In our new social studies unit, People Long Ago, your child will

begin learning about early life in the Americas, starting with the

Native Americans and the Pilgrims. He or she will then learn about

certain historical fi gures, and how these individuals cared about

freedom. Your child will also learn about holidays like Thanksgiving

Day and Independence Day.

Talk About It TogetherYou can help by discussing the ways your child has

changed over time. Examine photographs or other visuals

that show physical growth. Work with your child to place

the pictures in sequence from birth to today. Talk about

activities your child can do now that he or she

could not do previously.

Lastly, talk about national holidays we

celebrate such as Martin Luther King, Jr. Day,

Presidents’ Day, Independence Day, and

Thanksgiving Day. Share your family’s

traditions or plans for the holidays.

At HomeAt Home

DateName

25UNIT 3 People Long Ago

© M

cGraw

-Hill

Student Page

Big Idea ProjectWho would you like to meet from long

ago? Draw that person. Write who it is

on the name tag.



(name)


© M

cGra

w-H

ill

Student Page

Dear George Washington . . .

Fill in the blanks to write a letter to

George Washington!


CURRICULUM CONNECTION LANGUAGE ARTS

Dear George Washington,

Thank you for helping our country to be .

You are the father of our .

You were very .

From,


© M

cGraw

-Hill

Student Page

Time Goes ByDraw pictures to show how you

have changed.




© M

cGra

w-H

ill


Pencils

Scissors

Glue

••••

Large drawing paper

Crayons

Hole punch

Yarn

••••


Class Celebration Scrapbook

About the ProjectMaking pages for a Class Celebration

Scrapbook can be an ongoing project throughout the school year. Each group will prepare one page for the class scrapbook. Completed pages can be hole punched and fashioned together with yarn.

Putting It TogetherTell each group that they will be making a page for a class scrapbook that tells about a recent or upcoming holiday or other special day.Students should include pictures of any important people or things from long ago that are linked to the celebra-tion, as well as show activities classes or families do to celebrate the special day. For example, a Thanksgiving Day page might show a picture of Pilgrims and Native Americans celebrating long ago. It may also show a turkey, harvest items, and so on.

•

•

Directions to Students:Write the name of the special day on the tag on the Student Project Page.

Cut out the tag.

Glue it on big paper.

On the paper, draw pictures about the special day.

•

•••

Approaching LevelStudents at the Approaching level may

create labels for illustrations. Also, they can include the date of the holiday.

Beyond LevelBeyond level students can include a

small calendar highlighting the special day. Students at this level may also enjoy making a cover for the scrapbook.


Possible Read-aloudsThanksgiving Is…, by Gail Gibbons

Martin Luther King, Jr. Day (On My Own Holidays) by Linda Lowery

Presidents’ Day by David F. Marx



© M

cGraw

-Hill

DateName

Class Celebration ScrapbookMake a book to remember holidays!



© M

cGra

w-H

ill

Student Page

DateName

What Freedom Means Look at the pictures together.

Draw an X on the thing that is not free.



Think About It What does freedom

mean? Draw a picture of it. Use a piece

of construction paper.


UNIT 4 Why We Work 31

© M

cGraw

-Hill

What do we need?

Activity Page Time


Big Idea Project

When I Grow Up

Tools for School

33

34

35

10 minutes

15 minutes

15 minutes

Needs Collage

Citizenship: Making Choices

36–37

38

1 class period

10 minutes

At HomeAt Home




Why We Work

32 UNIT 4 Why We Work

© M

cGra

w-H

ill

Dear Family,In our new social studies unit, Why We Work, your child will begin

to learn about our basic needs for food, clothing, and shelter, as well

as wants. He or she will learn about earning, spending, and saving

money. In addition, your child will learn about a variety of jobs,

including volunteer jobs.

Talk About It TogetherYou can help by identifying the needs and wants of your family.

You can examine the kinds of work you do, and point out any

special tools, uniforms, or vehicles used by workers you know. You

might discuss any forms of volunteerism in which your family has

participated. At the same time, you can encourage your child to save

coins and name them.

At HomeAt Home

DateName

Student Page

33UNIT 4 Why We Work

© M

cGraw

-Hill


CURRICULUM CONNECTION LANGUAGE ARTSBig Idea ProjectAsk an adult about his or her job.

Write what you learn.

1. Question: What is your job?

Answer: I am a(n)

.

2. Question: Where do you work?

Answer: I work

.

Student Page


© M

cGra

w-H

ill

When I Grow UpWhat job do you want when you

grow up? Draw yourself doing the job.

When I grow up my job will be:

.



Student Page


© M

cGraw

-Hill

Tools for SchoolColor and cut out the bookmarks.

Use them to help you work at school.


Do Your Do Your BestBest Job!Job!

Work Work Really Really Hard!Hard!



© M

cGra

w-H

ill


Large paper

Scissors

•••

Glue

Magazines

••


Needs Collage

About the Project In this activity, students will work in

groups to make a collage to illustrate a rhyme about needs. Share with students that a collage is a picture made by past-ing many pictures onto paper.

Review the directions for making a col-lage with students. Suggest that students glue the rhyme in the center of their paper and glue the magazine pictures around it. Tell students that they should cut out pictures of homes, clothes, and food. Point out that the pictures can be randomly affi xed or glued in sections, such as homes on the left, clothes on the right, and so on.

Upon completion, invite each group to display and share their work with other groups in the class.

Possible Read-aloudsSomething About Hensley’s by Patricia Polacco

What Do People Do All Day? by Richard Scarry

If You Made a Million by David M. Schwartz and Steven Kellogg

Approaching LevelStudents at the Approaching level

should be able to name each picture in the collage and identify what line of the rhyme it illustrates.

Beyond LevelStudents at the Beyond level can add

words to their collages in addition to pictures. They should be able to identify all components in their collages.




© M

cGraw

-Hill


Needs CollageMake a collage.

Cut out the rhyme below.

Glue it on big paper.

Cut out pictures.

Glue the pictures on the paper.

1.

2.

3.

4.

A place to live

Clothes to wear

Food to eat

Three needs we share

Student Page


© M

cGra

w-H

ill

DateName

Making ChoicesImagine your group has fi ve dollars!

What will you choose to buy? Circle it.

Color your choice.



UNIT 5 Getting Along Together 39

© M

cGraw

-Hill

Why do we have rules?


Activity Page Time


Big Idea Project 41 15 minutes

Rules Banners

Citizenship: Symbols Mobile

42-43

44

30–40 minutes

30 minutes

At HomeAt Home



Getting Along Together


40 UNIT 5 Getting Along Together

© M

cGra

w-H

ill

Dear Family,In our new social studies unit, Getting Along Together, your child

will learn about rules, laws, and our Constitution. He or she will also

learn about citizenship, voting, leaders, and symbols of our country.

Talk About It Together• You can strengthen your child’s learning by talking about rules

you’ve established at home and discussing reasons for these rules.

• When opportunities arise for making choices between activities,

meals, or things to buy, discuss how your family decides.

• As you travel in your community, point out traffi c signals and street

signs that people must follow in accordance with the law.

• With your child, look for places the American fl ag is fl ying.

At HomeAt Home

DateName

Student Page


41UNIT 5 Getting Along Together

© M

cGraw

-Hill

DateName

Big Idea ProjectDraw lines to match the rule with the

right picture.

1. Wait for your turn.

2. Be a good sport.

3. Pick up after

yourself.



© M

cGra

w-H

ill


Scissors

Crayons

•••

Pencils or markers

Cord, clothesline, or yarn

Clothespins

•••


Rules Banners

About the Project Students will come up with rules for

diff erent places such as home, school, and neighborhood and create banners. For example, home rules may include: close doors, put things away, throw away trash, turn off lights and water, put dishes in sink, or hang up coat. School rules: be quiet when people are reading/speaking, take turns, throw trash away, put things away, stay in line, stay with partner or group, raise hands, do not shout, or walk in hallways. Neighborhood rules: follow traffi c signals and street signs, wear bike helmets, use seat belts, or use trash and recycling cans.

Organizing GroupsDivide the class into three groups. Have each group choose a place: school, home, or neighborhood. Groups will cut out a banner for each member (see Student Project Page). On one side of each banner, students will write a rule for the place they choose. Students will draw a picture to illustrate the rule on the other side.

Be sure the groups write and illustrate rules for only one place. Students within the group should work together to ensure that they each write and illustrate a diff erent rule for the selected place.

•

•

As students work, label three lengths of cord with signs reading: Home Rules, School Rules, and Neighborhood Rules. Assist children in hanging their com-pleted banners with clothespins on the appropriate cords.

Display the lines of banners across the ceiling of your classroom or on a wall.

Possible Read-aloudsPoliceman’s Safety Hints by Giovanni Caviezel

Rules and Laws by Ann-Marie Kishel

I Am Fair by Mary Elizabeth Salzmann and Monica Marx

•

•

Approaching LevelSuggest to Approaching level

students that they write the rule prior to illustrating it. Assist students with writing if they need help.

Beyond LevelStudents at the Beyond level can read

the rules aloud and explain what their illustrations show.



Student Page



© M

cGra

w-H

ill

DateName

Symbols MobileMake a mobile of America’s symbols!

1. Color the symbols. Cut them out.

2. Tape yarn to each symbol.

3. Tie the symbols to a hanger.


45

© M

cGraw

-Hill

Group Work RubricUse this rubric for all In a Group projects, including Connect to Citizenship.

This rubric may be used in connection with other rubrics, such as the Illustration rubric on page 46.

4 Excellent 3 Good 2 Fair 1 Unsatisfactory

Group members:

• collaborate on and/or divide tasks fairly.

• successfully compile individual fi ndings into one coherent project with a consistent point of view.

• have a good understanding of all parts of the group’s project.

• present an engaging fi nished product that matches all aspects of the assignment.

Group members:

• all make important contributions to the project through collaborative or individual work.

• compile individual fi ndings into a group project with a mostly consistent point of view.

• have a general understanding of most or all parts of the group’s project.

• present an organized fi nished product that matches all or most aspects of the assignment.

Group members:

• contribute to the project through collaborative or individual work.

• make some connections between individual fi ndings.

• have some understanding of several pieces of the group’s project.

• present a fi nished product that matches the main aspects of the assignment.

Group members:

• do not collaborate, and tasks are divided unevenly.

• do not connect individual fi ndings to a larger whole.

• do not understand the group’s project as a whole.

• present an incomplete fi nished product, or one that does not match the assignment.

46

© M

cGra

w-H

ill©

McG

raw

-Hill

Illustration RubricUse this rubric for any activities or projects that involve drawing or other kinds

of illustration. This rubric may be used in connection with other rubrics, such as the Group Work rubric on page 45.


Students:

• use assigned materials in creative ways.

• produce a complete and creative illustration.

• thoughtfully select items to portray that are appropriate to the topic or assignment.

• are able to explain the elements of their illustration and how each element relates to the assigned topic.

Students:

• correctly use assigned materials.

• produce a complete illustration with some creative elements.

• portray items that are appropriate to the topic or assignment.

• are able to explain their illustration and generally how it relates to the assigned topic.

Students:

• use assigned materials.

• attempt to produce a complete illustration with some creative elements.

• portray items that are related to the topic or assignment.

• are able to explain their illustration and connect it to the assigned topic.

Students:

• may use materials other than those assigned.

• do not complete an illustration.

• portray items that are not related to the topic or assignment.

• cannot explain their illustration.

47

© M

cGraw

-Hill

Gathering Information RubricUse this rubric for any activities or projects that involve gathering or listing

information, or answering questions. Information may come from interviews, students’ personal experience, or the textbook. This rubric may be used in connection with other rubrics, such as the Illustration rubric on page 46.


Students:

• are easily able to locate the information necessary to answer questions.

• provide full and appropriate answers to questions, with relevant details.

• can elaborate on their answers and connect them to a larger topic.

Students:

• are able to locate the information necessary to answer questions.

• provide complete and appropriate answers to questions.

• can connect their answers to a larger topic.

Students:

• may need help locating the information necessary to answer questions.

• provide appropriate answers to questions, although may be missing some information.

• can, with help, see the relationship between their answers and a larger topic.

Students:

• are unable to locate the information necessary to answer questions.

• provide incomplete or inappropriate answers to questions.

• cannot connect their answers to a larger topic.

48

© M

cGra

w-H

ill©

McG

raw

-Hill

Games RubricUse this rubric for projects that involve individual or group games. This rubric

may be used in connection with other rubrics, such as the Group Work rubric on page 45.


Students:

• comprehend and follow directions and the rules of the game.

• consistently apply information they have learned to help fi nd correct answers.

• show good sportsmanship and teamwork, even in competitive situations.

Students:

• follow directions and the rules of the game.

• apply information they have learned to help fi nd correct answers.

• generally show good sportsmanship and teamwork.

Students:

• may need help following directions and the rules of the game.

• apply some information they have learned to help fi nd correct answers.

• may need occasional reminders to show good sportsmanship and teamwork.

Students:

• do not follow directions or the rules of the game.

• fail to use information they have learned as a resource to help fi nd correct answers.

• do not show good sportsmanship and teamwork, even when reminded.

kindergarten idea factory table of contents · 7–8 9 15 minutes 10–15 minutes portrait pals...

Documents