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Knowledge Adventure™

0350301© Knowledge Adventure, Inc. and its licensors.

All Rights Reserved.

JumpStart Kindergarten © Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

COPYRIGHTUnder the copyright laws, neither the documentation nor the software may be copied, photocopied, reproduced,translated, or reduced to any electronic medium or machine readable form, in whole or in part, without the prior written consent of Knowledge Adventure, Inc. except as follows: reproduction of these pages by the classroom teacherfor use in the classroom is permissible.The reproduction of any part of this book for an entire school or school system,or for commercial use is strictly prohibited.

© Knowledge Adventure, Inc. and its licensors.All Rights Reserved.JumpStart Kindergarten is a trademark of Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

All trademarks referenced herein are the property of their respective owners.

Knowledge Adventure™


Table of ContentsINTRODUCTION TO THE TEACHER . . . . . . . . . . . . . . . . . . . . . 1JUMPSTART ELEMENTARY LEARNING SYSTEM . . . . . . . . . 2PROGRESS REPORTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3LANGUAGE ARTS

Collage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Colors, Colors, Colors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Constant Companions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8, 9Hide and Seek . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10, 11I Spy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12My Hands Can. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Opposites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Pictographs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21, 22, 23Rhyme Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Secret Cupboard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31, 32What’s Missing? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37, 38Beginning Sound Puzzles . . . . . . . . . . . . . . . . . . . . . . . . . 41, 42, 43, 44

SOCIAL STUDIESPictographs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21, 22, 23Picture This . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24What Time Is…? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 36

ARTCalendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4, 5Collage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Colors, Colors, Colors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7My Hands Can. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Opposites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Picture This . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Plant a Garden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25, 26Play Dough Bakery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27, 28, 29What Time Is…? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 36

MATHCalendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4, 5Mouse House . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 14People Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Pet Parade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Picnic in the Park . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19, 20Plant a Garden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25, 26Play Dough Bakery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27, 28, 29Shape Scavenger Hunt. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33, 34What Time Is…? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 36A Friend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39, 40Counting Train . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45, 46

MUSICRhyme Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

SUGGESTED BOOKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

TEACHERS’ GUIDE

1JumpStart Kindergarten © Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

INTRODUCTION

T O T H E T E A C H E R :

This JumpStart Teacher’s guide will enhance your students‘ experience

with the program through a variety of fun activities to do away from the

computer. Teachers will find the JumpStart Elementary Learning System to be a

useful source of activities to supplement their classroom curriculum. Areas cov-

ered by the activities include math, literature, spelling, phonics, spatial visual-

ization, art, logic, time and composition.

Get acquainted with the JumpStart program first! Read the user’s guide to

become familiar with the program, its curriculum modules and operating infor-

mation. Once your students have been exposed to the program, select a lesson

plan. Each lesson is based on a JumpStart curriculum module and can be used

in any order you wish. The lesson plans offer classroom-ready activities that con-

nect JumpStart’s educational modules with the rest of your classroom curriculum.

Blackline masters accompany many of the lesson plans. Most of the lesson plans

use materials easily accessible in the classroom.

An annotated book list has also been provided to supplement some of the

suggested activities. This bibliography directs you to stories that can enhance

the students’ classroom experience and which fit in nicely with the JumpStart les-

son plans. JumpStart Kindergarten will quickly entice your students to utilize the

computer for more than just game play. Students are motivated to explore the

program as they develop their curriculum skills.

The JumpStart Educational Team

(800) 573-5223

JumpStart Kindergarten © Knowledge Adventure, Inc. and its licensors.All Rights Reserved.2

Ages

Computer Mouse SkillsLetters & NumbersVocabularyMusic

Ages 2 – 4

ComprehensionPhonics & Letter SoundsComputer Mouse SkillsLetters & NumbersVocabularyMusic

Ages 3 – 5

Letter OrderQuantitiesProblemSolvingDecisionMakingSocial RolesPhonics & Letter SoundsCountingVocabularyMusic

Ages 4 – 6

Letter CombinationsReading & SentencesSimilarities & DifferencesSequencing &OrderingCounting & QuantitiesArt & CreativityTime ConceptsComprehensionListening SkillsVocabularyMusic

Ages 5 – 7

SpellingLiteratureEarly MathScienceGeographyVocabularyMusicReading &SentencesArt & CreativitySequencing & OrderingComprehensionPhonics & Letter Sounds

Ages 6 – 8

Basic GrammarHigher MathSocial StudiesScienceGeographyVocabularyWritingSpellingLiterature Reading & SentencesArt & CreativitySequencing & OrderingComprehensionPhonics Review

Ages 7 – 9

HistoryEarth ScienceLife ScienceGeographySpellingGrammarSentence Structure DivisionColumn MultiplicationAdditionSubtractionUnits of MeasurementArt StylesMusical ScoresLogicAstronomyPhysicalScience

Ages 8 – 10

HistoryFamous PeopleEarth ScienceNatural ScienceGeographyParts of SpeechSpelling GrammarStory CreationEquationsDivision withRemaindersMultiplicationAdditionSubtractionDecimalsFractionsUnits of MeasurementArt HistoryMusical Clefs

Ages 9 – 11

U.S.HistoryLogicProblemSolvingDeductive ReasoningMap ReadingEarth ScienceGeographyCompound WordsPrepositionsPronounsVerb TensesPrefixes & SuffixesFractionsDecimalsEquationsLong DivisionMultiplicationGeometryRatiosPhysicalScienceArt History

Ages 10 – 12

VocabularyAnalogiesGrammarSpellingWriting CompositionLiteraturePoetryReadingComprehensionNatural HistoryAncient CivilizationsHistorical FiguresGeographyMusicFine ArtsEstimationLong Division with DecimalsPercentGeometryBiology ZoologyPhysical ScienceGeology

ThereThere ’’s No Stopping As No Stopping A

Kid WKid W ith A JumpStart!ith A JumpStart!


KNOWLEDGE ADVENTURE™

is dedicated to creating multimedia productsthat work with you, the teacher, to encourageeducational success. By using the latestadvances in computer technology and educa-tional innovations, The JumpStart ElementaryLearning System does just that.

Its patented Advanced Learning Technologyhelps your students develop self-esteem. Theprograms’ difficulty levels automatically adjustto match a student’s abilities, or levels can becustomized from within each activity by you.

Our exclusive printable Progress Reportmanages the accomplishments of up to 99students. This allows you to monitor the skilllevels of individual students and gives specialfocus to those curriculum areas that need it. Itallows you to reward students for their suc-cesses too! Printing the Progress Report is atangible means of showing parents andadministrators your class’s accomplishments.

PROGRESS REPORTS

GeographyScienceTime

2 of 2

1 of 1

1 of 1

2 of 2

Vocabulary & SpellingLetter Sounds & PhonicsComprehensionVisual Discrimination/MemoryLiteratureNumbers & CountingAddition & SubtractionGeometryMoney ValueFractionsOther Math

Progress report: Bob

2 of 3

2 of 2

3

4 JumpStart Kindergarten © Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

SUBJECT

GROUPING

JUMPSTART MODULE

Math, Art

Individual

Classroom Calendar

4

Preparation: Duplicate a calendar for the current month with only the days of the week filledin. The squares where the numbers go should be blank (or you may want toleave the calendar blank for the numbers 1–20 and fill in 21–30 for the stu-dents). Duplicate enough so that each child can have one.

Procedure: Discuss the name of the current month with students. Brainstorm holidays orother important events or activities that take place during that month. Explain tostudents that they are going to make a calendar to take home. First they shouldfill in the missing numbers on the calendar. Then they fold their piece of con-struction paper in half and glue the calendar to the bottom half. Students candraw a picture or make an art project to go on the top half. This activity can bedone each month.

Extensions: Make a class graph of children’s birthdays.Write the names of the months at the top of alarge piece of poster board. Give students asmall piece of paper in the shape of a cake.They can color the cake and write their birthdate on it and then glue it under the appropri-ate month on the graph.

CALENDAR

Description: Students will practice countingand writing numerals in the cor-rect order and learn to identifythe names of the months bymaking a calendar eachmonth.

Materials: 9"x12" construction paper,blank calendar for the month,markers or crayons, scissors,pencils, various art supplies(depending on the project youchoose)

MONTH YEAR

WEDNESDAYSUNDAY MONDAY TUESDAY THURSDAY FRIDAY SATURDAY


y

SUBJECT

GROUPING

JUMPSTART MODULE

Language Arts, Art

Individual

Classroom Cupboard,Hide & Seek, Puzzle

Preparation: Collect old magazines or prepare a short note to parents asking them to send in magazines from home.

Procedure: Teacher chooses a letter to focus on. Discuss the letter with students: whatit looks like, how it is written, what sound it makes, etc. Have the studentssuggest words that start with that letter. After brainstorming, tell the studentsthat they should write the chosen letter at the top of their paper and thensearch through the magazines to find pictures of things that start with thatletter. When they find a picture, they should cut it out and glue it on theirpage.

Extensions: Students can also make these collages for specific shapes or numbers.For example, they can find things that are round or look for the number 2.

COLLAGE

Description: Students will practice letter/sound correspondence bylooking for pictures in magazinesthat begin with a particular letter.

Materials: Old magazines, glue, scissors,pencils

2D

C =Cp

6


SUBJECT

GROUPING

JUMPSTART MODULE

Language Arts, Art

Whole Group andIndividual

Puzzle, Pattern Blaster,Coloring Book

7

COLORS,COLORS, COLORS

Description: Students will practice identifying thecolor of common objects by creat-ing a Color Book.

Materials: Color books (prepared by teacher),markers or crayons, pencils

Preparation: The teacher should decide on about six basic colors for students to identifysuch as: red, yellow, blue, green, orange, purple, etc. Using a separate pagefor each color, the teacher should create the following frame for the studentsto fill in: “A [cherry] is red,” or “A [lawn] is green.” Duplicate enough pagesso that each student will have a page for each color in his book. Collate andstaple the books with a cover page that says “Colors.”

Procedure: You may want to begin by reading students the book Who Said Red? orHailstones and Halibut Bones. After reading, write each color word on a dif-ferent piece of chart paper. Starting with red, for example, ask students tobrainstorm objects that are red, such as: apple, heart, fire engine, stop sign,ketchup. Record students’ suggestions by writing the word and drawing asmall picture next to it. Do the same for each color. When finished, tell the stu-dents that they will be making a color book. For each page they will drawsomething that is the color indicated on the page and then fill in the blankwith the name of the object they have chosen. You may want to brainstormonly one color per day and have the students complete one page at a time.

Extensions: Read Mouse Paint and then let students experimentwith mixing primary colored paints to make othercolors.

RedGreen


SUBJECT

GROUPING

JUMPSTART MODULE

Language Arts

Individual

Puzzle

CONSTANTCOMPANIONS

Description: Children will practice identifyingand classifying objects that gotogether by completing theCompanions worksheet.

Materials: Companions worksheet, scissors,glue, pencils

Preparation: Duplicate enough CompanionWorksheets so that each child canhave one.

Procedure: Brainstorm with students things that go together, such as: shoes and socks, tableand chair, mother and baby, etc. Record student suggestions on chart paper.After brainstorming, tell them that they are now going to complete theCompanions worksheet. In order to do this, they must look at a picture at thetop of the page, choose the picture from the bottom of the page that matches,cut it out, and glue it next to its companion.

Extensions: Have students draw a picture of themselves with their special companion: abest friend, a pet, a relative, etc.

JumpStart Kindergarten © Knowledge Adventure, Inc. and its licensors.All Rights Reserved. 9

I

Constant Companions

G

foot

tire

egg

carrot

handbee

hammer rake

shoe bird truck rabbit

beehive glove nail leaf

Can you find the pictures that go together?Cut and paste them to match.


SUBJECT

GROUPING

JUMPSTART MODULE

Language Arts

Individual

Hide and Seek

Extensions: The class can play the Hide and Seek game.

The teacher or a student can hide an object

in the room and then give the child-

ren clues as to where the object is hidden.

Whoever finds the object gets to hide something

next.

HIDE AND SEEK

Description: Students will practice visual dis-crimination and fine motor skills bycompleting the Hide and Seekworksheet.

Materials: Hide and Seek worksheet

Preparation: Duplicate enough of the Hide andSeek worksheets so that eachchild can have one.

Procedure: Explain to the students that the hamster is

hiding. Have them find the correct path

through the maze in order to capture him

and then put him back in his cage.

10

JumpStart Kindergarten © Knowledge Adventure, Inc. and its licensors.All Rights Reserved. 11

Hide and Seek

Bebop the Hamster is hiding.Can you find him and put him back in his cage?

Finish!

Start


Procedure: The teacher explains that the classwill play a game called “I Spy.”Then he or she secretly chooses anobject in the classroom and tellsthe students: “I spy with my littleeye something that is red (or what-ever color the object is that hasbeen chosen).” Students then lookcarefully around the room and taketurns guessing what the secretobject is. Whoever guesses correct-ly gets to be the spy leader andchoose the next secret object.

Extensions: You can spy things that are a cer-tain shape or things that start witha particular letter. For example, Ispy something round, or I spysomething that starts with T.

I SPY

Description: Students will practice color recog-nition by searching the classroomfor objects of a specified color.

Materials: None

Preparation: None

Language Arts

Whole Group

Puzzle, Coloring Book,Pattern Blaster

SUBJECT

GROUPING

JUMPSTART MODULE


SUBJECT

GROUPING

JUMPSTART MODULE

Math

Individual

Classroom Mouse Hole,Garden, Puzzle

13

MOUSE HOUSE

Description: Students will practice identifyingand writing the numerals 1–10 bycompleting the Mouse Houseworksheet.

Materials: Mouse House worksheet, pencils

Preparation: Duplicate enough of the MouseHouse worksheets so that eachchild can have one.

Procedure: You may want to start by reading a counting book such as Mouse Count byEllen Stoll Walsh to your students. After reading, explain to the students that themice keep running across the JumpStart classroom and the children are trying tocount how many live in the mouse hole. They need to help them count the micein each hole, and then write the correct number in the space provided.

Extensions: Children can make a mouse counting book. The first page would have a pictureof one mouse and the number one, the second page would have a picture oftwo mice and the number two, and so on up to ten. If children don’t want todraw all those mice, they can make cute mice by making a thumbprint on thepage and adding ears and a tail.


Mouse House

Can you count how many mice live in each hole?Write the number in the box.

14


SUBJECT

GROUPING

JUMPSTART MODULE

Language Arts, Art


Pattern Blaster,Classroom Radio

1515

MY HANDS CAN

Description: Children will think about thingsthat our hands can do for a classbook titled My Hands Can andpractice differentiating betweentheir left hand and right hand bymaking a handprint of each.

Materials: Construction paper, tempera paint,pie tins, crayons

Preparation: Pour different colors of paint into pie tins or onto flat plates. Cut constructionpaper to desired size.

Procedure: Explain to the students that they are going to be making a class book titled MyHands Can. First talk about things that our hands can do, such as: brush myteeth, hold a book, pet my dog, play with blocks, etc. Record the students sug-gestions on chart paper. After the discussion, tell students that they will eachmake a page for the class book. They must illustrate something that their handscan do (try not to let children choose the same thing). After they have decided,they should come over to the table where the paint is set up, dip one hand intoa color of their choice, and print it on the construction paper; then dip the otherhand in the paint and print it on the same piece of paper right next to thehandprint already there. When it dries, they can draw in whatever they need tocomplete the picture. For example, if they are illustrating “My hands can pet mydog,” then they would add their dog to the picture. Finally either the teacher orthe student should write the sentence at the bottom of the page: My hands canpet my dog (or whatever the student has cho-sen).

Extensions: Make a class graph to show how many peoplein the class are right-handed and how manypeople are left-handed. Divide a piece ofposter board in half and draw a left hand atthe top of one side and a right hand at the topof the other side. Children can have a buddytrace the hand that they use to write, cut it outand glue it on the appropriate side of thegraph.

SUBJECT

GROUPING

JUMPSTART MODULE

Language Arts, Art


Puzzle

16 JumpStart Kindergarten © Knowledge Adventure, Inc. and its licensors.All Rights Reserved.16

Procedure: You may want to begin by reading books about opposites. After reading, discussthe meaning of opposites with students and brainstorm examples, such as hotand cold, big and little, fat and thin, right and left, etc. As students make sugges-tions, record their ideas on the board or chart paper. After you and your studentshave created a sizable list of opposites, explain to them that you are going tomake a class book of opposites and each person will make a page for the book.Children should choose a pair of opposites that they would like to illustrate (try todiscourage children from doing the same one). They fold their plain paper inhalf, and draw one picture on one side of the page and the opposite picture onthe other. If children cannot label the pictures themselves, then the teacher can doso. When all students are finished, the teacher should bind all the pages togetherto make a class book. The class canread it aloud or individuals can readit a quiet reading time.

Extensions: Teach children the “Opposite Song.”

OPPOSITES

Description: Students will develop abetter understanding of the meaning of opposites bydiscussing them and creatinga class book.

Materials: Plain paper, crayons or markers,pencils

Preparation: Gather materials

Left and Right


SUBJECT

GROUPING

JUMPSTART MODULE

Math

Whole Group

Garden Patterning

17

PEOPLE PATTERNS

Description: The teacher uses the students inthe classroom to help childrenpractice identifying and creatingpatterns.

Materials: None

Preparation: None

Procedure: The teacher looks at the students and thinks of a pattern that can be createdbased on what students are wearing. Keeping the pattern a secret, certain stu-dents are called to come up and stand at the front of the room, in a line thatmatches the pattern, and then ask the rest of the class: “What do you think mypattern is?” There are many possibilities, for example: striped shirt, plain shirt,striped shirt, plain shirt; or shoes with velcro, shoes that tie, shoes with velcro,shoes that tie; or jeans, jeans, shorts, jeans, jeans, shorts, etc. Students observeclosely and try to guess the pattern. As students have more practice with thesepeople patterns, the teacher can allow the children to create the pattern andcall their classmates to the front of the room.

Extensions: The students can create patterns using parts of the body; for example, snap,snap, clap; or clap, jump, jump; or hop, hop, stomp, stomp.


SUBJECT

GROUPING

JUMPSTART MODULE

Math

Whole Group orSmall Group

Stacking Dolls

18

Procedure: Tell the students that you are going to have a Pet Parade, but before the paradecan start all the pets have to be lined up in order from biggest to smallest. Startby asking: “Who thinks they have the biggest pet?” If a number of studentsraise their hands, have them all come up to the front of the room and comparethe sizes of their pets. Let them decide which is the biggest, the next biggest,etc. Then they can start to line them up in order on the rug, and go back and sitdown. Continue this procedure until all animals are lined up by size at the frontof the room. Once children have agreed that the pets are lined up properly,then the parade can begin. Keeping their pets in order, the students can nowline up with their pets, and begin to march around the room while the teacherplays a record or tape of marching music. This activity can be done in smallgroups as well. The students can be in groups of eight, line up their eight pets,and march around their designated area.

Extensions: Students can practice sorting and classifying their pets according to criteriaother than size. For example: furry and not furry; wild animals and tame ani-mals; swims, walks, flies.

PET PARADE

Description: Students practice classifying andordering objects by size usingstuffed pets they have broughtfrom home.

Materials: Stuffed animals children bringfrom home

Preparation: Prepare a short note to go homereminding students to bring intheir stuffed animals on the desig-nated day.


SUBJECT

GROUPING

JUMPSTART MODULE

Math

Individual

Picnic Area, Puzzle,Classroom Mouse Hole

19

PICNIC IN THE PARK

Description: Students will practice counting andcreating sets of objects by complet-ing the Picnic worksheet.

Materials: Picnic worksheet, crayons or mark-ers, pencils

Preparation: Duplicate enough of the Picnicworksheets so that each child canhave one.

Procedure: Tell students that Mr. Hops-a-lot is going on a picnic and he needs help packinghis picnic basket. In each box they are to draw the number of objects indicatedthat Mr. Hopsalot wishes to take.

Extensions: Play the game Going on a Picnic. The teacher starts and says, “I am going on apicnic, and I’m bringing apples (or something that starts with the letter A).” Thenext person has to say “I am going on a picnic, and I’m bringing____________” (something that starts with the letter B) and so on.


Draw apples.

Picnic in the Park

Draw 6 drinks. Draw 8 cookies.

Draw 5 napkins. Draw 7 carrots.

Mr. Hopsalot is going on a picnic.Can you help him pack his picnic basket?

Draw the correct number of items in each box.

20

Draw 4 sandwiches.


SUBJECT

GROUPING

JUMPSTART MODULE

Language Arts,Social Studies

Whole Group orSmall Group

Sentence Builders

21

PICTOGRAPHS

Description: Students practice listening com-prehension and sequencing byre-creating an oral story usingpictographs.

Materials: Pictograph cards, pocket chart,sentence strips

Preparation: Duplicate two sets of pictograph cards and cut them apart. Glue one set of thecards to a chart and label the pictures and save one set for the student activity.

Procedure: Share the pictograph chart with your students and discuss what each of the pic-tures mean. Tell your students a sample story, such as a man went hunting forbear for two days and two nights, and see if the children can identify the pic-tographs that would represent the story. If the students comprehend the activity,then explain to them that you will tell them a story and a volunteer will come upand choose the pictograph cards that represent that story and put them in orderin the pocket chart. The teacher can also write the story on the sentence stripsand put it in the pocket chart under the pictographs. After a story has beenproperly sequenced, put thepictograph cards back and tellstudents another story.

Extensions: Give students plain paper andhave them create pictographstories of their own. Their sto-ries can then be used the nexttime you play the pictographgame as a group.


Pictographs

2 days and 2 nights

canoe

bear

deer

river

hunt

man woman

22


Pictographs

lake mountains

rain forest

teepee sun

sky horse

23

SUBJECT

GROUPING

JUMPSTART MODULE

Art, Social Studies

Individual

Picnic Area


PICTURE THIS

Description: Students will experience using acamera by taking a picture of theirhouses.

Materials: Disposable cameras, pencils,construction paper

Preparation: Create a camera kit (or kits) which includes the disposable camera and directions to theparents as to what your studentsshould photograph.

Procedure: Explain to students that they will each get a chance to use a“real” camera to take a picture of the outside of their house.Each night the teacher should send the camera kit homewith a different child (or if you have several kits, then morethan one child can take a kit home each night). After every-one has had a chance to use the camera, the teachershould develop the film and mount the pictures on coloredpaper. At the top of the paper, each child should write_____________’s House and underneath the picture theyshould put their address. The mounted pictures make a col-orful bulletin board.

Extensions: The teacher can create a huge wall map of the school neigh-borhood and pin the photos of the children’s homes on theactual streets on which they are found.


Procedure: You may want to begin by reading Planting a Rainbow. After reading, explainto students that they are going to help Mr. Hopsalot plant his garden. He isplanting lettuce, carrots, and flowers. The children are to plant (draw) each rowin a different pattern. They may use any combination of plants in each row. Forexample, in one row they might draw lettuce, carrot, lettuce, carrot, etc.; inanother row they might draw lettuce, lettuce, flower, etc.; and in another rowthey might draw carrot, flower, lettuce, etc. The only rule is that each row mustbe planted differently.

Extensions: Students can trade their completed garden worksheets and try to identify the pat-terns chosen by their buddy. In other words, a child would identify lettuce, carrot,lettuce, carrot as an A B pattern; or lettuce, lettuce, flower as an A A B pattern.

SUBJECT

GROUPING

JUMPSTART MODULE

Math, Art

Individual

Garden

25

PLANT A GARDEN

Description: Students practice identifying andcreating patterns by helping Mr.Hopsalot plant a garden in whichthe rows of plants and vegetablesare in patterns.

Materials: Garden worksheet, markers orcrayons, pencils

Preparation: Duplicate enough garden work-sheets so that each child can haveone.


Row 1

Row 2

Row 3

Plant a Garden

26

Mr. Hopsalot needs help planting his garden.He wants to plant lettuce , carrots , and flowers .Help him plant each row in a pattern. Remember, each row mustbe a different pattern!


SUBJECT

GROUPING

JUMPSTART MODULE

Math, Art

Small Group or Individual

Puzzle, Garden, Blocks

27

PLAY DOUGHBAKERY

Description: Students will practice identifyingand making the numbers 1-20using play dough.

Materials: Play dough, number cards

Preparation: Make the play dough. Duplicate aset of the number cards and cutthem apart.

Procedure: Review the numbers 1–20 with your students and then explain to them that theyare going to practice making these numbers using play dough. Tell them that a“customer” will come into the play dough bakery and ask for a cookie shapedlike a certain number. The “baker” will then have to make a cookie that shape.When customers walk into the bakery, they will pick a number card and thatwill tell them what kind of cookie to ask for. Children should take turns being thecustomers and the bakers.

Extensions: The children can bake letter cookies or shape cookies to practice letter andshape recognition.

KIDDIE GOOP 1 c. flour...................................................3 c.1/2 c. salt ..................................................1 1/2 c.2 tsp. Cream of Tartar ................................6 tsp.1 Tbsp. cooking oil ....................................3 Tbsp.1 c. water .................................................3 c.food coloring (add to water)

Stir all ingredients together in large pan. Cook over low flame, stirringwith wide spatula. Takes about 10 minutes when recipe has beentripled. When ingredients thicken and leave sides of pan, removeand place on wax paper. Knead for a few minutes and it’s readyfor use. Store in a plastic bag. Triple recipe when 3-5 children will

be enjoying “goop”.


1 2 35 6

7 8 910 11 12

Play Dough Bakery


13 1516 17 1819 20 2122 23

29

Play Dough Bakery

SUBJECT

GROUPING

JUMPSTART MODULE

Language Arts, Music


Puzzle, Hide and Seek


RHYME TIME

Description: Students will practice identifyingrhyming words by creating theirown verse for the song “Down bythe Bay.”

Materials: Raffi tape with the song “Down bythe Bay,” plain paper, crayons ormarkers

Procedure: Play the song “Down by the Bay” for your students and have everyone singalong. Have students identify the words that rhyme in each verse. Then brain-storm other pairs of words that rhyme and record student suggestions on chartpaper. After brainstorming, tell students that they will create and illustrate a newrhyming verse for the song “Down by the Bay.” For example, they may draw apicture of a cat wearing a hat or a frog sitting on a log. When everyone is fin-ished, the whole class can sing the new student-created verses.

Extensions: Read the book A Hunting We Will Go and have students identify the rhymingwords and then create their own rhymes by completing the frame: “I’ll catch a_______________ and put him in a _______________, and then I’ll let him go.”

log = dog


SUBJECT

GROUPING

JUMPSTART MODULE

Language Arts

Individual

Classroom Cupboard,Puzzle

SECRET CUPBOARD

Description: Students will practice letter/soundcorrespondence by hiding things thatstart with a certain letter behindthe doors of their secret cupboard.

Materials: Secret Cupboard worksheet, crayonsor markers, pencils, scissors

Preparation: Duplicate enough Secret CupboardWorksheets so the each child canhave one.

31

Procedure: Explain to students that they are going to get to hide objects in a secret cup-board. To prepare the cupboard, students must first cut on the dashed lines andthen fold the paper in half on the solid line. If done correctly, students shouldhave a cupboard with four doors that open. Behind each door, students shoulddraw an object of their choice and then write the letter that the object beginswith on the door of the cupboard. After everyone has hidden something behindeach door, then the students can pair up and take turns giving each other threeverbal clues for each object. The other person must try to guess what is hiddenbehind the door based on the letter on the front of the door and the clues given.For example. if a child has hidden a shoe, he might say, “You wear it on yourfoot, it ties, they come in pairs.”

Extensions: Create a “Surprise Box” that a different student can take home each night. Thestudent can hide an object in the box and write three clues (including the letterthe object starts with) as to what is in the box. The next day the child can bringthe box back and his classmates can try to guess what is in the box. Whoeverguesses gets to take the box the next night.

SUBJECT

GROUPING

JUMPSTART MODULE

Math

Individual

Puzzle, Coloring Book,Blocks


Procedure: Review the basic shapes circle, square, rectangle, and triangle with your stu-dents. Explain to them that they are going to go hunting in the classroom for fourobjects, one of each shape. When they find something that is a rectangle, forexample the chalkboard, they should draw a picture of the object (and label it ifpossible) in the box that has the rectangle at the top. When everyone is finished,have the students come back to the rug and share what they found.

Extensions: Create a class graph with the children’s pictures. At the top of a piece of posterboard, draw a circle, a square, a rectangle, and atriangle. Have students cut apart their ScavengerHunt worksheets and glue their pictures under the cor-rect shape.

SHAPESCAVENGER HUNT

Description: Students will practice recognizing,identifying, and drawing theshapes: circle, square, rectangle,and triangle by looking for objectsof each shape in the classroom.

Materials: Scavenger Hunt worksheet, pencilsand/or crayons

Preparation: Duplicate enough Scavenger Huntworksheets so that each child hasone to use.


Shape Scavenger Hunt

Look around your classroom. Can you find something that isshaped like a:

circle square triangle rectangle

Draw what you find in the correct box.

34

SUBJECT

GROUPING

JUMPSTART MODULE

Social Studies, Math, Art


Clock

35JumpStart Kindergarten © Knowledge Adventure, Inc. and its licensors.All Rights Reserved. 35

Preparation: The teacher should choose six times during the day that are important to chil-dren: such as 7:00 a.m., 10:00 a.m., 12:00 p.m., 3:00 p.m., 6:00 p.m.,8:00 p.m. On the upper right hand corner of separate sheets of paper, theteacher should draw a clock showing each of the times. Duplicate enough ofthese “time of day” sheets so that each student can have one of each. Staplethese six pages into a little book with a cover that says “My Day.”

Description: You may want to begin by reading The Grouchy Ladybug. After reading, drawa clock with one of the chosen times on the chalkboard or chart paper. Discusswith students where they are and what they are doing at that time of day andrecord their suggestions. For example for 7:00 a.m. students may be wakingup, brushing their teeth, eating breakfast, get-ting dressed. Continue this discussion for eachof the times. When finished, explain to the chil-dren that they are going to make a little book.On each page they are going to draw a pictureof something they do at the time of day shownon the clock at the top of the page. They canuse the brainstorm ideas or think of their own.

Extensions: Have students make a clock out of a paperplate. The face can be made out of the plate,and the hands can be made of constructionpaper attached by a brad so they can move.Children can then read their books and practicemaking the time at the top of each page.

WHAT TIME IS…?

Description: Students will develop abetter sense of the time by creatinga special book that describes theiractivities during specific times ofthe day.

Materials: Time of day sheets, pencils,crayons or markers

8 p.m.


What Time Is…?

36

SUBJECT

GROUPING

JUMPSTART MODULE

Language Arts

Individual

Blocks, Puzzle,Classroom Alphabet

37JumpStart Kindergarten © Knowledge Adventure, Inc. and its licensors.All Rights Reserved. 37

Procedure: You may want to begin by reading an alphabet book to your students andsinging the ABC’s. Then explain to the children that Mr. Hopsalot was trying toput his blocks out in the order of the alphabet, but he forgot where some of themgo. They have to help him put the missing blocks in the right place. They do thisby writing the correct letter in each blank.

Extensions: Practice sequencing the alphabet in your pocket chart using the alphabet cards.Pass one card out to each student and have them come up one at a time andput the correct letter in the pocket chart as you re-create the alphabet.

WHAT’S MISSING?

Description: Students will practice identifyingand sequencing the letters of thealphabet by completing the What’sMissing worksheet.

Materials: What’s Missing worksheet, pencils

Preparation: Duplicate enough What’s MissingWorksheets so that each child canhave one.


What’s Missing?

Help Mr. Hopsalot put his blocks back in the right order. Write the correct letter from the bottom of the page in each blank.

A BG H I

D

MT

O

Y Z

S

V

C

Q RL

N J

E

X KU

P

F

38

SUBJECT

GROUPING

JUMPSTART MODULE

Math

Whole Group

Tricycle


A FRIEND

Description: Students will practice counting byfives.

Materials: A Friend worksheet, pencils, crayons, index cards

Preparation: Number the index cards, one num-ber per card, with all the numbersused in counting to 100 by fives. Place the number cards randomly around the room so students cansee them. Also, duplicate enough ofthe A Friend worksheet so that each child has one.

Procedure: Display a counting-by-fives number chart or write the numbers on the chalkboard.Have the class practice counting aloud by fives. Then play the following counting-by-fives game. The game begins when one student is selected to find the first number inthe sequence, 5. When he finds it, he stands at the front of the room and says thenumber. (If he does not know the name of the number, have another child go up andwhisper it in his ear.) Then select another child to find the next number in thesequence, 10. That child stands to the left of the child holding the number 5 card andsays, “Ten.” Continue playing the game until all cards have been collected. Next,while the whole class counts aloud by fives, the students holding cards step forwardas the class says the number they are holding. For example, when the number 5 iscalled out, the student holding the number 5 card steps forward. Then, when the num-ber 10 is called out, the student holding the number 10 card steps forward to join thechild holding the number 5. Pass out one A Friend worksheet to each of your students.Explain that they are to connect the dots in a counting-by-fives sequence, starting withthe number 5. Tell them they will see a friendly face on the page when they are done.Let students color the picture.

Extensions: Have students count by fives with you when they are moving to a different activity. Tell them that when you get to 100 you will expect them to be sitting on the rug, or sitting at their desks, lined up at the door, or whatever outcome you desire.This is a fun way to get students to practice skip-counting by fives.


A F

rien

d

90

9510

70

65100

530

35

15

20

25

50

55

60

7580

85

5

SUBJECT

GROUPING

JUMPSTART MODULE

Language Arts

Whole Group

Jungle Gym, Tricycle


Description: Students will match pictures with their corresponding beginning sound/letter.

Materials: Beginning Sound Puzzle work-sheet, scissors

Preparation: Cut the puzzle pieces apart on the dashed lines. You may choose to color the pictures, too.

Procedure: You may want to start by reading the class an alphabet book. Then, tell students you are going to distribute puzzle pieces. Each student will get a puzzle piece with a letter or a picture on it. When you say “Find your partner,” students are to walk around the room until they find the other half of their puzzle. Students holdinga picture will look for the student holding the puzzle piece with the beginning sound/letter of their picture. Students holding a letter will look for the puzzle piece with the picture that begins with the letter they are holding. When a student finds his partner, the two stand side by side and show the puzzle pieces joined together.When all puzzles have been completed, have each group give the name and sound of their letter and the name of the picture. If you only use some of the puzzles,collect the pieces and have children who have not yet had a turn play a new round with the same pieces. Or, let the children who have not yet had a turn play a second round with a different group of puzzles.

Extensions: Make a class alphabet book. Write each letter of the alphabet on a separatepiece of drawing paper. Give a letter to each student. The students each draw a picture of something that begins with their letter. In large classes, some students can work in pairs. In smaller classes, some students can do more than one page.

You may also duplicate the puzzles so students can cut them out and put them together at home.

BEGINNINGSOUND PUZZLES


Beginning Sound Puzzle

f

h

d

b

ji

g

e

c

a

K

p

f

V



p

r

n

l

ts

qo

m

k

w0

)

>

¶



z

x

v

y

w

u *

D

SUBJECT

GROUPING

JUMPSTART MODULE

Math

Whole Group

Tricycle


COUNTING TRAIN

Description: Students will practice skip counting by tens or by twos.

Materials: Counting Train worksheet, pen, scissors,crayons

Preparation: On each of the train cars, write a num-ber used in skip-counting by tens from 10 to 100. A different number should bewritten on each car. Copy the worksheet to use with the extension activity. Cut the cars apart on the dashed lines; color the cars, too, if you wish. (The activities below can also be used to skip-count by twos. Substitute the numbers used in counting by tens for the numbers usedin counting by twos.)

Procedure: Tell the students that they will be counting by tens. You may wish to explain that when count-ing by tens you say every tenth number. This can be illustrated by showing the students a num-ber chart displaying numbers 1–100. Count to ten and circle the number 10; count to tenagain and circle the number 20. Continue counting to ten and circling the numbers until allthe numbers are circled. (Hint: Laminate the counting chart first and use a vis-a-vis marker sothe circles can be erased when you no longer need them.) Then have all the students countaloud by tens several times.

You may wish to display the number chart or a counting-by-tens chart to help students with thisgame. Start by telling students that they are going to build a train. Some will be given traincars and others will help put the cars in order when counting by tens. Give each car to a dif-ferent student. Remind your students that when counting by tens, 10 is the first number in thesequence. Ask the student holding the number 10 car to come to the front of the room. Askwhat number comes next, then let the class or a selected student call out 20, the next numberin the sequence. The student holding the number 20 car stands up, walks to the front of theroom, and stands to the left of the child holding the number 10. The class or the selected stu-dent then calls out the number 30. The child holding the number 30 stands to the left of thechild holding the number 20. Continue until the train is complete. For added fun, have thechildren in the train make choo choo sounds as they chug over to you and give you back thetrain car. Play this game until all students have had a turn.

Extensions: Duplicate the Counting Train worksheet so each student has one. Have them color the traincars, except for the boxes with the numbers. Then have students cut on the dashed lines toseparate the cars. Have them find car 10 and put paste on the strip with paste written on it.Ask them to find car 20 and place the car‘s left edge down on the paste so the two carsstick together. Tell them to continue pasting until all the cars are joined together in the cor-rect order.



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47

Mouse Count, Ellen Stoll Walsh

Becca Backward, Becca Frontward, Bruce McMillan,Lothrop.

The Grouchy Ladybug, Eric Carle,Harper Collins Publishers, New York, 1956.

Hailstones and Halibut Bones, Mary O’NeillDoubleday & Co. Inc., New York, 1961.

Little Fish, Big Fish, Frank AschScholastic Inc., New York.

Mouse Paint, Ellen Stoll Walsh,The Trumpet Club, New York, 1989.

Nice and Nasty, Nick Butterworth

Oh, A-Hunting We Will Go, John Langstaff,Houghton Mifflin Co., Boston, 1974.

Planting a Rainbow, Lois Ehlert,Harcourt Brace Jovanovich, New York, 1988.

Push, Pull, Empty, Full, Tana Hoban,MacMillan.

Who Said Red?, Mary Serfozo,Scholastic Inc., New York, 1988.

SUGGESTED SONGS“Down by the Bay” by Raffi

“The Opposite Song” by Nellie Edge

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