Kindergarten PDF

MI OPEN BOOK PROJECT
Lisa Abramowski, Cindy Frakes, Sandy Freeland, Lisa

Gutowski, Carol Bacak-Egbo, Annie McMahon Whitlock
Myself and
Others
The text of this book is licensed under a Creative Commons
NonCommercial-ShareAlike (CC-BY-NC-SA) license as part of
Michigan’s participation in the national #GoOpen movement.
This is Version 1.0 of this resource, released August 2017.
Information on the latest version and updates are available on the project
homepage: http://textbooks.wmisd.org/dashboard.html
ii
Attribution-NonCommercial-ShareAlike CC BY-NC-SA
The Michigan Open Book About the Authors - Myself And Others
Project
Lisa Abramowski
Belmont Elementary
Project Manager: Dave Johnson,
Rockford Public Schools
Wexford-Missaukee Intermediate School Lisa Abramowski teaches kindergarten at Belmont Elementary School in the Rockford Public
District School District. She is currently in her seventh year of teaching and loves helping the littlest
learners fall in love with school for the first time. Lisa is also a technology coach who espe-
Kindergarten Editor: Annie McMahon cially enjoys teaching coding to her building’s K-2 students. When Lisa is not coding with
Whitlock - University of Michigan Flint kinders or facilitating guided reading groups, she can often be spotted training for marathons,
baking in her kitchen, or drinking far too much coffee.
Authors
Cyndi Frakes
Lisa Abramowski - Rockford Public Indian Lake Elementary
Schools Vicksburg Community Schools
Cyndi, a graduate of Vicksburg Community Schools, has spent much of her life in Vicks-
burg, MI. She pursued a career in Education obtaining her Undergraduate and Master’s
Cyndi Frakes - Vicksburg Community degrees from Western Michigan University. For the past 23 years, she has been blessed
Schools to teach Kindergarten at Vicksburg’s Indian Lake Elementary, while continuously serving
on the district’s Social Studies Curriculum Committee. It is her passion to teach Social
Sandy Freeland - McBain Rural Agricul- Studies to young children. Cyndi brings history and geography to life for her students by
tural Schools sharing memories of growing up and living in the farming community. She received the
Educator of the Year Award from Kalamazoo County Farm Bureau for her work in
Lisa Gutowski - Kaleva Normon Dixon promot-ing the understanding, appreciation, and support of agriculture.
Kindergarten Readers: Sandy Freeland

McBain Elementary School
Joseph Baumann McBain Rural Agricultural School
Sandy is a full time teacher at McBain Elementary School in McBain Michigan. She has
Melissa Kendell taught Kindergarten and Third Grade during her time there. In addition to classroom teach-
ing she’s also provided technology professional development for the district. Outside of
Kelli Simons the school day she can be found learning from others in Twitter chats, participating in
groups on Facebook, and working on developing a coding club for her school.
iii
Lisa Gutowski The Michigan Open Book
KND Elementary
Project
Kaleva Normon Dickson
I have taught kindergarten for the past 21 years and I still enjoy working with Special Thanks to:
little kids everyday. My husband and I live in Onekama. We have two wonderful
children named Jackson and Madison. I love coming home to them each day. I
also enjoy reading, walking, gardening, spending time with my family and Jannan Cotto
friends, and going to Disney World.
Dorothy Perry
Amanda Weinert
from Little Traverse Bay Bands
of Odawa Indians for their
Annie McMahon Whitlock assistance ensuring some of the
Assistant Professor cultural inclusiveness of our
University of Michigan-Flint
Annie McMahon Whitlock is an Assistant Professor of Elementary Education at University
work!
of Michigan-Flint. In addition to teaching the elementary social studies methods course,
she is the Elementary Education Program Coordinator, focusing on the student teaching
experience. Her research is centered on teaching social studies through civic engage-
ment, place-based inquiry, and integrating language arts and literature.
David A. Johnson
Project Manager
Michigan Open Book Project
Dave began his career teaching 8th grade United States History in Mesick, Michigan.
After almost a decade in the classroom, he took a job at Wexford-Missaukee Intermedi-
ate School District (WMISD) as an Instructional Consultant for Social Studies. He is
shared across 11 ISDs in Northern Michigan that form the Northern Michigan Learning
Consortium. He completed his Masters in Educational Leadership through Central
Michigan University in 2011 and is Co-Project Director of the Performance Assess-
ments of Social Studies Thinking (PASST) Project in addition to his duties as the Project
Manager for MI Open Book.
The Michigan Open Book Widget Readers - Myself and Others
Project Joseph Baumann -
Special Thanks to: Joe joined the Cadillac Footliters in 2016, coming from having performed many times on the stage
with Riverwalk Theater in Lansing, Michigan. Some of his favorite roles have been Lancelot in
Camelot, Captain Scott in Terra Nova, and Nathan Rothschild in the Rothschilds.
Jim Cameron - Michigan
Department of Education
Dr. Phil Gersmehl - Michigan

Geographic Alliance
Melissa Kendell -
Carol Gersmehl - Michigan Melissa has enjoyed performing in productions like Into the Woods and a Christ
Geographic Alliance mas Story. She’s been a part of various charity performances including the annual
United Way Murder Mystery and Dancing with the Y Stars.
The Cadillac Footliters (readers
for Widgets)
Kelli Simons
Kelli has been in many local theater productions including the Mother in
a Christmas Story, the Baker’s Wife in Into the Woods, Tansy McGinnis in
the Nerd. She comes from a talented theatrical family.
Chapter 1
How Do We Get
Along With Each
Other?
Why do I have rules at home and school?
Why can’t I do everything I want?
What are some fair ways to make decisions in a
group?
For Teachers
The Kindergarten text is meant to be explored visually by
students like a traditional “big book”. Some teachers may also
want their students to have a copy of the book as a digital text on
an iPad, Chromebook, or other digital device. Either way, the
way students interact with this book is different from other MI
Open Book materials.
Each short reading is meant to have some teacher interaction go

along with it. We tell you what those are in each section.
Each section includes words to introduce and define with

your students. This is an excellent opportunity to practice
word recognition.
We also lead each section with information just for you,

the teacher. We identify what content expectations are
being addressed in each section and give you some
background on things to do while reading each section
with your students.
Interactive widgets appear in each section. Some of these

are things for students to manipulate either individually if
you have iPads or Chrome Books in the classroom, or as a
group while you project things on the screen for them.
Either way, these interactives have been carefully designed
to help you put the “social” back in Social Studies.
7
Sometimes the interactive widgets link out to a video. Many of
these videos come from YouTube and you may want to discuss
with your tech department the ability to “white list” them so that
they can be pulled up through a school’s web filter.
Always check that you can access a video prior to teaching your
lesson for the day.
We highly recommend using the Open Book materials in

conjunction with curriculum like the Michigan Citizenship
Collaborative Curriculum which is available on the Oakland
Schools website.
Finally, should you ever run into any issues with one of our
interactives, or with a video, return here and use the “Bug Interactive 1.1 Bug Report
Report” widget to let us know. When these creep up we are

usually able to deal with them within a few hours.
If you’re on an Apple device and

come across a problem, have your
teacher return here and report it!
We’ll get it fixed as quickly as
possible!
8
Section 1
Why do I have rules at home and school?
QUESTIONS TO GUIDE INQUIRY For the Teacher:

1. Why do I have rules at home and school?
K-C1.0.1 - Identify and explain reasons for rules at home and in school (e.g.
2. Why can’t I do everything I want? provide order, maintain safety)
3. What are some fair ways to make decisions
K-C2.0.2 - Describe fair ways for groups to make decisions.
in a group?
WORDS TO INTRODUCE:
Teacher Directions Teacher Directions Teacher Directions
rule
A Stop and Think indicator is your This section includes a video This section also has an interactive
fair
chance to put the “social” back in about misbehaving in the where students click to guess
Social Studies. Discuss the question classroom. Show this and discuss where rules keep us safe. Click on
being asked with your students. with your students. the interactive to launch it, then
have students take turns guessing.
9
A classroom is an exciting place to be. Here you will
make new friends, play together, and learn new things!
10
Just like at home, we have important rules at school that
help us stay safe and do our best.
What rule are these Kindergartners
following?
11
Interactive 1.2 The Ant Show
Why do we need rules at school?

Click on the video above to find out.

How would you feel if you were a student in this
classroom?
12
It would be hard to learn in this classroom. It could even
be dangerous. This is why we need rules at school!
13
A rule is something that tells us what we can and cannot
do.
14
We have rules at recess. One rule is that we take turns on
our playground equipment.
What might happen if these boys go down the
slide at the same time?
15
We also have rules in the hallway. One of our hallway
rules is to always use walking feet.
Both of these boys want to be first to the drinking
fountain. What could happen if they ran in the
hallway to get there faster?
16
Interactive 1.3 Rules Keep Us Safe
Rules keep us safe in many places. Click on each picture

to hear the name of some of these places.
17
Rules also help to keep things fair.
Our rules help us share when we play at home and at
school.
Which picture shows the girls playing fairly?
18
This boy cannot drink milk at lunch! He is allergic. He needs a different drink instead.
Fair does not always mean that everyone will get the
same thing. Fair means everyone gets what they need.
19
We even have rules when we play games at school! To
be fair, we take turns. We share. We all help to clean up
when we are finished.
Why is it fair to wait our turn? Why is it fair to
clean up after ourselves? Can you think of a time
you followed these rules when playing a game?
How did it make you and your friends feel?
20
Rules help us get along with others.
21
Our friends feel happy when we follow the rules.
22
Rules are important everywhere! What is one classroom
rule that you have? What is one rule that you have at
home? Why are these rules important?
23
Section 2
Why Can’t I Do Everything I Want?

in a group?

Bella’s Rules is a great video for This interactive is great to revisit Al the Alligator is a great closing
learning about why we have rules to on a second day to help assess video for students to discuss why
begin with. Show this to students and student comprehension of Bella’s we have rules at home and in
discuss why we can’t do everything we Rules. school.
want.
24
Interactive 1.4 Bella’s Rules Interactive 1.5 Bella’s Rules - Review
Listen to the story in the video above. What are Bella’s

rules?
25
Why didn’t Bella’s parents think her rules were a good
idea?
26
You are right! Bella’s rules are not safe!
27
Sledding down the stairs could hurt Bella. She could fall
out, crash, or bump into someone!
28
Even though it sounds like fun not to have a bedtime, it
would not be healthy for Bella to stay up every night. Our
bodies need rest.
29
Bella’s family rules might not sound like much fun, but
they will keep Bella’s whole family safe and healthy!
30
This is why we have rules at school, too! Just imagine
what it would be like if we did everything we wanted to
and didn’t have school rules.
31
The boy on the left wants to have all of the
alphabet letters to make his words. How
would you feel if you were the boy on the
right with only two letters? Why would you
feel this way?
32
Just like Bella’s rules, our school rules help to make sure
that school is a fair and safe place for everyone!
33
You might want to keep the tablet all to yourself, but that
wouldn’t be fair to the other students.
We need to share or take turns.
34
You might want to push someone in line, but that is not
kind.
We need to keep our hands to ourselves so no one gets
hurt.
35
You might want to run in the hallway, but that wouldn’t be
safe.
We need to walk so we don’t bump into someone or fall
down.
36
You might want to shout out the answer when you know
it, but that wouldn’t be fair.
We need to raise our hands so everyone can hear.
37
You choose to be a good friend when you follow the rules.
38
Interactive 1.6 Al the Alligator
Oh no! Al the Alligator doesn’t know how to follow the

school rules! Now that you are an expert on our rules,
click on the video below to help Al.
39
Section 3
What are Some Fair Ways to Make Decisions in a Group?

in a group?
WORDS TO INTRODUCE:
cooperation
compromise Teacher Directions Teacher Directions Teacher Directions

Big Bird sings the cooperation song in Practice asking kids to make Be a rule following rock star!
vote/voting
this section. Play this song for kids and decisions and roll dice to Practice in this interactive drag-
discuss what happened in it. demonstrate one way to make and-drop activity to end the
decisions. chapter!
40
Working together is so much fun! These kids can build
a bigger tower because they are working together!
41
Interactive 1.7 Big Bird Sings the Cooperation Song
When we work together nicely to do something, this is

called cooperation!
42
It can be easy to cooperate with our friends when we
want to do the same thing.
43
It can be hard to cooperate when we have different ideas.
44
There are many fair ways that we can choose!
45
When we have different
ideas, how can we
decide whose idea to
use?
46
We can roll dice.
The person with the
biggest number can
choose.
47
We can take a vote.
Each person raises a hand to show which choice he or
she wants.
Then we count the number of people who want each
choice. As a group, we will use the idea that gets the
most votes.
48
We can compromise. We can use part of your idea and
part of my idea. I can’t have things totally my way, but
that’s OK! When you compromise you have to give up
something for the good of your group.
49
You want to play on the swings at recess, but your friends
want to go on the slide. What are some fair ways your
group can decide what to do?
50
After we decide, it’s ok if we don’t get our way this time.
We still enjoy being with our friends!
51
Interactive 1.8 Be a Rule Following Rock Star!
Practice what you have learned by dragging the pictures

in this interactive to the right column!
52
Chapter 2
What does it
look like to be
responsible?
1. How can we be responsible at school?
2. How can we be responsible at home?
3. What does it mean to be independent?

This chapter is all about responsibility. It is a great extension of
the first chapter on the need for rules. We recommend keeping
these chapters together as you move through your social studies
units.
As with every chapter in this book, we recommend making the

compelling question a transparent part of your daily instruction
by writing it on the board and referring back to it as part of your
daily instruction. Students begin their exploration of the term
responsibility by discussing ways that they can be responsible at
both home and school. A simple drag and drop activity called
classroom cleanup may be simplistic - but having students
practice cleaning up this animated classroom helps reinforce this
same idea in their physical classroom.
We conclude this chapter with a discussion on what it means to

be independent. Children gain different levels of independence
as they age. It is important to talk about how independence and
responsibility go hand in hand.
54
Section 1
How can we be responsible at school?

K-C5.0.1 - Describe situations in which they demonstrated self-discipline and
2. How can we be responsible at home? individual responsibility.
WORDS TO INTRODUCE:
responsible
After explaining and defining the word This interactive involves a messy At the end of this section we give
Responsibility, have students work art desk! All the objects on the kids several different scenarios.
together to come up with a list of table are draggable. Have kids This is a great opportunity to stop
responsibilities at school. Make a work together to identify what and talk to kids about how to act
classroom chart of these goes where. responsibly.
responsibilities.
55
Sometimes you are at home. Sometimes you are at
school. No matter where you are, you need to be
responsible. What do you think the word responsible
means?
56
Being responsible means to make good choices that
help yourself and others.
57
At school, we have responsibilities. What
are some responsibilities we have at
school?
Let’s make a list of our responsibilities at
school.
58
In the classroom, following the rules is a way to be
responsible. When you follow the rules, you can learn
and so can the other children. Another way to be
responsible is to do your best work.
59
When you put away the things that you use, you are
showing responsibility. What are some things that you
use and take care of in your classroom?
60
Interactive 2.1 Classroom Cleanup
It’s time to clean up the classroom. Put the paint supplies

and pencils back where they belong.
61
In the cafeteria, you take your lunch to a table and eat
with your friends. When you are done eating, what
should you do to be responsible?
62
When you are on the playground, it is time to have fun
with your friends. What is a way you can be responsible
on the playground?
63
Following the rules on the playground helps keep
everyone safe. It also helps us get along with each other.

64
Many children ride a bus to school. The bus driver’s
responsibility is to drive the bus safely. How can you be
responsible on the bus?
65
Section 2
How can we be responsible at home?

WORDS TO INTRODUCE:
respect
chores
Little Mandy Manners - Being The series of pages in the middle These optional videos at the end
Responsible - play this video for of this section ask students to emphasize what respect at home
students and discuss what it means to think about ways to be and school mean.
be responsible responsible. Use this to introduce
the words respect and chores and
discuss with students.
66
When you are at home,
you have responsibilities.
What are some

responsibilities you have
at home?
Turn and talk with a friend.
67
Interactive 2.2 Being Responsible
Let’s make a list of our responsibilities at

home.
68
At home, following the rules is a way to be responsible.
When you follow the rules, you show respect for your
family.
69
Just like at school, a way to be responsible at home is to
put away things that you use. What are some things that
you use and take care of at home?
70
At home, you may have jobs or chores to do. Some kids
make their bed. Some kids help wash dishes. Some kids
help with laundry. What is a job or chore you have at
home?
71
Before you come to school in the morning, you have
some responsibilities. You need to get dressed and put
your shoes on.
72
You need to brush your teeth. You need to get your
backpack ready. What else do you need to do before you
come to school?
73
Interactive 2.3 Respect at Home Interactive 2.4 Respect at School
Let’s learn more about respect at home and school!
74
Section 3
What does it mean to be independent?

WORDS TO INTRODUCE:
independent

This section introduces the word The section (and chapter) ends What does it mean to be
“Independent” - talk with students with students talking about what it responsible? Revisit the
about what it means to be independent. means to be independent and compelling question for this
coming up with a list. Write this chapter once you have finished all
list on chart paper and hang it in three sections and have students
the room. answer the question by writing
simple sentences and illustrating
examples responsibility.
75
When you are being responsible, you are also being
independent. Independent means doing things by
yourself without needing someone to help you.
76
When you put on your coat and zip it, you are being
independent.
77
When you pick up your toys and put them away, you are
being independent and responsible.
78
When you clean up your area after snack time, you are
also being independent and responsible.
79
What are some other ways you are independent at
school? What are some other ways you are independent
at home?
Turn and talk with a friend. Let’s make a list of ways we
are independent
80
Chapter 3
Where Are
We?
1. How can we tell people where we are?
2. What are the most important places in our

school?
3. How can we show people where we are?

For Teachers
This chapter on Geography is meant to introduce students to the world
around them and begin building foundational geographic skills which will
serve them well in later social studies courses.
This chapter may look different than many geography units you’ve seen.
This chapter was designed with close help from Dr. Phil Gersmehl and
his wife Carol, both of whom have extensive geographic pedagogical
knowledge and experience. In this chapter we invite students to the
world of spatial thinking rather than simply nailing down and exploring
the five themes of geography.
Interactive 3.1 Making a Classroom Map
This chapter also requires construction of a small box. You may use the
lid of a ream of paper for creation of this box, or have a sturdier one built
for you. This same box will be used across all K-2 books. You may
want to have one sturdy one built and shared between teachers.
A brief PowerPoint presentation detailing the reasons for building this

box is available in the orange box on this page.
Printable PDFs with many of the images you may choose to use in your
classroom model are available here:
Doors and Cubbies
Greenboards and Clocks
Posters and Map
Rug and Flowers
Window Book Cases This presentation by Dr. Phil Gersmehl provides a brief overview of the
model as well as the science reasoning behind it.
North,South, East, West
Greenboards 82
Reading is a Geographical Act
Letters are spatial shapes - Round or square, simple or complex, symmetrical

or not, with or without “panhandles”. Interactive 3.2 Reading is
a Geographical Act
Direction is important - The only difference between some pairs of letters - b
and d, p and q, n and u - is the direction they face.
Words are spatial sequences - Meaning depends not just on the letters but the
order in which they are arranged. (Tar and rat mean different things, both as
nouns and as verbs!)
Phrases are spatial associations - They are grammatical elements that occur
together in the same part of a sentence. Of course, we don’t say “grammatical
A series of activities to be
completed in conjunction with this
elements” in first grade, but we do say “white and cat together help us describe chapter.
Fluffy better than either word alone.”
The Michigan Content Expectations for Kindergarten

Words have spatial auras - Nearby words have more influence than distant
K-G1.0.1 Recognize that maps and globes represent places.
ones - “I’m walking in an oak forest” means I’m walking and the forest is oak,
not “I’m an oak and the forest is walking”
K-G1.0.2 Use directions or positional words (e.g., up/down, in/out, above/below)
Texts can be diagrammed as spatial hierarchies - Smaller clauses are nested to identify significant locations in the classroom.
inside larger sections. We can do things in the early grades that make the idea
easier to teach later. K-G2.0.1 Identify and describe places in the immediate environment (e.g., class-
room, home, playground).
Page layout is a set of non-random spatial patterns - Many layout devices,
such as paragraph spacing, indents, callouts, and bulleted lists depend on
pattern recognition to convey part of the meaning.
Spatial positions can imply logical relationships. - Many rhetorical devices

such as alliteration, alternation, or phrase repetition use analogical positioning to
carry some of their meaning. 83
Section 1
How can we tell people where we are?

QUESTIONS TO GUIDE INQUIRY
1. How can we tell people where we are? For the Teacher:

school?
3. How can we show people where we are? K-G1.0.2 Use directions or positional words (e.g., up/down, in/out, above/below) to identify significant
locations in the classroom.
WORDS TO INTRODUCE
K-G2.0.1 Identify and describe places in the immediate environment (e.g., classroom, home,
on
playground).
beside
above Have students practice directional The song (from YouTube) “Here We
between words: On, beside, above, between, in, Go” is a fun opportunity for students
front, behind, under, near. They can to get up and dance, and practice
in
use the game “Where is the Dog” for these words further.
front
practice reading either together or
behind independently.
under
near
84
Our classroom is one place where we go a lot!
85
Interactive 3.3 Where is the Dog? Practice reading
each word in a sentence.
No matter where we go in our classroom, we can use

special words to tell where we are!
86
Interactive 3.4 Describing and Positional Words
Let’s get up and groove! Listen and dance along to this

song to learn about some of these special describing
words.
87
Practice explaining to a partner where you are. Are you
in front of your desk? Are you next to a book case?
88
Section 2
What are the most important places in our school?

1. How can we tell people where we are? For the Teacher:

school?
3. How can we show people where we are? K-G1.0.2 Use directions or positional words (e.g., up/down, in/out, above/below) to identify significant
WORDS TO INTRODUCE
field trip
playground). 
Teacher Directions
On the last page of this section encourage students to come up with a list of
“field trip” locations within the school. This is a great opportunity to then take
kids out around the school to investigate these places. Think back to the
direction words piece in the previous
section. Ask questions like “Where is the
principal’s office?” (next to the drinking
fountain?)
89
We visit many important places in our school every day.
We come to our classroom every day. What other
important places might we go in our school?
90
We go to our gymnasium.
91
We go to our cafeteria.
92
We go to our library.
93
We go to our playground.
94
We go to the bathrooms.
95
We go to where the buses are parked.
96
Where will we go?
Let’s go on a field trip! A field trip is when we leave our

classroom to visit a special place.
97
Section 3
How can we show people where we are?

For the Teacher:
1. How can we tell people where we are?
school? K-G1.0.2 Use directions or positional words (e.g., up/down, in/out, above/below) to identify significant
3. How can we show people where we are?
WORDS TO INTRODUCE
playground).
model
map

Make sure students understand what a This is the section in which you’ll At the end of this section (also end
model is! It is essential for this longer build your model classroom. Do of chapter) you have an
series of lessons! this over several class periods and opportunity to draw a classroom
have students add to the model map. In addition to this activity
over time. review the compelling question
with students: Where are we?
There are many other activities to
do with the classroom in a box to
reinforce good geography that
don’t take a lot of time to do in the
For the Teacher section at the start
of this chapter.
98
Using and
making a map
are ways that
we can show
people where
we are!
99
Interactive 3.5 George Shrinks
George Shrinks! Let’s learn about shrinking!
100
Both of the pictures above are of a bus. Which one is full
size? Which one did we shrink?
101
What is this? This is a model of a bus.
102
A model is a small thing that is like a larger object.
This bus is a small model of a big bus like the one you
ride to school!
103
Can we fit inside someone’s
fingers right now? No, we
cannot fit inside someone’s
fingers.
We could only fit inside

someone’s fingers if we were
models.
What if we made a model of you? What would
we need to do?
104
Is it possible to make a model of our classroom?
105
Let’s shrink our classroom!
106
How can we make a model of our classroom? Let’s start

with something you know. Where are the windows?
107
Now let’s name our classroom walls.
108
These letters are the first
letters in our walls’ names. N
is for north. S is for south. E
is for east and W is for west.
N
W E
Let’s stop and name
S our walls in our
classroom AND in
our model.
109
Next, we add in our white board. Place the whiteboard
where it goes in the classroom.
What other objects would we need to include in a model
of our classroom?
110
What else do we have in our classroom? Do we have
cubbies? What about a rug?
Let’s add in our cubbies, our rug, our clock, our tables or
desks, and anything else that we have in our room.
111
To build our model, we need to be able to describe where
things are. We can tell if things are in front of or behind
something. We can tell if objects are near or far apart.
We can tell when an item is next to
something. Interactive 3.6 Where is
the dog?
In the picture the rug is next to the easel.

Let’s review the words we use.
112
Where is the rug in this classroom?
Where is the clock?
Use our describing words!
113
Our shrunken
classroom is a
model of our real
classroom.
Now, we can
make a map. A
map is a flat
picture or a
drawing of a
model. A map
can show a large
area, like the
whole Earth, or a
small area, like
our classroom.
114
When we create a map, we use a bird’s eye view. A bird’s
eye view is looking down on a place from above.
115
Does the puppy have a bird’s eye view? How do you
know?
116
The puppy cannot see The bird can see what is in
what is in the bowl. He is the bowl. He is above the
next to the plate. The bowl bowl.
is on top of the plate.
117
Let’s put a yellow book on one of the tables.
What would the book look like from the bird’s eye view in
our classroom model?
118
What does the bird see? Where is the yellow book in this
room?
119
Our box model is one way
that we can show where MODEL
things are located in our

classroom.
It would be hard to carry
our classroom box every
time we wanted to show
others our classroom. MAP
That is why a map is

helpful.
120
MODEL
What is the same about our
classroom model and our
classroom map?
What is different about our
classroom model and
classroom map?
MAP
Interactive 3.7 Draw your own classroom
map!
121
Chapter 4
How have we
changed over
time?
1. How can I use a timeline to tell the story of my
life?
2. How can I learn about the past?
3. How do the past events in my life affect my

current life?
For Teachers
This chapter introduces students to history by exploring the ideas of
past, present, and future. Students learn about timelines and eventually
construct their own timeline of important events in their lives. Through it
all they learn about how people learn about the past.
In future grades students begin to learn about the history of our state,
our country, and our world. In the early grades however, students learn
about history through a much smaller lens. In kindergarten it’s all about
“me” - the kindergarten individual.
As with every chapter, we recommend you introduce the compelling

question for the chapter with your students before beginning this unit.
This grounds students in the focus of what they will be learning about as
you move together through each section.
We provide several opportunities for your students to learn about,

practice with, and ultimately create timelines of their lives. These are
great experiences for students to share about themselves and learn from
one another.
123
Section 1
How can I use a timeline to tell the story of my life?

For the Teacher:
1. How can I use a timeline to tell the story of
K-H2.0.1 - Distinguish among the past, present, and future. 
my life?

K-H2.0.2 - Create a timeline using events from their own lives (e.g., birth, crawling, walking, loss of first tooth, first
3. How do the past events in my life affect my day of school). 

current life?
K-H2.0.3 - Describe ways people learn about the past (e.g., photos, artifacts, diaries, stories, videos).
WORDS TO INTRODUCE
past
timeline
future
This chapter includes a lot on the idea This check can be done full group Complete this section by having
of past, present, and future. This or independently. Have students kids put together a simple timeline
simple interactive is a quick formative place each stage of Sofia’s life in of four important moments in their
check for teachers. Have students the proper order by dragging and lives.
raise their hands for each picture then dropping each tile to the right
click to hear the reader give the answer. place.
124
Look at your shoes. Do
they have laces? If
they do, do you know
how to tie them?
125
If you do know how to tie your shoes, it’s because you
learned how in the past. The past is time that has
already happened. It can mean a long time ago or
yesterday.
126
A long time ago, you were a baby. You looked a lot
different than you do now. Other things were different
too.
127
When you were a baby, you couldn’t dress yourself. Your

family had to help you.
128
Now you can dress yourself!
129
When you were a baby,
you couldn’t eat regular
food. You had to eat baby
food and soft food because
you didn’t have teeth.
130
Now you can eat lots of healthy food.
131
When you were a baby, you probably slept in a crib to
keep you safe.
132
Now you can sleep in a bed.
133
When you were a baby, you didn’t know how to walk or to

talk. You had to learn how. Now you can do these things
and many others! What are some other things you have
learned how to do since you were a baby?
134
Interactive 4.1 Which Happened First?
The things you have learned how to do happened in a

certain order or sequence. Look at the pictures above.
What do you think this boy learned first, how to put his
shoes on or how to tie them?
135
Before the boy could
learn how to tie his
shoes, he had to learn
how to put them on!
136
Before you could write your name, you had to learn how
to hold a pencil correctly.
137
Before you could run, you
had to learn how to walk.
138
You can share the important parts of your life with a
timeline. A timeline is a special set of words or pictures
that shows events in the order they happened.
139
Interactive 4.2 Sofias Timeline
This is Sofia. She is in Kindergarten just like you! Drag

and drop the events from Sofia’s life to put them in order
and create a timeline!
140
Now it is your turn to create a timeline of your own life.
You will need to include four important events in
sequence. You may use real photos or draw pictures. At
home, ask your family to help you remember some of the
important things you have done.
141
If you can’t tie your shoes yet, don’t worry. You will learn
how to in the future. The future is time that hasn’t
happened yet.
142
You are growing and changing everyday. What are some
things you will learn how to do in the future?
143
Section 2
How can I learn about the past?

For the Teacher:
my life?


current life?
WORDS TO INTRODUCE:
photograph
stories
Many students know what pictures are It doesn’t have to be a long This phone sorting activity
artifacts
but haven’t made the connection about discussion, but having each reinforces what they’ve learned
present
how they are a way to learn about the student verbalize something that about the past and timelines. A
past. Stopping here to share some old happened in their past to a similar version appears in the first
pictures is a great extension activity. partner is a great way to reinforce grade book.
this concept.
144
Do you remember when you were born? Do you
remember when you got your first tooth? Do you
remember when you started to walk?
145
There are many things we can’t remember because we
were too small. But how do we find out what happened?
146
Does your family have a picture of you when you were a
baby? This picture is called a photograph. A
photograph shows you doing something in the past.
147
Sometimes we don’t have pictures to help us learn about
the past. Can you think of another way?
148
Does your family talk about the day you were born? Do
you talk about the time you learned how to ride your bike?
These are stories to help us remember when we did
something in the past.
149
Turn to a partner and tell them a story about something
you did in the past. Remember the past is something that
happened a long time ago or even yesterday.
150
Do you have a toy or stuffed animal that you have had for
a long time? This is called an artifact. An artifact is an
object we keep to help us remember the past.
151
Artifacts look different over time. Look at these two toy
dogs. They look different but they are still both toys.
Which one do you think is from the past? How can you
tell?
152
Interactive 4.3 Phone Sort
Look at these phones. Can you put them in order from

oldest to newest?
153
The oldest phone is from the past or long ago. The
newest phone is the kind we use today, which is called
the present. The present is the time that is happening
now.
154
Interactive 4.4 Boy Gets HIs First Bike
Videos are another way we can learn about our past.
Let’s watch a video of a boy getting his first bicycle.
155
Interactive 4.5 How Do We Learn About the Past?
There are four things we use to help us learn about the

past. We just talked about them. Can you remember
what the four things are?
156
Section 3
How do the past events in my life affect my current life?

For the Teacher:
my life?


current life?

This section brings things all together. Ending this section is the first step At the end of this section and
Stop on the first page and ask kids to - thinking about an important chapter, return to the
think about something that happened moment that affects them now. compelling question: How have
to them when they were younger as a we changed over time?
connection back to the first two Students can complete a short
sections. paragraph with illustrations to
show how much they’ve
learned!
157
Look at this messy baby learning how to use a spoon!
Can you believe that just a few years ago,
YOU had to learn how to use a spoon too?
158
Learning how to use a spoon was something you learned
in the past.
Now, you don’t need help anymore! You can use a spoon
all by yourself in the present.
159
Just like learning to use a spoon, the things that you
learned or did in the past make a difference in the
present.
Learning to ride a bike with training wheels in the past
helped this girl be able to ride a bike all by herself in the
present.
160
This little girl learned the alphabet in the past. Now, in the
present, she can read!
161
This little boy’s mom had a baby in the past.
Now, in the present, he has a little sister to play with!
162
This little boy moved to a different town in his past.
Now, in the present, he has new friends!
163
This little girl’s family got a tiny kitten in the past.

Now, in the present, she has a cat to love!
164
We are who we are today because of all of the things that
happened in our past! Our past makes each of us unique.
165
What is something that happened in your past that has
made a difference in your present life?
166
Chapter 5
How do we get
what we need
and want?
1. What is the difference between a need and want?
2. What is the difference between a good and a

service?
3. How does the Earth help us get what we need

and want?
4. Why do people trade?

For Teachers
In Kindergarten, students are introduced to the basic concepts of
economics. People of all ages experience two important
economic terms introduced here: needs and wants. The
differences between a need and a want is where we spend our
first chunk of time in this chapter.
Once students have solid footing on these terms, we introduce

the idea of goods and services and give students ample
opportunities to discuss and identify the differences between the
two.
Once those important foundational pieces have been completed,

students begin the process of weaving together both economics
and geography by discussing how we get some of the things we
need and want from the Earth.
Finally, we discuss the concept of trade, discussing why people

choose to trade, and what makes a trade fair for students. This
will be revisited and built upon further in first and second grade.
168
Section 1
What is the difference between a need and a want?

For the Teacher:
1. What is the difference between a need and
K-E1.0.1 - Describe economic wants they have experienced
want?
K-E1.0.2 - Distinguish between goods and services
2. What is the difference between a good and
K-E1.0.3 - Recognize situations in which people trade
a service?
K-G5.0.1 - Describe ways people use the environment to meet human needs and wants (e.g., food, shelter, cloth-
3. How does the Earth help us get what we ing)
need and want?
WORDS TO INTRODUCE:
Teacher Directions Teacher Directions
need
Teacher Directions
Here we begin our conversation on This check lets you see if kids can
want
This check allows you to see if
needs and wants and the differences determine the needs in terms of
students are understanding the
between the two. Use Puppy Needs to clothing for different seasons.
differences between “needs” and
introduce this concept before moving
“wants”
on.
169
Interactive 5.1 Puppy Needs
Imagine you just got a new puppy!
Before you bring him home,

which one of these things would you
need to have for him?
170
Your dog needs food.
He needs food to live. So do we.
A need is something that people must have to live. 
171
We need a place to live. This is
called shelter.
There are many different types of
shelters!
172
We need clothes to wear.
We wear different clothes depending on the season or
where we live.
173
Interactive 5.2 Clothing Sort
Sort the clothing.
What would you need to wear in the summer?
What would you need to wear in the winter?
174
Let’s look at the puppy again. He needed the food.
He might want to play with the toy. The toy is a want.
175
A want is something people would like to have.
What is something you want? Turn and talk with a friend.
176
Toys are something you may want. So is a bike.
Even the puppy is a want. They are things that are nice
to have but you don’t need them to live.
177
Interactive 5.3 Needs and Wants
Look at each picture. Which of them are needs? Which
of them are wants? Drag each item into the right spot.
178
Section 2
What is the difference between a good and a service?

For the Teacher:
want?
a service?
need and want?
WORDS TO INTRODUCE:
good
This section begins the discussion on Stop and ask kids about other Finish this section with a sorting
service
the differences between goods and services they can think of. activity - which are goods, which
services. Start this conversation off by are services?
discussing how food is both a need
AND a good.
179
Can we
PLEASE
get it??
Many kids want a bike.
A bike is a want.
A bike is also a good.
180
Kids need food. Food is a need!
Food is also a good.
181
A good is something you can hold or touch.
182
How do people get goods?
183
It is time for Dave to get a haircut. What can he do?
184
Dave could go the barber.
A barber is someone who cuts people’s hair.
The barber provides a service.
185
A service is something people do for other people.
186
Firefighters provide a service.
They help people when there is a fire.
187
Mail carriers provide a
service.
They deliver mail to

people’s homes.
188
Police officers provide a service. They help keep people
safe.
189
Teachers provide a service. They help children learn.
190
Doctors provide a service. They take care of people.
191
Sales clerks provide a service. They sell people goods.
192
Who are some other people that provide services?
193
Interactive 5.4 Goods and Services
Be a smart shopper!
Drag the goods to the shopping bag and the services to
194
Section 3
How does the Earth help us get what we need and want?

For the Teacher:
want?
a service?
need and want?
WORDS TO INTRODUCE:
Earth
Much like the timeline activities in This check can be done full group Ask students if they can come up
Chapter 4, this brings geography, or independently. Have students with any other ideas of needs and
economics, and history together by place each stage of how cherries wants provided by the Earth.
showcasing how needs and wants are get from the Earth to our plate in
taken care of by the world around us. the proper order by dropping each
tile to the right place.
1 2 3
195
We know what people need to live.
What does this plant need to grow?
196
Plants, like people, need food, water, and air.
All of these things are found on the planet where we live--
Earth.
197
Plants are gifts from the Earth. Another gift from the Earth
is a tree.
198
1 2 3
Trees are cut down. They are turned into lumber.

People use the lumber to build houses.
199
1 2 3
Apples come from trees. People pick them.
The apples are taken to a factory and made into different
foods.
200
1 2 3
Corn is a plant. People pick the corn.
They take it to the factory and put it into cans.
201
Interactive 5.5 Cherry Sort
Cherries are another food that grows on trees.

Put the pictures in order to show how the cherries go from
the tree to the pie.
202
Water is another very important gift from the Earth.
Why do people need water? How do people use water?
203
These are some ways the Earth helps give us what we
need and want.
204
Section 4
Why do people trade?

For the Teacher:
want?
a service?
need and want?
WORDS TO INTRODUCE:
trade
The first page of this section begins to You might consider this optional Finish this section and chapter by
introduce the concept of trade. Spend activity of having a book trade! having kids respond to the
a little time here talking about all the Kids can bring in a book from Compelling Question: How do we
ways Becky could get that book she home and trade it with someone get what we need and want? by
wants. else! writing about it and illustrating
their work.
205
Becky wants a book. What are some ways she can get
it?
206
She can go the library.
She can borrow a book and bring it back when she is
finished reading it.
207
Becky can also
trade to get a
book! A trade is
when people give
something away
and get something
else in return.
208
Becky can give her friend a puzzle,
and her friend can give her a book.
209
Becky can also buy a book at the store.
Becky gives her money to the store and gets a book in
return. Becky can trade money for things she needs or
wants.
210
Trading is another way to get the goods you want.
211
Chapter 6
How do people
solve problems
to make things
better?
A final performance task
For Teachers
You may be tempted to skip this short section. It is brief in
comparison to previous chapters but it is ultimately one of the
most important. Students have spent their entire class period up
to this point exploring and learning more about foundational
social studies concepts. This is the chapter that puts it all
together.
If the purpose of social studies is to create an engaged and

knowledgeable citizen, this chapter is the blueprint for assessing
what they’ve learned. Students are walked through a problem
faced by a fictional elementary school classroom. The next
natural step from here is for students to identify a problem their
own school faces and walk through the same steps. In the end
they will have identified a problem, looked at data, and ultimately
create a plan of action for solving the problem.
Like the students in your class, this chapter is small but mighty.
213
How do people solve problems to make things
better?
WORDS TO INTRODUCE: For the Teacher:
problem
K-P3.1.1 Identify classroom issues.
issue K-P3.1.2 Use simple graphs to explain information about a classroom issue.
K-P3.3.1 Express a position on a classroom issue.
K-P4.2.1 Develop and implement an action plan to address or inform others about a public issue.
K-P4.2.2 Participate in projects to help or inform others.
Teacher Directions
This section is both a story and an opportunity - a story about problems in a school, and an opportunity
for students to tackle one of their own, demonstrating everything they’ve learned as part of their social
studies experiences this year.
The action your students will take may be small, but it’s an important foundation to reinforcing that as they
grow older, the opportunities to identify issues, expressing a position, and developing a plan to address it
are skills every citizen need.
214
When people live and work together, problems can occur.
A problem is something difficult that needs to be solved.
Have you ever had a problem with a friend? What did

you do to make it better?
215
Classrooms and schools can have problems too.
Sometimes kids work together to solve the problem.
Sometimes the principal or teacher can help solve the
problem.
216
After the problem is solved, sometimes you might agree
with the solution. Sometimes you might disagree. When
some people agree with the solution but other people
disagree, this is called an issue.
217
Let’s take a look at a problem at Storybook Elementary
School.
218
There is a big problem on
the playground at Storybook
Elementary. Some of the
students keep climbing up
the slide instead of sliding
down.
219
Principal Wolfe decided to solve the problem by closing
the slide for all of the kids at Storybook Elementary.
220
Mrs. Goose’s class decided to learn more about the slide
problem. They decided to tally how many students were
climbing up the slide during recess time each day. Here
are their results.
What do you notice about their results? Is the problem
getting better or worse? How do you know?
221
From their data, Mrs.
Goose’s students learned
that the slide problem
needed to be solved.
222
Some of the students in Mrs. Goose’s class thought it was
a good idea to close the slide for everyone. Other
students thought this was not fair. This became an issue
for Mrs. Goose’s class.
223
What do you think? Is it a fair solution to close the slide
for everyone?
224
Mrs. Goose’s class decided to discuss the issue. The
students who agreed that the slide should be closed
shared their thinking. The students who thought the slide
should stay open shared their thinking. Mrs. Goose
recorded their ideas on this T-chart.
225
To solve the
problem, the
students decided
to ask Principal
Wolfe to open the
slide but to make
a rule that helps
keep everyone
safe on the slide.
226
The students needed a plan to tell others about their

solution. What could Mrs. Goose’s class do?
227
Mrs. Goose’s class made posters to help other students
learn about the new rule.
228
What is one problem that you see in your own
classroom? How can you use the steps that Mrs. Goose’s
class used to help solve the problem?
229
Image
Credits
Image Credits 9
Sergey Novikov/Shutterstock.com
10
SppedKingz/Shutterstock.com
13
Lorelyn Medina/Shutterstock.com
16
wavebreakmedia/Shutterstock.com
TinnaPong/Shutterstock.com
Monkey Business Images/Shutterstock.com
17
shutterstock.com
17
shutterstock.com
ccxxxi
18 Africa Studio/Shutterstock.com
Dave Pot/Shutterstock.com 30
18 lakov Fillimonov/Shutterstock.com
Dave Pot/Shutterstock.com 31
19 vesna cvorovic/Shutterstock.com
Llike/Shutterstock.com 32
20 vesna cvorovic/Shutterstock.com
Rawpixel/Shutterstock.com 33
25 Pressmaster/Shutterstock
Jaren Jai Wicklund/Shutterstock.com 34
Yayayoyo/Shutterstock.com 34
34
David Papazian/Shutterstock.com 35
29 George Rudy/Shutterstock
ccxxxii
36 GraphicsRF/Shutterstock.com
Monkey Business Images/Shutterstock.com 48
37 GagliardiImages/shutterstock.com
38 Rob Hainer/Shutterstock.com
Robert Kneschke/Shutterstock.com 50
41 Yayayoyo/Shutterstock.com
Pavel L/Shutterstock.com 51
43 Sunabesyou/Shutterstock.com
44 Sunabesyou/Shutterstock.com
Tatyana Dzmlieva/Shutterstock.com 52
45
Tatyana Dzmlieva/Shutterstock.com 56
46 Monkey Business Images/Shutterstock.com
Oksana Kuzmina/Shutterstock.com 57
47 Wavebreakmedia/Shutterstock.com
ccxxxiii
Eladora/Shutterstock.com 70
Shuravaya/Shutterstock.com 71
60 Dennis Tokarzewski/Shutterstock.com
Marko Poplasen/Shutterstock.com 72
Pressmaster/Shutterstock.com 72
2xsamara/Shutterstock.com 73
64 Veronica Louro/Shutterstock.com
Sergey Novikov/Shutterstock.com 73
65 Kellie L. Folkerts/Shutterstock.com
Hurst Photo/Shutterstock.com 76
67 Nagy-Bagoly Arpad/Shutterstock.com
69 Littlekidmoment/Shutterstock.com
ccxxxiv
Kaesler Media/Shutterstock.com 92
79 Rob Byron/Shutterstock.com
Daniel Jedzura/Shutterstock.com 93
80 wavebreakmedia/Shutterstock.com
Iakov Filimonov/Shutterstock.com 93
85 De Visu/Shutterstock.com
Marko Poplasen/Shutterstock.com 94
86 Pete Spiro/Shutterstock.com
MSSA/Shutterstock.com 95
88 ChiccoDodiFC/Shutterstock.com
Liderina/Shutterstock.com 99
90 Rawpixel/Shutterstock.com
MaxyM/shutterstock.com 101
91 carroteater/Shutterstock.com
Jesse Kunerth/Shutterstock.com 101
92 Chokchai Poomichaiya/Shutterstock.com
ccxxxv
102 Phil Gersmehl
Phil Gersmehl 109
103 Shutterstock.com
Phil Gersmehl 110
103 Phil Gersmehl
Chokchai Poomichaiya/Shutterstock.com 111
104 Phil Gersmehl
Robert Kneschke/Shutterstock.com 112
105 Phil Gersmehl
106 Phil Gersmehl
Phil Gersmehl 114
106 rawpixel/Shutterstock.com
Phil Gersmehl 115
107 Phil Gersmehl
Phil Gersmehl 115
108 Phil Gersmehl
ccxxxvi
116 McImage/Shutterstock.com
Phil Gersmehl 128
116 Olga Bogdanova/Shutterstock.com
Phil Gersmehl 129
119 Kzenon/Shutterstock.com
Phil Gersmehl 129
125 Andy Dean Photography/Shutterstock.com
Blend Images/Shutterstock.com 129
Halfpoint/Shutterstock.com 130
127 Sixninepixels/Shutterstock.com
127 Marla Dawn Studio/Shutterstock.com
Nolte Lourens/Shutterstock.com 131
128 Oskana Kuzmina/Shutterstock.com
DGLimages/shutterstock.com 132
128 FarmVeld/Shutterstock.com
ccxxxvii
133 NotionPic/Shutterstock.com
Espies/Shutterstock.com 141
133 NotionPic/Shutterstock.com
Anna Grigorjeva/Shutterstock.com 142
134 Ruslan Guzov/Shutterstock.com
136 Creativa Images/Shutterstock.com
Matka_wariatka/Shutterstock.com 145
137 Adha Ghazali/Shutterstock.com
NadyaEugene/Shutterstock.com 145
137 vchal/Shutterstock.com
Wavebreakmedia/Shutterstock.com 145
138 George Rudy/Shutterstock
leungchopan/Shutterstock.com 146
138 Brian A. Jackson/Shutterstock.com
Tom Wang/Shutterstock.com 147
139 Joshua Rainehy Photography/Shutterstock.com
ccxxxviii
148 Natalia Deriabina/Shutterstock.com
149 India Picture/Shutterstock.com
Andrew Lever/Shutterstock.com 160
150 wk1003mike/Shutterstock.com
Eladora/Shutterstock.com 160
Kate Aedon/Shutterstock.com 161
152 Wichan/Shutterstock.com
Julien Tromeur/Shutterstock.com 161
152 Wong Sze Yuen/Shutterstock.com
RedDaxLuma/Shutterstock.com 162
154 Jmiks/Shutterstock.com
Chuck Rausin/Shutterstock.com 162
154 BlueOrangeStudio/Shutterstock.com
Es Sarawuth/Shutterstock.com 163
ccxxxix
163 Dmitry Naumov/Shutterstock.com
Africa Studio/Shutterstock.com 171
164 Konstantin/Shutterstock.com
Susan Schmitz/Shutterstock.com 171
164 Scott Prokop/Shutterstock.com
Milles Studio/Shutterstock.com 172
165 Sergey Novikov/Shutterstock.com
Brocreative/Shutterstock.com 172
166 XiXinXing/Shutterstock.com
169 gorillaimages/shutterstock.com
Halfpoint/Shutterstock.com 174
170 Antonio Gravante/Shutterstock.com
Gorillaimages/shutterstock.com 175
170 JoeyPhoto/Shutterstock.com
Toey Toey/Shutterstock.com 176
171 Billion Photos/Shutterstock.com
ccxl
176 UMB-O/Shutterstock.com
Anna Grigorjeva/Shutterstock.com 184
179 Iakov Filimonov/Shutterstock.com
179 Carolyn Franks/Shutterstock.com
Pressmaster/Shutterstock.com 185
MNStudio/Shutterstock.com 185
181 Iakov Fillmonov/Shutterstock.com
MNStudio/Shutterstock.com 186
181 Tyler Olson/Shutterstock.com
Torwaistudio/Shutterstock.com 187
182 Blend Images/Shutterstock.com
183 John Roman Images/Shutterstock.com
ccxli
189 Dmitry Kalinovsky/Shutterstock.com
Wavebreakmedia/Shutterstock.com 198
190 Baitong Sathikun/Shutterstock.com
didesign021/Shutterstock.com 198
191 Dave Tanner/Shutterstock.com
Racorn/Shutterstock.com 199
191 Zoom Team/Shutterstock.com
Stokkete/Shutterstock.com 199
192 Tatyana Dzemlieva/Shutterstock.com
195 Brent Hofacker/Shutterstock.com
Karn684/Shutterstock.com 200
196 Aedka Studio/Shutterstock.com
Chones/Shutterstock.com 200
197 Branislavpudar/Shutterstock.com
CHOATPhotographer/Shutterstock.com 200
198 Timquo/Shutterstock.com
ccxlii
202 Pavel L/Shutterstock.com
Riccardo Mayer/Shutterstock.com 210
203 Nadia Leskovskaya/Shutterstock.com
Sutham/Shutterstock 213
205 Tatyana Dzemlieva/Shutterstock.com
206 Nadia Lukic/Shutterstock.com
Tyler Olson/Shutterstock.com 214
207 Photographee.eu/Shutterstock.com
207 Yiogos GR/Shutterstock.com
Mahtathir Mohd Yasin/Shutterstock.com 216
208 James R Martin/Shutterstock.com
208 Mehmet Dilsiz/Shutterstock.com
Mahtathir Mohd Yasin/Shutterstock.com 218
209 Roberts Photography/Shutterstock.com
ccxliii
218 Yayayoyo/Shutterstock.com
Aquir/Shutterstock.com
220
Jorge Salcedo/Shutterstock.com
221
Gladskikh Tatiana/Shutterstock.com
221
Tracy Whiteside/Shutterstock.com
222
Yayayoyo/Shutterstock.com
224
Justsolove/Shutterstock.com
225
Yayayoyo/Shutterstock.com
226
Justsolove/Shutterstock.com
227
ccxliv

Kindergarten PDF

Uploaded by

Copyright:

Available Formats

Kindergarten PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Kindergarten PDF

Uploaded by

Copyright:

Available Formats

MI OPEN BOOK PROJECT

Lisa Abramowski, Cindy Frakes, Sandy Freeland, Lisa

This is Version 1.0 of this resource, released August 2017.

Kindergarten Readers: Sandy Freeland

Dr. Phil Gersmehl - Michigan

Why do I have rules at home and school?

Why can’t I do everything I want?

What are some fair ways to make decisions in a

Each short reading is meant to have some teacher interaction go

Each section includes words to introduce and deﬁne with

We also lead each section with information just for you,

Interactive widgets appear in each section. Some of these

We highly recommend using the Open Book materials in

Report” widget to let us know. When these creep up we are

If you’re on an Apple device and

Why do I have rules at home and school?

QUESTIONS TO GUIDE INQUIRY For the Teacher:

Why do we need rules at school?

Rules keep us safe in many places. Click on each picture

Our rules help us share when we play at home and at

Which picture shows the girls playing fairly?

Why Can’t I Do Everything I Want?

QUESTIONS TO GUIDE INQUIRY For the Teacher:

Teacher Directions Teacher Directions Teacher Directions

Listen to the story in the video above. What are Bella’s

they will keep Bella’s whole family safe and healthy!

Oh no! Al the Alligator doesn’t know how to follow the

What are Some Fair Ways to Make Decisions in a Group?

QUESTIONS TO GUIDE INQUIRY For the Teacher:

compromise Teacher Directions Teacher Directions Teacher Directions

When we work together nicely to do something, this is

Practice what you have learned by dragging the pictures

1. How can we be responsible at school?

2. How can we be responsible at home?

3. What does it mean to be independent?

As with every chapter in this book, we recommend making the

We conclude this chapter with a discussion on what it means to

How can we be responsible at school?

QUESTIONS TO GUIDE INQUIRY For the Teacher:

It’s time to clean up the classroom. Put the paint supplies

How can we be responsible at home?

QUESTIONS TO GUIDE INQUIRY For the Teacher:

you have responsibilities.

What are some

Turn and talk with a friend.

Let’s make a list of our responsibilities at

Let’s learn more about respect at home and school!

What does it mean to be independent?

QUESTIONS TO GUIDE INQUIRY For the Teacher:

Teacher Directions Teacher Directions Teacher Directions

1. How can we tell people where we are?

2. What are the most important places in our

3. How can we show people where we are?

A brief PowerPoint presentation detailing the reasons for building this

Letters are spatial shapes - Round or square, simple or complex, symmetrical

The Michigan Content Expectations for Kindergarten

Spatial positions can imply logical relationships. - Many rhetorical devices

How can we tell people where we are?

1. How can we tell people where we are? For the Teacher:

3. How do the past events in my life aﬀect my day of school). 

3. How do the past events in my life aﬀect my day of school). 

3. How do the past events in my life aﬀect my day of school). 

A need is something that people must have to live. 