My Book Connections / Tips

I’m kind of a sucker for counting books, especially ones with twists from the traditional format. And that’s exactly what you get with Maccarone and Pistacchio’s version.

I prefer to read short stories like this one several times. A first read could be days prior to the kiddos doing any of the assignments, ya know just for fun! A second reading could be introduced by using the Vocabulary Cards.

Things to highlight in the book:

1. The illustrator’s name is listed as one name, but it stands for two people: Nuria Aparicio and Joan I. Guardiet . Pistacchio is an art studio in Barcelona, Spain started by Joan I. Guardiet. He and Nuria Aparicio have worked on many projects together. Nuria Aparicio shares her various drawings for the three pigs and wolf characters.
2. See if the kiddos recognize who is giving the brothers their supplies: Pinocchio, Little Bo Peep, Humpty Dumpty, Queen of Hearts, and the Gingerbread Man.
3. Why do the pigs not have to pay for any of the supplies?
4. What do you think of the building supplies they are offered? Could they all be used to build a house?
5. What does it mean for the Wolf to become a vegetarian?
6. Will Pig 3 let Humpty Dumpty sit on his wall? Why or why not?

Story Summary

A counting book with a couple of twists. Mother Pig sends her 3 sons out to the start their lives. They are offered various materials to each build their homes. Homes are finished and the Wolf comes “huffing and puffing”.  He destroys the homes of Pig 1 and 2, and they get away safely. The Wolf gets exhausted trying to destroy Pig 3’s home, he decides to change his ways. Mother Pig and her 3 sons share apples at Pig 3’s home.

The Product

All activities offer a choice of color or gray scale clip art! I know color ink is precious. 🙂

Penguin Teacher

Anchor Charts for Building Connections

Prior to reading try using the following questions to build background knowledge, a few anchor chart headings are provided for you. You can chart their responses.
What can you carry in a basket?
What can you carry in a pail?

Data Collection

After the story has been read several times, I usually do one or more of the following:
•Use the Data Collecting sheets as Anchor Charts complete with the kiddos, whole group, as we reread the story: via chart paper, post-it paper, overhead projection for the kiddos to refer to while completing activities

•Kiddo Recording Forms shrink original to be glued into their Math journals. The kiddos can complete the form as you read the book or copy info from class Anchor Charts.

5 Recording Form Options to fit your kiddos’ skills:

• Given numerals, trace items words.
• Given items words, trace number words.
• Given first numeral and first letter of the first item and the rest is blank.
• Given first letter of number word and first items and the rest is blank.
• Completely blank

• I give myself grace to have simple anchor charts and not “Insta-worthy” every time. If you’re blessed with a poster maker, enlarge one on my designs. As the story is read you can “share the pen” to complete the recording forms.

TEKS for my Texas Buds

Kindergarten MATH
K.2. (B)  read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures
K.2. (E)  generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20;
K.6 (B) identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world;
K.8. (A)  collect, sort, and organize data into two or three categories;.
First Grade MATH
1.2. (D)  generate a number that is greater than or less than a given whole number up to 120;
1.3. (C)  compose 10 with two or more addends with and without concrete objects;
1.5. (B)  skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set;
1.6 (E) identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language;
1.8. (A)  collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts;;
Second Grade MATH
2.2 (C) generate a number that is greater than or less than a given whole number up to 1,200;
2.2. (D)  use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =);
2.4 (A) recall basic facts to add and subtract within 20 with automaticity;
2.8 (B) classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language;

64 Vocabulary Cards

You can either copy the cards as they are or shrink them about 40% for the following usages:
~ for the kiddos to use at a workstation (pocket chart) for retelling
~ When I didn’t have wall space, I would glue the words on chart paper, bulletin board paper, or even construction paper.
~ The main thing is to discuss them and have them in view of the kiddos.
~ Two Versions
1. Color background
2, White background

How Many?

Instructions:
Determine the quantity of items and either write the representing numeral or draw the matching quantity of items.

Three Versions
1. Given item pictures only, count them, write numeral.
2. Given name and item pictures, count them, write numeral.
3. Trace given numeral, use picture and names as a clue and draw the matching quantity.

Stress with your kiddos to draw detailed, neat illustrations. If you don’t demand it, you’ll get junk. 🙂 (Been there, got the t-shirts!)

Skip Counting: 1’s, 2’s, 3’s, 4’s, 5’s, and 10’s

Full Sheet of Cards: To practice skip counting 2’s, 3’s, 4’s, and 5’s.
You can put the sheet at station as a guide. Make a copy and cut the copy of cards apart and then take turns putting them back in order. Use counters if necessary.

Skip Counting Instructions:
~ Reference Chart for the items used to illustrate skip counting in the activities.
~ For the given amounts/pictures, determine how they are grouped.
~ Complete the missing numbers to represent the skip counting pattern
~ Six Versions:
1. various skip counting pattern
2. counting by 2’
3. counting by 3’s
4. counting by 5’s
5. counting by 5’s       
6. counting by 10’s

3D Shapes in the Real World

Interesting that the three homes match three 3D shapes: cone, cylinder, and cube. So here is some practice looking for these 3D shapes in the real world.
Instructions:

1. Cut out images, sort, and glue in the box of the 3D shape they resemble. V.1
2. If an image doesn’t match, glue it on the back.   V.2
3. Two Versions:
   ~ 3D shape and word given, 7 items to cut apart and sort.
   ~ 3D word given, 12 items to cut apart and sort (1 oddball to glue on the reverse).

Using <, =, and > with 2-digit and 3-digit numbers

Using the Symbols <, =, and > Instructions:
~~Part 1 – For the given two amounts determine which symbols will make a true statement
~~Part 2 – For a given amount and symbol, supply a number to make the statement true. Part 2 answers should be between the given ranges of 60-120 or 600-1,200 as indicated.

Whole – Part – Part: Subitizing

You can never have too much practice putting quantities together. Making Combinations for 3-20.
Instructions:
Determine what is missing, sum or addend, then complete chart.

Five recording versions to practice various combinations.
1. Practice sums 2-7
2. Practice sums 8-12
3. Practice sums 12-20
4. Practice sum 10 only
5. There is a blank one for those kiddos that are ready to explore.
Have counters handy just in case. : )

Special thanks to the talent of others for the all of the clip art and fonts. I’m glad I decided to focus on the Math aspect of this book, but there are plenty for English Language Arts activities. I’ll save that for another time. I hope you and your kiddos have fun!
Until next time, happy counting!