1 ST Mailbox Feb Mar 2014

idea magazine for teachers
GRADE 1
FEB./MAR. 2014
$5.95
Wh a t' s th e
BIG IDEA?
$$$5
From Green Eggs
to Shamrocks
A Tempting
Batch of Place
Value Ideas

5 Ideas
for 1 Set
of Cards
We know the diference one can make.
One student who nally gets it with an extra-
practice worksheet.
One shining star display that helps a struggling
student feel proud of herself.
One letter home complimenting how much
their sons participation has improved.
These experiences dene childhood, and
shaping young lives is why we love to teach.
Were in the business of giving teachers what
they need. Together, we can be the diference.
Visit TheMailbox.com to nd out how.
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ONE.
2013 The Mailbox
2013 The Education Center, LLC, PO Box 9753, Greensboro, NC 27429-0753. All rights reserved. Except as provided herein, no part of this publication may be reproduced or transmitted by any means,
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The Education Center
Seasonal and Thematic
6 Measurement at Heart
8 Tis the Season: Activities and Reproducibles
10 Tic-Tac-Know Ready-to-Use Partner Game
13 Make It! For Holidays
34 From Green Eggs to Shamrocks: Skill-Based Activities for
March
Teacher Resource
4 Good to Know
5 Contributor Form
15 Delightful Dr. Seuss Displays
17 Management Solutions
47 Toss, Shake, and Spill! Ideas for Two-Color Counters
60 Our Readers Share
61 Teacher Talk
Learning Centers
41 Literacy and Math
44 Center Mat and Cards: Comparing Two-Digit Numbers
Literacy
18 Whats the Big Idea? Main Idea and Details
21 Reading Tips & Tools
22 Read and Do! Reproducible Reading Activity
23 Not Just Sorting! 5 Activities for 1 Set of Cards
38 Action Packed: Using Vivid Verbs
56 Write On! Clever Writing Ideas
58 Writing Activity Card
Literature
53 Actual Size
55 Weather: Quick Ideas for Popular Books
Math
27 Building Math Skills
30 A Tempting Batch of Place Value Ideas
Science and Social Studies
25 Fabulous Firsts: Historic Achievements
50 Bottle Science
51 Science Write Away: Magnets
GRADE 1 FEB./MAR. 2014
No worries! We have
plenty of engaging
activities to add skill-
based fun to lingering
frosty days.
Telling
Time
Game
Early Finishers
Poster
and...
Go to
themailbox.com for
MORE STUFF!
Its Still
W
inter ?! ?
Don t Miss These!
Ready-to-Use
Center Page 44
Every issue of The Mailbox

magazine is designed to help
you reinforce the Common
Core and state standards.
p
The Mailbox TEC40071 Feb./Mar. 2014
The MAILBOX Magic
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Feeding Time
at the Zoo!
Time to the half hour (1.MD.B.3)
Directions for two players:
1. Get a die, 16 counters, and two game markers.
2. Put each game marker on a bucket.
3. When it is your turn, roll the die and move your
marker in either direction. When you land on a
clock, read the time it shows.
4. Look at the color of the game space. Put a
counter on a matching circle. If you cannot, your
turn is over.
5. Play until all four animals get fed by having
four counters.
Top Back (Inside)
TOP BACK
8 L A R G E C R A Y O N S
C
O
LO
RFUL
CRAYONS
Pick One!
The MAILBOX Magic
Pi Pick O !
k One!
F
i
n
ished Early
?
Look out a window. List things you see.
Circle each thing that moves!
Write the name of an object in your desk.
List different ways it can be used.
Draw an illustration that would be good
in a book you are reading.
Write the name of a classroom object. List
words that have the same beginning sound.
ruler, ran, red,
Roll two dice. Make a number. Write a word
problem that has the number for its answer.
Pick a character from a story. Write a
shopping list for the character.

44
TH
E M
A
ILBO
X

Lets Go!
Comparing two-digit numbers (1.NBT.B.3)
1. Each player puts
down two cards.
2. Compare. Write.
Circle.
3. The player with the greater
number gets a point.
4. Repeat eight times. The
player with more points wins.
Player 1 Player 2
6
1
4
8
7
6
9
3
5
4 2
2 5
2 THE MAILBOX
The Idea Magazine For Teachers
Feb./Mar. 2014
Volume 7Number 1Grade 1
MANAGING EDITOR: Amy Erickson Corkhill
EDITORIAL PLANNING MANAGER: Sharon
M. Tresino
EDITOR AT LARGE: Diane Badden
COPY EDITORS: Catherine Caudill, Tazmen
Fisher Hansen, Marsha Heim
CONTRIBUTING WRITERS: Cindy Carroll,
Sherri L. Smith
ART & TYPE DEPARTMENTS: Pam Crane,
Chris Curry, David Drews, Troy Lawrence,
Mark Rainey, Greg D. Rieves, Rebecca
Saunders, Donna K. Teal, Zane Williard
COVER ARTIST: Gary Phillips
HOW TO REACH US
Visit us online:
www.themailbox.com
facebook.com/mailboxmagazine
twitter.com/themailbox
Email us:
gr1editor@themailbox.com
Subscription questions
Orders, change of address, etc.
THE MAILBOX
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Harlan, IA 51593-1688
1-800-334-0298
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April/May 2014
Flat-Out Fascinating! Exploring the world of frogs
Super Spring Centers: Seasonal independent activities
New on the Scene: Unique book reports
Look forward to this!
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Street, PO Box 9753, Greensboro, NC
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MY FAMILY AND I JUST RETURNED
from a vacation on Chincoteague
Island, Virginia. It was a great trip with
great friends. The only downside was
packing. Unearthing the suitcases from
the depths of my closet was about as
enjoyable as getting a root canal. Trying
to remember everything I might want or
need was stressful too. As I scrambled
to finish packing the night before the trip, I came up with a
perfect solutiona packing genie! It would be such a relief if a genie
appeared, handed me a suitcase, and said, Youre ready to go!
Have you ever wished for a classroom genie? While I cant grant
you three wishes, I can tell you that there are fantastic ready-to-go
activities in this issue. The early finishers poster in the centerfold
is just one of the conveniences I love. See the list below for other
timesavers Im excited about. Speaking of saving time, theres no need
to dig through Common Core materials to find skill correlations for the
ideas in this issue. We included them for you. See the opposite page for
at-a-glance planning or check the skill lines with the ideas. Get a jump
start on lesson planning with these tools and all the easy-to-use ideas
packed in this issue!
Happy teaching!
Amy Erickson Corkhill
gr1editor@themailbox.com
From the Editor
Skill lines include
the Common Core
State Standards.
My Favorite Timesavers in This Issue
Learning Centers (pages 4146): No-fuss prep, reproducible word
problem cards, and a colorful center mat
Math Grab Bag (page 29): Seven great practice activities on
one reproducible page!
Writing Activity Card (page 58): Use-it-today center activity
THE MAILBOX 3
In Your Issue
LITERACY
affixes to determine word meaning, 21
figures of speech, 35
homophones, 34
literature
Actual Size, 5354
Alexander and the Terrible, Horrible, No
Good, Very Bad Day, 4
And to Think That I Saw It on Mulberry
Street, 4
Clouds, 55
Cloudy With a Chance of Meatballs, 55
Green Eggs and Ham, 34
In the Tall, Tall Grass, 38
Lorax, The, 15
Thunder Cake, 55
Weather Words and What They Mean, 55
Wind Blew, The, 38
nonfiction, 5354
phonics
consonant digraphs, 35
long i words, 21
long o spelling patterns, 2324
silent letters kn, wr, 59
vowels, 47
reading, 22
describing characters, 55
key details, 41, 54, 55
main idea and details, 12, 1820
making connections, 8
making predictions, 55
story elements, 21
storys central message, 18
sorting words into categories, 55
verbs
shades of meaning, 38
to convey past, present, and future, 38
unit, 3840
using specific verbs, 38
vocabulary, 55
writing
activity card, 58
conventions, 25
generating topics, 56
informative, 25, 51
opinion, 53, 56
parts of a friendly letter, 56
prompts, 25, 47, 57
MATH
addition, 28
addition and subtraction word problems, 41
addition with three addends, 27
measurement
comparing lengths, 6, 53
linear, 6, 7
money
determining money amounts, 47
equivalent coin amounts, 8
partitioning circles into equal shares, 27
place value
comparing two-digit numbers, 27, 30, 31, 34, 41
understanding, 30
unit, 3033
using place value to add, 31, 33
using place value to add and subtract, 31
representing and interpreting data, 35
review, 29
sorting, 2324
time to the half hour, centerfold
The Mailbox
Grade 1 February/March 2014

SCIENCE/SOCIAL
STUDIES
historic events and achievements, 2526
magnets and force, 50, 51
participating in shared research, 53
properties of gas, 50
SEASONAL/HOLIDAY/
THEMATIC
Black History Month, 25
Dr. Seusss birthday, 1516, 34, 60
Groundhog Day, 12
lions and lambs, 10
Presidents Day, 15
St. Patricks Day, 8, 13, 35
Valentines Day, 67, 8, 13, 60
Womens History Month, 25
TEACHER RESOURCE
arts and crafts, 6, 13
behavior management, 17
calming fidgeting kids, 17
centers, 6, 8, 31, 34, 38, 4146, 47
displays, 1516, 35
early finishers, centerfold
independent activity card, 58
measurement shoe cutouts, 60
no-tear clock hands, 60
organizing weekly papers, 17
passing out valentines, 60
poster storage tip, 17
skill review, 1011
student photos for classroom management, 17
two-color counter ideas, 47
ENGLISH/LANGUAGE ARTS
Reading: Literature
RL.1.1 ............................................................. 41, 54
RL.1.2 ............................................................. 15, 18
RL.1.3 ............................................................. 21, 55
RL.1.10 ........................................................... 22
Reading: Informational Text
RI.1.2 .............................................................. 12, 18
RI.1.3 .............................................................. 55
Reading: Foundational Skills
RF.1.3 .............................................................. 21, 2324, 47
RF.1.3a ............................................................ 35
Writing
W.1.1 ............................................................... 15, 25, 47, 53,
56, 57
W.1.2 ............................................................... 8, 25, 47, 56, 57
W.1.3 ............................................................... 47, 56, 57, 58
W.1.7 ............................................................... 53
Language
L.1.1e .............................................................. 38
L.1.2 ................................................................ 25
L.1.2d .............................................................. 59
L.1.4b .............................................................. 21
Common Core Skills
L.1.5 ................................................................ 34, 55
L.1.5a .............................................................. 55
L.1.5d .............................................................. 38
L.1.6 ................................................................ 35
MATH
Operations and Algebraic Thinking
1.OA.A.1 ......................................................... 41
1.OA.C.6 ......................................................... 28
Number and Operations in Base Ten
1.NBT.B.2 ....................................................... 30
1.NBT.B.3 ....................................................... 27, 30, 31, 34, 41
1.NBT.C.4 ....................................................... 31, 33
Measurement and Data
1.MD.A.1 ........................................................ 6, 53
1.MD.A.2 ........................................................ 6, 7, 53
1.MD.B.3 ......................................................... centerfold
1.MD.C.4 ......................................................... 35
Geometry
1.G.A.3 ............................................................ 27
CCSS Skill Review ........................................... 1011, 29
4 The Mailbox
Feb./Mar. 2014
GOOD
KNOW
to
Congratulations to our recent prize winners!
Easy-to-Switch Centers
(grades K1) TEC61382
Change out learning center
activities in a snap!
Get over 120 simple
activities to reinforce
Common Core skills.
Keep classroom centers fresh and engaging.
Enter this contest by February 1, 2014!
themailbox.com/winit
More contests coming!
I have always
imagined that
Paradise will be a
kind of library.
Jorge Luis Borges
Shelli Hurlocker, Kokomo, IN
Kimberly Minter, Martinsville, VA
Angela Cano, Las Cruces, NM
April Lucas, Cary, NC
Judy Smith, Shepherdsville, KY
Whats so special about these dates? March 2 is the anniversary of Dr. Seusss
birthday, while Judith Viorsts birthday is one month earlier.
If the main character in Alexander and the Terrible, Horrible, No Good, Very
Bad Day by Judith Viorst seems strikingly realistic, that may be because hes
based on the youngest of the authors three sons. The author wanted kids to
know that bad days happen everywhere and to everyone, but they always come to an end!
If at First You Dont Succeed
try, try again. Try 27 times, if necessary! Dr. Seuss did. His frst childrens book,
And to Think That I Saw It on Mulberry Street, was rejected by publishers 27 times
before it was accepted. His perseverance and hard work over the years paid of.
He won an Oscar, two Emmy Awards, a Pulitzer Prize, a Peabody Award, and three
Caldecott Honor Awards!
$
2.42
Thats the average amount the Tooth Fairy left under kids pillows in 2012.
The number is a 15.2 percent increase from the previous year. The numbers are more than
just interesting trivia; Delta Dental Plans Association says the trend in Tooth Fairy gifts is an
economic barometer. It almost always tracks with the movement of the stock market!
February 2 and March 2
-to-Switch Centers
! IT! IT
The Mailbox
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Name: ____________________________________________________________________________
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Feb./Mar. 2014 5
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Fun with fairy tales
Adding two-digit numbers
Skill-based classroom
displays
Shared-research projects
Using playing cards in
the classroom
Reading areas kids love
6 The Mailbox
Feb./Mar. 2014
at Heart
Lovebug Lineup
Put the traditional measurement tools aside; these cute
critters are a creative alternative!
Getting ready: Cut the lid from an empty, sanitized egg carton and
discard it. Next, cut the bottom of the carton to make a six-cup length, a
four-cup length, and a two-cup length. Use wiggle eyes, markers, and pipe
cleaners to decorate the egg carton sections as shown. Put the resulting
lovebugs at a center with paper and a list of lengths to compare.
Activity: A student takes a lovebug and reads the first pair of items
on the list. She determines how many lovebugs long each item is, records
the measurement, and then writes to compare the lengths. She continues
with the rest of the list. Comparing lengths indirectly (1.MD.A.1)
Cindy Carroll, Thomas B. Conley Elementary, Asbury, NJ
Sweet Sentiments
Youngsters get a kick out of reading these conversation heart
look-alikes!
Getting ready: Gather several different-size red, white, and pink heart cutouts.
Draw a line across each heart. Then write a message on it similar to one on a candy
conversation heart. Set out the hearts, a container of red and white math cubes, and
recording sheets like the one shown.
Activity: A child takes a heart, reads the words on it, and then writes the words
on his recording sheet. He measures the line to the nearest cube and records
the measurement. He continues with the remaining hearts. Linear measurement
(1.MD.A.2)
Cindy Carroll
Print a recording sheet.
See Actual Size on pages 53 and 54 for a literature connection to measurement.
These Valentines Day ideas are
sure to make students sweet on math!
Name _______________________
Recording Sheet
Heart
How Long
You are cool.
5 cubes
Drew
Crafty Tip
Check out this idea for incorporating skill reinforcement into holiday craft time!
Stock a center with holiday-color construction paper, scissors, markers, and crayons.
Then set out cards programmed with tasks such as Make a Valentines Day bookmark that is
eight cubes long and Draw a heart that is six cubes wide. Center visitors are sure to enjoy
measuring as they craft! Linear measurement (1.MD.A.2)
Measurement
You are cool.
Which Is Longer?
the rug or the reading table
the easel or the welcome mat
the bookshelf or the counter
THE MAILBOX 7
The Mailbox
TEC40071 Feb./Mar. 2014

Name Linear measurement (1.MD.A.2)
To My Valentine
Cut. Use the hearts to measure. Write how long.
Bonus: Use the hearts to measure each side of your paper. Write each length. Write what you
notice about the lengths.
Solve. Write.
Will you be my BFF?
___ hearts
___ hearts
___ hearts
Happy

Day!
Bee My
Valentine!
I get a tulip that is
12 inches long. I
get a rose that is 4
inches longer. How
long is the rose?
I get a red lollipop
that is 6 inches
long. I get a purple
lollipop that is 2
inches shorter. How long
is the purple lollipop?
I make a red card
that is 8 inches long.
I make a pink card that
is 3 inches longer. How
long is the pink card?
The Mailbox
Feb./Mar. 2014 8
Seas n
T
i
s

t
h
e
Heart to Heart
Do this activity as a whole class or have kids complete it individually at a center.
Getting ready: Cut a heart template from a 6 x 9 piece of tagboard. Set out 9" x 12"
sheets of light-color construction paper.
Activity: A child folds a sheet of paper in half and places the top of the heart template
along the fold. He traces the template and then cuts out the tracing, keeping the fold intact.
He writes the title of a familiar book on the front of the cutout and then unfolds the cutout.
On the top half, he writes the type of connection he made with the book. On the bottom
half, he describes the connection. Then he illustrates the front of the project. Making
connections
Debra R. Kelley, Washington Elementary, Bangor, PA
Lucky Find!
This booklet is a fun alternative to a math worksheet.
Getting ready: Make student copies of page 9. Write a different money amount from 50 to
75 on each of several blank cards. Put the cards in a container.
Activity: A child takes a card. After she writes the money amount on her booklet cover, she
returns the card to the container. She draws and labels a different equivalent coin set on each
blank pot. She colors the cover and pages. Then she cuts them out and staples them together
to make a booklet. Equivalent coin amounts
adapted from an idea by Cindy Carroll, Thomas B. Conley Elementary, Asbury, NJ
Activity: Encourage each student to imagine that a leprechaun is on the loose at school
or home and invite him to brainstorm how he might catch it. To share his plan, ask each
youngster to write a title and sequence words on his paper as shown. Then have him
open each ap, in turn, and write and illustrate his ideas. Explanatory writing (W.1.2)
Jennifer Keefe, Sylvan Elementary, Snow Camp, NC
Best-Laid Plans
Spark students imaginations with this explanatory-writing
activity!
Getting ready: For each student, fold a sheet of white or light-
color paper in half vertically. Make three cuts in the top layer to
make four equal-size aps.
t
e
x
t
t
o
s
e
lf
Junie B. is excited about
helping in the kitchen. It
reminds me of w
hen I took
care of the class pet last
year. I w
as excited too!
How to Catch a
Leprechaun
Then
First,
Lastly,
Put the trap by
the door.
Get heart patterns.
THE MAILBOX 9
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The Mailbox
TEC40071 Feb./Mar. 2014 THE MAILBOX 11
T
i
c
-
T
a
c
-
K
n
o
w

S
c
o
r
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c
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r
d
Game Cards and Scorecard
Use with Tic-Tac-Know on page 10.
Print a reproducible version of the game.

P
l
a
y
e
r

1

P
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a
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2
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12 THE MAILBOX
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TEC40071 Feb./Mar. 2014

Name Groundhog Day
Main idea and details (RI.1.2)
Fact and Legend
Cut. Glue to match.
How groundhogs look and act
helps them survive.
One legend says groundhogs
predict spring weather.
A legend is a
story handed down
over the years.
Bonus: A different main idea is Groundhogs are interesting. Write three details.
Groundhogs go into a deep sleep
all winter.
If the groundhog doesnt see its
shadow, it will be spring soon.
People watch a special
groundhog on February 2.
They have claws for digging and
climbing.
They have short, strong legs that
are good for digging.
People ask, Will the groundhog
see its shadow?
Groundhogs can dig dens five
feet deep and 45 feet long.
People want to know if there will
be six more weeks of winter.
For Holidays
Get easy-to-file direction cards and heart patterns.
Various-size hearts can be used. Heres what we used
with a five-inch-wide paper bag:
5
1
2" heart (face)
6
1
2" heart (head)
1
1
4" hearts (eyes)
2
1
2" hearts (feathers and wings)
Molly
The Mailbox
Feb./Mar. 2014 13
Make It!
M
olly
Hearts Autter
Transform a lunch bag into a ne-feathered Valentines Day
cardholder!
Steps to make one cardholder:
To make the body, trace an unopened lunch bag on construction paper.
Cut out the tracing. Place the bag flap-side down. Glue the cutout to it.
Then glue small, overlapping hearts to the cutout as shown.

To make the head, glue a medium-size white heart to a larger colorful
heart. Glue the large heart to the body. Use small circle and heart
cutouts to make two owl eyes. Cut a beak from a folded piece of
paper. Glue the eyes and beak in place.

Open the bag. Glue the tips of two small hearts to the bag to make
wings. Label the project with your name.
Jolly Leprechaun
Prop this wee fellow on a shelf or tack him to a bulletin
board for a fun 3-D display.
Steps to make one leprechaun:

Staple a 4
1
2" x 12" green rectangle to form a tube (body).

Use construction paper and a copy of the patterns on page 14 to
make a head, a hat, a bow tie, two hands (shamrocks), and two
feet. Draw a face, a hatband, and bow tie details.

Cut a hat buckle from yellow paper and then glue it to the hat.

Glue the hat to the head. Fold up the bottom of the head to make
a flap. Tape the flap and back of the head to the body. Glue the
bow tie in place.

Accordion-fold four 1" x 9" green paper strips (arms and legs).
Glue the hands and feet to separate strips. Staple the arms and
legs to the body.
adapted from an idea by Reubena Whitted, Roxboro, NC
1
2
3
1
2
3
4
5
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TEC40071 Feb./Mar. 2014 14 THE MAILBOX

Leprechaun Patterns
Use with Jolly Leprechaun on page 13.
Completed Project
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Feb./Mar. 2014 15
DI
S
P
L
A
Y
S
D
e
ligh
t
f
u
l D
r
.

S
euss
The Mailbox
Feb./Mar. 2014
15
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How does the Lorax want the Once-ler to change?
__________________________________________________________
__________________________________________________________
__________________________________________________________
Do you think the Once-ler changes? ____________ Explain.
__________________________________________________________
__________________________________________________________
__________________________________________________________
Color the tiny truffula tree. Tell how you would treat it
with care.
_______________________________________________
_______________________________________________
Making It Better
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__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
with care.
_______________________________________________
_______________________________________________
Making It Better
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__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
with care.
_______________________________________________
_______________________________________________
Making It Better
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__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
with care.
_______________________________________________
_______________________________________________
Making It Better
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__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
with care.
_______________________________________________
_______________________________________________
Making It Better
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__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
with care.
_______________________________________________
_______________________________________________
Making It Better
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I think everyone should read
Happy
Birthday,
Dr. Seuss!
Happy
Birthday,
Dr. Seuss!
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Happy
Birthday,
Dr. Seuss!
Happy
Birthday,
Dr. Seuss!
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Birthday,
Dr. Seuss!
Happy
Birthday,
Dr. Seuss!
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Birthday,
Dr. Seuss!
Happy
Birthday,
Dr. Seuss!
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Birthday,
Dr. Seuss!
Happy
Birthday,
Dr. Seuss!
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Birthday,
Dr. Seuss!
Happy
Birthday,
Dr. Seuss!
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Dr. Seuss! Dr. Seuss!
Happy
Birthday,
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Dr. Seuss!
Happy
Birthday,
Dr. Seuss!
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Happy
Birthday,
Dr. Seuss!
Happy
Birthday,
Dr. Seuss!
For a 3-D truffula tree, draw and color a
large tree on heavy paper. Then cut colorful
pom-poms in half. Spread glue on the treetop
and then cover the glue with pom-pom
pieces. Jami Foster, Cambridge Academy,
Reidsville, NC
For this birthday celebration, students give the best gifts an author could wish for: book recommendations! A child
writes on a copy of the paper topper (page 16) the title of a must-read Dr. Seuss book. He colors, cuts out, and glues
the topper to his writing paper. Then he writes below the topper why he thinks people should read the book. Display
the projects with a birthday greeting. Opinion writing (W.1.1)
Check out these sprouting truffula trees!
Have each child complete a copy of Making It
Better (page 16) to tell about The Lorax by Dr.
Seuss. Mount students work on colorful paper
and display it with a title and a large truffula tree
cutout. Understanding a storys central message
(RL.1.2)
HAPPY
BI RTHDAY,
DR. SEUSS!
Its truer than true.
No one writes books
just like you!
The Lorax
Knows!
The Lorax wants the Once-ler to care about
the truffula trees. He wants him to care about
the animals and sh too.
yes
He worries . He wants the boy to plant a tree
and protect it. He wants the Lorax and his
friends to come back.
I would give it clean water and fresh
air.
H
o
rto
n
H
e
a
rs

a
W
h
o
!
April
Devon
Sam
Britten
Mandy
Darren
Mia
Seth
16 THE MAILBOX The Mailbox
TEC40071 Feb./Mar. 2014

Glue paper here.
Paper Topper
Use with Happy Birthday, Dr. Seuss! on page 15.
Literature Response Form
Use with The Lorax Knows! on page 15.
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__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
with care.
_______________________________________________
_______________________________________________
H
ap
p
y

B
irth
d
ay
,
D
r. S
eu
ss!
Making It Better
M
A
N
A
G
EM
EN
T
S
olutions
The Mailbox
Feb./Mar. 2014 17
Whats a
great behavior-
management
idea that can
start midyear?
Whats a simple way to
organize papers for the week?
I sort papers into paint tray liners labeled
with the days of the school week. The trays are
inexpensive and easy to line up or stack! Cindy
Johnson, Clyde C. Cox Elementary, Las Vegas, NV

Every time my class receives a compliment, we put a
plastic teddy bear in a clear plastic container I call the
Compliment Jar. If the school principal compliments
us, we add a bigger plastic bear. We have a class party
when the jar is full. A popcorn party, an ice cream sundae
party, and a pajama party have all been big hits! Sheila
Criqui-Kelley, Lebo Elementary, Lebo, KS
How can I keep kids
from fidgeting when
theyre in reading
groups?
I give each of my more active
students a small ball of play dough
and instruct him to keep it in one
hand. It calms him and helps him
focus his attention on me! Ginger
Marcel, Moon Lake Elementary, New
Port Richey, FL
I cut a length of Velcro adhesive fastener thats several inches
long. I attach the loop side of the fastener across the back of the
poster near the top. I cut the hook side of the fastener into two
shorter strips. I fold them hook-side out over the bottom part of a
hanger and then staple the ends of each strip to make two rings. I
attach the top back of the poster to the rings and put the hanger on
a rod or hook. Ellen Samuel, Ohlone School, Watsonville, CA
Help! Whats a solution for posters
that keep falling off hangers?
Are there easy ways to
use student photos for
classroom management?
Yes! I download a photo of each student and label
it with her name. I print two identical pages with
thumbnails of all the photos and then put them in
separate plastic page protectors. I put one in my
substitute folder for easy reference. I put the
other at my computer center with a wipe-off
marker. After a child has a turn on the computer,
she draws a check mark beside her name. Lacy
Underwood, Janet Brockett Elementary, Arlington, TX
Compliment
Jar
18 The Mailbox
Feb./Mar. 2014
What's the
Main Idea and Details
See the groundhog main idea and details skill sheet on page 12.
Whether you use these activities with
fiction or nonfiction, theyre sure to be a
huge hit with students!
The patterns on page 19 are perfect for making individual student posters too!
Think about the first
and last sentences.
Answer
who?
does what?
why?
Think about the title. Use only 812 words.
Think about what the
text is mostly about.
Idea?
On a Roll
Heres a great hands-on activity for reading groups.
Getting ready: Give each student a copy of page 20, a different
familiar book, and scissors.
Activity: Instruct each child to write the main idea of her selection
on her skate boot and a different supporting detail on each wheel.
After you check her work and she makes any needed corrections, have
her cut out the patterns. Next, spread out the skate boots. Gather the
wheels and scramble them. Read the main ideas with students. Then
read each detail in turn. Have students name the corresponding main
idea and put each wheel with the appropriate boot. Main topic and
details (RI.1.2), storys central message (RL.1.2)
Kim Power, West University Elementary, Houston, TX
Perfect Kernel
Keep this display up for easy reference as you read and discuss a variety
of selections.
Getting ready: Cut out a copy of the popcorn kernels on page 19. Display on a
wall or bulletin board a popcorn box cutout labeled as shown.
Activity:
1. Tell students that the word kernel means a seed, or the most important part.
Explain that the main idea of a text is its most important thought.
2. As you add each popcorn cutout to the display, discuss the tip shown on it.
3. For each of a few familiar texts, correctly or incorrectly identify the main idea.
4. Have each student signal whether he agrees or disagrees with the statement
by giving a thumbs-up or a thumbs-down. Confirm the correct answer. If you
misidentified the main idea, invite students to correctly identify it. Main topic
(RI.1.2), storys central message (RL.1.2)
It is a lot of
work to take
care of a pet
dog.
How to
Figure Out the
Main Idea
A

N
u
t
t
y
S
t
o
r
y
B
I
G
BB
I
G
B
I
B
I
G G
Main Idea
Detail
Detail
Detail Detail
THE MAILBOX 19 The Mailbox
TEC40071 Feb./Mar. 2014

Think about the first
and last sentences.
Popcorn Patterns
Use with Perfect Kernel on page 18.
Answer
who?
does what?
why?
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h
i
n
k

a
b
o
u
t

t
h
e

t
i
t
l
e
.
U
s
e

o
n
l
y

8
1
2

w
o
r
d
s
.
Get enlarged and blank popcorn kernels.
Think about what the
text is mostly about.
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20 THE MAILBOX The Mailbox
TEC40071 Feb./Mar. 2014

Skate Boot and Wheel Patterns
Use with On a Roll on page 18.
Detail
Detail
Detail
Detail
Main Idea
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Feb./Mar. 2014 21
R E A D I N G NNN DDD N D
t i ps & t ool s
cries
dried
fries
lie
pie
tie
high
sigh
light
night
right
tight
cry
dry
y
fry
my
shy
sky
try
Get word cards and
a recording sheet.
Change a Word!
Using afxes to determine word
meaning (L.1.4b)
Theres no need to head to the
paper cutter to prepare this activity.
Use index cards and sticky notes
instead! To begin, list the words
make, do, and fold on the board. After
students read the words, put a sticky
note labeled un directly in front of
the rst word. Have students read the
newly formed word. Continue with
the remaining words and then guide
students to conclude what the prex
means. Repeat the process with a sticky
note labeled re. Next, instruct each
student to use a word list from above
and an index card with several sticky
notes stapled to it to make a word
card, like the one shown. Ask him to
ip the sticky notes to form words.
After he reads each word, have him use
it in a sentence.
Kate Wonders
Carlisle Elementary
Carlisle, IA
High Five!
Long i words (RF.1.3)
For this partner game, write the
words shown on separate blank cards.
Players spread the cards facedown. In
turn, each player turns over two cards
and reads the words. If the words have
the same long /i/ spelling pattern, the
youngster takes the cards and writes
the words in a blank section of a
recording sheet, like the one shown. If
the words do not have the same spelling
pattern, he turns them back over. The
game continues until one player wins by
writing ve pairs of words.
Book Barn
Story elements (RL.1.3)
What better place to house story
details than in a book barn? To make
one, stack three vertical sheets of
paper. Slide the top two sheets upward
one inch and then slide the top sheet
up one more inch. Fold the papers
forward to create graduated pages.
Staple the fold in the middle. Then
trim the top corners to make a barn
shape. To complete her book barn,
a youngster labels it and adds crayon
details as shown. Then she lifts the
cover and each page, in turn, and writes
the corresponding information.
re-
ll
name
pack
paint
pay
tell
think
un-
afraid
even
fair
happy
kind
lock
tied
See the skill sheet on page 22.
End
Middle
Beginning
Setting
Characters
Title: The Lorax
try
H
ig
h
5
!
tight
might
The Mailbox

1. Write nine long a words from above. Circle the letters that stand for the
long a sound.
___________________ ___________________ ___________________
___________________ ___________________ ___________________
___________________ ___________________ ___________________
2. Write the two words each contraction stands for.
shes ____________ ____________ shell ____________ ____________
3. Write the word that means a box made of wooden slats. _____________
4. Write the word that means moves in a slow way. ___________________
Name Reading (RL.1.10)
Read and Do!
Trailblazer
I have a pet named Daisy May.
Shes not a cat, snake, or dog.
Shes a snail I found by the garden gate
Just resting on a log.
I dont keep her in a cage or crate;
A glass tank is where she stays.
Sometimes, when we play,
I put her in a maze.
She makes a slimy trail
As she creeps from place to place.
It helps her slide along,
But shell never win a race!
Bonus: Why do you think the author writes that the snail will never win a race?
Use a detail from the poem to explain.
Its a fact! When a land
snail moves, it pours out
slime to help it glide along.
The Mailbox
Feb./Mar. 2014 23
Get the most out of the cards on page 24 with these skill-rich options.
Simple Sort: A student highlights the
long o spelling pattern in each word on a copy
of page 24. Then he reads the words. After he
cuts out the cards, he sorts the word cards
below the matching picture cards.
Take Two! Put a cutout copy of the cards in a container.
Have a student take two cards, read the words, and then use
both words in one sentence. It stretches kids creativity and
word skills!
Spin and Flip: For this partner game, cut out a copy of
the cards and make a spinner like the one below. Players take
16 word cards and arrange them faceup on a 4 x 4 grid. In turn,
each player spins the spinner. She finds a card with the matching
spelling pattern, reads it, and then flips the card. If no matching
words show, her turn is over. Play continues until one player
wins by turning over the last card in a horizontal or vertical row.
23
Reveal a Word! A twosome needs a cutout copy of the cards. The players
arrange the cards facedown to form a rectangle. Each player puts a game marker in a
different corner. To take a turn, a player tosses a die and advances his marker clockwise.
If the card on which his marker lands is facedown, he flips it, reads the word, and earns a
point. If the card is faceup, he reads it but does not earn a point. Players take turns until
all the cards are faceup or time is up. The top-scoring player wins.
Get spinner and grid patterns.
Long o spelling patterns (RF.1.3)
First With Seven: Each group of
three needs a cutout copy of the cards. Each
player takes a picture card to claim a spelling
pattern. Players spread out the word cards
facedown. To take a turn, a player turns over
two cards and reads them. If a card shows
her designated spelling pattern, she takes it.
If it does not, she turns the card facedown.
Players take turns until one player wins by
taking seven word cards.
Activities for

Set of Cards
5
1
bone
bow
toast
N
o
t

J
ust S
o
r
t
i
n
g
!
N
o
t

J
ust S
o
r
t
i
n
g
!
H
IG
H
L
IG
H
T
E
R
H
IG
H
L
IG
H
T
E
R
b
lo
w
r
o
a
s
t
sto
n
e
The Mailbox

bone bow toast
stone broke slope
throw blow coach
float soak below
froze drove roast
show pillow globe
coat foam flow
those groan elbow
Picture and Word Cards
Use with the activities on page 23.
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Think
Deeper!
With these prompts, kids go beyond knowing
about historic firsts and think about the impact of
the achievements.
After students are familiar with the historic achievements
of a few different people, display the prompts below. Invite
each child to pick a prompt, choose a historic figure, and
then start writing! Writing (W.1.1, 2)
The Mailbox
Feb./Mar. 2014 25
With Presidents Day, Womens
History Month, and Black History
Month, this time of year is perfect
for whetting kids appetites for
social studies!
Historic Firsts
(See page 26 for more facts.)
Bessie Coleman: First licensed female African American pilot
John Glenn: First American astronaut to orbit the earth
Barack Obama: First African American president of the United States
Sandra Day OConnor: First female US Supreme Court justice
Jackie Robinson: First African American to play major league baseball in the modern era
Wilma Rudolph: First American woman to win three gold medals in one Olympic Games
F
Fact
Checkers
Instead of typical daily oral language sentences,
why not use facts about historic firsts?
Display historic facts that incorporate a few spelling,
grammar, and capitalization errors. (The information at
the bottom of this page is a great starting point.) As
students edit the sentences, they increase their
history knowledge! Writing conventions
(L.1.2)
Fame
Frame
Kids love this alternative to
traditional reports!
Get a few 8
1
2" x 11" picture frames and
paper sized to fit them. Draw a box for
an illustration on the top half of a sheet of
the paper and then make one copy for every
two students. Assign each twosome a person
known for a historic first. Have each twosome
draw a relevant illustration in the box and
then write the persons name, what he or
she is known for, and other interesting
facts below the box. Over several days,
showcase each twosomes paper in a
frame. Writing informative text
(W.1.2)
Prompts
I admire ____ because
A great thing about what ___ did is
It is important to know about _____ because
Social Studies
See the crossword puzzle on page 26.
The Mailbox

Name Historic events and achievements
The Very First
Write to complete the puzzle.
Use the word bank.
Write to complete the puzzle.
se the word bank.
4
1 2 3
5 6
Word Bank
space president
dollar doctor
across quarter
walk House
Bonus: Look at the words you did not use. They tell two places where the face of the first
US president is shown. Write sentences about this president using his name and the words.
Across Down
1. 2.
3. 4.
5. 6.
Neil Armstrong:
First person to
______ on the moon
Amelia Earhart:
First female pilot
to fly ______ the
Atlantic Ocean
John Adams: First
president to live
in the White ______
Elizabeth Blackwell:
First woman to
become a ______ in
America
George
Washington:
First ______ of the
United States
Sally Ride: First
American woman
to go into ______
The Mailbox
Feb./Mar. 2014 27
Trio Total
Addition with three addends
Format: Partner game
Getting ready: Give each player a clear-plastic lidded container with three dice inside.
(Clean and empty plastic baby food containers work well.) Players also need paper for
keeping score and solving problems.
Activity:
1. Each player shakes his container. Then he determines the total of the numbers rolled.
2. The player with the greater total earns one point. If the totals are equal, the players
shake their dice again.
3. Play continues as time allows. The top-scoring player wins.
Tammie Miley, Andrew Heights Elementary, Tornado, WV
Greater Reasoning
Write a two-digit number on the board. Switch the order of the digits to
write a different two-digit number directly below it. Then give each student
a form like the one shown. After each student completes it, invite volunteers
to share their responses. As students hear the explanations, ranging from
finding the numbers on a number line to comparing the numbers of tens and
ones, their math thinking is sure to deepen!
Lunar Eclipse!
Partitioning circles into equal shares (1.G.A.3)
For this small-group game, give each player three identical white circles
(moons). Have her divide them as shown and glue them to black paper to
make a gameboard. Cut three identical black circles for each player. Cut
one circle into quarters and one circle into halves. Leave one circle intact.
Display the die code.
To take a turn, a player rolls a die. She refers to the code, takes a
corresponding black cutout, and uses it to cover a matching gameboard
space. If there is no matching space to cover, her turn is over. Players take
turns until one player wins by completely covering her moons and then
saying, Eclipse!
Jennifer Reidy, Halifax Elementary, Halifax, MA
See the reproducible partner game on page 28.
Christopher
Name ____________________________
I know that _____ is greater than _____
because __________________________
___________________________________
___________________________________
97
79

97 has nine tens but 79 has
only seven tens. That means 97 is a
higher number than 79.
Die Code
1, 2
half
3, 4, 5 quarter
6
whole
79
97
6 + 5 + 6 = 17
28 THE MAILBOX
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THE MAILBOX 29
The Mailbox
TEC40071 Feb./Mar. 2014

Note to the teacher: Give each student a copy of this page to complete for morning work or anytime you want to provide
independent practice with a variety of essential skills.
Name Math review (CCSS)
Math Grab Bag
Count by ones. Write the
next two numbers.
118, _____, _____
Is this equation true or false? Show
how you know.
15 6 = 15 5 1
It is 3:00. What time will
it be in 30 minutes? Draw
and write.
____: ____
12
6
3 9
2
1 11
10
4 8
5 7
Flos bookbag is 4 cubes
taller than mine. My bag
is 14 cubes tall. How tall
is Flos bag?
Flos bag is
_____ cubes
tall.
Write.
16 _____ = 8
9 = 17 _____
15 9 = _____
The sum of two
numbers is 18.
What could the
numbers be?
Write all
the two-digit
numbers with 6
in the tens place.
F
l
o
u
r
30 The Mailbox
Feb./Mar. 2014
ideas contributed by Cindy Carroll, Thomas B. Conley Elementary, Asbury, NJ
Color-Coded Place
This minds-on activity goes beyond traditional activities for
modeling two-digit numbers.
Getting ready: Get 18 large blank cardsnine of one color and nine
of a different color. Write the numbers one through nine on separate cards in
each set.
Activity: Designate one card color as tens and the other as ones.
Distribute the cards to students. Then name a two-digit number. Have the
corresponding students come forward and hold their cards side by side to
model the number. Next, pose a question about adding or subtracting tens or
ones. With students input, model ways to determine the answer. Then have
the appropriate cardholders model the number. Understanding place value
(1.NBT.B.2)
Creative Columns
Sentence strips make quick work of preparing this activity.
Getting ready: Label two vertical sentence strips, as
shown, to represent tens and ones. Display the strips beside one
another on the board.
Activity: Name a two-digit number and have a youngster
write it on the first sentence strip. Then ask a different student
to switch the order of the digits and write the resulting number
on the second strip. Instruct students to describe each number
by identifying the numbers of tens and ones. Have youngsters
compare the numbers, inviting them to model each one beside the
corresponding strip, if desired. After they determine which number
is greater, ask a youngster to write the correct inequality symbol
between the numbers. Then have the group read the comparison
aloud. Continue with different comparisonsseveral will fit!
T
6
O
4
>
Add a seasonal touch by drawing relevant
figures around the column headings.
A Tempting Batch of
These creative ideas are a
perfect recipe for increasing
students math thinking!
Who will need
to switch places if
we add two tens to
the number? the
3
8
T
6
O
4
Solution Sandwich
Ingredients:
9 tens, 5 ones
6 tens, 4 ones
1. Write the numbers.
2. Find the difference.
3. Show how you know in two
ways.
Math Muffins
Ingredients:
7 tens, 2 ones
2 tens, 0 ones
2. Find the sum.
3. Show how you know.
<
The Mailbox
Feb./Mar. 2014 31
Get color recipe cards and a 120 chart.
Entice With a Chant
This variation of a traditional chant is hard for kids to resist.
Getting ready: Draw two large cupcakes within student reach on
the board. Give each youngster an individual whiteboard and writing supplies.
Activity: Lead students in the chant shown, gesturing to a youngster at
the end of the first line and having him say the second and fourth lines. Then
describe a two-digit number by naming the numbers of tens and ones. Have
the designated youngster write the number on the first cupcake and ask the
other students to write it on their boards. After students name the number,
repeat the chant and writing process with a different youngster and number.
Then ask students to write the appropriate inequality symbol between
the numbers. Have a volunteer draw a chocolate chip on the cupcake with
the larger number; then erase the numbers and symbol. As you continue
with additional rounds, theres no doubt youngsters will be eager to find
out which cupcake will have more chocolate chips! Comparing two-digit
numbers (1.NBT.B.3)
57
Bake the Batter!
A big spoon and a cookie sheet make this partner activity
superfun for kids!
Getting ready: Set out a mixing bowl containing counters
(cookie batter), a large spoon, a cookie sheet, and copies of a recording
sheet like the one shown.
Activity: Partner 1 writes her name in the first column of the
recording sheet and Partner 2 writes her name in the second column.
Each student, in turn, scoops a large spoonful of batter and places it
onto the cookie sheet. She groups the cookies into tens and ones and
writes how many cookies there are. Then the students determine the
total number of cookies and record it. They clear the cookie sheet to
continue. Using place value to add (1.NBT.C.4)
Addition and Subtraction Recipes
Whip up this center activity in a jiffy!
Getting ready: Cut out a copy of the recipe cards on page 32. Put
them at a center along with a 120 chart, math manipulatives, and paper.
Activity: A center visitor takes a card. He writes the recipe name on
his paper and follows the steps. Then he continues with the remaining cards.
Using place value to add and subtract (1.NBT.C.4)
Class: Someone baked a math
cupcake with tens and ones.
Student: Who, me?
Class: Yes, you!
Student: Ill share the recipe.
Class: Please do!
74
Altogether
24
Mia
13
Jolen
11
The Mailbox

Recipe Card Patterns
Use with Addition and Subtraction Recipes on page 31.
Place Value Pie
Ingredients:
3 tens, 6 ones
3 ones
2. Add.
3. Write the sum.
TEC40071
Subtraction Soup
Ingredients:
8 tens, 7 ones
5 ones
2. Subtract.
TEC40071
Tens Tacos
Ingredients:
5 tens, 0 ones
3 tens, 0 ones
2. Write their total.
3. Write how you know.
TEC40071
Math Muffins
Ingredients:
7 tens, 2 ones
2 tens, 0 ones
2. Find the sum.
TEC40071
Sum Stew
Ingredients:
2 tens, 4 ones
4 tens, 2 ones
2. Find the sum.
ways.
TEC40071
Solution Sandwich
Ingredients:
9 tens, 5 ones
6 tens, 4 ones
2. Find the difference.
ways.
TEC40071
THE MAILBOX 33
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34 The Mailbox
Feb./Mar. 2014
Green Eggs and Ham-ophones
The wordplay in this idea is sure to make the activity and skill
memorable!
Getting ready: For each student, fold a sheet of paper in half and then
staple the sides to make a storage pocket. Make student copies of page 36.
Read aloud Green Eggs and Ham by Dr. Seuss.
Activity: Guide youngsters to identify the homophone word pairs in
the word bank on page 36 and describe their meanings. Then instruct
each youngster to write a homophone word pair on each ham card,
writing each word on a different card half. Instruct him to cut out the
cards, fold them in half with the programming on the outside, and then glue
or tape each card closed. Next, invite him to draw a plate of green eggs on his
paper pocket. If desired, provide additional copies of the cards and have students
program them with different homophones, such as two, too; for, four; and ate, eight.
Follow-up: Ask each student to put each card on his plate, in turn. Have him
write a sentence with each pair of words and then draw green circles around the
homophones. Homophones (L.1.5)
Jennifer Keefe, Sylvan Elementary, Snow Camp, NC
From Green Eggs to Shamrocks
These ideas arent just clever connections to March
theyre kid-pleasing opportunities for skill practice!
From Green Eggs to Shamrocks FFr room GGr reeeen EEg gg gs tto SSh hamrro occkks FFF o G ee E to Sha ock FFFr Frooom GGre eeen Eg gg gs s to o SShamro occks s FF G E t Sh kkkkk FFFFFF G E t SSh kkkkk
is
ents
h
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e
eye
knot
plane
sea
would
Compare-a-pillar
Transform math symbols into cute props!
Getting ready: Cut two identical caterpillar shapes from 1" x 4"
green paper strips. Hole-punch the center of each caterpillar and
then use brads to secure the caterpillars to a sentence strip as
shown. Write a different two-digit number on each of 20 blank cards.
Set the cards and sentence strip at a center stocked with paper.
Activity: A center visitor takes two cards and places them on
opposite sides of the caterpillar. She forms a greater than, less than,
or equal symbol with the caterpillars to make a true statement.
Then she writes the statement on her paper. She continues with the
remaining cards. Comparing two-digit numbers (1.NBT.B.3)
Variation: Program the cards with addition expressions instead of
two-digit numbers.
adapted from an idea by Jennifer Keefe
7
6
5
6
6 + 4
2 + 9
The Mailbox
Feb./Mar. 2014 35
Froggy Wants to Know!
If you dont have a frog cutout, you can make this cute
froggy with one circle and four half circles.
Explore green-themed questions with this display, and watch
students data-interpretation skills grow by leaps and bounds! Use
a laminated speech bubble and sticky notes to make the display
reusable. Representing and interpreting data (1.MD.C.4)
Get patterns for a frog and a speech bubble.
Th Th Th T e MMMMail ail ailbox box ox
Feb Feb Fe /M /M /Mar ar aar 20 20 20 201114
3333555
Expression

Meaning
have a green thumb
be good at gardening
be green with envy
wish to have what someone

else has
go green
help the environment
look green around the gills look sick
look for greener pastures search for something

better
give the green light
give permission
Which snack would
you prefer for our
St. Patricks Day party?

mint
chocolate
chip ice
cream
lime Jell-O
gelatin
neither
ch
chin
cheek
chip
sh
shell
shark
ship
ph
phone
photo
graph
th
thirty
thorn
third
Name ______________
Emma
Fun Phrases
Theres no better time than March to explore figures
of speech with the word green!
Getting ready: Write on the board four expressions from
this page (without their meanings) and number them from one
to four. Give each student a sheet of paper.
Activity: Have each child divide his paper into four equal-size
sections and number them. Ask him to write each expression in
the matching section and illustrate its literal meaning. Then use
each expression in a sentence and guide youngsters to identify
its figurative meaning.
Follow-up: Write class-generated sentences with the
expressions. Showcase the sentences with students papers and
the title Speaking of Green Figures of speech (L.1.6)
adapted from an idea by Jennifer Keefe
Sylvan Elementary
Snow Camp, NC
Leprechaun Alert
This activity can easily be modified for an individual sorting
activity.
Getting ready: Cut out a copy of the cards on page 37 and then put
them in a paper bag. Set out student copies of a shamrock recording sheet
labeled with digraphs, like the one shown. Arrange for two or three students
to play at a time.
Activity: In turn, each youngster shakes the bag and then removes a
card. She names the picture and writes the word below the corresponding
consonant digraph on her recording sheet if it is not already written. Then
she returns the card to the bag. If the card shows a leprechaun, she sets the
card aside and her turn is over. The first player to write three words for
each digraph wins. Consonant digraphs (RF.1.3a)
Jennifer Keefe
The Mailbox

Ham Cards and Word Bank Card
Use with Green Eggs and Ham-ophones on page 34.
TEC40071
TEC40071
TEC40071
TEC40071
TEC40071
TEC40071
TEC40071
I
here
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wood
knot
eye
see
plane
hear
would
sea
Homophone
Word Bank
same
sounds
different
spellings
different
meanings
Look for
The Mailbox

TEC40071 TEC40071 TEC40071 TEC40071
TEC40071 TEC40071 TEC40071 TEC40071
TEC40071 TEC40071 TEC40071 TEC40071
TEC40071 TEC40071 TEC40071 TEC40071
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Consonant Digraph Picture Cards and Leprechaun Cards
Use with Leprechaun Alert on page 35.
Put the cards in a green gift bag or a St. Patricks Day container from a local dollar store.
Get color cards.
T
r
i
c
k
y

L
e
p
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c
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a
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!
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a
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!
T
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p
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e
c
h
a
u
n
!
38 The Mailbox
Feb./Mar. 2014 38 The Mailbox
Feb./Mar. 2014
r
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rd
ch
o
ice tak
es
cen
ter stag
e w
ith
th
ese easy-to
-u
se
id
eas!
The wind wrestled her
for the packagewalloped
it, twisted it, shook it,
snatched at it.
Using
Vivid Verbs
Magnificent Models
What better way to learn about great writing than
by reading great writing?
Getting ready: Read aloud a book that contains specific verbs, such
as In the Tall, Tall Grass by Denise Fleming, The Wind Blew by Pat Hutchins, and
Brave Irene by William Steig.
Activity: Reread selected sentences and have students identify verbs
that create mental images; then list the words on the board. Next, ask
students to close their eyes as you reread a sentence and substitute a
vague verb for a specific verb from the list. After students agree that
the more specific verb paints a clearer picture, continue with additional
examples. Then have each youngster write sentences with three listed
verbs. Using specific verbs (L.1.5d)
Jennifer Hafer, Dumfries, VA
Writers Words
This vocabulary-boosting activity results in an ongoing writing reference.
Getting ready: Cut out the cards from a copy of page 39 and put them in a
container. Make a blank class book titled Great Verbs for Writers.
Activity: Ask a volunteer to draw a card and read it aloud. After you write the
word on the board and discuss it, have the youngster glue the card into the class book
and write either what it means or to use it in a sentence. Meanwhile, give the remaining
students paper. Guide them to write sentences with the correct forms of the verb, along
with the words yesterday, today, and tomorrow. Repeat with the remaining cards on later
days. Vocabulary (L.1.6), using verbs to convey past, present, and future (L.1.1e)
Shake It Up!
A pattern makes this center activity supereasy to prepare.
Getting ready: Cut out a copy of the die pattern on page 40. Fold it on the thin
lines and tape the sides together. Provide writing paper.
Activity: A child tosses the die. After she reads the words she rolled, she writes a
sentence with the bold word. Then, below it, she writes a sentence with a more specific
verb shown. She tosses the die again to continue. Shades of meaning (L.1.5d)
Jennifer Hafer
The Mailbox

Verb Cards
Use with Writers Words on page 38.
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chat crackle discover
flicker gather gaze
greet grin groan
march mumble nod
poke race scatter
slip sprinkle stomp
squeal tumble wander
The Mailbox

look
glance
peek
walk
stroll
tiptoe
fall
stumble
trip
throw
toss
fling
pull
tug
yank
run
dash
jog
Get colorful and
programmable dice.
Verb Die
Use with Shake It Up! on page 38.
TEC40071
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ear
n
i
n
g
C
e
n
t
e
r
s
The Mailbox
Feb./Mar. 2014 41
Simple for Stories
Questions about key details (RL.1.1)
Getting ready: Set out a familiar storybook, white paper, and a question
chart like the one shown.
Activity:
1. Divide a horizontal sheet of paper into six equal-size sections.
2. Write the title and authors name in the rst section.
3. Write the question words in the separate blank sections. Write the
answers below them.
Nichole Dirks, C. J. Jorgensen School, Phoenix, AZ
Math Box
Addition and subtraction word problems (1.OA.A.1)
Getting ready: Glue cutout copies of the word problem
cards on pages 42 and 43 to separate index cards. Put them in a
decorated index card box and set out paper.
Activity:
1. Divide your paper into four sections.
2. For each section, pick a card and write its title. Show your
work as you solve the problem.
Deborah Zelasny, Branchburg, NJ
Lets Go!
Getting ready: Make a copy of page 43 for your les. Then remove
the center mat on page 44. Cut out a copy of page 45 and make student
copies of page 46. Shufe the cards. Have two students complete the
activity at a time.
Activity:
1. The players stack the cards facedown.
2. Each player draws two cards and puts them on his car to form a
two-digit number.
3. Each player writes a true inequality statement with his number and
his partners number. Then he circles the greater number.
4. The player whose cards form the greater number earns one point.
5. Play continues with the remaining cards. The top-scoring
player wins.
Kim Power, West University Elementary, Houston, TX
Who?
Who is the story about?
When? When does the story take place?
Where? Where does the story take place?
What? What is the problem?
How? How is the problem solved?
Polly eats 1
are square.
there be?
Cracker Snacker
Polly eats 16 crackers.
Some are round. Some
are square.
How many of each could
there be?
Show 3 different answers.

Lets Go!
1. Each player puts
down two cards.
2. Compare. Write.
Circle.
3. The player with the greater
number gets a point.
4. Repeat eight times. The
player with more points wins.
Player 1
Player 2
1 7
3 5
The Mailbox

Word Problem Cards
Use with Math Box on page 41.
Print color cards.
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The Mailbox

Word Problem Cards
Use with Math Box on page 41.
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44 THE MAILBOX
L
e
t
s

G
o
!

C
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m
p
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i
n
g

t
w
o
-
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2
The Mailbox

1 2 3 4 5 6
7 8 9 1 2 3
4 5 6 7 8 9
1 2 3 4 5 6
7 8 9 1 2 3
4 5 6 7 8 9
Activity Cards
Use with Lets Go! on page 41.
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46 THE MAILBOX
STOP
The Mailbox
TEC40071 Feb./Mar. 2014

M
y

P
o
in
t
s
Name Recording sheet
Lets Go!
Write to compare the numbers.
Use >, <, or =.
Circle the greater number.
Note to the teacher: Use with Lets Go! on page 41.
>
=
<
The Mailbox
Feb./Mar. 2014 47
T
os
s
, Shak e, and
Literacy
The Envelope, Please! For each counter color, attach a matching sticky
dot to a separate clasp envelope. Put opinion writing prompts in one envelope
and narrative (or informative) prompts in the other. When its writing time, a
child tosses a counter and then takes a prompt from the corresponding envelope.
Writing (W.1.13)
Print word lists.
Game directions:
1. To take a turn, a child shakes the cup and spills the
counter from it.

2. He completes a word with the corresponding vowel and
reads it aloud. (Some words may be completed with
either vowel.) If he cannot complete a word with the
vowel, his turn is over.

3. Players take turns until one player wins by completing all
his words.
Sp
i
l
l
!
Two-color counters arent just for math; theyre handy tools for
literacy and management too!
Excellent Ideas for Two-Color Counters
Management
Nonfiction Is Next! Designate a different genre for each counter color. Put a
counter in a plastic cup. Then have a youngster shake the cup and spill the counter out to
determine which genre youll read aloud next.
Math
Priceless Center: Display the code shown. Put nine
red-and-yellow counters in a disposable cup. A child spills out
the counters and sorts them by color. After he illustrates the
two resulting groups, he uses the code to determine the total
money amount represented. Determining money amounts
Color Code

red dime
yellow nickel
70
Vowel Mystery: To prepare this partner
activity, designate a different vowel for each
counter color. For each player, list in random
order five words that contain one vowel and five
words that contain the other vowel, drawing
blanks in place of the designated vowels. Set out a
cup containing a counter. Vowels (RF.1.3)
Easy-to-Switch Centers
Find the section for the center youd like to change and
choose from the easy-to-read activities. Quick to prepare,
these engaging centers reinforce Common Core skills. Includes
simple-to-use support materials, such as patterns, center cards,
and recording sheets. 96 pages. $16.95.
TEC 61382 Grades K1
Common Core Made Easy
Its Easy to

Stay Co
nnected
Text M
AILBO
X to
33233 for
Special O
ffers
We set the standard for meeting
Common Core State Standards.
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Introduce, practice, and assess Common Core skills
in math or language arts. For each skill, there is an
introductory warm-up page, a practice page, and
an easy-to-scan assessment page. Plus all warm-
up pages are online and ready to project on your
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Grade 1
TEC 61396 Language Arts
TEC 61399 Math
Switch
out centers
in a snap

Features
easy
assessment
Grade 1
TEC 61399 Math
Look for this logo to find Common Corealigned
resources that make lesson planning quicker
and teaching easier.
Visit your local school supply store
Visit us at TheMailbox.com/books
Call 800.714.7991
3
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im
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u
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h
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a
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TEC 61372 Grades 1
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Grades K1
TEC 61379 Math
You Can Thank Us After School

No-prep
practice
with word
problems

Super easy
lesson
planning
m
o
r
e
50 The Mailbox
Feb./Mar. 2014
getting ready
Gather two empty
16-ounce water bottles,
two balloons (not inflated),
three-fourths cup of vinegar,
baking soda, measuring cups,
a permanent marker, a funnel,
and student copies of page 52.
Terrific
Trick
Properties of gas
magnets and force
Invisible
Pull
getting ready
Put in an empty plastic water
bottle paper clips, pipe cleaners,
and a few nonmagnetic items
such as plastic buttons and beads.
Secure the bottle cap. Then put
the bottle at a center along with
recording sheets, like the one
shown, and two different magnets.
activity
Write the word attract on
the board. Guide youngsters
to define attract. Remind them
that a magnet is a piece of iron
that attracts certain things. Then
arrange for students to visit the
center individually or in pairs.
Have each center visitor complete
a recording sheet.
Bonny Dahlsrud
Salina Elementary
Salina, UT
activity
1. Pour a half cup of vinegar into one bottle and
one-fourth cup of vinegar into the other bottle. Write
More and Less on the corresponding bottles.
2. Put the end of the funnel in the neck of a balloon. Have
a student hold it as you fill half the balloon with baking
soda. Then remove the funnel.
3. Put the neck of the balloon over the neck of a bottle
without letting the baking soda fall into the bottle. Then
have a student lift the balloon to tip the baking soda
into the bottle. Discuss what happens.
4. Repeat Steps 2 and 3 with the second bottle, pausing
for youngsters to predict what will happen. Compare
the results with the results for the first bottle. Share
the information below.
5. Have each youngster complete a recording sheet.
This is what happens: When the baking soda and vinegar
combine, they create a gas (carbon dioxide). A gas has no
shape of its own; it spreads out to fill its container. Less gas
does not fill, or inflate, a balloon as much.
Danielle L. Murdoff
Elton Hills Elementary
Rochester, MN
Print a recording sheet.
For a fun extension, fill the bottle
with water and repeat the activity.
Name ___________________________________________________
Can a magnet attract objects through plastic?
1. Write a prediction. 2. Test your thinking.
3. Write what happens. 4. Write what you learned.
science
THE MAILBOX 51
The Mailbox
TEC40071 Feb./Mar. 2014

Science "Write" Away
Pull-out activity card: Make a copy of page 52 for your files. Remove this
activity card and put it in a plastic page protector for durability. Then set out the activity
card with writing paper.
Write.
Wonder.
Have you ever played with magnets? Do you
know they are not just fun? They are useful too!
Magnets pull some metals. Thats how they keep
some things shut. Magnets hold the door of your
fridge shut. They keep some cupboards shut too.
If two magnets are close, they might push each
other, though. Magnets have two parts called
poles. One pole is the north pole. The other is the
south pole. Poles that are different attract. Poles
that are alike push apart!
A. Imagine you put two magnets beside each other.
What are two different things that might happen?
B. What are some ways magnets may be useful
in schools?
Pick A or B from above. Write. Be sure to explain your answer.
Print a reproducible
version.
Read.
you
N
S
Magnets
INDEPENDENT
ACTIVITY
CARD
(RI.1.1)
52 THE MAILBOX
T
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The Mailbox
Feb./Mar. 2014 53
Use narrow sticky notes to mark the bottom of the gorillas
palm and the tip of the tallest finger so kids can easily
distinguish the length to measure.
Kids wont be able to resist sharing their opinions through
this writing activity.
Ask each student to write about a featured animal using words such
as largest, most unusual, or most interesting. Have her support her opinion
with information from the book and her own thinking. For added fun,
invite her to design an award for the animal. For example, she might
create a Terrific Trunk award for the African elephant since it uses its
trunk in so many ways! Opinion writing (W.1.1)
Nonfiction
Nothing helps kids understand relative size like direct comparisons!
Read the book aloud, pausing when you come to the page that shows a
gorillas hand. Invite each child, in turn, to compare his hand size to the gorillas
by placing his hand on the illustration. Later, set the book at a center with paper
and a supply of paper clips. Each center visitor uses the paper clips to measure
the gorillas hand, a cutout tracing of his own hand, and an object in the room
that is longer than his hand. He records each measurement on a sheet of paper
and then lists the three things from the shortest to the longest. Measurement
(1.MD.A.1, 2)
Count on the intriguing facts in this selection to whet students
appetites for research.
Select four animals for additional study. (For easy access to photos and facts,
choose animals featured on a website such as National Geographic Kids.) Divide
students into one or more groups for each animal. Have groups use grade-
appropriate resources to research their assigned animals size, where it lives, what
it eats, and interesting physical features. Then ask each group to share its learning
with a poster, report, or model. Participate in shared research (W.1.7)
Actual Size
Actual Size Actual Size
Presented to the
African elephant
by Sasha on Feb. 17
Terrific Trunk
Award
By Steve Jenkins
A butterfly large enough to be mistaken for a bird, a fish less
than an inch long, and a squid with eyes 12 inches wide are just
a few of the creatures described in this book with remarkable
actual-size illustrations.
ideas contributed by Sherri L. Smith
Fort Wayne, IN
The Best!
Huge, Hands Down!
Curious Minds
54 THE MAILBOX
The Mailbox
TEC40071 Feb./Mar. 2014

1. What has a sticky tongue
but no teeth? ____________________________________
2. This big bird hangs out with
zebras sometimes. ____________________________________
3. What animal has hands a lot
like yours but much bigger? ____________________________________
4. Lunch isnt needed for this
insect. It doesnt ever eat! ____________________________________
5. Wow! This animal has eyes
as big as basketballs. ____________________________________
6. You might mistake this insect
for a branch. ____________________________________
7. This animal can float on water
for hours without moving. ____________________________________
Note to the teacher: After reading Actual Size by Steve Jenkins, give each child a copy of this page. Read it with students. Before they complete the
page, have them listen carefully as you share details about the featured animals by rereading selected parts of the book, including facts at the end.
Name Actual Size
Key details in a text (RI.1.1)
Critter Clues
Listen. Read.
Write the matching animal names.
You will not use two of them.
Animal Names
atlas moth giant walking stick great white shark
giant anteater Goliath frog ostrich
giant squid gorilla saltwater crocodile
After you finish,
use details from the
book to write about a
different animal.
A n s w e r s : 1 . g i a n t a n t e a t e r 2 . o s t r i c h 3 . g o r i l l a 4 . a t l a s m o t h 5 . g i a n t s q u i d 6 . g i a n t w a l k i n g s t i c k 7 . s a l t w a t e r c r o c o d i l e
The Mailbox
Feb./Mar. 2014 55
e
a
t
h
e
r
Cloudy With a Chance of Meatballs
Written by Judi Barrett Illustrated by Ron Barrett
Life is good in the town of Chewandswallow, where it rains soup and snows mashed
potatoes. That is, until the weather takes a turn for the worse.
Before showing students the book, tell them the story is weather related. Ask
youngsters to brainstorm words they expect to be in the book. Then read the title
aloud. Invite youngsters to revise their thoughts and name different words they think
are in the story. With such a captivating title, students will be eager to hear the story
and check their predictions! Making predictions, vocabulary (L.1.5)
Thunder Cake
By Patricia Polacco
A girl overcomes her fear of thunderstorms as she hurries to bake a thunder cake with her
grandmother.
After reading the story aloud, ask students to share their ideas about how the girl
conquers her fear of storms. Guide them to realize that the cake doesnt magically make
her brave, but making it distracts her from worrying. Suggest that her grandmother is
wise to come up with the idea to bake. Then ask each student to write three words that
describe each character and explain why he chose them. Describing characters (RL.1.3)
Clouds
Written by Anne Rockwell Illustrated by Fran Lessac
Various types of clouds and the kinds of weather they indicate are described in this
straightforward text.
Stop at a few different points during the read-aloud. Each time, ask students to turn
and talk to a neighbor about a key topic, such as ways in which clouds vary or what
would happen if there were no clouds. To follow up, take students outdoors. Divide
them into groups and have each group use chalk to draw different low, middle, and
high clouds on a paved surface. Key details of a text (RI.1.2)
Weather Words and What They Mean
By Gail Gibbons
Weather-related vocabulary is showcased with simple text and individual illustrations.
Read the selection aloud over a few days. Then guide youngsters to sort weather
word cards into groups such as precipitation and temperature. Its a great way to check
their understanding! Sorting words into categories (L.1.5a)
Print weather
word cards.
These go-to fiction and nonfiction selections intrigue, entertain, and inform
young listeners!
ideas contributed by Sherri L. Smith, Fort Wayne, IN
Quick Ideas for Popular Books k d f
W
56 The Mailbox
Feb./Mar. 2014
Write On!
Write On!
Layered With Details
With this sweet visual reminder, young writers cook up well-organized
opinion writing! Display a poster like the one shown. Read and discuss
the labels with students. Point out that the reasons are critical since
theyre the main part of the cake. Then give each student a sheet of paper
and have him draw a large cake. Ask him to use it as a graphic organizer
as he writes his opinion about a topic, such as the best place to eat or a
perfect way to celebrate a birthday. Opinion writing (W.1.1)
See the writing activity card on page 58 and the skill sheet on page 59.
Get a poster and a
graphic organizer.
Goodbye, Writers Block!
If a picture is worth a thousand words, just imagine what a photo is
worth to a writer! To make sure students always have writing topics,
display a variety of photos of class activities with prompts like the ones
shown. When a child needs help coming up with a topic, encourage her
to visit the display. Prompt her to write a relevant opinion or narrative, or
have her explain information, such as what she learned during a eld trip
or from a guest speaker. Start a conversation about a photo and, before
you know it, shell have plenty to write about! Generating writing topics
(W.1.13)
Amanda Duffell, Landis Elementary, Landis, NC
Moving Into Letters
First graders love this approach to identifying and remembering the
parts of a friendly letter. Display a list like the one shown, omitting the
movements. Then have each student stand. Beginning with the heading,
lead students in naming each part of a letter and the corresponding key
word as you teach them the designated action. Theyll quickly commit the
information to memory! Parts of a friendly letter
LouAnn Porter, Springeld Elementary, Michigan City, IN
Topic
Opinion
Reason
Conclusion
W
hat did you learn?
What happened?
Reason
What do you think about this activity?
Parts of a Friendly Letter
heading: date
Put both hands on your head.
greeting: dear
Wave your hand.
body: details
Make a wide circular motion.
closing: sincerely Close your hands together.
signature: name Pantomime signing your name.
The Mailbox

Pum
p
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P
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(W.1.1)
TEC40071
Write
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TEC40071
Write
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(W.1.3)
TEC40071
What
do you
think?
(W.1.1)
TEC40071
Write
about it.
(W.1.2)
TEC40071
Write
a story!
(W.1.3)
TEC40071
Cut-and-Glue Writing Prompts
Have students use the prompts during writing time or at a center. A student cuts out a prompt, glues it near the top
of his writing paper, and responds to the prompt.
Which season is more fun? Why?
fall spring
When I went to
How to Eat a Banana
A Fun Time
With a Friend
Which is a better classroom pet? Why?
sh hamster
Planting a Seed
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58 THE MAILBOX
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THE MAILBOX 59
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Cards for All
For Valentines Day, each student brings in a decorated
shoebox and a class supply of cards that she signed but didnt
address. I have students sit in a circle with their boxes and
cards. Then I clap my hands twice and each student passes
her box to the child on her left. Each child puts a card in the
box she receives. I clap my hands again to signal students to
pass the boxes. We continue until each box is returned to its
owner. Its an organized way to pass out the cards and ensure
that everyone gets the same number.Nancy S. House, Fort
Gratiot, MI
Vote for Seuss!
Before Dr. Seusss birthday (March 2), I add beanbag
chairs and a kiddie pool to my reading corner. My students
and I read lots of Dr. Seuss books. Then we have a book
election with all the rst graders in our school. We divide a
hallway bulletin board into columns and display the cover of a
different Dr. Seuss book in each. Each rst grader votes for his
favorite book by attaching a personalized ballot in the appro-
priate column. Excitement builds as we determine the top
book choice!Kristen Geraghty, T. W. Miller School, Wilton, CT
Measurement on Demand
I keep a supply of 12-inch shoe cutouts on
hand. Whenever my class reads a size-related fact,
such as A king cobra may be 18 feet long, we
lay the appropriate number of cutouts end to end
on the oor to get a clear understanding of the
size.Patricia Gable, Rancho Gabriela Elementary,
Surprise, AZ
No-Tear Clock Hands
I have a solution for manipulative clocks that
rip when kids move the clock hands. Tape each
clock hand cutout to a small paper clip, leaving
space at the end of each paper clip as shown.
Then use a brad to secure the paper clips to the
clockface. No more ripping or hard-to-move
clock hands!Shawna Bonnin, Cascades Elementary,
Lebanon, OR
60 The Mailbox
Feb./Mar. 2014
Our Readers Share
Print shoe patterns.
Cards for All
For Valentines Day, each student brings in a decorated
shoebox and a class supply of cards that she signed but didnt
address. I have students sit in a circle with their boxes and
cards. Then I clap my hands twice and each student passes
her box to the child on her left. Each child puts a card in the
box she receives. I clap my hands again to signal students to
pass the boxes. We continue until each box is returned to its
owner. Its an organized way to pass out the cards and ensure
that everyone gets the same number.Nancy S. House, Fort
Gratiot, MI
Vote for Seuss!
Before Dr. Seusss birthday (March 2), I add beanbag
chairs and a kiddie pool to my reading corner. My students
and I read lots of Dr. Seuss books. Then we have a book
election with all the rst graders in our school. We divide a
hallway bulletin board into columns and display the cover of a
different Dr. Seuss book in each. Each rst grader votes for his
favorite book by attaching a personalized ballot in the appro-
priate column. Excitement builds as we determine the top
book choice!Kristen Geraghty, T. W. Miller School, Wilton, CT
Measurement on Demand
I keep a supply of 12-inch shoe cutouts on
hand. Whenever my class reads a size-related fact,
such as A king cobra may be 18 feet long, we
lay the appropriate number of cutouts end to end
on the oor to get a clear understanding of the
size.Patricia Gable, Rancho Gabriela Elementary,
Surprise, AZ
No-Tear Clock Hands
I have a solution for manipulative clocks that
rip when kids move the clock hands. Tape each
clock hand cutout to a small paper clip, leaving
space at the end of each paper clip as shown.
Then use a brad to secure the paper clips to the
clockface. No more ripping or hard-to-move
clock hands!Shawna Bonnin, Cascades Elementary,
Lebanon, OR
Print shoe patterns.
H
a
p
p
y
V
a
le
n
tin
e
s
D
a
y
12
1 11
2 10
3
9
4 8
5
7
6
7
The Mailbox
Feb./Mar. 2014 61
Teacher Talk
You are part of a nationwide community
of teachers. Read on to hear from a
few of your rst-grade colleagues.
I love when my
students
Teacher Talk
Rhonda Sauerheber
Needmore Elementary
Bedford, IN
Teaching 41 years
BeverlyAnn Feuerstack
Circleville Elementary
Circleville, NY
Teaching 11 years
Karen Dufault
Pete Mirich Elementary
LaSalle, CO
Teaching 30 years
Mary Mazzoni
Luhr Elementary
Louisville, KY
Teaching 22 years
Would you like to be featured in Teacher Talk?
Wed love to include you! Complete the form located at
www.themailbox.com/talkfm14gr1
become condent and
proud readers.
zoni
entaryy
feel condent and excited
about what we are learning!
are very focused and
eager to participate in
class discussions.
get lost in a book.
Great ideas that make writing fun!
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OLIDAAY
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37
The Mailbox Teachers Helper TEC46070 Dec./Jan. 201314
Name
Adding and Subtracting Ten
Mixed practice (1.NBT.C.4, 6)
A Perfect Finish
Write.
Bonus: Show two ways to solve. 54 + 10 = ______
Add or subtract.
A. 53 + 10 = ______ B. 17 + 10 = ______ C. 50 10 = ______
D. 70 10 = ______ E. 55 + 10 = ______ F. 30 + 10 = ______
G. 28 + 10 = ______ H. 90 10 = ______ I. 81 + 10 = ______
J. 74 + 10 = ______ K. 62 + 10 = ______ L. 30 10 = ______
Subtract 10. Number Add 10.
30
50
80
20
60
90
10
70
40
Connect with
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C. 50 10
30 + 10 =
81 + 10 =
40
C
40
53
The Mailbox Teachers Helper TEC46070 Dec./Jan. 201314
Name
Winter
Initial consonant blends sl- and sn- (RF.1.3)
Snowballs for Sale
Bonus: Choose two different words from above. Write a sentence for each word.

Write sl or sn.
Complete each sentence with a word from above.
1. I will ride my _____________________________ down the snowy hill.
2. What time do you go to _____________________________?
3. I have a pet _____________________________ at home.
4. Please do not _____________________________ the door.
5. I like to play outside in the _____________________________.
__ __ ed
__ __ ap
__ __ ide
__ __ ail
__ __ ack
__ __ ake
__ __ am
__ __ eeve
__ __ eep
__ __ ow
Snowballs
5
N
O
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!
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Common Core State Standards clearly labeled
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Adaptable for morning work, guided skill practice,
and homework
Ready to use immediately to support Common
Core needs
C
M
37 37
============ ________ _ __ ________ ____ ___ __ _ ________________________ _______ ____
30 0 0 00000000000000 111111111111111111111111111111000000000000000000000000000000000000000 =
n the snowy hill hill hiiillllll hill hhiiilllll ill hill hillll hil hil hil hill ll ii hi .
____?
__ __ ap
__ _____ ________ _______ ___ ac ack ack ack ack ack kk ack aack a
_________ ___ __ ______ e ee ee eeve e ee
3
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TEACHERS HELPER
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easier with skill-based practice sheets designed to
help students meet the rigors of todays
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btracting Ten
ctice (1.NBT.C.4, 6)
1.NBT.C.4, 6
Call 800.627.8579
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GRADE 1
DEC./JAN. 201314
$5.95 Frosty
Phonics
$$$$$$$$$$$555555
Hooray for
HALFWAY DAY!
Pl unge I nto
Mr. Poppers
Penguins
o
n

t
h
e clo
c
k
MATH
clllooo l
TH TH TH
Sam
Dialogue
Detail Detail
Tell about me.
Feelings
Concluding sentence
First
Next
After
Then
What I was thinking
Stretch out sma
ll m
o
m
e
n
ts
Anchor Understanding
How does someone write a good narrative? Thats
what kids explore with this activity!
Getting ready: Give each student a copy of page 58 and display
an enlarged copy of the page for student reference. Read aloud examples of
personal narratives, such as Alexander and the Terrible, Horrible, No Good,
Very Bad Day by Judith Viorst and Owl Moon by Jane Yolen.
Activity: Use the illustration on page 58 to guide students to name
various characteristics of personal narratives. Whenever the group identifies
a characteristic, write it on the enlarged illustration and have each student
write it on his paper in his own words. Then invite each youngster to outline
his illustration with crayons. The result is an adorable writing reference hell
use time and again! Writing personal narratives (W.1.3)
Super Start
Spark conversations, and youre sure to get kids
well on their way to writing stories!
Getting ready: Get a pad of medium-size sticky notes.
Activity: Suggest to students that an everyday experience can be an
excellent writing topic if the writer incorporates details such as his feelings
and thoughts, sensory words, and specific action words. Think aloud as
you recall a few recent experiences. Jot down a relevant sentence about
two of them on separate sticky notes and attach them to the side of the
board. Explain that many writers keep lists of writing topics so they dont
forget good ideas. Next, give each student two sticky notes and have her
jot separate notes about two personal experiences. Then pair students.
After each student tells her partner about the experiences she noted, ask
her to attach her sticky notes to the inside of a folder or notebook for
safekeeping. When its time to write a narrative, shell have a jump start!
Identifying writing topics (W.1.3)
I helped my dad
shovel snow
yesterday. My cat spilled
her milk and
made a huge
mess!
Name Writing personal narratives (W.1.3)
Warm Up to Personal Narratives
Hi!
Use the
word I.
56 The Mailbox Dec./Jan. 201314
Use this handy collection of ideas to help young writers share the
scoop on a topic near and dear to their hearts: themselves! Be sure
to check out the writing activity cards on page 59 too. Theyre
perfect for a learning center!
ideas contributed by Cindy Carroll
Thomas B. Conley Elementary
Asbury, NJ
Writing Personal Narratives
Dialogue TTTTell abou TT t me.
What I was thinking
t
Anc Anchor U hor Understanding
nderstand
erstanding ing
es someone write a g
meone write a g a good narra ood narraativ tive? e?? Th Thaats ts s
it !!
gget ki et kii
notes.
nce can
See the skill sheet on page 40.
Time for a Story! Repeat this math and literacy activity with different storybooks and times.
Getting ready: Use sticky notes to flag three events in a storybook. Write
on each note a time to the hour or half hour that the event could occur. Put student
copies of the recording sheet on page 39 at a center.
Activity: Read the story aloud, incorporating the times on the sticky notes.
Then put the book at the center. Each center visitor refers to the book as she
completes a recording sheet. Time to the hour and half hour (1.MD.B.3)
Cindy Carroll, Thomas B. Conley Elementary, Asbury, NJ
Snowy Half Hour This activity satisfies a skill objective as well as kids desire to be crafty!
Getting ready: Trace a coffee filter on a sheet of paper. Draw on the
tracing a clockface without clock hands. At a center, place two copies of the
clockface per student and several cards, each programmed with a digital time to
the half hour. Gather scissors, glue, and a class supply of coffee filters.
Activity: Before students visit the center, help each youngster cut a coffee
filter in half and then snip the halves to make two snowflakes. Later, a student
takes his snowflakes to the center. He takes a time card and writes its time on a
clockface paper. He draws clock hands to show the time and glues a snowflake
to the half of the clockface with no hour hand. He repeats the activity with a
different time card and clockface. Time to the half hour (1.MD.B.3)
Cindy Carroll
Just the Ticket! If students have trouble reading analog clocks to the half hour, try this! Ask students to imagine that each hour is an airport and the hour hand is an airplane.
Explain that when the plane is between numbers, it hasnt landed at its destination. For
example, if the minute hand is on the 6 and the hour hand is between 4 and 5, the plane has
not yet landed at the 5. The hour is 4, and the time is 4:30. Time to the half hour (1.MD.B.3) Becky Hoffman, Marshall School, South Orange, NJ
Terrific Tip
12
9
6
3
12
1
2
3
4
5
11
10
9
8
7
6
1
11
10
9
8
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1
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9
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2:30
Count on these clever ideas to energize
your approach to time-telling skills!
2
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idea maga
GRADE 1
DEC./JAN. 201314
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Todays The Mailbox
magazine covers Common Core State

Standards in every issue With ideas activities and reproducibles
MEETING COMMON CORE STATE
STANDARDS JUST GOT EASIER.
See th thheeee e e e sssk sk sk sk sk skill s
Just the Ticket et et! If students have aa trouble reading analog clocks to the half hour, rr try this! Ask students to imagine that each hour is an airport and the hour hand is an airp
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The Mailbox
TEC40071 Feb./Mar. 2014

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Write the name of an object in your desk.
List different ways it can be used.
Draw an illustration that would be good
in a book you are reading.
Write the name of a classroom object. List
words that have the same beginning sound.
ruler, ran, red,
Roll two dice. Make a number. Write a word
problem that has the number for its answer.
Pick a character from a story. Write a
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