Professional Documents
Culture Documents
Neighborhood &
Community
12 Skill-Building Activities That Motivate Kids to Collect,
Display, and Use Dataand Connect to the NCTM Standards
by Patricia Daly
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Scholastic Inc. grants teachers permission to photocopy the reproducible pages from this book for classroom
use. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system,
or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise,
without written permission of the publisher. For information regarding permission, write to Scholastic Inc.,
557 Broadway, New York, NY 10012.
Edited by Immacula A. Rhodes
Cover design by Maria Lilja and Norma Ortiz
Interior design by Holly Grundon
Cover and interior illustrations by Maxie Chambliss
ISBN: 0-439-42420-8
Copyright 2006 by Patricia Daly
Published by Scholastic Inc.
All rights reserved.
Printed in the U.S.A.
1 2 3 4 5 6 7 8 9 10
40
14 13 12 11 10 09 08 07 06
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Connections to the NCTM Standards . . . . . . . . . . . . . .9
Glyphs
G OODS & S ERVICES
Grocery Store
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
OF
C OMMUNITIES
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Introduction
n its Principles and Standards for School Mathematics (released April, 2000), the
National Council of Teachers of Mathematics (NCTM) identified Data Analysis,
Statistics, and Probability as one of five key content-area standards. This standard
addresses the importance of having students:
pose questions
This and other standards are included in the grid on page 9 to show how they
correlate to each glyph activity.
For grades 1 to 3, the NCTM objectives and standards can best be met by
involving students in meaningful, motivating activities that give them opportunities
to collect and represent data in a variety of ways. Creating glyphs, or pictorial
representations of data, provides an excellent way to do this.
Great Glyphs: Neighborhood & Community provides ideas for making glyphs
that link with students preferences and experiences, as well as topics related to
neighborhoods and communities. This gives students a familiar context for
representing datafor example in Loan-a-Book Library, students represent
information about their reading preferences and experiences visiting libraries.
You can connect these activities to various mathematics skills and concepts, as well
as to other school disciplines. For example, At the Airport provides an opportunity
to reinforce patterning, while Grocery Store ties into nutrition studies. All the glyphs
feature elements that emphasize individual preferences and information.
What Is a Glyph?
ust as a graph or Venn diagram conveys information about data that has been
collected, a glyph displays information in the form of a picture. The word glyph
comes from hieroglyphics (picture writing). The details of a glyph describe
information about the person who created it. Each specific detail of a glyph provides
the person viewing it with information. A legend allows students to see each feature
of the glyph and what it represents.
For example, in Grocery Store, the shape of the roof represents whether the
student likes going to the grocery store. If the student likes going to the grocery
store, the roof is a trapezoid. If the student does not like going to the grocery store,
the roof is a rectangle. Other elements, such as the color of the building, the color
of the roof, and the color of the door, represent other information about students.
4
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
5
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
A Teacher-Student Dialogue
he following is an example of a classroom dialogue introducing glyphs to
students for the first time. For each new glyph, modify the discussion to focus on
the questions asked in the glyph-making activities and the responses students
represent in their glyph. As you ask students questions, focus on mathematical
concepts of the glyph rather than the craft-making aspect.
Teacher: (holding up the completed train glyph so that the whole class can see it)
Children, look at this picture and think of something that you can say
about what you see.
Student: It has a red engine.
Student: The other train car is green.
Student: The wheels on your train are black.
Student: There are four windows on the second car.
Student: The train engine has a number on it.
Teacher: All the attributes you just talked about tell something special about
me. This train is a glyph. A glyph tells information about the person
who made it. Lets find out what that information is. (Reveal the
legend, one item at a time, pointing to each feature on the train glyph.)
This sheet is called the legend. The color of the engine tells you
whether I have ever taken a ride on a train. The legend shows that if I
have taken a ride on a train, the train is red. If it is blue, then I have
never taken a ride on a train. What does the color of my engine tell
you about whether I have ever traveled on a train?
Student: Its red. That tells us that you have taken a train ride!
Teacher: Now lets look at the second train car. What does it tell us about me?
Look at the legend and use that information to tell what you know
about me based on the color of the car.
Student: You like buses best! The legend shows that a green car means you like
buses more than the other kinds of transportation.
Teacher: Thats right! Now look at the color of the wheels. This will tell us
where I would like to go on a train. If the wheels are black, it means I
would like to go to the mountains. If the wheels are brown, I would
like to go to the beach. Gray wheels mean I would like to go to a city,
and purple wheels mean I would like to go to another place. Where
would I like to go on a train?
Student: Youd like to go to the mountains.
6
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
4+4+3+
1=12
Student: One, two, three, four. I counted four windows. That means you like
to travel in the afternoon.
Teacher: How do you know that I dont like to travel in the morning or
the evening?
Student: If you liked to travel in the morning, the car would have three
windows. And if you liked to travel in the evening, it would have
five windows.
Teacher: Youre right! Now look at the engine number. Why did I write that
number on the engine?
Student: The legend tells you to add the last four digits of your phone number.
Thats how you got the number that you wrote on the engine!
Teacher: Very good! Now, lets review everything you know about me so far,
based on the glyph Ive made. (Discuss the legend and have students tell
what they have learned.) Remember that when you are trying to get
information from a glyph, the legend reminds you what each part of
the glyph represents. Now each of you will make glyphs about
yourselves.
7
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
With any glyph activity, students can write a story or poem, draw or write about
their glyph and their findings in their math journals, or extend the glyph with other
symbols to represent additional information.
Feel free to modify elements of the glyphs as needed to make them more
appropriate for the students you work with. We have found these activities highly
motivating to studentsand students use of mathematics vocabulary improves as
they create glyphs and interpret the data revealed in them. Enjoy!
Train Ride
At the Airport
Friendly Firefighter
Construction Site
City Scene
On the Farm
Measurement
Representation
Connections
Loan-a-Book Library
Communication
Reasoning
and Proof
At the Bank
Problem
Solving
Process Standards
Data Analysis
and Probability
Grocery Store
Geometry
Glyph
Activity
Algebra
Number and
Operations
Content Standards
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Grocery Store
Trapezoid roof: Likes
going to the grocery store
Orange building:
Favorite food
group is grains
Math
Skills
geometry: shapes
counting
D
Materials
reproducible glyph
patterns and
legend (pages
1213)
completed grocery
store glyph
9- by 12-inch
construction paper
scissors
glue or paste
crayons
Critical Thinking
sk students to search the grocery store glyphs to find and group together all
those that have two features in common. For example, students might
group all the glyphs that have red buildings and a trapezoid roof. Have them
discuss the common features and what they mean (the trapezoid roof means the
student likes going to the grocery store and the red building shows that the
student likes fruit). When finished, ask students to find all the glyphs within
that group that have a third feature in common, such as a yellow door. After
discussing those glyphs, have students find glyphs that have more than three
features in common. (Note: If you would like to have students guess which
student created each glyph, cover the names with sticky notes.)
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Explore More
Math, Social Studies Recruit students to help set up a grocery store in
the classroom. Have them organize empty food boxes, food containers, and play
food on the store shelves, grouping them by types of food. Then have students
label the merchandise with price tags. Add a cash register, play money, and
shopping baskets or bags to the store. Finally, invite small groups of students to
take the role of grocery store employees and shoppers. Encourage the store
employees to offer assistance to the shoppers. Have the shoppers make their
selections, take them to the register, and then pay for their groceries.
Literature Links
Grandpas Corner Store
by DyAnne DiSalvo (HarperCollins, 2000).
As newerand largerstores move into the
neighborhood, Lucy worries that Grandpa will
have to sell his corner store. Luckily, Grandpa
has a very busy store with many faithful
customers. This is a great story for learning
about friendship and the importance of the
community.
the
community.
Supermarket
by Kathleen Krull (Holiday House, 2001).
Readers learn about the crops that Pilgrims
grew and sold and about how food is sold in
todays
in
todays
supermarkets.
supermarkets.
Each
Each
part
part
of of
thethe
supermarketand what goes on behind the
scenesis
the
scenesis
highlighted.
highlighted.
Illustrations
Illustrations
feature
feature
a
avariety
varietyofofshoppers
shoppersasasthey
theyshop
shopin inthis
thisbusy
place.place.
busy
11
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Legend
Name
Grocery Store
Do you like going to the grocery store?
Shape of Roof
rectangle
vegetables
dairy
grains
meat and
beans
red
blue
green
orange
pink
exactly five
letters
more than
five letters
brown
purple
black
Color of Door
trapezoid
fruits
Color of Roof
no
Color of
Building
yes
fewer than
five letters
exactly
five letters
more than
five letters
yellow
tan
gray
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
page 12
Grocery Store
Patterns
13
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
At the Bank
Math
Skills
patterns
reading/writing
time
counting
one-to-one
correspondence
Materials
reproducible glyph
patterns and
legend (pages
1618)
completed bank
glyph
the legend, one characteristic at a time, as you display a glyph you have
completed. Then distribute the other materials, and invite students to use the
legend to create their own personal bank glyph.
9- by 7-inch
yellow, orange,
brown, and gray
construction paper
scissors
glue or paste
crayons
3. For question 3, students glue the clock to the center of the building. After
students have completed question 5, have them draw a door below the clock
and write BANK above the door.
Critical Thinking
ivide students into groups or four or five. Have them put their glyphs in
order according to the time on the clocks. Then ask students to interpret
the data on the glyphs and share what it shows about the person who created
each glyph. Ask, Were any students born in the same month? Were any
students born on the same day in different months, such as January 16 and
February 16? Finally, have each group join together with another group.
Challenge them to sequence their glyphs by the time on the clocks and
interpret the data.
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Explore More
Math Ask students to estimate how many different ways they can make 25
cents, 50 cents, one dollar, or any other given amount using two different kinds
of coins, such as quarters and nickels. Record their estimates on chart paper.
Then give students play coins and let them work with partners or in small
groups to combine their coins in various ways to equal the given amount. Have
them list the different combinations on paper. When a group agrees that it has
exhausted all the possibilities, have students count how many combinations
they came up with. Then discuss the findings with the class.
Math, Language Arts Provide students with hand lenses and coins.
Instruct them to observe the fronts and backs of different coins and then
describe what they see, such as the words, letters, numbers, and pictures on the
coins. When finished sharing their observations, students can place a sheet of
paper over the coins and make rubbings of them. Then have them label their
coin pictures and record the value of each coin. To extend, cut out the coins
and use them as manipulatives in various story problems.
Literature Links
The Go-Around Dollar
by Barbara Johnston Adams
(Four Winds Press, 1992).
Readers learn how a dollar bill is made, what its
symbols mean, and how long the average
dollar stays in circulation. As this story follows a
single dollar bill on its travels, it also provides
information about the history of the dollar and
how money works.
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Legend
Name
At the Bank
1
Color of Building
bank
teller
security
guard
loan
officer
another
job
yellow
orange
brown
gray
nickels
dimes
quarters
Pattern on Top
of Building
January
February
March
April
May
June
July
August
September
October
10
November December
11
12
Number of
Columns
yes
no
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
page 16
At the Bank
Patterns
17
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
At the Bank
Patterns
18
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Loan-a-Book Library
Clock hands point to
4:00: Prefers to read
magazines at the library
Fourteen books
on shelf: Would
rather help people
find materials if
worked at a library
Orange
background:
Would rather
read on the
floor
Math
Skills
directionality: left,
skip-counting
reading/writing
time
multiplication
3. For question 4, point out that within each bookshelf, there are equal
numbers of books on each shelf. To determine how many books
there are all together in each bookshelf, students can count the
books on one shelf and multiply by 2.
Materials
reproducible glyph
patterns and
legend (pages
Critical Thinking
2123)
19
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
completed library
glyph
9- by 12-inch
white, yellow,
orange, and red
construction paper
scissors
glue or paste
crayons
Explore More
Language Arts, Math Give pairs of students a stack of books.
Challenge the students to put the books in alphabetical order by title. If
needed, they can refer to an alphabet chart to check their work. Afterward,
have them sequence the books by the authors name. Finally, have students
sequence books by their publication dates. To extend, challenge students to
sort the books in other ways, such as by topic or genre.
Literature Links
Library Lil
by Suzanne Williams (Dial, 1997).
Discouraged by the townspeoples lack of
interest in reading, librarian Lil decides to take
action. Before long, Lil turns the residents of her
town into avid readers.
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Legend
Name
Loan-a-Book Library
1
Color of Background
on a
beanbag
in a
chair
on the
floor
another
place
white
yellow
orange
red
Position of Desk
right side
of page
page 21
middle
of page
fiction
nonfiction
Number of Books
on Shelf
left side
of page
What type of books do you usually check out from the library?
Number of Books
on Desk
both
checking
out books
putting away
books
helping people
find materials
another j ob
10
12
14
16
Time on Clock
before
12:00 P. M .
read reference
books
read
magazines
between
between
12:00 P. M .
3:00 P. M . and
and 3:00 P. M .
6:00 P. M .
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
another activity
after
6:00 P. M .
Loan-a-Book Library
Patterns
22
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Loan-a-Book Library
Patterns
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Transportation
Train Ride
Math
Skills
ordinal numbers
counting
one-to-one
correspondence
addition
writing numerals
Brown wheels: Would like to
take a train to the beach
reproducible glyph
1. Distribute copies of the train glyph patterns and legend to students. Review
the legend, one characteristic at a time, as you display a glyph you have
completed. Then distribute the other materials, and invite students to use the
legend to create their own personal train glyph.
patterns and
legend (pages
2627)
completed train
2. Invite students to use small strips of paper to connect the train cars to each
other. If desired, have students glue their glyph to construction paper for a
sturdy backing.
glyph
1 12 -inch paper
strips
12- by 18-inch
construction paper
scissors
glue or paste
crayons
Critical Thinking
ivide the class into small groups. Then ask students what feature of the
train glyph identifies students favorite kind of transportation (the color of
the second car). Instruct the students in each group to share their ideas about
how they might create a graph to represent this information. Encourage the
group members to agree on what kind of graph they would like to make, such as
a vertical or horizontal graph using bars, symbols, or pictures. When finished,
invite each group to share its completed graph with the class. Discuss how all
the graphs represent the same data. To extend, create graphs to represent the
answers to other questions.
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Explore More
Math Obtain a copy of a local train schedule (these are often available on
the Internet). Enlarge the schedule on a photocopier, if needed, and distribute
copies of the schedule to students. Then make up time-related problems for
students to solve using their schedules. For example, you might present a problem
such as, A train leaves the station at 9:30 A.M. It arrives at the next station at
9:48 A.M. How long did the train travel? To help students read the schedule, have
them highlight information that is relevant to the word problems. For additional
practice, provide students with a list of train fares and then ask questions related to
the cost of train travel. For instance, ask them to determine how much it would
cost to buy three train tickets to a specific destination.
Social Studies Have students research the history of trains. Ask them to
compare how early trains are similar to and different from modern trains. For
example, they might learn how trains were powered in the past and how they
get their power today. They might also compare how fast trains of the past
traveled compared to modern trains, and what they were used for in the past
and in modern times. After gathering their information, invite students to
create Venn diagrams to show their comparisons. Invite them to share what
they learned with the class. Students might also create Venn diagrams to
compare trains to other types of vehicles, such as airplanes, boats, or cars.
Literature Links
All Aboard Trains
by Mary Harding
(Platt and Munk, 1989).
Exciting, colorful pictures and fascinating facts
provide loads of information about freight trains,
passenger trains, and even super-speed trains!
25
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Legend
Name
Train Ride
Have you ever taken a ride on a train?
Color of Engine
(First Car)
blue
train
car
bus
plane
another
kind
red
orange
green
yellow
blue
to the
mountains
to the
beach
to a
city
to another
place
black
brown
gray
purple
Number of Windows
in Second Car
red
Color of Wheels
no
Color of
Second Car
yes
in the morning
in the afternoon
in the evening
Add the last 4 digits of your phone number. Write the sum on
the engine as your train number.
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
page 26
Train Ride
Patterns
27
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Transportation
At the Airport
Math
Skills
measurement:
Square
hangar: Has
not been to
an airport
Airplane
pointing
right: Would
rather fly to a
cold climate
length
geometry: shapes
directionality: left,
right
patterns
counting
one-to-one
correspondence
Materials
reproducible glyph
patterns and
legend (pages
AAB/AAB
pattern on
windows:
Would rather
fly in the
afternoon
12-inch
runway: Girl
2. Have students glue all the elements of their glyphs to a sheet of construction
paper positioned horizontally.
3032)
completed airport
glyph
9- by 12-inch blue
construction paper
Critical Thinking
se the glyphs to create logic problems for the students to solve.
For example:
2- by 12-inch
strips of black
construction paper
12-inch rulers
scissors
glue or paste
crayons
Give additional clues as needed, and have students guess the answers. Once you
have modeled some logic problems, invite volunteers to secretly choose a glyph
and then create a logic problem with clues describing it. Have classmates solve
one anothers logic problems.
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Explore More
Math Give each student an index card labeled with a numeral from 1 to 30.
Tell students that the number on their card represents the row that they will sit
in during an imaginary flight. Then generate problems for them to solve with
the numbers. You might present problems such as, Joes seat is in row 26 and
Pams seat is in row 12. How many rows apart are their seats? and Marias
assigned seat is in row 6. During the flight, she asked to move back 9 rows.
Which row is she sitting in? Who has the number for that seat? If desired, let
students line up 30 chairs to represent rows of seats on an airplane. Then have
them use the chairs to solve the problems. To challenge students even more,
you can make up problems involving simple multiplicationfor example, If
there are two seats in each row, how many seats are in 5 rows?
Math Have students work in pairs for this activity. Give each student a paper
clock and an airline schedule showing departure and arrival times for different
flights. Have one student set his or her clock to show a flight departure time
(students can either glue on paper clock hands or draw them). Ask the other
student to set his or her clock to show the arrival time. Then have the partners
determine how long the flight lasted. After the pair determines the flight time for
each flight on the list, have them compare all the times to learn which flight took
the longest amount of time, and which took the shortest amount of time.
Literature Links
The Airplane Alphabet Books
by Jerry Pallotta
(Charlesbridge, 1997).
Colorful illustrations and detailed descriptions of
airplanes from A to Z provide readers with a
glimpse into aviation history.
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Legend
Name
At the Airport
Are you a girl or boy?
Length of
Runway
boy
12 inches
10 inches
Shape of Hangar
girl
yes
no
rectangle
square
to a cold climate
left
right
Direction of
Airplane
Pattern of
Windows
in the morning
in the afternoon
in the evening
AB/AB
AAB/AAB
ABC/ABC
Number of
Clouds
flight
attendant
pilot
air traffic
controller
another job
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
page 30
At the Airport
Patterns
31
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
At the Airport
Patterns
32
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Entertainment
Math
Skills
Gate in
bottom
left corner:
Has been to
a zoo
directionality: left,
right, center, bottom
Four
bushes:
Would
rather be a
veterinarian
if worked at
a zoo
Red gate:
Would
rather visit a
zoo in the
summer
concepts of time:
seasons, A.M./P.M.
geometry: shapes
counting
one-to-one
correspondence
Critical Thinking
Materials
patterns and
The secret glyph shows that the person would rather visit
a zoo from 9:00 A.M. to 12:00 P.M.
The secret glyph shows that the person most enjoys
watching animals swim.
As each clue is revealed, the class can eliminate the glyphs that do not
fit the criteria. The clue-giver continues to provide hints about the
secret glyph until students are able to identify it.
33
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
reproducible glyph
legend (pages
3537)
completed zoo
glyph
12- by 18-inch
green construction
paper
scissors
glue or paste
crayons
Explore More
Math Write a list of zoo animals, both large and small, on chart
paper. Ask students to research the animals to learn the average height
of each one. Record the height next to each animals name. Then help
students measure and cut a length of yarn equal to their own height.
Afterward, name an animal on the chart. Ask students if they think the
animal is taller, shorter, or the same height as they are. After making
their predictions, invite a volunteer to measure and cut a length of yarn
equal to the height of the animal. Lay the yarn full-length on the floor
and secure the ends with tape. Finally, have students measure their yarn
against the one on the floor. Were their predictions correct?
Literature Links
My Visit to the Zoo
by Aliki (HarperCollins, 1997).
Acting as a guide at the Zoological Conservation
Park, a young girl shares interesting information
about animals and their natural habitats.
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Legend
Name
Position of Gate
Im not sure.
bottom left
corner
bottom right
corner
bottom
center
summer
fall
winter
spring
red
blue
yellow
orange
Kinds of Animals
no
Color of Gate
yes
9:00 A.M. to
12:00 P.M.
12:00 P.M. to
3:00 P.M.
3:00 P.M. to
6:00 P.M.
elephants and
lions
lions and
gorillas
gorillas and
elephants
page 35
swim
climb
fly
eat
Shape of Stones
Number of
Bushes
zookeeper
veterinarian
tour guide
another job
fewer
than 4
more
than 5
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
36
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Entertainment
Math
Skills
directionality: left,
right
Grass:
Birthday falls
between the
1st10th
concepts of time:
time of day,
Even
number of
rungs on
ladder:
Would rather
go to the
playground
on the
weekend
Sandbox
on right
side: Likes
to go to the
playground
in the
afternoon
calendar
ordinal numbers
fractions
reproducible glyph
patterns and
legend (pages
4041)
completed
playground glyph
Critical Thinking
9- by 12-inch
yellow, white,
tan, and orange
construction paper
scissors
glue or paste
crayons
ivide the class into three groups by the type of plants shown on their
glyphs (indicating where in the month their birthdays fall). Have each
group analyze the data shown in their group members glyphs. To reinforce basic
fractions, ask students to count how many students are in their group. Then ask
them several different questions about the data on their glyphs, such as, What
fraction of your group prefers to visit the playground in the morning? If there
are 5 students in the group and 2 of them prefer morning visits, students would
express this fraction as 2/5. Have the groups share their answers with the group.
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Explore More
Math Invite students to create their own playground collages using
construction paper shapes in various sizes and colors. When finished, have them
count how many times they used each shape. Then challenge students to create
a graph to show how many of each shape they used in their collages.
Math For one week, have a volunteer keep track of the number of minutes
that the class spends on the playground each day. At the end of the week, write
the results for each day on the chalkboard. Ask students to find the sum of the
daily totals and then convert the minutes into hours and minutes. Record the
amount of time each week spent doing other activities as well, such as
independent reading and having lunch. Then ask students to compare the
amounts by asking questions such as, How many minutes did we spend on the
playground on Monday and Wednesday? and How many more minutes did we
spend reading than playing on the playground this week?
Literature Links
Its My Turn
by David Bedford
(Tiger Tales, 2001).
Oscar and Tilly just cant seem to get along at
the playground. After one conflict and then
another, the two finally solve their problem with
the help of a seesaw.
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Legend
Name
Color of
Background
white
tan
orange
in the morning
in the afternoon
on the weekend
odd number
even number
Color of Bench
yellow
ride in a car
Position of
Sandbox
walk
at school
at a park
another place
red
blue
purple
When in the month does your birthday fall? Draw grass, flowers,
or bushes.
st
th
th
th
st
st
Type of Plants
1 10
11 20
21 31
grass
flowers
bushes
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Community Helpers
Math
Skills
Package: Would
rather deliver mail
Even number
on mailbag: Has
visited a post
office
Red mailbag:
Receives mail at
the post office
directionality: right,
left
writing numerals
patterns
1. Distribute copies of the letter carrier glyph patterns and legend to students.
Review the legend, one characteristic at a time, as you display a glyph you
have completed. Then distribute the other materials, and invite students to
use the legend to create their own personal letter carrier glyph.
Materials
reproducible glyph
patterns and
legend (pages
4445)
completed letter
carrier glyph
9- by 12-inch
yellow, green, red,
orange, and purple
construction paper
2. For question 1, have students choose a sheet construction paper in the color
that corresponds to their answer. Have students position the paper vertically.
Critical Thinking
hoose one attribute and arrange some of the completed letter carrier glyphs
in an AB/AB pattern. For example, use the direction of the hat and make a
left/right/left/right pattern. Challenge students to identify the pattern and then
select a few more glyphs to extend the pattern. Then ask them what they know
about the students who created the glyphs in the pattern. (In this case, the
direction of the hat indicates whether students prefer sending or receiving
letters.) Repeat the activity using a different attribute to create another pattern,
such as ABC/ABC using the color of the letter carriers bag. For an added
challenge, use more than one attribute in a pattern, such as left-facing hat, odd
number on bag, left-facing hat, odd number on bag.
scissors
glue or paste
Explore More
crayons
42
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
rubber stamp figures on the upper right corner of a supply of index cards. Then
write a money value, in cents, on each stamp. To use, put all the pieces of
mail facedown in a basket. Invite students to take turns choosing two items
from the basket. Have them turn over the cards, find the stamps, and add the
value of the two stamps. Or you might have students set up a subtraction
problem with the two numbers and then find the difference.
Social Studies Take students on a field trip to the post office to learn
about how mail is processed and delivered. Afterward, have students imagine
that they have mailed a letter. Ask them where and how the letter will travel
after it leaves their mailbox. Have students create a flow chart that shows the
route of their letter from the mailbox to its final destination. When finished,
invite them to share their flow charts with the class.
Literature Links
The Post Office Book:
Mail and How It Moves
by Gail Gibbons
(T. Y. Crowell, Jr., 1982).
Readers follow a letter from the moment it is
mailed until it reaches its final destination. This
step-by-step overview of the mailing process
also includes a glossary and interesting
information on how messages were sent
throughout history.
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Legend
Name
letters
yellow
green
Color of
Background
purple
sending letters
receiving letters
right
left
no
yes
odd number
even number
Color of Mailbag
orange
Have you ever visited a post office? Write a number between 1 and
20 on the mailbag.
Number on
Mailbag
red
Direction of Hat
on my
street
at my house
or building
at the
post office
another
place
blue
green
red
orange
Type of Mail
in Hand
pick up mail
sort mail
letter
postcard
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
magazine
page 44
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Community Helpers
Friendly Firefighter
15: Day of birthday
Red helmet:
Finds tools most
interesting
Math
Skills
writing numerals
multiplication
Purple
background:
Would rather ride
in the fire truck
numbers
addition
counting
one-to-one
correspondence
Materials
reproducible glyph
patterns and
legend (pages
4849)
completed
firefighter glyph
9- by 12-inch
orange and purple
construction paper
scissors
glue or paste
crayons
Critical Thinking
hoose an attribute of the glyphs that is represented by more than two
choices. For example, you might focus on the job students would like to do
if they were firefighters (this is represented by the color of the coat and pants).
After you decide on the attribute, name two specific choices shown for that
attribute. For the job preferences, you might name rescue people (blue coat)
and teach fire safety (tan coat). Ask students to gather and count all the
glyphs that show these attributes. Then, using the total glyph count as the sum
and blank lines for the addends, write an incomplete number sentence on the
chalkboard (such as __ +__ = 15). Have students count the glyphs that
represent each choice and use the results to fill in the missing numbers. On
another round, you might provide one addend and the sum, then have students
fill in the missing addend (9 + __ = 15). Or you might write both addends and
have students find the sum. Similarly, you might set up incomplete subtraction
equations for students to solve. Each time, have students count the glyphs to
check their answers.
46
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Explore More
Math Divide the class into small groups. Then have the students in each
group sequence their glyphs by the numbers written on the firefighters hats.
Which glyph has the highest number? The lowest number? What do these
numbers represent? (They represent the day of the month on which students
birthdays fall.) When finished, create different groups and have students repeat
the activity. You might also group students by whether their glyphs have odd or
even numbers and then have them sequence their glyphs. Finally, have the
whole class work together to sequence all the glyphs. Do any of the glyphs have
the same helmet number? What does this show about those students?
The fire truck ladder extends 80 feet into the air. Frances the Firefighter
climbed halfway up the ladder. How many feet did she climb?
Literature Links
Firefighter Frank
by Monica Wellington (Dutton, 2002).
Readers learn about a day in the life of a
firefighter and discover that these brave
community helpers do more than just put out
fires! A list of fire safety tips is included at the
back of the book.
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Legend
Name
Friendly Firefighter
If you were a firefighter, would you rather drive the fire truck
or ride in it?
Color of
Background
drive
ride
orange
purple
If you were a firefighter, which job would you most like to do?
Color of Coat
and Pants
rescue
people
put out
fires
teach fire
safety
another
job
blue
yellow
tan
black
Color of Helmet
tools
siren
hose
ladder
red
yellow
green
orange
odd
even
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
page 48
Friendly Firefighter
Patterns
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Community Helpers
Construction Site
Math
Skills
directionality: left,
right, up, down
measurement:
length
Blue
bulldozer:
Would like
to build a
road
Crane up:
Foot measures
longer than 7
inches
Bulldozer
pointing
right:
Would
rather
operate a
crane
Red crane:
Index finger
measures
longer than 2
inches
than, equal to
Materials
reproducible glyph
patterns and
legend (pages
5254)
completed
2. Have students glue all the elements of their glyph onto a sheet of
construction paper positioned horizontally. For question 3, students
glue on the cranes arm (in either the up or down position) to the position
that matches their answer.
construction site
glyph
12- by 18-inch
light-colored
construction paper
12-inch rulers
scissors
glue or paste
crayons
Critical Thinking
elect six of the completed construction site glyphs and sort them into two
groups. Ask students to guess the rule by looking for the attributes that are
common to all glyphs in one of the groups. The attributes could be that the
construction sites have left-facing bulldozers (representing students who would
rather operate a bulldozer) or the construction workers are wearing yellow hard
hats (representing students who have seen a construction site).
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Explore More
Math Tell students that construction workers must often use measurement in
their work. Ask students to think of ways they think a construction worker
might use measurement on the job. Divide the class into pairs of students. Then
give each pair a tape measure and a list of items around the classroom to
measure. Instruct the partners first to estimate the length of each item on the
list. Then have them work together to measure the items and record their
findings. When finished, ask the pairs to share and compare their estimates and
actual measurements.
Literature Links
Community Helpers:
Construction Workers
by Tami Deedrick
(Bridgestone Books, 1998).
This story introduces construction workers and
the many things they do, from what they drive
and the tools they use to the training they
receive and how they help their community.
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Legend
Name
Construction Site
If you were a construction worker, which machine would you
rather operate?
bulldozer
crane
left
right
Direction of
Bulldozer
a road
a building
a bridge
another
project
blue
red
purple
orange
up
down
Position of Crane
Color of Crane
longer than
2 inches
exactly
2 inches long
less than
2 inches long
red
green
yellow
Color of
Hard Hats
yes
no
yellow
red
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
page 52
Construction Site
Patterns
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Construction Site
Patterns
up
down
54
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Types of Communities
City Scene
Flag on first building: Has been to a city
Math
Skills
medium, large
ordinal numbers
counting
one-to-one
correspondence
size: small,
Materials
reproducible glyph
patterns and
legend (pages
5759)
Critical Thinking
completed city
glyph
Pizza shop:
Bakery:
Another place:
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
12- by 18-inch
white construction
paper
crayons
scissors
glue or paste
Ask students to count how many glyphs are in each column and
then use those numbersand the signs for greater than, less than, and
equal toto write number comparison sentences. (For example, students
who would rather eat at a sandwich shop < students who would rather
eat at a bakery.) Repeat the activity by having students sort their glyphs
by other attributes, such as how they would like to travel around a city
or what they would rather do in a city.
Explore More
Math Have students work with partners to find as many different
shapes as possible on their city glyphs. Have them name each shape
they discover and describe how it is used in their city scene. Then give
the students a collection of plastic or paper shapes. Explain that one
student will use the shapes to create a building or a cityscape. Have the
builder arrange the shapes to create a city and then take it apart. Next,
have the other student duplicate the first students work. Have students
switch roles after each round of play.
Literature Links
Uptown
by Bryan Collier
(Henry Holt and Company, 2000).
Sharing his love for his uptown neighborhood, a
young boy takes readers on a tour of Harlem,
New Yorkfrom the Metro-North Train and the
shops on 125th Street to the Apollo Theater
and the Harlem River.
City Green
by DyAnne DiSalvo-Ryan
(Morrow Junior Books, 1994).
Saddened by the litter-filled vacant lot on their
city block, Marcy and her neighbors take action
to improve it.
Good Morning, City
by Elaine Moore (BridgeWater Books, 1995).
Warm, interesting illustrations help readers
experience the changing light and growing
noise of a city as it wakes up to a new day.
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Legend
Name
City Scene
1
a park
a tour
activity
small,
medium,
large
small, large,
medium
medium,
large, small
large, small,
medium
Have you ever been to a city? Glue the flag to the roof of a
building.
Position of Flag
museum
yes
no
Im not sure.
on first
building
on second
building
on third
building
page 57
6 or
fewer
Color of Doors on
Tallest Building
10 or
more
restaurants
people
buildings
something
else
blue
red
green
purple
bakery
another
place
bus and
car
car and
taxi
pizza
shop
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
City Scene
Patterns
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
City Scene
Patterns
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Types of Communities
Math
Skills
patterns
geometry: shapes
On the Farm
Red barn: Favorite farm animal is a cow
numbers
counting
one-to-one
correspondence
directionality: left,
right
ABA/ABA pattern on fence: Favorite foods
from a farm are fruits and vegetables
reproducible glyph
patterns and
1. Distribute copies of the farm glyph patterns and legend to students. Review
the legend, one characteristic at a time, as you display a glyph you have
completed. Then distribute the other materials, and invite students to use the
legend to create their own personal farm glyph.
legend (pages
6264)
completed farm
glyph
12- by 18-inch
blue construction
2. To create the glyph, have students position the paper horizontally and glue
the two fence strips along the bottom of the page.
3. Instruct students to choose the green shape that corresponds to their answer
to question 2 (square or rectangle). Have them glue this pasture to the
right side of the page, leaving room to glue the barn to the left side.
paper
6- by 6-inch
squares of green
construction paper
6- by 8-inch
rectangles of green
construction paper
scissors
glue or paste
crayons
Critical Thinking
ave students identify the pattern of the fence on each glyph. Challenge
them to add a sticky note on each glyph to label the pattern as AB/AB,
ABB/ABB, ABA/ABA, or ABC/ABC. Then sort the glyphs into four groups by
pattern. Ask students what they know about the students who created the
glyphs in each group (their favorite type of food that comes from a farm). Then
have each group work together to analyze the rest of the data on their glyphs.
Do any of the glyphs have any other common characteristics? What does this
show about the students who created them?
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Explore More
Math Reinforce basic multiplication with this farm-stand activity. On chart
paper, list several types of foods that come from a farm. Write a price, in whole
dollar amounts from $1 to $5, beside each food. For example, you might list a
gallon of milk at $2, a dozen eggs at $3, and a basket of berries at $1. Then
present students with simple word problems to solve using multiplication and
division, such as, How much money would you need to buy 3 gallons of milk?
and If you spent $12 on eggs, how many eggs would you have? Challenge
students to create their own word problems for classmates to solve.
Social Studies Display a few pictures of male and female farmers. Then
discuss with students what kinds of plants or animals that they might like to raise
if they were farmers. Have students paint a picture on a larger sheet of paper to
represent the kind of farm they would like to operate. Next, invite them to create
portraits of themselves dressed as farmers. Ask them to cut out their self-portraits
and glue them onto their farm pictures. Finally, have them write about their
imaginary farm life and experiences. After volunteers have shared their work with
the class, display all the pictures and writing on a bulletin board.
Literature Links
Barnyard Banter
by Denise Fleming
(Henry Holt and Company, 1994).
As a goose silently chases a butterfly, the other
farm animals are noisily going about their
business. Bold, textured illustrations provide the
perfect backdrop for this noise-filled romp
around the farmyard.
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
Legend
Name
On the Farm
What is your favorite type of food from a farm? Color a pattern
on the fence.
milk
eggs
fruits and another type
Pattern on Fence
AB/AB
ABC/ABC
yes
no
square
rectangle
cow
chicken
pig
another
animal
red
yellow
orange
brown
Number of
Sheep in Pasture
ABA/ABA
Color of Barn
of food
Shape of Pasture
ABB/ABB
vegetables
even number
odd number
Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources
page 62
On the Farm
Patterns
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On the Farm
Patterns
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Great Glyphs: Neighbirhood & Community Patricia Daly, Scholastic Teaching Resources