Sub Plans: Grade 3

EMERGENCY
SUB PLANS
GRADE 3
JILLIAN STARR • TEACHING WITH JILLIAN STARR

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EMERGENCY Third
Grade
SUB PLANS SUBJECT LESSON PAGES
Favorite Time Fillers Wordle, Which Doesn’t Belong & Guess My Number 4-6
Math Place Value Scenes: Art in Base 10 7-9
Reading Student Recommended Book Reviews 10-12

DAY ONE
Writing Alphabet Books By Subject 13-20
Social Studies Mapping Views: Aerial vs. Ground 21-22
Science Living vs. Nonliving Scavenger Hunt 23-24
Math Pattern Block Symmetry 25-28
Reading Parts of a Picture Book: Cover Design 29-33

DAY TWO
Writing Letter to a Positive Influence 34-35
Social Studies Urban, Suburban, and Rural Communities 36-38
Science Observing the Details 39-40
Math Working with Money 41-44
Reading Respond to Nonfiction 45-47

DAY THREE
Writing Create Your Own Comic Book 48-50
Social Studies Being a Helper in Our Community 51
Science Taking Care of Our Planet 52-54
© JILLIAN STARR • TEACHING WITH JILLIAN STARR

FAVORITE
TIME FILLERS
KID WORDLE
write the
keep a list alphabet at
of the words
guessed a b cX
d e f g hX
i jX
kXl m
X nX
oXp qX
rstuvwxyz the top of the
board
drop
keep track P L cross off
of correct milk letters that
letters, even have been
if they were guessed by
p
guessed in words
the wrong
spot record
letters from
four lines
previously
for the four
guessed
letters of the
words that
word being
were in the
guessed
correct spot
If you’re familiar with Wordle, this is the version for young children.
1. Choose a four letter word that can be sounded out (flip, sand, drop...etc.).
2. Have one student guess a four letter word.
• If one of the letters is in the correct place (e.g. they guess drop, but the word
is flip, the P is in the correct place) place it in a heart and on the correct line.
• If one of the letters is correct, but was not guessed in the correct place (e.g.
they guessed milk, but the word is flip, the L is correct, but it is not in the
correct place) place it in a heart.
• Cross off all four letters used from the alphabet above.
• Record all guesses on the side.
3. Have students take turns guessing new four letter words based on the new
information they have and record the necessary information on the board
accordingly.
4. When a student guesses the word correctly, write all four letters on the spaces
and have the class sound out the word with you.
5. Start a new word!

FAVORITE
TIME FILLERS
WHICH DOESN’T BELONG?
fill in the 9- It is a single

table with digit number
possible
answers 9 25 43- It is not a
square number
record
student
responses
16 43
16- It is an even
a 2x2
table
number
9- The other digits

add up to 7
1. Put one of the following problems on the board and ask for students to decide
which one of the four doesn’t belong.
2. There are many correct answers. The point is to hear multiple ways that students
think about the problem.
Use any of the following problems from www.wodb.ca or click to get more!
17 26 A U
44 65 N T
FAVORITE
TIME FILLERS
GUESS MY NUMBER!
decide
on the
range of
Guess a number between 1-50 possible
record the answers
clues they
gather from
It is greater than 20
the answers It is even
to their
questions I can skip count to it by 6’s
1. Select a range (1-20, 1-50, 1-100, 1-500...etc.) that you feel is

appropriate for the group in front of you (adjust as needed). Write the
selected range on the board.
2. Pick a number within that range, write it on a piece of paper, and
keep it out of sight.
3. Allow students to ask YES or NO questions to narrow down the possible
answers. If this is their first time playing, sometimes it is helpful to give a
few possible questions to get them started.
4. Record all clues on the board.
5. The rule is that students cannot guess the number until it has been
narrowed down to one or two possible numbers.
6. When a student guesses correctly, pick a new number.

PLACE VALUE SCENES Math
#1
ART IN BASE TEN
Materials Needed:
• Photocopies of printable base ten blocks and label (attached)
• Extra paper (preferably 12 x 18 construction paper)
• Glue
• Scissors
• Pencils
Directions:
1. Explain that today students will be creating their own place value
picture with base ten blocks.
2. Provide each student with a photocopied set of printable base ten
blocks and other supplies.
3. Explain that students will be determining the value of their picture at the
end, so to use an amount that they are comfortable with. (They may
challenge themselves or modify their work as needed.)
4. The rules are that the blocks must fit on the given paper, and that
blocks may not overlap or be layered, as it makes it difficult to count
the value of the picture at the end.
5. Make sure that students leave room for their base ten label on the
page. Sometimes placing the label on the paper from the start helps
with this reminder.
6. Remind them that this project should take the whole time, so be patient
with cutting and gluing. Then, give students time to create.
7. When students have finished their pictures, have them fill out their label
with their name, title, number sentence, and total value.
8. Students who finish “early” may use crayons/markers or other drawing
utensils to add a background and details.
Follow Up Options:
• Allow students to volunteer to share their work with the class.
• Have students share their work with a partner or small group.
• Have students do a “museum walk” where they walk around the room
(giving one another space) and quietly admire one another’s work.
Then have them regroup and share something they saw.
Name: _____________________________________
Title: ________________________________________
+_________ +_________ =_________

_________
Hundreds Tens Ones Total

STUDENT RECOMMENDED Reading
BOOK REVIEWS
#1
Materials Needed:
• Photocopies of book review pages
• Pencils
• Crayons/Markers/Colored Pencils
• Books (from classroom library)
Directions:
1. Explain that today students will be “reviewing” a book that they’ve read
recently (preferably one that they can locate in the classroom). This
can be a book that they have read themselves or has been read to
them.
2. Give each student their own copy of the “book review page.” Go
through each part with the group, explaining and answering questions.
If you are familiar with a book in the classroom, it would help to use it as
an example and model each section for them.
3. Explain that the goal of this activity is to get your classmates to want to
read your book, so make your descriptions exciting and hook them in
(but no spoilers!).
4. Remind students that they should take their time, sound out each word,
use their best hand writing, and use details in their picture.
5. Have students take turns going to the classroom library and selecting a
book that they have read in full.
6. Allow students ample time to complete their work.
If Students Finish Early:

• Go back and check their work for spelling and add details.
• Select another book to review.
Follow Up Options:

STUDENT RECOMMENDED
BOOK REVIEWS
Reviewer Name: ___________________________________________
Book Title: _________________________________________________
_________________________________________________
Author: _________________________________________________

Star Rating:
Really Did not It was Liked it Loved it
did not like it okay
like it
l
Some phrases to describe the book:
m
a j f
STUDENT RECOMMENDED
BOOK REVIEWS
Use the space below to convince someone to read this book:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
ALPHABET BOOKS Writing
#1
BY SUBJECT
Materials Needed:
• Photocopies of attached alphabet book template or blank paper
• Pencils
• Crayons/Markers/Colored Pencils
Directions:
1. Explain that students can make an ABC book about something
school-related: A Science or Social Studies unit (e.g. an ABC book
about weather, where A is for atmosphere, B is for barometer...etc),
math terms (e.g. A is for addition, B is for Bar Graph...etc.), Book
Titles they’ve read, ELA terms (e.g. A is for Author’s Purpose, B is for
Bold Text, C is for Caption...etc.).
2. Their job is to think of something to do with that topic for as many
letters in the alphabet as they can, briefly explain the word and
draw a picture to go with it (e.g. D is for division: Splitting a whole
into equal shares).
3. If students are using the alphabet book templates, show them
where to write their words and where to draw the pictures.
4. If students are using blank paper, help them think about how to use
the space on the page. Fold the pages into four sections so they
can fit four to a page. Then make sure to point out an alphabet
chart or write one on the board for them to reference.
5. Students are not expected to finish. However, if they do, they
should go back and check their work for spelling and add details
to their drawings. They may also create a cover for their book.
Follow Up Options:

THE ABC’S OF
______________________________________
AN ALPHABET BOOK BY:
______________________________________
A is for _____________________
(______________________________)
B is for _____________________
(______________________________)
C is for _____________________
(______________________________)
D is for _____________________
(______________________________)
E is for _____________________
(______________________________)
F is for _____________________
(______________________________)
G is for _____________________
(______________________________)
H is for _____________________
(______________________________)
I is for _____________________
(______________________________)
J is for _____________________
(______________________________)
K is for _____________________
(______________________________)
L is for _____________________
(______________________________)
M is for ____________________
(______________________________)
N is for _____________________
(______________________________)
O is for _____________________
(______________________________)
P is for _____________________
(______________________________)
Q is for _____________________
(______________________________)
R is for _____________________
(______________________________)
S is for _____________________
(______________________________)
T is for _____________________
(______________________________)
U is for _____________________
(______________________________)
V is for _____________________
(______________________________)
W is for ____________________
(______________________________)
X is for _____________________
(______________________________)
Y is for _____________________
(______________________________)
Z is for _____________________
(______________________________)
MAPPING VIEWS
S.S.
#1
AERIAL VS. GROUND
Materials Needed:
• Objects from the classroom
• Pencils and erasers
• Colored pencils/crayons
• Photocopied work page or blank white paper
Directions:
1. Gather students together and explain that today you will be
discussing different ways of looking at ONE object. You will be
looking at it from above, and from the side, also called aerial view
and ground view.
2. Pick something from the classroom for a demonstration (a tape
dispenser, a shoe, anything that looks significantly different from
above and the side). Model drawing this for students from the side.
Show students how to carefully include details and take their time.
Reinforce the language of ground view.
3. Next, model for students how to put their object beside to them
on the floor. Model drawing this for students from above. Show
students how to carefully include details and take their time.
Reinforce the language of aerial view.
4. Have students select something from their desk/table/space that
they can draw and would work for this activity.
5. If students are using the work page, pass them out and let students
get started. If students are using blank paper, have them fold it
in half to create two drawing spaces. Label their drawing “Aerial
View” and “Ground View” when they’re done.
Follow Up Options:
Discuss what students notice about how the objects appear
different from one view to the other.
Name: ________________
GROUND VIEW
AERIAL VIEW

Science
LIVING VS NON-LIVING #1
SCAVENGER HUNT
Materials Needed:
• Colored pencils/crayons
• Photocopied work page or blank white paper
• Window for students to look through
• Clipboards (optional)
Directions:
1. Gather students and ask them if they know the difference between
living and non-living.
2. Write “Living” and “Non-Living” on the board. Ask students to think
of something they believe is living and take volunteer responses. Ask
students to think something they believe is non-living and take volunteer
responses. Do not define the terms for them.
3. Before diving in deeply to this topic, allow students time to explore.
Give students either a photocopied work page or a blank piece of
white paper folded in half with “non-living” written at the top of one
half, and “living” at the top of the other half.
4. Allow students to look out the window (or bring their work to a space
where they can observe the outdoors) and search for examples of
living and non-living things. They can draw and label examples they
find on their paper. Students should take their time to create detailed
drawings with labels. They may get additional paper if needed.
5. Towards the end of the period, gather students back together and
have them to look at their list of living things and then their list of non-
living things. Ask them to think about any characteristics that all of their
living things have in common. Do the same for non-living. Students
are not expected to have mastered the understanding of living vs.
nonliving, but during the discussion should begin recognizing some key
characteristics.

Name: ________________
LIVING NON-LIVING

PATTERN BLOCK ART Math
SYMMETRY #2
(Plans for *IF YOU DO* have class set of pattern blocks)
Materials Needed:
• Pattern Blocks (no squares or tan parallelograms)
• Photocopies of the Recording Page
• Red, yellow, green, blue crayons/colored pencils/markers
• Ruler/Tape/String/Popsicle Stick to create a line of symmetry
Directions:
1. Model the following steps for students prior to having them try
independently.
2. Students should put a line of symmetry down on the desk/table
in front of them.
3. Students should place a single pattern block down along the
left side of the line of symmetry. Then, they should take the
same shape and place it along the right side of the line to
create a symmetrical image.
4. Students should continue placing pieces one by one (always
touching another piece) until they feel like they have created
a complete image.
5. Students may use the recording page to preserve their work.
6. Students may create more than one if they finish early.
Follow Up Options:
• Have students do a “museum walk” where they walk around
the room (giving one another space) and quietly admire one
another’s work. Then have them regroup and share something
they saw.

PATTERN BLOCK ART Math
SYMMETRY #2
(Plans for *IF YOU DO NOT* have class set of pattern blocks)
Materials Needed:
• Photocopies of the Recording Page
• Photocopies of pattern block key
• Red, yellow, green, blue crayons/colored pencils/markers
Directions:
1. Show students the pattern block key and have them color in
each shape accordingly (if it says yellow, color it in yellow).
2. Model the following steps prior to having students do this
activity independently.
3. Have students select ONE shape from their key and color it in
on the left side of their recording page. Then, have them find
the point of symmetry on the right side of the recording page
and color it in.
4. Students can continue coloring in a shape on one side and
then the other until they have used all of the spaces.
5. If students finish early, they may get another recording page,
but this time they color in the entire left side first, and then
attempt to create a symmetrical version on the right.
Follow Up Options:
they saw.

Name: ___________________________________

red blue green
yellow
red blue green

yellow
red blue green

yellow
red blue green

yellow
PARTS OF A PICTURE BOOK Reading
COVER DESIGN #2
Materials Needed:
• Photocopies of cover design art or white paper
• Crayons or colored pencils
Directions:
• With the whole group, explain the different parts of picture book
covers It will help to have examples from the classroom library, so
try to find a few hardcover picture books with “dust jackets.”
• Front Cover: Hooks in the reader and gives an idea of what the
book might be about. It includes the title, author and illustrator.
• Back Cover: Often a continuation of the front, but may highlight
a different part of the story or idea.
• End Papers: These inside pages that are adhered to the font and
back cover are often a creative space for the illustrator.
• Front Inside Flap: This fold over from the cover typically where
there is a brief summary of the book, or a hook to get the reader
interested. It often includes additional illustrations.
• Tell students to pretend that their favorite picture book is getting
republished, and the author wants to give their book a new look.
The author chooses THEM to redesign their book’s front cover, back
cover, end papers and inside flap.
• Pass out the design pages or white paper and ask students to take
their time and use lots of detail to impress the author!
Follow Up Options:
they saw.

________________
Name:
front cover

________________
Name:
back cover

________________
Name:
end papers

Name: _____________
inside flap

LETTER TO A POSITIVE Writing
INFLUENCE
#2
Materials Needed:
• Photocopies of letter writing template or lined paper
Directions:
• With the whole class, discuss what it means to be a positive influence
on someone else. Examples might include a caregiver, sibling, or friend
who has shown how to be hard working, brave, forgiving, inclusive,
generous...etc.
• Ask students to think of someone in their life who has shown them
how to be a better person in some way (you may need to help them
brainstorm).
• Explain that today students will be writing a letter to this someone to
thank them for being a positive influence.
• Go over the parts of a letter with students (date, greeting, body,
closing, and signature). If using lined paper, it would be helpful to draw
the following template on the board:
DATE
GREETING
BODY
CLOSING
SIGNATURE
Follow Up Options:
• Students may write more than one letter if they have time
URBAN, SUBURBAN & RURAL S.S.
COMMUNITIES
#2
Materials Needed:
• Photocopies of two work pages
Directions:
• With the whole group, ask students if they know the word
community. Take volunteers to try and define it. Once you’ve
received some answers, explain that “a community is a place
where people live and work together.”
• Next, explain that communities look different depending on where
you live. Some communities are in cities, where there are lots of
buildings and people live close together. Some communities are in
suburbs, where houses are bit more spread out, but many people
who live there work in cities. Some communities are rural, where
houses are much more spread out, and there is often a lot of farm
land.
• If possible, allow students to view this three-minute video to provide
background knowledge. CLICK HERE for the video or go to
https://bit.ly/ScholasticCommunities
• If not, talk about the key terms: urban, suburban, and rural. Discuss
how they might be different and how they might be the same.
Help students identify which type of community they live in.
• Have students work on the chart activity where they compare
urban, suburban, and rural communities.
• If students finish early, they may work on the activity “Pros and
Cons.” They may do one for each type of community if they have
time.
Follow Up Options:

Name: _____________________________
DIFFERENT COMMUNITIES
URBAN, SUBURBAN & RURAL
What is something you might
Type of Community How can you get around? What is one place people live?
see in this community?
Urban
Suburban
Rural

Name: _____________________________
DIFFERENT COMMUNITIES
PROS AND CONS
Circle one community that you want to think about: Urban Suburban Rural
What do you think some pros and cons of living in this type of community could be?
Share your ideas in the table below.
Pros Cons

OBSERVING THE Science
DETAILS
#2
Materials Needed:
• Object
• Colored pencils/crayons/markers
• Photocopies of work page or white paper
Directions:
• The purpose of this activity is to encourage students to notice and
record details in their observations.
• With the whole group, model this activity together. Find one object
in the classroom (a tissue box, a tape dispenser, a notebook...
etc.) and draw it carefully in the first box. Then show them how to
select one area of the object to zoom in on. For example, if I am
looking at a notebook cover, I might zoom into a corner with the
spiral and writing. I would try to notice the spacing and formation
of the letters, and which are more bold. If I am looking at a tissue
box, I might zoom into one part of the pattern and really try and
replicate the shapes, color shading, and details.
• Then work with them to brainstorm describing words that could go
into the table below.
• Then allow students to select an item from their table/desk to draw
and attempt the activity independently. Allow students the ability
to brainstorm words with a partner if they are struggling.
Follow Up Options:

________________
OBSERVING THE Name:
DETAILS Zoom in on one part of your

Carefully draw your object below: object and draw it in detail.
What words can you use to describe your object? Try to think of different describing words for
different categories.
Texture and Feeling Size and Shape Color and Brightness

WORKING WITH Math
MONEY
#3
Materials Needed:
• Photocopies of menu (color or B&W)
• Photocopies of order pages
Directions:
• This is an open ended activity where students can work with
amounts of money THEY are comfortable using. Some students
may want to work with whole dollar amounts, some may want to
work with half-dollar amounts, and others may feel comfortable
with a variety of pricing.
• Give each student their own menu and let them know that they
are allowed to set the prices for their restaurant. Explain that you
want them to use money amounts they are comfortable using, or
that might give them a *small* challenge. Everyone will be working
with different prices, because everyone has a different restaurant.
• Then, once they have set their prices, give them one of their
order pages. Let them know that it’s time to take orders from their
customers. Pretend that someone ordered three or four items from
the menu. Write down each item and then write their price. When
they’ve finished completing the order, their job is to find the total
price of their order.
• They may complete a second order on the next part of their page.
If/when they complete both, they may continue taking additional
orders (different from their previous orders) on the back or with an
extra work page. If they want a challenge, they can try taking an
order for a whole family and finding the total.
Follow Up Options:

Pizza Popcorn
YOUR $__________ $__________
MENU
Drink Burger Ice Cream
$__________ $__________ $__________
Hot Cocoa Hot Dog Popsicle
$__________ $__________ $__________
Water Pasta Cupcake
$__________ $__________ $__________

Pizza Popcorn
YOUR $__________ $__________
MENU
Drink Burger Ice Cream
$__________ $__________ $__________
Hot Cocoa Hot Dog Popsicle
$__________ $__________ $__________
Water Pasta Cupcake
$__________ $__________ $__________

What’s Your Order?
Your Name: _____________________________ Your Name: _____________________________
Order Date: _____________________________ Order Date: _____________________________
________________ costs $__________ ________________ costs $__________
________________ costs $__________ ________________ costs $__________
________________ costs $__________ ________________ costs $__________
________________ costs $__________ ________________ costs $__________
total cost $__________ total cost $__________

RESPOND TO Reading
#3
NONFICTION
Materials Needed:
• Nonfiction text from classroom library
• Photocopies of response pages
• Crayons, colored pencils and/or markers
Directions:
• Explain that today you will be reading a nonfiction text with the
class. Ask “What is a nonfiction text?” Allow for responses, and
then reinforce that nonfiction texts include true information
and facts.
• Use the provided nonfiction book (or select one from the
classroom if one was not provided) and read it aloud to the
class.
• Occasionally highlight different text features you find (table of
contents, headings, captions, photographs, glossary...etc.) and
how they help the reader better understand the text.
• When the book is finished, have students complete the
nonfiction reading response page. Some students may need
additional support, so move around the room as they work to
see who needs help.
• If students finish the first page, they may start on their text
connections page.
Background:
• Text to self connections: a connection between this text and
your life experiences.
• Text to text connections: a connection between this text and
another text.
• Text to world connections: a connection between this text and
events in the real world.

RESPOND TO We read a book all about:
NONFICTION
Name: ______________________
Share three facts that someone could learn from this book.
Share two questions that you still have about this topic?
rr
Share one reason why you think the author wrote this book.

RESPOND TO We read a book all about:
NONFICTION
Name: ______________________
Type of text connection: Share one connection for each type in the space below:
TEXT TO SELF CONNECTION
a
a
TEXT TO TEXT CONNECTION
a
a
TEXT TO WORLD CONNECTION
a
a
CREATE YOUR OWN Writing
#3
COMIC BOOK
Materials Needed:
• Photocopies of comic book pages (with and without writing)
• Crayons, colored pencils and/or markers
Directions:
• First ask students if they have ever read a comic or graphic novel. If
any say yes, ask them if they can describe some things that make
comics or graphic novels different from other types of books and
stories.
• Help students understand that comics and graphic novels use
illustrations to show each part of the story, and speech bubbles
and/or text underneath to tell more about what’s happening.
• Let students know that today they get to write their own comic.
They get to create their own stories (they can be real or imagined)
and do all of the illustrations.
• Show students the different options for paper and show that some
have space for text underneath and others don’t. For the options
that have no space for text, students can use speech/thought
bubbles to show what’s happening. (If they are familiar with
Elephant and Piggie, you can remind them of how those books use
only speech/thought bubbles to show what’s happening.)
• Ask if anyone has an idea for a story they want to begin. Sharing
may help students who are stuck get an idea. Feel free to share
additional possible ideas if students are still struggling to get an
idea.
• Remind students to take their time with illustrations, and write neatly
so that others can enjoy their work.
• Also remind students that it is okay if they do not finish their stories
today.
Follow Up Options:

Name: ________________

Name: ________________

BEING A HELPER
S.S.
#3
IN OUR COMMUNITY
Materials Needed:
• Blank paper for signs
Directions:
1. Gather students together and explain that today you will be
discussing how we can be a positive member of our community.
On the board make a T-chart, with one side labeled “Looks Like”
and one side labeled “Sounds Like.”
2. Ask students to think of things that people *DO* that help their
community. What does that look like? Write their responses on the
chart.
3. Ask students to think of things that you might *HEAR* in a helpful
community. What might people say? Does HOW they say it make a
difference? Write their responses on the chart.
4. Tell students that today you will be designing signs to give helpful
reminders of how to be a positive community member. Ask
students to look at the board and choose one option from the
board that they really want people to remember. Ask them to take
their time writing and designing their sign.
5. Make sure students write their names on the back of their signs.
Follow Up Options:
• Students may make more than one sign, but make sure they took
their time and did their “best” work on their first attempt.

TAKING CARE OF
Science
#3
OUR PLANET
Materials Needed:
• Photocopies of work pages or white paper
Directions:
1. In a whole group, tell students that today you’ll be talking about
ways we can take care of our planet. Ask students if there are any
ways they are already helping the planet at home or at school?
2. On a T-Chart (one side marked “at school” and the other side
marked “at home,” write down student responses. (Some responses
can be included on both sides.)
3. Share the charts on their work page. Explain that they can fill out
what they’re already doing to take care of our planet in the first
section. In the second, their job is to brainstorm new changes they
can make to better take care of our planet.
4. When students are done filling out their charts, they will write a
letter. The letter can be to:
• A) Someone at home to share what changes they want to
make at home to take care of our planet and why they think it’s
important or
• B) Someone at school to share what changes they want to
make at school to take care of our planet and why they think it’s
important.
Follow Up Options:

TAKING CARE OF Name: ________________
OUR PLANET
Ways I am ALREADY taking care of our planet
AT SCHOOL AT HOME
NEW ways I want to help take care of our planet

AT SCHOOL AT HOME

CREDITS
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EMERGENCY

JILLIAN STARR • TEACHING WITH JILLIAN STARR

You May You May Not

• Assign this resource to students • Post any part of this document

SUB PLANS SUBJECT LESSON PAGES

Math Place Value Scenes: Art in Base 10 7-9

Reading Student Recommended Book Reviews 10-12

Writing Alphabet Books By Subject 13-20

Social Studies Mapping Views: Aerial vs. Ground 21-22

Science Living vs. Nonliving Scavenger Hunt 23-24

Math Pattern Block Symmetry 25-28

Reading Parts of a Picture Book: Cover Design 29-33

Writing Letter to a Positive Influence 34-35

Social Studies Urban, Suburban, and Rural Communities 36-38

Science Observing the Details 39-40

Math Working with Money 41-44

Reading Respond to Nonfiction 45-47

Writing Create Your Own Comic Book 48-50

Social Studies Being a Helper in Our Community 51

Science Taking Care of Our Planet 52-54

© JILLIAN STARR • TEACHING WITH JILLIAN STARR

© JILLIAN STARR • TEACHING WITH JILLIAN STARR

fill in the 9- It is a single

9- The other digits

1. Select a range (1-20, 1-50, 1-100, 1-500...etc.) that you feel is

© JILLIAN STARR • TEACHING WITH JILLIAN STARR

+_________ +_________ =_________

© JILLIAN STARR • TEACHING WITH JILLIAN STARR

If Students Finish Early:

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Book Title: _________________________________________________

© JILLIAN STARR • TEACHING WITH JILLIAN STARR

AN ALPHABET BOOK BY:

© JILLIAN STARR • TEACHING WITH JILLIAN STARR

© JILLIAN STARR • TEACHING WITH JILLIAN STARR

© JILLIAN STARR • TEACHING WITH JILLIAN STARR

© JILLIAN STARR • TEACHING WITH JILLIAN STARR

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© JILLIAN STARR • TEACHING WITH JILLIAN STARR

red blue green

red blue green

red blue green

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© JILLIAN STARR • TEACHING WITH JILLIAN STARR

© JILLIAN STARR • TEACHING WITH JILLIAN STARR

© JILLIAN STARR • TEACHING WITH JILLIAN STARR

© JILLIAN STARR • TEACHING WITH JILLIAN STARR

© JILLIAN STARR • TEACHING WITH JILLIAN STARR

© JILLIAN STARR • TEACHING WITH JILLIAN STARR

DETAILS Zoom in on one part of your

Texture and Feeling Size and Shape Color and Brightness

© JILLIAN STARR • TEACHING WITH JILLIAN STARR

© JILLIAN STARR • TEACHING WITH JILLIAN STARR

$__________ $__________ $__________

Hot Cocoa Hot Dog Popsicle

$__________ $__________ $__________

Water Pasta Cupcake

$__________ $__________ $__________

© JILLIAN STARR • TEACHING WITH JILLIAN STARR

$__________ $__________ $__________

Hot Cocoa Hot Dog Popsicle

+_____ +_ =_____

$ $ $__

$ $ $__

$ $ $__

$ $ $__

$ $ $__

$ $ $__

Order Date: _ Order Date: _

____ costs $ costs $

____ costs $ costs $

____ costs $ costs $

____ costs $ costs $

total cost $ total cost $