Description: Tags: Calendar

ParentChild
Literacy Activity Calendar
2005–06
Read
Together
Talk
Together
Write
Together
Explore
Together
This calendar was produced under U.S. Department of Education Contract No. ED04CO0069/0001 with Education Development Center, Inc. Anna Hinton served as the contracting officer’s
representative. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education
of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred.
U.S. Department of Education
Margaret Spellings
Secretary
Office of Elementary and Secondary Education
Henry Johnson
Assistant Secretary
Student Achievement and School Accountability Programs
Jackie Jackson
Director
September 2005
Photographs for January, April and September by Farrel Duncan.
Photographs for February, March, May, July, August, October, November and December by Corbis Images.
Photograph for June by Jonathan B. Ragle.
This calendar, including its photographs, is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the
citation should be: U.S. Department of Education, Office of Elementary and Secondary Education, Student Achievement and School Accountability Programs, ParentChild Literacy Activity
Calendar 2005–06, Washington, D.C., 2005.
To order copies of this calendar,
write to: ED Pubs, Education Publications Center, U.S. Department of Education, P. O. Box 1398, Jessup, MD 207941398;
or fax your request to: (301) 4701244;
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This publication is also available on the Department’s Web site at: http://www.ed.gov/parents/landing.jhtml.
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On request, this publication is available in alternate formats, such as Braille, large print or computer diskette. For more information, please contact the Department’s Alternate Format Center at
(202) 2609895 or (202) 2600818.
TIMELINE ON A CHILD’S DEVELOPMENT
A child grows and changes very quickly. As you read and play with your child, watch for typical milestones such as these.
0–18 MONTHS
talking A baby cries when needing something and coos when happy. The child will babble and say a few words by this age.
reading A baby will chew books at first, but the more you read the stories inside, the more likely the child will be able to turn pages and name pictures.
writing Slowly the child will learn to use his or her hands for actions ranging from reaching and grabbing for objects to scribbling on paper in crayon.
18–36 MONTHS
talking A child forms short sentences using the new words learned.
reading A child can find the book he or she wants by its cover—and will ask you to read it!
writing A toddler can hold a marker, and scribbles made look a little like writing.
3–4 YEARS
talking A child can really talk by this age—about everything he or she sees and does (though your child might choose to watch quietly instead).
reading A child starts to learn the alphabet and looks for familiar letters in his or her world.
writing Your child will want to write just like you do. Before long, your child will write his or her name.
5–6 YEARS (TYPICALLY KINDERGARTEN)
talking Your child is learning to rhyme at this age—have fun together!
reading A child can retell a book from memory by recognizing a few words and looking at the pictures.
writing A child begins to write words the way they sound, using mostly consonants.
6–7 YEARS (TYPICALLY FIRST GRADE)
talking A child can imagine and describe what might happen next in a story.
reading A child uses the sounds of letters to read words he or she doesn’t know by sight.
writing A child will start to express himself or herself in writing, perhaps in a note to a friend or a story.
7–9 YEARS (TYPICALLY SECOND–THIRD GRADE)
talking After years of being read to, a child can make up his or her own story, with characters, places, and drama.
reading A child will begin to read faster, in whole phrases instead of word by word.
writing A child knows that writing has many steps, from thinking and organizing ideas to fixing mistakes.
When parents are PARTNERS
in their children’s education,
children will be more
successful learners and better citizens.
Are you a PARTNER in your children’s education?
IN OUR FAMILY:
(CHECK ALL THAT APPLY.)
� WE MAKE SURE OUR CHILDREN GO TO SCHOOL REGULARLY AND GET THERE ON TIME.
� WE LEARN AND DO THINGS IN OUR HOME EVERY DAY TO HELP OUR CHILDREN LEARN.
� WE READ AND UNDERSTAND OUR CHILDREN’S REPORT CARDS.
� WE KEEP TRACK OF OUR CHILDREN’S LEARNING BY MEETING OFTEN WITH THEIR TEACHERS AND OTHER SCHOOL STAFF.
� WE MAKE SURE OUR CHILDREN GET EXTRA HELP WHEN THEY HAVE TROUBLE LEARNING OR PASSING TESTS.
� WE KNOW HOW TO GET INFORMATION ABOUT HOW WELL OUR SCHOOL IS DOING ITS JOB.
� WE ARE ACTIVE IN PARENT AND COMMUNITY GROUPS THAT WORK TO HELP OUR SCHOOLS BE THE BEST.
� WE VALUE EDUCATION AND MAKE SURE OUR CHILDREN DO TOO BY BEING INVOLVED IN THEIR SCHOOL.
TITLE I OF THE ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965 IS A FEDERAL LAW.
THIS LAW AIMS TO GIVE ALL CHILDREN A FAIR, EQUAL AND SIGNIFICANT OPPORTUNITY TO
GET A HIGHQUALITY EDUCATION, MEET CHALLENGING ACADEMIC ACHIEVEMENT STANDARDS AND
PASS ACADEMIC TESTS IN EACH STATE.
IF YOU WANT TO LEARN MORE ABOUT HOW TO BE A MORE EFFECTIVE PARTNER IN YOUR CHILDREN’S
EDUCATION, TALK TO THE STAFF AT YOUR SCHOOL.
GOOD BOOKS
● The Very Hungry Caterpillar
by Eric Carle (baby– 3)
● Pancakes for Breakfast
by Tomie dePaola (2– 4)
● Sip, Slurp, Soup, Soup
by Diane Gonzales Bertrand (3– 7)
● Strega Nona
ICE BLOCKS
RECIPE
● You will need: ice cube trays and
any kind of juice.
● Pour juice into ice cube trays. Freeze.
Enjoy!
SEE
ACTIVITY
2
KEEP TRACK! ACTIVITY 1 ACTIVITY 2 ACTIVITY 3 ACTIVITY 4

When you and your family read, talk, write and [AGES BABY–7] [AGES 2–7] [AGES 2–7] [AGES 3–7]
explore, mark these letters in the box for that WHAT’S YOUR FAVORITE LET’S MAKE ICE BLOCKS! HAVE A PLACEMAT PARTY. A FOOD HUNT.
day. At the end of the month, add up the letters FOOD? Read together the “Ice Write family names along Write a shopping list togeth
on the calendar and put the numbers in the Talk together with your child Blocks Recipe” in the box on with their favorite meals on a er. Cut out pictures of foods
boxes below. about your favorite food. the left side of this page. piece of paper. Each family from flyers, magazines or
Share why you like it, what Talk about what you need to member picks another person other reading material and
= We read together � times this month.
memories you have of eating make the recipe–juice and and makes a placemat show paste each picture next to its
R the food and how you feel ice trays. Explore and talk ing that person’s favorite food name on the list. At the
= We talked together � times this month.
after eating. Read a good about how the ice forms and meal. Talk about the food store, read the food list
book from the list above or melts as everyone enjoys the you drew on the placemat together and check off items
T one of your own favorite treat. Write your own recipe and tell a story about the as you find them. Explore for
= We wrote together � times this month.
books. for ice blocks. picture. foods beginning with the
same letter as any of those
W on the list.
E = We explored together � times this month.
Theme of the Mo
In the
Kitchen
Mon h::
ntth
September 2005
SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30
GOOD BOOKS
● Shapes, Shapes, Shapes
by Tana Hoban (baby– 6)
● Corduroy
by Don Freeman (2– 6)
● A Tree Is Nice
by Janice May Udry (4– 7)
● Market Day: A Story Told with Folk Art
by Lois Ehlert (4– 7)
HOW TO
PRESS
LEAVES SEE
1. Place leaves in between two ACTIVITY
sheets of newspaper. 1
2. Place heavy books on top of
your leaves.
3. Allow leaves to flatten for at least
24 hours.

When you and your family read, talk, write [AGES 3–7] [AGES 3–7] [AGES 5–7] [AGES 5–7]
and explore, mark these letters in the box for COLLECTING LEAVES. BUTTON COLLECTIONS. WHAT DO YOU COLLECT? STUDYING COINS.
that day. At the end of the month, add up the Explore your neighborhood and Gather lots of old buttons. Together, explore your home Explore coins—pennies, nick
letters on the calendar and put the numbers look at the different kinds of Explore with your child how and community to find at els, dimes, quarters—togeth
in the boxes below. trees. Collect leaves of many they are the same and differ least three things you and er with your child. Read the
R = We read together �times this month.
shapes, colors and sizes. Press ent. Write a list of their fea your child can save, like words on the coins. Talk
your favorite leaves by following tures such as size (big, medi cards, toy cars and bottle about how the coins are the
the directions in the box on the umsized, or small), color, caps. Separate these things same or different. Arrange
T = We talked together �times this month.
left side of this page. Make a shape, and the number of into categories by color, size, the coins by the year made or
book of leaves by taping them holes. Help your child write shape, use or other. Write a other features. Make coin
onto sheets of paper. At the other words you can think of list of things in each category rubbings by placing paper on
W = We wrote together �times this month.
library, read about trees and to describe the buttons. and talk about why each is top of each coin and rubbing
their leaves and write their special to you or your child. it with a pencil or crayon.
names in your book. Try to
E = We explored together �times this month.
match leaves you collected with
the trees when possible.
T hem e of t he Mon th:
Collecting October 2005
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
GOOD BOOKS
● Hugs and Kisses
by Roberta Grobel Intrater (baby– 3)
● Mama, Do You Love Me?
by Barbara Joosse (baby– 4)
● Chrysanthemum
by Kevin Henkes (3– 6)
● Hooray! A Pinãta!
by Elisa Kleven (4– 7)
THINGS TO INCLUDE IN AN
“ABOUT YOUR CHILD BOOK”
● Favorite colors
● Hand and foot prints
SEE
● Favorite animal ACTIVITY
● Favorite food 1
● Drawing of your child
● Drawings of family members
● Letters your child can name or make
● Books your child loves
ACTIVITY 1 ACTIVITY 2 ACTIVITY 3 ACTIVITY 4

KEEP TRACK! [AGES BABY–5] [AGES 3–6] [AGES 4–7] [AGES 5–7]
When you and your family read, talk, write
and explore, mark these letters in the box for ABOUT ME. A FAMILY PORTRAIT. MY FAMILY SCRAPBOOK. MAKE A FAMILY QUILT.
that day. At the end of the month, add up the Together make a book about Talk with your child about Explore family photographs Talk about special events that
your child. Talk about and who is in his or her family. together. Ask your child to happened in your family.
letters on the calendar and put the numbers make pages showing all the Ask your child to draw a fam talk about what he or she Draw each event on separate
in the boxes below. items listed in the box on the ily picture. Write family mem remembers about an event or papers. On each picture,
left side of this page. Write bers’ names under the fig person captured in the pho write a sentence or paragraph
R about each item on the
pages. Read the book to your
ures. Together talk about the
picture and write a story
tos. Help your child make his
or her very own scrapbook
that describes the event.
Tape the pictures together to
child. based on the picture. Read it with these photos. Write make a quilt. Hang it on a
T to your child. about the photos on each
scrapbook page. Encourage
wall or the refrigerator.
your child to decorate each
W page.
Th e me o f th e M o nt h :
Family November 2005
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30
GOOD BOOKS
● Is It Red? Is It Yellow? Is It Blue?
● Brown Bear, Brown Bear, What Do You See?
by Bill Martin and Eric Carle (baby– 5)
● Mouse Paint
by Ellen Stoll Walsh (2– 6)
● Tortilla Factory
by Gary Paulsen (3– 7)
COLORED PLAY DOUGH

Ingredients: 1 cup cornstarch, 2 cups salt,
1 1/3 cups cold water and 4 different
colors of food coloring
Boil salt and 2/3 cup water in pan. SEE
Mix cornstarch with 2/3 cup cold ACTIVITY
water. Blend 2 mixtures and knead 3
into clay. Divide into 4 balls. Mix each
with different food coloring. Dough can be
airdried and kept in tight container in the
fridge.
KEEP TRACK!
When you and your family read, talk, write and ACTIVITY 1 ACTIVITY 2 ACTIVITY 3 ACTIVITY 4
explore, mark these letters in the box for that [AGES 3–7] [AGES 3–7] [AGES 3–7] [AGES 5–7]
day. At the end of the month, add up the letters
on the calendar and put the numbers in the NAME THE COLOR. I SPY. SPELL WITH PLAY DOUGH. PICTURE THIS.
boxes below. Take home paint samples At bathtime or on a walk with Read the recipe in the box on Explore magazines for pic
from a local paint store and your child, explore and talk the left side of this page. tures of people, places and
explore them with your child. about objects you see around Make different colored play things. Cut out pictures you
R Write labels for the colors, you. But, don’t use the dough. Roll it into a thin like and paste them onto one
such as bat black, yummy object’s name. Instead, give rope shape. Make letters out piece of paper. Tell a story
yellow, and gooey green. color clues, such as “I see of the rope and spell your about the picture you made.
T Read a good book listed something baby blue with child’s name. Write other Write down the story, adding
above and talk about it pink polka dots.” Take turns words or alphabets using the more to it each day for a
together. giving clues and guessing the dough. Read and point out week.
W object. the letters’ names.
T heme of t he Mon th:
Color
Everywhere
December 2005
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30 31
GOOD BOOKS
● Grandmother’s Nursery Rhymes
by Nelly Palacio Jaramillo (baby– 4)
● Green Eggs and Ham
by Dr. Seuss (3– 7)
● Chicka Chicka Boom Boom
by Bill Martin Jr. and John Archambault (4– 7)
● Drum, Chavi, Drum!
by Mayra L. Dole (5– 7)
TWINKLE,
TWINKLE,
LITTLE STAR
Twinkle, twinkle, little star
Twinkle, twinkle, little star
How I wonder what you are!
How I wonder what you are!
SSEEEE
A
ACCTTIIVVIITTYY
33
ACTIVITY 1 ACTIVITY 2 ACTIVITY 3 ACTIVITY 4

KEEP TRACK! [AGES BABY–5] [AGES 3–7] [AGES 3–7] [AGES 4–7]
When you and your family read, talk, write
WORDS AND RHYTHM. RHYME TIME. WRITE A LULLABY. LISTENING TOUR.
and explore, mark these letters in the box for
Explore your kitchen to find Read one of the good books Talk about things your child Write a list of any sounds you
that day. At the end of the month, add up the items with interesting listed above. Talk to your might hear outdoors—dogs
thinks about at bedtime.
letters on the calendar and put the numbers names—macaroni, spatula, child about what a rhyme What sounds and thoughts barking, cars honking, chil
in the boxes below. faucet and refrigerator. Ask is—two words that sound help your child fall asleep? dren playing and birds
your child to say these alike. Explore ways to make Read and sing “Twinkle, singing. Walk with your child
words. Explore the sounds of rhymes with simple words in Twinkle, Little Star” together. around the block. Don’t
these words by clapping once the book. Write the words Replace the word “twinkle” talk—just listen! Read your
for each syllable your child from the books and the with your child’s name. list together and check the
says. Write each of these rhyming words you thought sounds you heard. Take turns
words together. of together. making them!
T heme of the Mon th:
Sounds
and
Music
January 2006
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
GOOD BOOKS
● Do You Want to Be My Friend?
● Swimmy
by Leo Lionni (2– 6)
● Margaret and Margarita
by Lynn Reiser (4– 7)
● Matthew and Tilly
by Rebecca Jones (4– 7)
MY FRIEND SEE
ACTIVITY
My friend likes___________________ 1
________________________________________
and doesn’t like___________________________
________________________________________
I remember when my friend__________________
________________________________________
________________________________________

When you and your family read, talk, write and
day. At the end of the month, add up the letters A GIFT TO A FRIEND. WRITING LETTERS. ALL ABOUT FRIENDS. PUPPET FRIENDS.
on the calendar and put the numbers in the Together write a book to give Help your child write a Ask family members to write Everybody loves puppets! Ask
boxes below. to a favorite friend. Using the friendly letter to a friend or names of friends. Talk about your child to draw separately
box on the left side of this family member. Or make your why they like each one. several people or animals.
page, talk and write a story own greeting card. Write the Explore what their friends Cut each out. Attach each to
R about this friend. Include person’s name and address might like about them. Read a twig or coffee stirrer. Help
lots of details in the story in the center of the envelope a good book listed above. Ask your child write a short play
T you write. Have your child
illustrate the book. Present it
and your address in the top
lefthand corner. Buy a
your child: “Are the charac
ters friends?” “Why do they
about friendship with these
puppets as the characters.
to the special friend. stamp and mail the letter. like each other?” Talk about Act out the play with the
W why you like to read. puppets.
T he m e o f th e M o n t h :
My
Friends
February 2006
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28
GOOD BOOKS
● The Very Busy Spider
● Peter Spier’s Rain
by Peter Spier (2– 7)
● Miss Rumphius
by Barbara Cooney (4– 7)
● The Lorax
ITSY BITSY SPIDER

(A Finger Play)
The itsy, bitsy spider
climbed up the water spout. SEE
ACTIVITY
Down came the rain and washed 1
the spider out.
Out came the sun and dried up all the rain,
So the itsy, bitsy spider went up the spout again.
KEEP TRACK!
explore, mark these letters in the box for that [AGES BABY–5] [AGES 2–6] [AGES 3–6] [AGES 3–7]
on the calendar and put the numbers in the CLIMBING SPIDER! SPRING SCAVENGER HUNT. WHAT TO WEAR? FEEDING BIRDS.
boxes below. Read the rhyme in the box on The first day of spring this Look out the window with To make a bird feeder, cut a
the left side of this page. year is March 20 (sometimes your child. Talk about the hole out of the side of an
R = We read together �times this month. Pretend your child’s fingers

are a spider climbing higher
it is March 21). Together,
find and circle this day on
weather you see. Write a
weather report that describes
empty milk jug with a han
dle. Inside, put birdseed or
and higher. Act out all the the calendar. Sometime dur the day. Read the report with pieces of bread or fruit. Tie a
actions in the rhyme. Say the ing this week, explore the your child. Draw pictures of string to the handle and put
rhyme over and over with outdoors for signs of spring, clothing your child will want the jug outdoors where your
your child until you can such as flower buds, new to wear when outside that child can see it. Write about
recite it together. leaves, ants and bird activity. day. Write the items’ names the daily activities of the
Write a list of signs you dis next to the drawings. birds that visit the feeder
cover. and what they eat.
T heme of the Mon th:
Nature March 2006
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
GOOD BOOKS
● Smile
by Roberta Grobel Intrater (baby– 3)
● The Cat in the Hat
● Alexander and the Terrible, Horrible,
No Good, Very Bad Day
by Judith Viorst (4– 7)
● Frog and Toad All Year
by Arnold Lobel (4– 8)
TONGUE TWISTERS
● Toy boat, toy boat, toy boat, toy boat, toy boat.
● A flea and a fly flew up a flue.
● She sells sea shells by the seashore.
● A big black bug bit a
SEE
big brown bear. ACTIVITY
1
KEEP TRACK!
day. At the end of the month, add up the letters TWISTING TONGUES! FUNNY FACES. HA HA HA! THE FUNNIES!
on the calendar and put the numbers in the
Take turns making funny Explore a party store with Read this riddle: What has Read a simple cartoon in the
boxes below. sounds or saying words or your child to find colorful four wheels and flies? – A newspaper. Talk about what’s
sentences that are tongue and washable face paints. garbage truck! At meal time, funny in the story by asking
R twisters. Amuse your toddler
with funny sounds you make.
Paint each other’s faces.
Draw pictures of each other
take turns telling a joke or a
silly story, or talk about
questions like: “Do the pic
tures make you laugh?” “Are
With older children, try and and write a funny name for something funny. Later, read the words funny?” Write or
T say “blue birds” as fast as
you can, or read and say the
each face (for example,
Zigzag Zebra or Laughing
one of the recommended
books or one of your own
tell a silly story to each other
about the character in the
tongue twisters in the box on Lion). funny favorites. cartoon.
W the left side of this page.
T hem e of t he Month:
Laughter
and
Humor
April 2006
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30
GOOD BOOKS
● The Carrot Seed
by Ruth Krauss (3– 6)
● Peter’s Chair
by Ezra Jack Keats (3– 7)
● Tell Me Again About the Night I Was Born
by Jamie Lee Curtis (4– 7)
● Stellaluna
by Jannell Cannon (4– 7)
NAMES OF ANIMALS AND

THEIR BABIES
● Animal Name ● Baby Name SEE
bat pup
bear cub
ACTIVITY
pig piglet
4
cat kitten
chicken chick
deer fawn
dog pup
duck duckling
goat kid
whale calf
KEEP TRACK!
explore, mark these letters in the box for that [AGES BABY–7] [AGES 2–7] [AGES 3–7] [AGES 3–7]
on the calendar and put the numbers in the GROWING A READER. WATCHING SEEDS SPROUT. LOOK AT ME! NAMES OF ANIMALS AND
Explore your local library with Talk with your child about Explore family photo albums THEIR BABIES.
boxes below.
your child for books that how seeds need water and with your child. Let your Talk about the different
R = We read together �times this month. interest your young reader.

Read and talk about the
light to grow. Stuff damp
paper towels in a clear plas
child pick photos of himself
or herself. Talk with your
names for different baby
animals. Together, draw
books. Keep a list of all the tic cup. Put different seeds child about how he or she pictures of the baby animals.
books you read together and (for example, sunflower, has changed over time. Write Write the name of each baby
check off your child’s apple, orange and bean) down what your child remem animal below its picture.
favorites. Watch the list inside the cup between the bers about each photo. Read a good book from the
grow! paper towels and the sides list above on growing and
of the cup. Keep the towels changing.
damp. Together write on the
calendar when the different
seeds sprout!
T h em e o f t he M o n th :
Growing
and
Changing
May 2006
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
GOOD BOOKS
● I Went Walking
by Sue Williams (baby– 3)
● The Snowy Day
by Ezra Jack Keats (2– 7)
● The Cloud Book
● The Secret Footprints
by Julie Alvarez (5– 7)
MY
SPECIAL
SECRET POEM
My secret is a little one.
It is about my pet.
She’s going to have some puppies.
But, not quite yet.
SEE
ACTIVITY
4
KEEP TRACK!
When you and your family read, talk, write ACTIVITY 1 ACTIVITY 2 ACTIVITY 3 ACTIVITY 4
and explore, mark these letters in the box for [AGES 1–5] [AGES 3–7] [AGES 4–7] [AGES 5–7]
that day. At the end of the month, add up the
letters on the calendar and put the numbers WHAT IS IT? CLOUD PICTURES. FANTASY BUGS. SECRET POEMS.
in the boxes below. Put things with different tex On a sunny day, go outside Write big letters on paper. Explain to your child that
tures, shapes, and sizes in a and explore the sky with your Together with your child turn poems can be serious or
pillowcase. Ask your child to child. Take turns talking the letters into different funny; they can rhyme or not
reach inside, touch one thing about the shape of each types of bugs. Talk about the rhyme. Together read the
and talk about how it feels. cloud and what each cloud features of the different fan poem in the box on the left
Is it rough? smooth? round? looks like. When you go tasy bugs you create, such as side of this page. Talk with
square? etc. Give clues to inside, draw pictures of the big eyes, wings and a lot of your child about a secret the
help your child guess what it clouds you saw. Read a good legs. Write a madeup name two of you share. Write a
is. book from the list above. for each—for example, poem together about this
BizarreB bug, MeanM bug secret. Explore together how
or PuffyP bug. many words you can rhyme
in this poem.
Discovery
Zone June 2006
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30
GOOD BOOKS
● I Read Signs
● Alphabet City
by Stephen Johnson (3– 7)
● Gathering the Sun
by Alma Flor Ada (3– 7)
● Celebrations
by Nancy Maria Grande Tabor (4– 7)
WHERE SEE
WE LIVE ACTIVITY
Our street address is 3
______________________________________.
Our state is
______________________________________.
Our country is
______________________________________.
KEEP TRACK!
EXPLORING OUR TOWN. PARTY TIME. WHERE WE LIVE! COMMUNITY WORKERS.
letters on the calendar and put the numbers
Write a list of places in your Invite your child’s friends to a Talk about your neighborhood Explain what a community is
in the boxes below.
town where people come party on the Fourth of July. and where your house is to your child. Write a list of
together—like houses of wor Together, write and decorate located in the neighborhood. workers in your community,
ship, libraries, food stores, invitations to the party. Write Write your street address and such as letter carrier, fire
playgrounds and schools. a list of games you’d like to (if the child is older) state fighter and teacher. Explore
Explore your neighborhood play. Tell a story or read a and country in the “Where your neighborhood and visit a
with your child and check off book about the Fourth of We Live” box on the left side few of the places where these
each place on your list. Talk July. of this page. Talk about people work. Talk to them
about the other places you where other family members about what they do. Write a
find and add them to the list. live. How are their communi story or a book about their
ties different from yours? work.
Our
Community July 2006
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
GOOD BOOKS
● Our World: A Child’s First Picture Atlas
by National Geographic Society (all ages)
● Zoom
by Istvan Banyai (all ages)
● Whoever You Are
by Mem Fox (3– 7)
● The Great Kapok Tree: A Tale of
the Amazon Rain Forest
by Lynn Cherry (5– 7)
SOME WORDS TO USE

WHEN TALKING ABOUT
A TRIP
pack vehicle
vacation map
suitcase schedule
full overnight
travel gather
SEE
ACTIVITY
1
KEEP TRACK!
A PRETEND TRIP. MAKING MAPS. THE GREAT SUPERMARKET COMPASS FUN.
letters on the calendar and put the numbers HUNT.
Talk with your child about a Go for a walk in the communi Explore a map of your state.
in the boxes below.
pretend trip using some of ty with your child to a favorite Talk about where popular Find your town and circle it.
the words in the box on the place like a park or a store. foods in America come from, Find the capital city of your
left side of this page. Explore Explore the route from home for example, pizza (Italy), state and put an X on it.
items that will be useful to to your favorite place. Write a taco (Mexico), hot dog Explain to your child how the
T = We talked together �times this month. take on the trip. Talk about

how the weather can help
list of places and things that
you see along the way. At
(Germany) and ramen noo
dles (China). Explore the
compass is used to show
directions. Find the picture
you decide what to pack for home, make a map of the supermarket for foods that of a compass on the map. Is
the trip. Write and read a list route from home to this come from other countries the capital north, south, east
of items you will take on the favorite place. Draw and name and write a list of the foods. or west from your home?
trip. Check off each item as the places and things you Ask your child what new food
you pack your suitcase. saw. Talk to your child about he or she would like to try.
why maps are important.
Th e me o f th e M o nth :
Around
the
World
August 2006
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31
Title I, Part A, Information and Opportunities for Parents
ABOUT YOUR CHILD’S SCHOOL DISTRICT ABOUT YOUR CHILD’S SCHOOL
You will receive the school district’s written parent involvement policy. To get You will receive the school’s written parent involvement policy. To get more
more involved, you can help: involved, you can:
• Develop and, as needed, revise the parent involvement policy to improve the • Help develop and, as required, revise or improve the school’s written parent
academic quality of your child’s school (Annually). involvement policy (Time determined by school district).
• Select programs, activities and procedures for parent involvement (Before and • Attend a meeting about the school’s participation in Title I, Part A, and ways
during school year). parents can be involved (Annually).
• Evaluate the policy to improve the academic quality of your child’s school • Help develop and, as required, revise or improve the schoolparent compact
(Annually). of shared responsibilities for high student achievement (Time determined by
• Decide how funds for parental involvement activities will be used (Before the school district).
funds are distributed to schools).
To help you keep track of your child’s progress in school, you will receive:
To help you keep track of your child’s progress in school, you will receive: • Information on your child’s level of achievement on assessments aligned
• An annual report card about the progress of public K–12 schools in your with state academic achievement standards (As soon as practical after the
school district (Annually). assessment).
• Notice and assistance if your child with limited English proficiency is placed • Notice if your child is assigned or taught by a teacher who for four or more
or recommended for placement in a language instruction educational program consecutive weeks is not highly qualified (Timely).
(Annually, by 30 days after school begins for children already identified, or in first
two weeks of placement). ABOUT YOUR CHILD’S SCHOOL DISTRICT AND SCHOOL
• Notice if your child with limited English proficiency is in a language To help you get involved, you will receive:
instruction educational program and does not progress adequately (No later • Assistance to better understand the state’s academic content standards,
than 30 days after the school district makes the determination). academic achievement standards, and academic assessments (Before and
• Information about how the language instruction educational program meets during school year).
the individualized education program objectives, if your child has a disability • Assistance to better understand how to monitor your child’s progress (Before
and is also limited English proficient (Annually, by 30 days after school begins and during school year).
for children already identified, or in first two weeks of placement).
• Assistance to better understand how to work with educators to improve your
• Notice of the opportunity to request information about the professional child’s academic achievement (Before and during school year).
qualifications of teachers and paraprofessionals working with your child
• Materials and training to help you improve your child’s academic
(Annually, at beginning of school year).
achievement (Before and during school year).
• Reasonable support for parental involvement activities, at your request
If your child’s school is identified for improvement, corrective action or (Before and during school year).
restructuring, you will receive:
• Notice, with an explanation of the reasons for the identification and how
School districts must provide information about written complaint procedures
parents can be involved (Promptly, following the identification).
for resolving alleged violations of Title I, Part A, free of charge to parents.
• Notice of your child’s options to transfer to a public school not identified for
improvement (After the school misses its adequate yearly progress goals for two
consecutive years). All parent notices and other information must be in a format and, as
practicable, a language they can understand.
• Notice of your child’s options to receive supplemental educational services
(After the school misses its adequate yearly progress goals for three consecutive
years).

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or fax your request to: (301) 4701244;

or call in your request tollfree: 18774337827 (18774EDPUBS). If 877 service is not yet available in your area, call 18008725327 (1800USALEARN). Those who use a telecom

or order online at: www.edpubs.org.

KEEP TRACK! ACTIVITY 1 ACTIVITY 2 ACTIVITY 3 ACTIVITY 4

KEEP TRACK! ACTIVITY 1 ACTIVITY 2 ACTIVITY 3 ACTIVITY 4

ACTIVITY 1 ACTIVITY 2 ACTIVITY 3 ACTIVITY 4

COLORED PLAY DOUGH

ACTIVITY 1 ACTIVITY 2 ACTIVITY 3 ACTIVITY 4

KEEP TRACK! ACTIVITY 1 ACTIVITY 2 ACTIVITY 3 ACTIVITY 4

ITSY BITSY SPIDER

R = We read together �times this month. Pretend your child’s fingers

NAMES OF ANIMALS AND

R = We read together �times this month. interest your young reader.

SOME WORDS TO USE

T = We talked together �times this month. take on the trip. Talk about

You might also like

Description: Tags: Calendar

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

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Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Description: Tags: Calendar

Uploaded by

Copyright:

Available Formats

Parent­Child

or fax your request to: (301) 470­1244;

or call in your request toll­free: 1­877­433­7827 (1­877­4­ED­PUBS). If 877 service is not yet available in your area, call 1­800­872­5327 (1­800­USA­LEARN). Those who use a telecom­

or order online at: www.edpubs.org.

KEEP TRACK! ACTIVITY 1 ACTIVITY 2 ACTIVITY 3 ACTIVITY 4

KEEP TRACK! ACTIVITY 1 ACTIVITY 2 ACTIVITY 3 ACTIVITY 4

ACTIVITY 1 ACTIVITY 2 ACTIVITY 3 ACTIVITY 4

COLORED PLAY DOUGH

ACTIVITY 1 ACTIVITY 2 ACTIVITY 3 ACTIVITY 4

KEEP TRACK! ACTIVITY 1 ACTIVITY 2 ACTIVITY 3 ACTIVITY 4

ITSY BITSY SPIDER

R = We read together �times this month. Pretend your child’s fingers

NAMES OF ANIMALS AND

R = We read together �times this month. interest your young reader.

SOME WORDS TO USE

T = We talked together �times this month. take on the trip. Talk about

You might also like

ParentChild

or fax your request to: (301) 4701244;

or call in your request tollfree: 18774337827 (18774EDPUBS). If 877 service is not yet available in your area, call 18008725327 (1800USALEARN). Those who use a telecom