Trucks Roll

Book of the Week for the Week of 4/6/2015

Trucks Roll

The Westmont Kindergarten class spent the week reading and engaging in activities based on the story Trucks Roll, by George Ella Lyon. This is a "fun, rhyming text for young children about all what trucks do, day and night."

Designing Trucks

Step 1 - Create the Design

Students used assorted colors of construction paper to design their very own truck! They began by drawing and cutting out shapes, then used glue sticks to piece together the various shapes. We connected to personal experience by talking about trucks that we have seen before, and discussed what we need to include to make our trucks realistic. They mentioned how all of the trucks they have seen typically have symbols or names on them, so they made sure to include their own symbols or names on their truck!

Step 2 - Discuss

After we designed our trucks, we had to decide what our trucks would be carrying. They were presented with the question, "What product would your truck transport?", then we developed of list of the product they want to transport and if they think it would be a heavy or light load to carry.
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Amazing Words

Text Vocabulary

Our story, Trucks Roll, introduced many new words. Students took turns working in a small group with me to read, research, and define the new words from our story. We started by reading through the story and writing down the words we had never heard before. Then we went to the dictionary and read the official definition before discussing and defining them in our own words. Each student took a turn writing down their own definition for each new word on our big chart paper, and we concluded by drawing a picture to provide a visual reference for the word.
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Boat Experiment

Step 1 - Write and Design

First we had to bridge the connection between Trucks Roll and the boat project by discussing how boats can also be used as a transport method for goods, just like trucks. Then our initial step was to write down our predictions and design a boat. Our boats will be used for a penny experiment in which we see how many pennies their boat can hold while floating in water, so their prediction was how many pennies they thought their boat would hold.

Step 2 - Build

The next day, we used our designs and built our boats out of tin foil.

Step 3 - Test the boats

The final step was to test our boats to see if they could float. Each student took a turn putting their boat into the water. The majority of our boats could float and those that didn't led to a great discussion about what went wrong and how we could fix them to make them float! We ran out of time, but on Monday we will add the pennies to test our predictions!

Common Core Standards Met This Week


Print many upper- and lowercase letters.

Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

Produce and expand complete sentences in shared language activities.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

With prompting and support, ask and answer questions about key details in a text.

With prompting and support, retell familiar stories, including key details.

With prompting and support, identify characters, settings, and major events in a story.

Ask and answer questions about unknown words in a text.

Recognize common types of texts (e.g., storybooks, poems).

With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Actively engage in group reading activities with purpose and understanding.


Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

Correctly name shapes regardless of their orientations or overall size.

Count to 100 by ones and by tens.

Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

Understand the relationship between numbers and quantities; connect counting to cardinality.

When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

Understand that each successive number name refers to a quantity that is one larger.

Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.