Tops And Bottoms - Extension

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We’d love to hear what you think aboutthese children’s books and parentguides. Use this QR Code or link to findour survey. http://go.wisc.edu/55gf2gDOLLARS DURING DEVELOPMENTParent reading guide for“Tops and Bottoms”by Janet StevensAges 4–7 For more information please contact your countyUW-Extension office.

DOLLARS DURING DEVELOPMENT BOOK CLUBAsk your local UW-Extension office about all the DollarsDuring Development Book Club parent guides.You Can’t Buy aDinosaur with a DimeTops and Bottomsby Janet StevensISBN # 05908649634 - 7 yearsby Harriet Ziefert & AmandaHaleyISBN # 16090514675 - 8 yearsThis parent guide was developed by: Judy Knudsen andDawn Doperalski, Family Living Educators, UW-Extension,Heba Mohammad, VISTA and has been reviewed bymembers of the UW-Extension Family Living Programs‘Dollars During Development’ workgroup. Workgroupcontributors include: Lori Baltrusis, Dawn Doperalski, LeahEckstein, Katie Gellings, Paula Hella, Judy Knudsen, SandyLiang, Heba Mohammad, Susan Nagelkerk, Peggy Olive,Gail Peavey, Beth Rank, Mary Ann Schilling, Sarah Siegel,Shelley Tidemann, Nancy Vance, Kayla Viste and JeanneWalsh. Publication production, graphics, editing supportfor this project by Libby Bestul and Deborah Hewko.But I Used All of myPocket ChangeSally Jean, the BicycleQueenby Lauren ChildISBN # 08037372893 - 5 yearsby Cari BestISBN # 03743638624 - 8 yearsJenny Found a PennyElla Earns Her OwnMoneyby Trudy Harris & John HovellISBN # 08225672535 yearsby Lisa BullardISBN # 14677151155 - 8 yearsJust Saving My MoneyFollow the Money!by Mercer MayerISBN # 00608355754 - 7 yearsby Loreen LeedyISBN # 08234179485 yearsMake Money!Have a Lemonade StandDeena’s Lucky Pennyby Bridget HeosISBN # 16224317903 - 7 years13by Barbara deRubertisISBN # 15756509165 - 7 yearsMarch 2017

Agriculture’s (NIFA) Cooperative Extension System, whichbrings vital, practical information to agricultural producers,small business owners, consumers, families, and youngpeople.An EEO/AA employer, University of Wisconsin-Extension provides equalopportunities in employment and programming, including Title VI, Title IX,and the Americans with Disabilities Act (ADA) requirements.Parent reading guide Ages 4–7 WelcomeThis guide will help you teach your child moneymanagement skills while reading “Tops and Bottoms” byJanet Stevens. It will do this by: Helping you explain the key ideas covered in thebook, and then providing you with signs your childunderstands the key ideas and can use them in daily life. Giving you things to think about before reading thebook with your child. These can help you spot keypoints in the book or spark ideas to discuss later.Helping you prepare for an enjoyable reading timewith your child.12 Providing questions to talk about with your child. Suggesting activities that help your child put ideasand lessons into action.1

The storyAbout this guideHare turns his bad luck around through a deal withthe lazy bear down the road. At first, bear likes thedeal to split up the harvest, but the clever harefools him in the end.The Money as You Grow Book Club is a research-basedprogram designed to help parents, caregivers, and othersteach children ages 4 through 10 money skills throughreading, activities, and play.The Money as You Grow Book Club is an updated versionof the University of Nevada Extension’s Money on theBookshelf program. The Consumer Financial ProtectionBureau (CFPB), The University of Wisconsin-Madison Centerfor Financial Security, and the University of WisconsinExtension Family Living Programs have worked togetherto expand the program and make it available to libraries,educators, and parents nationally.The CFPB is an independent federal agency. We writeand enforce rules that keep banks and other financialcompanies operating fairly. We also help educate andempower consumers. For more about tools and resourcesfor parents, visit consumerfinance.gov/MoneyAsYouGrow.The Center for Financial Security is a research center thatseeks to help the public build financial knowledge andskills, increase access to financial services and increase thefinancial security of families. The University of WisconsinExtension is part of the National Institute of Food and211

In the “Tops and Bottoms” story, the trickster Hare taughtthe Bear a few lessons. Bear learned that some things weretoo good to be true and that he needed to work for hisfood. As you read other stories, ask your children what typeof lessons they can learn from these trickster tales. KeyideasBy the time you finish this discussion guide, your child willbe able to point to examples of these key ideas in the bookyou read and discuss real-life examples, too. Use thesedefinitions to explain the ideas. We’ve also included wayschildren can show they are ready to use them in their dailylives1. Solving problemsAs things happen to us, we try to deal with them. Problemsolving means finding what works best for us and takingaction to make things better.How children show it: Can describe problems and comeup with a few ideas to make things better.2. EarningPeople use their time and skills to make money. Papermoney and coins have different values.How children show it: Can identify the different jobspeople in the family and community do to earn money. Hasa safe place to keep money and keeps track of how muchthey have.103

3. Follow throughSticking with a plan to reach a goal can be hard. It takeseffort, skill, and sometimes help from others.How children show it: Can identify who they can turn tofor help reaching a goal, or what tools or tricks might helpthem stick with a plan.with your child, can your child pick out the tops, bottoms,and middles at the store?Instead of buying food, some families grow their own foodjust like the Hares in this story. Growing a garden takesa lot of patience and follow through. If your family growssome of your food, you could make a plan for a “Tops andBottoms” garden. Pick one or two foods that you couldplant under each group. Talk about what skills each personin your family has and how everyone can help grow thefood. Maybe someone likes planting and another personlikes weeding or watering? Or family members can try outeach job and find out what they are good at.Cultural connectionsAges 9 This activity will help your child make personal connectionsbetween the book and their own culture. Explain to yourchild that this book follows the “trickster tradition” of usingone’s wits to overcome a hard time, just like when the Haretricked the Bear to use his land to grow food.There are examples of this “trickster tradition” across manycultures around the world. The Menominee Indian Tribeof Wisconsin has a raccoon, Aehsepan, as the “trickster” insome of their stories. This raccoon is able to teach a lessonor a moral each time he tricks someone. Other examplesof tricksters in stories are the coyote from several NativeAmerican cultures, Ananse the spider trickster from theAsante people of Ghana, and Kitsune the fox from Japan.As a family, look for other trickster tales from your ownculture or select a culture to read more about.49

Something to think about Something to doFamily problem solvingAges 5 The goal of this activity is to help your child learn aboutworking together to solve a problem. Parents can do thiswith one child or with several children. You can use a fooditem, like an apple or a cookie, or use a favorite toy. Theproblem is you have one item, but 2 or 3 people wouldlike to share it. Let children take the lead to think of ideasto solve this problem. How does each child feel about thedifferent ideas? Do some ideas feel more fair or unfair?What makes something feel fair?Eating tops & bottomsAges 7 This activity looks at food as one of the resources we allneed. Take a large sheet of paper. Make three columns onthe sheet of paper. Label the columns “Tops”, “Bottoms”,and “Middles.” Under each heading, you and your child canwrite down all the different fruits and vegetables that couldbe fit into each group. Which ones are family favorites?First, read the book yourself and think about these ideas:§ The Bear had money and land, but was lazy and did notappreciate what he had.§ The Hare was clever, which sometimes got him intotrouble. In this book, the Hare uses his cleverness forproblem solving to make things better for his family.§ Money is not our only resource. Sometimes we can useour skills and time to get what we need.§ The Hare and his family tricked the bear. This trick let theHare family sell their vegetables to buy back the land.§ The Bear learned that some deals are too good to betrue and that things will not always be given to him. Bearstarts to work to get what he needs.Look in your kitchen or refrigerator. Do you have moretops, bottoms, or middles in your house? Here’s the trickypart – sometimes tops, bottoms, and middles come in acan or bag or box! The next time you are shopping for food85

Before you readRead the book first yourself. Knowing the story will helpyou know what comes next. It is important to ask your childquestions about the story as you read. Ask what mighthappen next in the story.§ Choose a quiet time for stories and make it part of yourdaily routine.§ Find a cozy, quiet place to read.§ Make sure your child can see the pictures.§ Talk about the pictures and characters in the book. Something to talk aboutBefore you begin to read the story with your child, look atthe cover of the book together. Ask what the story mightbe about.As you read the story with your child, talk about theseideas:§ The Hare family did not have any money or land. Instead,the family worked together and used their skills. Whatskills did they use to grow the food?§ Why do you think the Hare and his family worked sohard?§ Why did the Bear let the Hare family do all of the work?§ Read with expression in your voice. Give each characterin the story his or her own voice.§ The Bear picked all the tops of the food. What would youhave picked?§ Keep the story time short enough to leave them wantingmore.§ How did the Bear feel when he was tricked by Hare?Have you ever felt this way?§ Look for ways during the day to bring up the messagesin the story.§ How do you think Hare and his family felt at the end ofthis story? Have you ever felt this way?§ Continue to read aloud together even if your child canread alone.6§ What lesson did the Bear learn from the Hare?7

tops, bottoms, or middles in your house? Here’s the tricky part – sometimes tops, bottoms, and middles come in a can or bag or box! The next time you are shopping for food 5 Something to think about First, read the book yourself and think about these ideas: § The Bear had money and land, but was lazy and did not appreciate what he had.

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Using the book Tops and Bottoms is an engrossing way to get students talking about the parts of plants we eat, and what those parts do for the plant. The lesson can be modified for younger and older students Grades: 1-3 Materials The book Tops and Bottoms by Janet Stevens or YouTube video of read-aloud of Tops and Bottoms by TMO Learning Journey:

Scrub the bottoms and the tops And fingersin between. Song on washing hand. Clean Hands Germs Free Hands. Song on washing hand. (tune Frere Jacques) Tops and bottoms Tops and bottoms . Discuss the book with children. Talk about all the different ways that germs can be spread. Have children sit in a large circle. Pretend to

Reversal stock makes two Series of lower tops and Series of lower tops and tops and then breaks a higher bottoms. Chart higher bottoms. Quick up double reversal bottom. breaks one way or other. and stock breaks. No This rids the stock of weak Take action on the accumulation. holders. Can buy on 3 box breakout. 7 columns needed reversal up.

Reversal stock makes two Series of lower tops and Series of lower tops and tops and then breaks a higher bottoms. Chart higher bottoms. Quick up double reversal bottom. breaks one way or other. and stock breaks. No This rids the stock of weak Take action on the accumulation. holders. Can buy on 3 box breakout. 7 columns needed reversal up.

MATERTALS FOR BOX BANpS AND TOPS/BOTTOMS Box bands for the base and lid of an oval box are thin slices of hardwood, commonly referred to as veneer.that will bend and tack without splitting.The Shakers used maple bands and pine tops/bottoms more than anything else.A wide range of hardwoods are suitable for box *uiing including ash, cherry, walnut, apple, hackberry, hard and soft maple, and birch.

No part of this book may be reproduced, in any form or by any means, with-out permission in writing from the publisher. . Double Tops and Bottoms 76 One-Day Reversals 78 Triangles and Rectangles 79 Rounded Tops and Bottoms 79 Spikes 80 viii TECHNICAL ANALYSIS PLAIN AND SIMPLE. 11

About the Book: Tops & Bottoms, adapted and illustrated by Janet Stevens, is a story which has its origins in slave stories from the American South. In this trickster tale, a clever hare outwits the lazy bear while planting and harvesting the tops and bottoms of their vegetable garden. Key Words:

ALBERT WOODFOX . CIVIL ACTION NO. 06-789-JJB-RLB . VERSUS . BURL CAIN, WARDEN OF THE LOUISIANA . STATE PENITENTIARY, ET AL. RULING . Before this Court is the pending Motion (doc. 279) for Rule 23(c) release of Petitioner, Albert Woodfox. Briefs were filed in response to this motion and were considered by this Court. Subsequently, a motion hearing on this matter was held before this Court on .