Use the magazine's central topic as a springboard for an in-class learning unit. "Love and Friendship," for example, can inspire discussion and activities about feelings, family, helping others, and other socioemotional topics. Read the stories and do the activities in the magazine as a class and use the discussion starters to extend learning. Each issue also touches on a lot of learning themes beyond the main topic, many of which relate to Common Core standards. Games and activities explore letters, numbers, and other academic (and non-academic) topics. Align class projects with topics presented in the magazine. Make it a v and number 1 week when the current issue is "brought to you by the letter v" and Count Dracula introduces the number 1, for example. Supplement with relevant Sesame Street videos (find many at SesameStreet.org) and do off-screen games and activities that reinforce learning, using the parent suggestions as a guide.Continue reading Show less
Sesame Street S'more! The Digital Magazine for Kids is a bimonthly subscription-based magazine that offers games and activities loosely tied to a central theme. For example, the "Love and Friendship" issue includes poems and stories about loving pets, family, and friends, and a feature on how to say hello in different languages. In addition, a variety of learning games focus on letters, numbers, matching, colors, and more. Each themed issue mght include games, stories, language arts activities (write words that start with the letter v), drawing tools, maps, and pictures. Every activity is clearly described on the audio track. The parent section includes tips for extending the learning themes in each activity group.
A variety of interactive activities and the opportunity to interact with Sesame Street characters engage young kids. Sesame Street is a respected name in educational media, most of the time deservedly so, but the wonders of the TV show haven't transferred well to the digital format here. The overall theme of the issue feels lost among the many letter, number, and color games, for example. Some activities use the digital format well, such the game in which kids learn to say hello in different languages and then record their voices practicing the new words. Yet, overall, most game designs could take better advantage of the availability of touchscreen technology. And some technical and design issues get in the way of smooth play: Response time sometimes lags, audio tracks double up on each other, and the simplicity of the games may feel too babyish even for preschoolers. Sesame Street does come through with great learning extensions, however. The parent section offers nice jumping-off points for further discussion. In fact, adding even more of those would beef up the learning potential.
Key Standards Supported
Counting And Cardinality
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.1
Compare two numbers between 1 and 10 presented as written numerals.
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.
Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
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).
Key Standards Supported
(Begins in grade 2)
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 the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
With guidance and support from adults, explore word relationships and nuances in word meanings.
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
Identify real-life connections between words and their use (e.g., note places at school that are colorful).
Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Reading Foundational Skills
Read emergent-reader texts with purpose and understanding.
Know and apply grade-level phonics and word analysis skills in decoding words.
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Recognize and produce rhyming words.
Count, pronounce, blend, and segment syllables in spoken words.
Blend and segment onsets and rimes of single-syllable spoken words.
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonent-vowel-consonent, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Demonstrate understanding of the organization and basic features of print.
Follow words from left to right, top to bottom, and page by page.
Recognize that spoken words are represented in written language by specific sequences of letters.
Understand that words are separated by spaces in print.
Recognize and name all upper- and lowercase letters of the alphabet.
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