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Listen Up! Level 1

These listening activities are teacher-directed. In all cases, students produce something on paper—based on your oral directions. There is a script for you to use, making the activities very easy to implement.

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0% found this document useful (0 votes)

507 views

Listen Up! Level 1

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To the teacher …

Level 1 Packet: “Listen Up!”

Objective:

To improve listening and direction-following skills.

Nuts & bolts:

These listening activities are teacher-directed. In all cases, students produce
something on paper—based on your oral directions. There is a script for you to
use, making the activities very easy to implement.

Additional comments:
Add ment
If you are familiar with our popular listening-skills book, Play by the Rules,
you’ll feel right at home here!

Emphasize that students should listen to each direction in its entirety before
they do any drawing.

Answers:
nswer
nswers:
Answers will vary based on each child’s particular artistic bent and abilities.
But in all cases, the basic components of the ﬁnal product should be the same,
based on your instructions. For example, the ﬁnal drawing for the activity “Two
Silly Towers” (pages 7 and 7A), should look about like this:

www.tinmanpress.com
(800) 676-0459
WARM-UP (1)
About this activity …
This introductory activity will acquaint students with some of the direction-follow-
ing processes they will be encountering.

Directions to students …
• How carefully do you listen? How well do you follow directions? Today, we are go-
ing to start some listening and direction-following activities which should be a lot
of fun.

• Start by dividing Square 1 into four triangles by drawing two straight lines that
touch the corners.

• Inside Square 2, I want you to draw the biggest circle you can without touching
the sides. Your circle doesn’t have to be perfect—just do the best you can.

• In Square 3, write your name upside down.

• Now, do whatever you like to make Square 4 look like the front of a house.

• Draw a circle in the bottom half of Square 5.

• Draw a line all the way across Square 6, about halfway up.

• Now, go back to Square 2 and turn your circle into a happy jack-o’-lantern.

• Turn your circle in Square 5 into a snowman by adding two more circles and a
face on the top circle.

• That line in Square 6 is the ocean. A sailboat, please!

• Add six more lines to Square 1 to make an interesting design.

• Finally, since you got this far, put a star by your upside-down name.

© Tin Man Press 1 Listen Up!/Level 1

Warm-up (1) Activity Page

Name

1 2

3 4

5 6

© Tin Man Press 1-A Listen Up!/Level 1

WARM-UP (2)
About this activity …
This activity requires a little more concentration than the ﬁrst warm-up, because
each direction to the student relates to the previous one. The rigor is rewarded
at the end, when they get to make up their own minds about where to place the
circles.

Directions to students …
Ready for another direction-following activity? Remember, we had fun with six
squares last time. Today we’re going to try something different. We’re going to be
making an interesting design.

• Start by drawing straight lines from 1 to 2, 2 to 3, 3 to 4 and 4 to 1.

• Next, put a dot in the middle of the circle and draw a line from the dot to each
number.

• Now, make four dots. Put one dot near each corner of the big square, inside the
square. Then, I want you to make four triangles by following these directions.
Ready?

First, make two lines to connect the top left dot with numbers 1 and 2.

Next, make two lines to connect the lower left dot with numbers 2 and 3.

Now, make two lines to connect the lower right dot with numbers 3 and 4.

Then, make two lines to connect the top right dot with numbers 1 and 4.

• Finally, draw a straight line from each dot at the corners of the big square to the
dot in the middle of the circle.

• You’ve made a nice design, haven’t you? How about ﬁnishing it by drawing four
small circles anywhere you wish.

© Tin Man Press 2 Listen Up!/Level 1

Warm-up (2) Activity Page

Name

© Tin Man Press 2-A Listen Up!/Level 1

A NINE-SQUARE AFFAIR
About this activity …
Plenty of room for creativity here. But it’s still at heart a listening and direction-
following activity. The structure is provided by letters of the alphabet. It’s okay for
kids to embellish as they see ﬁt, but they must do so within the parameters that
you state.

Directions to students …
Today we’re going to have some fun with the letters in the squares you see on the
sheet I have given you. Your job will be to draw things in the squares that have
something to do with what I say. So listen carefully and think before you draw.
Ready?

• The “A” in Number 1 is a “person” with a little round head on top. (Pause) The
“person” has little short arms. (Pause) The lowest part of the “A” are its feet, and
the person is wearing shoes.

• The “E” in Number 2 is part of a window with curtains on it.

• The big “M” in Number 3 is scary, and the little “M” has climbed a tree to get
away.

• The “O” in Number 4 is the mouth of someone yawning.

• The “C” in Number 5 is the mouth of a big ﬁsh seen from the side. Be sure to
show the eye, some sharp teeth and some scales.

• The “Z” in Number 6 is part of an interesting design that includes four more Z’s
and nothing else.

• The “H” in Number 7 is part of a chair seen from the front.

• The “L” in Number 8 is part of a stairway seen from the side.

• The square in Number 9 holds your name, which stretches from one corner to
the opposite corner.

© Tin Man Press 3 Listen Up!/Level 1

A Nine-Square
-Square Affair Activity Page

Name

1 2 3

4 5 6

7 8 9

© Tin Man Press 3-A Listen Up!/Level 1

FINISHING FACES
About this activity …
Here’s a chance for your students to really use their heads! Faces are something
that many kids draw a certain way, over and over again. By following your direc-
tions, you can get them to expand their artistic horizons—and improve their listen-
ing and direction-following skills at the same time.. T
Talk about multi-tasking!

Directions to students …
The nine shapes on the sheet I have given you are all faces, or maybe it would be
better to say “heads.” I’ll tell you something about each one. Your job is to use the
shapes as part of a drawing that describes what I say. Ready?

• Number 1 is a person with dark sunglasses and a big smile.

• Number 2 is an insect. Its eyes are on each side of its head, and it has curly an-
tennae.

• Number 3 is an alien from outer space with a very lumpy face.

• Number 4 has one big eye with long eyelashes.

• Number 5 has long curly hair and very small features. (“Features” means eyes,
nose, and mouth.)

• Number 6 is a happy person wearing a hat that starts with the straight line that
you see.

• Number 7 is a cowboy. The top of the shape is the top of his hat. You can make
the rest of his hat with just one straight-across line. Give him eyes, a nose and a
mouth, too.

• Number 8 is someone many people think about when they think about Christ-
mas.

• And Number 9? That’s your teacher. You’d better do a good job with this one!

© Tin Man Press 4 Listen Up!/Level 1

Finishing Faces Activity Page

Name

1 2 3

4 5 6

7 8 9

© Tin Man Press 4-A Listen Up!/Level 1

BUILD A DESIGN (1)
About this activity …
Designs allow kids to exercise their artistic talents without the burden of having
to create something that looks “real.” But there needs to be structure, and that’s
where the direction-following comes in. Encourage them to be as creative as they
can with the ﬁnal direction. If you have time, let them add color to their master-
pieces.

Directions to students …
On your paper, you’ll notice that there are four numbered dots. I want you to
make four more dots and number them 5, 6, 7 and 8. Scatter them around your
paper.

We are going to use the dots to make a design. But before we begin, there are two
rules: Your lines should touch dots but not their numbers. And none of your lines
should cross other lines. This means that most of your lines will be curvy in order
to avoid touching other lines. Ready?

• Connect dots …

• 1 and 6
• 8 and 3
• 4 and 2
• 7 and 5

Now the rules change. Now your lines can cross any other lines—how you get from
one dot to another is up to you.

• Connect dots …

• 3 and 5
• 1 and 8
• 2 and 6
• 8 and 4
• 7 and 5
• 6 and 4

You’re ﬁnished—almost. Now look at some of the spaces in your design that have
been made by the lines. Decorate three or four of those spaces with patterns such
as stripes or circles or little stars or little squares—whatever makes your design
look even better.

© Tin Man Press 5 Listen Up!/Level 1

Build A Design (1) Activity Page

Name

© Tin Man Press 5-A Listen Up!/Level 1

BUILD A DESIGN (2)
About this activity …
Here’s another design activity—this one slightly more ambitious than the ﬁrst, so
kids will have to really tune in to your directions. At the end of the activity, though,
they still get the “reward” of making their own choices.

Directions to students …
Today we’re going to make a pretty design, and it’s all going to start with those six
dots on the sheet of paper I have given you.

• First, draw a line between two of the dots. It doesn’t matter which ones.

• Now, draw a line between two more dots. If the line crosses the ﬁrst line that
you drew, that’s okay.

• Now, ﬁnish this part of the design by drawing as many more lines as you can
that connect the dots. You should be able to draw 13 more lines, so keep going
until all of the dots are connected.

• Next, I want you to draw ten little dots outside the center shape. Keep them
about two ﬁnger-widths away from the center shape, and make them fairly dark.
In other words, the ten dots can be close to the center shape but not too close.
Arrange them so that they form sort of a circle around the design you have
started.

• Now, connect the new dots so that you make a shape that goes all the way
around the ﬁrst shape.

• Finally, ﬁnish your design by connecting the new dots with any other dots you
wish.

© Tin Man Press 6 Listen Up!/Level 1

Build A Design (2) Activity Page

Name

© Tin Man Press 6-A Listen Up!/Level 1

TWO SILLY TOWERS
About this activity …
Most kids love to build things, and here’s their chance. There are a lot of instruc-
tions here, but each one “builds” on the previous one, which should keep the at-
tention on the task at hand.

Directions to students …
Today you’re going to make two strange towers by following my directions. Are
you ready? Listen carefully, and don’t draw until I ﬁnish the instruction.

• In Space 1, stack up three more M’s. Put the “feet” of each “M” on the points of
the “M” beneath it. The “M’s” should reach up to the lower dotted line.

• Now, put three O’s, one on top of another, on top of the top M. Make each “O” a
little smaller as they go up. They should reach to about the upper dotted line.

• Now, put an upside-down capital “A” on top of the top “O.” it should reach to
about the middle of the top space.

• Put an upside-down capital “T” on top of the “A’s” legs. The “T” should reach al-
most, but not quite, to the top.

• Finally, at the end of the “T” that is sticking up, add a little “O.” Make it look like
radio waves are coming out of it.

•••

• For Tower 2, you’ll see we have started with two “6’s”, back to back. All of the
parts of this tower will be made of numbers.

• Put an “8” on top of the “6’s,” and a “9” on top of the “8.” They should come up
to the bottom dotted line.

• Now, on the “9,” balance three small “7’s” on top of each other. The “7’s” should
about touch the second dotted line.

• Next, on top of the “7’s,” draw three “5’s,” one on top of another, that reach all
the way up to the third dotted line.

• Finally, use a big number “1” turned on its side to make a platform on top of the
top “5.” That’s the pad for a helicopter that is just coming in for a landing. Can
you draw that? If you can, you’ll be ﬁnished. Good job!

© Tin Man Press 7 Listen Up!/Level 1

Two Silly Towers Activity Page

Name

1 2

© Tin Man Press 7-A Listen Up!/Level 1

T
THE BIRTHDAY SURPRISE
About this activity …
Unlike the other activities in this packet, this one requires only a piece of plain
white paper. It should be a hit with the students nonetheless—youngsters love
to create monsters. If you have space, display the ﬁnished products. You’ll be
amazed by how many interpretations come from the same set of directions.

Directions to students …
Last night I had a scary dream. In the dream, it was my birthday. Someone gave
me a present in a box that wiggled and jerked like there was something alive in-
side. When I opened the box, there was something in there. It was a strange,
scary little creature that jumped out, ate the birthday cake, and looked like it
wanted to eat the people at the party, too.

I’ll tell you what it looked like so you can draw it as I read the descriptions. Are
you ready? Remember, it was really scary!

• It had a body shaped something like a turtle—rounded on the top and kind of ﬂat
on the bottom. (Don’t draw the body too big because you’ll need space to draw
things around it.) Draw the body now.

• Its head was round and attached to its body by a long, strong-looking neck.

• There were four spikes on top of its head, and it had fuzzy ears shaped like
leaves.

• It had a lot of long, sharp teeth.

• Its eyes were big and mean-looking and you could see blood veins in them.

• Its nose was a lot like a pig’s nose.

• Its body was covered with spots of all sorts of shapes and sizes.

• And its arms and legs? They were strong-looking and covered with long fur.

• The feet were also furry, and each foot had just three pointy toes.

• The ﬁnal detail? It had wings like a bat growing out of its shoulders.

Well, that’s it. We managed to get it back into the box by throwing in all my birth-
day candy. What did we do next? I don’t know, because that’s when I woke up!

© Tin Man Press 8 Listen Up!/Level 1

THE LUCKY 13 TRIP
About this activity …
This activity requires very careful listening, because each instruction is quite spe-
cific in its requirements. For this reason, you should state the instructions slowly,
and perhaps even repeat the first few two or three times. Despite your best ef-
forts, though, you may still have a few “drop-outs” along the way. Resist the temp-
tation to start over again for the benefit of a few. There’s always the next activity
for those who don’t complete this particular journey.

Directions to students …
Today we’re going to take a trip around some circles. Listen carefully and try to do
exactly as I say. You’ll want to think a little before you do some of the harder chal-
lenges. Ready? Here we go!

• Draw a line between 5 and 6. (Your line can start anywhere on the circle and end
anywhere on the circle but it shouldn’t go into the circle. Just touch the edge.)

• Draw a line between 2 and 9, crossing the ﬁrst line on the way.

• Draw a line between 12 and 10, without touching 11.

• Draw a line between 7 and 3 that goes above 2.

• Draw a line between 12 and 3, crossing two lines on the way.

• Draw a line between 1 and 8 that does not cross any lines on the way.

• Draw a line between 13 and 4 that crosses one line along the way.

• Draw a line between 4 and 11 that crosses one line on the way.

• Draw a line between 12 and 10 that crosses no lines.

• Look at the circles. Can you start at 1 and end up at 13 by crossing six lines on
the way? Here’s a hint: You might want to plan your route before you make your
line.

So, how did everyone do?

© Tin Man Press 9 Listen Up!/Level 1

The Lucky 13 Trip Activity Page
T

Name

© Tin Man Press 9-A Listen Up!/Level 1

TWELVE LITTLE PEOPLE
About this activity …
Be on the lookout for perfectionists. The drawings should be quick sketches—
as suggested by the stick-ﬁgure people. The idea is for them to listen and draw
a general idea of what each little person is doing.

Directions to students …
The twelve little people on the sheet I have just given you are all doing something
different. I’ll tell you the number of the drawing and what they are doing, and then
you add to the drawing to ﬁnish the idea. Are you ready? Listen carefully.

• Number 1 is holding a balloon with a star on it.

• Number 2 is shooting a bow and arrow.

• Number 3 is holding a big pet bird.

• Number 4 is petting a cat.

• Number 5 is trying on a new hat.

• Number 6 is climbing a stepladder. There is a can of paint on top of the ladder.

• Number 7 is diving into the water.

• Number 8 is holding a kite with a long tail.

• Number 9 is hitting a tennis ball.

• Number 10 is riding a bicycle.

• Number 11 is sleeping on a big, soft, bed.

• Number 12 is shaking hands with another little person who looks about the
same.

© Tin Man Press 10 Listen Up!/Level 1

Twelve Little People Activity Page

Name

1
5
9
10

2
6
11

3
7
12

© Tin Man Press 10-A Listen Up!/Level 1

MYSTERY MESSAGE
About this activity …
This is one of those activities that offers a reward at the end. As an extender, you
can have children devise their own mystery messages, with their own directions,
and try them out on their classmates. (And oh, by the way, the answer for this
challenge is: THIS IS FUN BUT HARD TO DO.)

Directions to students …
Today, you have a job on your hands. You must cross out some letters to get to a
message that is hidden in the letters. When you have the message, write it on the
line above the birds. Don’t make a mark until I tell you to. Ready?

• Line One: Start at the “H,” then go back two letters. Cross out that letter and
the next one to the right of it. Cross out the “O.” Cross out the next three letters
after the ﬁrst “I.” Cross out the two letters after the “S.” Cross out the last letter
in the line.

• Line Two: Cross out the two letters after the “S” and the two letters after the “F.”
Cross out the “T.” Cross out the two “L’s.”

• Line Three: Keep the ﬁrst letter, then cross out the next two. Keep the ﬁrst “T.”
Cross out the “Z” and the next “T.” Keep the “H,” then cross out the next two let-
ters. Keep the “A” and cross out the next letter.

• Line Four: Go to the second and third letters and cross them out. Cross out the
four letters that come after the “D.” Keep the “T” and get rid of the rest of the
letters except for the “O.”

• Line Five: Phew! Keep both letters! Now, on the answer line, write all of the let-
ters that have not been crossed out. Be sure to keep them in order. Then see if
you can ﬁgure out the mystery message.

© Tin Man Press 11 Listen Up!/Level 1

Mystery Message Activity Page

Name

LINE 1: T A U H O I F W X S U Z I T

LINE 2: S H O F A E U T N L L B

LINE 3: U C O T Z T H S T A L

LINE 4: R E Q D E O U P T S I B O

LINE 5: D O

And the mystery message is:

© Tin Man Press 11-A Listen Up!/Level 1

THE DOT EATER
T
About this activity …
This activity calls for some patience on the part of the children. They won’t really
know what the game is all about until the very end. As you’ll soon see, that’s part
of the fun. This activity also gives younger kids some good counting practice.

Directions to students …
Today we’re going to play a listening and direction-following game. Let’s get start-
ed by making some dots. I want you to make exactly 30 nice dark dots—scatter
them all around your paper, but don’t let any of them touch any of the numbers or
letters or marks that are already there. OK, do that now.

(When children are ﬁnished, proceed.)

Next, you’re going to be making a strange animal whose name is the Dot Eater.
You’ll be following my directions to make your Dot Eater. When we’re ﬁnished you’ll
count the number of dots your Dot Eater has eaten. The person with the largest
number will be our winner, but who wins will really be just luck.

OK, here we go. Connect these letters and numbers by drawing a line between the
middle of the circle to the other circle, and so on. (Read the numbers below from
top to bottom of each column.)

Connect:

G and L F and 5 1 and 4

D and 8 G and H H and J
B and E 5 and 7 E and J
1 and 3 8 and 2 L and 7
A and D 2 and F 3 and B

Well, there it is—your Dot Eater. Now, count the number of dots inside the Dot
Eater’s shape. If a line runs through a dot, you can count it as “eaten.” Write the
number of dots the Dot Eater has eaten at the bottom of your paper. If all of your
dots—30—got eaten, stand up. How about 29? 28? 27? (Count backwards until a
child stands up.)

© Tin Man Press 12 Listen Up!/Level 1

The Dot Eater Activity Page

Name

© Tin Man Press 12-A Listen Up!/Level 1

ROUNDS AND SQUARES
About this activity …
Much of the fun in this activity comes from the fact that the children will be able to
see their “round-square” creations side by side. The alternating round and square
directions make careful listening very important.

Directions to students …
Today you’re going to be making two faces—one that is round and one that is
square. You’ll need to listen very carefully to my instructions, otherwise you just
might get your squares and rounds mixed up. Ready? Here we go!

• First, turn your paper on its side so the numbers are on the bottom.

• In Square 1, draw a big square head with round eyes.

• In Square 2, draw a big round head with square eyes.

• Give the person with the square head a round nose, and give the person with the
round head a square nose.

• Give the person with the square head a curved, smiling mouth and give the per-
son with the round head a straight-across mouth.

• Oh, the person with the round eyes is wearing square glasses, and the person
with square eyes is wearing round glasses.

• Now, give the square-headed person a lot of curly hair and give the round-head-
ed person a lot of straight hair.

• Give the person with square glasses two rounded eyebrows. Give the person with
round glasses two straight eyebrows.

• Now go ahead and give your people any other square or round or straight or
curved details you think they need.

© Tin Man Press 13 Listen Up!/Level 1

Rounds and Squares Activity Page

Name
1
2

© Tin Man Press 13-A Listen Up!/Level 1

BUILD A BUTTERFLY
About this activity …
There are many “art-shy” children who don’t realize how easy it is to draw
common, everyday objects and creatures. This activity should help those who
ﬁt that description gain a little conﬁdence—by listening and following directions.

Directions to students …
Today we’re going to draw a butterﬂy. And it’s all going to start with that little
shape in the middle of your activity page.

• Turns out that the thing is the body of the butterfly. What’s the first thing we
need? Wings! This is an imaginary butterfly, so we can make it look any way we
wish. So—let’s give it triangle wings. Here’s what to do: Draw two triangles with
sides about equal—one on each side of the body. The triangles should have one
point each that touches the body. Okay—do it now.

• Now our butterﬂy needs a head. That’s just a small circle on top of the ﬁrst
shape. Go ahead and make the head.

• What’s an antenna? (Pause for answers.) Give your butterﬂy two long, slightly
curved antennae.

• Put a little black dot at the end of each antenna.

• Now give the body some tiny hairs.

• Now give each wing a design. You can use circles, dots or other shapes. Or may-
be you want to make the butterﬂy wings look like real butterﬂies that you have
seen. Try to make both wings look about the same.

• Good. Are there any other details you’d like to add? Go ahead. Maybe the butter-
ﬂy is sitting on a great big ﬂower!

© Tin Man Press 14 Listen Up!/Level 1

Build a Butterﬂy Activity Page

Name

© Tin Man Press 14-A Listen Up!/Level 1

LETTERS ON THE LOOSE
About this activity …
Straightforward listening and direction-following work in this activity, with a little
bit of word work thrown in for good measure.

Directions to students …
Do you see all those letters on your activity sheet? Well, we’re going to catch a few
of them and then put them together to make some words. Your job will be to fol-
low my instructions as I tell you to draw lines between the letters. All set? Here we
go!

• I want you to put your pencils on the A at the top left and then draw a line to the
J. It doesn’t matter if your line goes through other letters along the way.

• From the J, draw a line to the second N, then go from the N to the third X, then
up to the second P, down to the ﬁrst W, up to the Q, up to the second M, up to
the G, up to the third B and back to the ﬁrst A.

• Now—what letters have you trapped inside the lines? (The ones that are touched
by the lines don’t count.) Look at those trapped letters and make as many words
as you can using the letters you have caught. You can use the letters as many
times as you like. (Have the children write their words on the backs of their ac-
tivity sheets or on another sheet of paper.)

© Tin Man Press 15 Listen Up!/Level 1

Letters on the Loose Activity Page

Name

© Tin Man Press 15-A Listen Up!/Level 1

To the teacher …
Level 1 Packet: “Smart Art”
Objective:

To help youngsters become more creative and conﬁdent through visual expres-
sion.

Nuts & bolts:

Students will take on art challenges that encourage creative solutions. In most
cases, just a pencil is required.

Additional comments:
Add ment
Why just a pencil? Because most elementary students are more interested in
ideas than in the pursuit of “ﬁne art.” Crayons and paints are great in many
cases, but they can inhibit the free ﬂow of ideas.

The activities here provide students with many entertaining, open-ended

opportunities.

Answers:
nswer
nswers:
The “answers” are all artwork and are subject to individual interpretation. But
the drawings must all stay within the conﬁnes of the given instructions.

www.tinmanpress.com
(800) 676-0459
FINISH THE DESIGN (1)
Name

Do at least 10 different things to make this design more interesting.

© Tin Man Press

1 Smart Art/Level 1
FINISH THE DESIGN (2)
Name

Do at least 10 different things to make this design more interesting.

© Tin Man Press

2 Smart Art/Level 1
DRAW SOMETHING
Name

Follow the directions below the boxes. (Put your drawings in the boxes.)

Draw something you Draw something you

almost always wear. almost never wear.

Draw something that Draw something that

always has wheels. never has wheels.

Draw something that Draw something that

would always scare you. would never scare you.

Draw something you Draw something you

love to eat. would never eat.

© Tin Man Press

3 Smart Art/Level 1
SILLY SENTENCES
Name

Make a drawing to show the idea in each of these silly sentences.

The cookie ate a small She walked across the

child. ceiling.

The kite ﬂew the boy. It was so hot that smoke

came out of my ears.

His smile fell to the Big raindrops were falling

ground. up.

© Tin Man Press

4 Smart Art/Level 1
ART NUMBERS
Name

Read the words, and then draw:

This isn’t a 1, it’s part This isn’t a 2, it’s part This isn’t a 3, it’s part
of a door
door. of a bird. of a ﬂy.

This isn’t a 4, it’s part This isn’t a 5, it’s part This isn’t a 6, it’s a
of a treehouse. of a cartoon face. nose on a face.

This isn’t a 7, it’s part This isn’t an 8, it’s part This isn’t a 9, it’s part
of an open book. of a snowman. of whatever you wish!
of…

© Tin Man Press

5 Smart Art/Level 1
CURLY DRAWINGS
Name

Someone has started these straight-line drawings, but not ﬁnished them. Finish
them by adding your own straight lines.

I’m Dan the square dog. I’m Pat the pig.

I’m George the giraffe. I’m Cathy the cat.

© Tin Man Press

9 Smart Art/Level 1
FACES
Name

Uh-oh. Somebody started these drawings of faces but forgot to ﬁnish them. Would
you please do it? Take your time and do a good job.

© Tin Man Press

10 Smart Art/Level 1
OUT THE WINDOW
Name

Put in as many details as you can in these out-the-window drawings. Pretend you
are looking out …

a car window.

a bedroom
window.

a window in a
tall building.

© Tin Man Press

11 Smart Art/Level 1
ART OUTLINES
Name

These outlines were made by drawing around four things found in most houses.
Turn each outline into a funny person. Take your time and add lots of details.

Susie Spoon Pete Plug

Bill Bottle Toby Toothbrush

© Tin Man Press

12 Smart Art/Level 1
DO SOMETHING
Name

Do something to each of the lines to give the idea of the word below the line. Try
to make your drawing as simple as possible.

broom ruler ﬂag

shovel ﬂower rake

ﬂy swatter fork umbrella

© Tin Man Press

13 Smart Art/Level 1
FUNNY BUNNY
F
Name

Make a cartoon rabbit by drawing around your elbow and two ﬁngers. Start by
bending your elbow and drawing around it in the box. Use your ﬁngers for ears.
Put in anything else you think the drawing needs.

© Tin Man Press

14 Smart Art/Level 1
HATS ON!
Name

Draw the person you think should be wearing each of these hats.

© Tin Man Press

15 Smart Art/Level 1
To the teacher …
Level 1 Packet: “Take Aways”
Objective:

To provide children with the experience of thinking deductively.

Nuts & bolts:

Students will cut away a number of shapes until they arrive at a ﬁnal shape
that serves as the answer
answer.

Additional comments:
Add ment
This is classiﬁcation at its best because it’s hands-on. The snipping process
provides the entertainment, but the real work here is deductive problem-
solving.

Answers:
nswer
nswers:
Page 1: chair Page 9: belt

Page 2: baby Page 10: sunshine

Page 3: table
Page 11: light bulb
Page 4: hill
Page 12: eye
Page 5: book
Page 13: vacation
Page 6: gum

Page 7: ouch Page 14: dance

Page 8: ﬂag Page 15: cold

www.tinmanpress.com
(800) 676-0459
SNIP A RHYME
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. Rhymes with snip (3) 4. Rhymes with shoe (3)

2. Rhymes with coat (2) 5. Rhymes with street (3)
3. Rhymes with green (3) 6. Rhymes with grin (2)

dri e n
p
se
ne
t ch at
bea air

goat two

tin
thin
lip
bean

sea a n
t e
e
blu zoo m
sip
boa
t

© Tin Man Press 1 Take Aways/Level 1

T
POLITE WORDS AND …
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. Hospital workers (2) 4. Metal things (5)

2. Polite words (3) 5. Paper things (2)
3. Moods (3) 6. Heavy things (2)

wo
rri
tor
ed a se
doc ple

rin
g nai
ll

l
bi

ele
r
lla

ph
do

an
t
er
st
sad a
y to
bab
e
ve lop
en
e
m
pa e
n so c us
fa ex
ks
than
sp nur
oo se hap
n py

© Tin Man Press 2 Take Aways/Level 1

T
DRIPPY WORDS AND …
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. Long words (2) 4. Food words (4)

2. Action words (3) 5. Question words (2)
3. Water words (4) 6. Connecting words (2)

run
p
ice jum
n g
hi
ryt
e
ocean ev
ora wh
nge y

ta
piz bl
e
za
or
ing

ho
nd ar
and

w
a sug
erst

lake
und

be riv cli
et er m
b

© Tin Man Press 3 Take Aways/Level 1

T
HERE AND THERE
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. At the football game (3) 4. At the music store (3)

2. At the restaurant (2) 5. At the zoo (3)
3. At the beach (3) 6. At the carnival (2)

es go san
av al d
w po u
n
st me
gir
af
fe
guitar
cam
el

hill ee
fer
re
vio
lin
ride

r
helmet bumpe
cars a ke
sn sun
piano scr
een
che
f

© Tin Man Press 4 Take Aways/Level 1

T
SMELL THE FLOWERS
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. Flowers (3) 4. Things you mark with (2)

2. Buildings (3) 5. Parts of the body (3)
3. Words with “p” in them (2) 6. Things that hop or bounce (3)

ﬁre alk
sta c h
toe
e

tio
us

ros n
ho

e
cam
p er
crayon

ee nec
kn k

o k
bo
iris
rab
ol bit
s cho

ka
ng
aro
o
te
le nn
dais
y simp is
ba
ll

© Tin Man Press 5 Take Aways/Level 1

T
SPORTS AND STUFF
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. Sports people (2) 4. Hush words (2)

2. Family members (3) 5. Ground words (3)
3. Bragging words (3) 6. Music words (2)

str
on
co
ge r
st te
us

bat
in

be
st

t d dy
quie mu

sh
sin hh
lie g
goa
o
an
pi

bro
the m
r gu

big
ges
dig s t
unc
worm le

© Tin Man Press 6 Take Aways/Level 1

T
GOT TIME FOR A RHYME?
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. Rhymes with pig (3) 4. Rhymes with miles (2)

2. Rhymes with bump (3) 5. Rhymes with sky (5)
3. Rhymes with going (3) 6. Rhymes with motion (1)

i ng bi
g
slu gu w
ey mp y se
h
e ouc
ju mp

bl
ow
es in
m i l g
oc s
y

ea
sh

n
wig buy

thu
mp

s try dig
g

pile
in
ow
m

© Tin Man Press 7 Take Aways/Level 1

T
PARTS APLENTY
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. Shoe parts (3) 4. Garden parts (3)

2. Refrigerator parts (3) 5. Hand parts (3)
3. Mouth parts (3) 6. Swing parts (2)

se lips
ed
heel

do
or teeth

thu
mb
ﬂa
g
sea e zer
t n fre
chai
gum
s
knuc
kle
ail
ern

sol
g

e
ﬁn

shelf toe
a nt
p l
so
il

© Tin Man Press 8 Take Aways/Level 1

T
LOTS OF THINGS
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. Too small to see (2) 4. Hot sometimes (4)

2. Up high (4) 5. What a one-year-old baby might do (4)
3. Down low (2) 6. Goes faster than people walk (4)

basement fal
ld m
er ow ger
um
m n sit up
s

de d
at
om se clou
rt
star bicycle
a in
t r

e r lt
bb be
car
slo o w
ho
rse i nb
ra

cave
u p
so
le n
gigg roo
f ove

© Tin Man Press 9 Take Aways/Level 1

T
GREEN THINGS AND MORE
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. Costs a lot of money (3) 5. Sometimes green (4)

2. Another word for sleepy (1) 6. Might be in a pocket (2)
3. 4 x 4 divided by 2 (1)
4. Months in a year divided by 7. Might break if dropped (3)
2 and then add 3. (1) 8. Seen on television (2)

oli
gold 8 ve
necklac
e

d sue
fro tire tis
g
pl
at
su e
ns
hi
ne
gla dia
egg ss m
on
grass ds

r
d weathe game
9 lizar
report show
silv
y

er r
ke

ing

© Tin Man Press 10 Take Aways/Level 1

T
GOOD SMELLS AND …
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. Smells good (3) 4. Things that carry things (5)

2. Room with no windows (1) 5. Words that mean “no way” (2)
3. Yours for free (3) 6. Good names for kitty (3)

ﬂow ck
er pa
bas back
ket

leaf
won
’t

rock
y pur
furr se
r
ligh tige
tb perfume
ulb

as e stick
suitc
m ruck
ov
t
in
g

ﬂuffy clo
set
can’t
cookies
baking

© Tin Man Press 11 Take Aways/Level 1

T
SHOUTS
HOUTS AND SNI
SNIFFLES
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. Voice things (4) 4. Length things (3)

2. Sick things (4) 5. House things (2)
3. Outside things (4) 6. Imaginary things (2)

t n ro
o u law ad
sh ls
chil

ge
brid

m
r
spe

hu
i
wh
at
sore thro

rul
es er
ch ster
n
in curt mo ey
ains e

s t
g ho

sofa
k

ﬂu fe
al

talk ve
w

r
de
si

s
mile

© Tin Man Press 12 Take Aways/Level 1

T
NIGHT WORDS AND …
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. Night words (4) 4. Ways to go up (2)

2. Used to wipe up spills (2) 5. Things in a car (3)
3. Feathered friends (3) 6. Found on a map (4)

r
i rro paja
m mas
sta spo
irs ng
e

g ea
gle r
on i n rive
m
o
e er el
st he
w

city dar
n k
tow
lt
t be
a
se
roa
d
duc el
k ev
pa

at
p

or
er

n
io
to

at
w

c
va
el

robin
bed

© Tin Man Press 13 Take Aways/Level 1

T
DO’S, DON’T’S AND TREE THINGS
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. Play things (2) 4. Don’t do this (2)

2. Road signs (3) 5. Do do this (2)
3. Makes a lot of noise (4) 6. Tree things (4)

ﬁrew
truck orks
dol
l

st
e
engin

op
ye
lling
le
tatt

c h ool list
en
s e roo
zon e t
nc
da

he
lp
twi leaf
g

n ch
bra
e r
nd -yo
thu yo
20
bra mp
g h

© Tin Man Press 14 Take Aways/Level 1

T
WHAT ARE YOU DOING?
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. What you’re doing right 4. Words that have something to

now (3) do with time (5)
2. Jobs (4) 5. Words that have something to
3. Ways to clean (3) do with distance (3)

or
b may
scru
so brea
on thing
prof essor
lat
er
te

mi
re
d
ac

le col
ad
he

ago near in
r

p
brush swee

e far now
t ur
fu scie
sit ting ntis
t

© Tin Man Press 15 Take Aways/Level 1

T
To the teacher …
Level 1 Packet: “What’s That?”
Objective:

To give students experience in thinking analytically and ﬂexibly.

Nuts & bolts:

Children will evaluate symbolic drawings and then match them with written
descriptions.

Additional comments:
Add ment
As many of you know, abstractions are one of the approaches that make Tin
Man Press activities distinctive. We’ve found the concept to be a very effective
way to prompt children to expand their thinking while being challenged—and
having fun, too!

Answers:
nswer
nswers:
Page 1: 1-6; 2-1; 3-8; 4-2; 5-3; 6-7; Page 8: 1-5; 2-9; 3-1; 4-2; 5-4; 6-8;
7-9; 8-5; 9-4 7-3; 8-7; 9-6

Page 2: 1-7; 2-6; 3-1; 4-9; 5-3; 6-2; Page 9: 1-7; 2-9; 3-11; 4-2; 5-8; 6-1;
7-8; 8-4; 9-5 7-12; 8-3; 9-5; 10-4; 11-10; 12-6

Page 3: 1-8; 2-9; 3-4; 4-2; 5-1; 6-7; Page 10: 1-4; 2-7; 3-5; 4-3; 5-2; 6-1;
7-6; 8-5; 9-3 7-9; 8-8; 9-6

Page 11: 1-5; 2-8; 3-9; 4-1; 5-4; 6-7;

Page 4: 1-8; 2-11; 3-9; 4-6; 5-7; 6-4;
7-6; 8-2; 9-3
7-12; 8-2; 9-5; 10-3; 11-1; 12-10
Page 12: 1-4; 2-8; 3-1; 4-9; 5-3; 6-2;
Page 5: 1-15; 2-10; 3-12; 4-13; 5-16; 6-1; 7-5; 8-7; 9-6
7-14; 8-2; 9-3; 10-7; 11-6; 12-5;
13-9; 14-4; 15-11; 16-8 Page 13: 1-8; 2-6; 3-7; 4-2; 5-9; 6-4;
7-1; 8-5; 9-3
Page 6: 1-6; 2-7; 3-1; 4-9; 5-2; 6-4;
7-3; 8-5; 9-8 Page 14: 1-6; 2-5; 3-1; 4-8; 5-3; 6-9;
7-4; 8-7; 9-2
Page 7: 1-12; 2-14; 3-2; 4-11; 5-1; 6-16;
7-13; 8-15; 9-8; 10-6; 11-5; 12-4; Page 15: 1-11; 2-8; 3-7; 4-12; 5-9; 6-5;
13-7; 14-10; 15-3; 16-9 7-4; 8-6; 9-1; 10-3; 11-2; 12-10

www.tinmanpress.com
(800) 676-0459
NEW BUGS
Name

1 2 3

4 5 6

7 8 9

A person who studies bugs went to a rainforest and caught nine bugs no one had
ever seen before. Match the bugs with their names.

1. Button bug 6. Ghost bug

2. Fish bug
7. Tooth bug
3. Box bug
8. Leaf bug
4. Camel bug

5. Eye bug 9. Leopard bug

© Tin Man Press 1 What’s That?/Level 1

THINGS YOU CAN DO
Name

1 2 3

4 5 6

7 8 9

Here are nine things people do. Match the pictures and the words.

1. Climb 6. Stack

2. Tear
7. Cut
3. Look
8. Spin
4. Dig

5. Balance 9. Hear

© Tin Man Press 2 What’s That?/Level 1

SHAPE NAMES
Name

1 2 3

4 5 6

7 8 9

Each of these characters is named for its shape. Match the drawings and the words.

1. Mr. Skinny 6. Mr. Jagged

2. Mr. Block
7. Mrs. Dent
3. Mr. Three Sides
8. Mrs. Flat
4. Mrs. Fold

5. Mr. Two Feet 9. Mr. Lumpy

© Tin Man Press 3 What’s That?/Level 1

AT THE PARADE
Name

1 2 3 4

5 6 7 8

9 10 11 12

Match the pictures with the descriptions. Write the number of

the picture next to the description it ﬁts.

1. Unicyclist 7. Drummer

2. Queen 8. Clown

3. Juggler 9. Mayor

4. Drum major 10. Acrobat

5. Saxophonist 11. Baton twirler

6. Stilt walker 12. Trumpet player

© Tin Man Press 4 What’s That?/Level 1

LITTLE THINGS WE USE
Name

1 2 3 4

5 6 7 8

9 10 11 12

13 14 15 16

Match the pictures with the descriptions. Write the number of the picture next to
the description it ﬁts.

1. Notebook 6. TV remote 12. Staple

2. Crayon 7. Ballpoint pen 13. Plain white paper
8. Calculator
3. Thumbtack 14. Scissors
9. Pencil
4. Envelope 10. Notebook paper 15. Rubber band
5. Stapler 11. Wastebasket 16. Bandage

© Tin Man Press 5 What’s That?/Level 1

BABIE
BABIES
Name

1 2 3

4 5 6

7 8 9

Match the pictures with the descriptions. Write the number of the picture next to
the description it ﬁts.

1. Learning to crawl 6. Drinking milk

2. Playing with a rattle

7. In a playpen
3. Asleep
8. Learning to stand up
4. Smiling at Mom

5. Has a favorite blanket 9. Sucking thumb

© Tin Man Press 6 What’s That?/Level 1

AROUND THE HOUSE
Name

1 2 3 4

5 6 7 8

9 10 11 12

13 14 15 16

Match the pictures with the descriptions. Write the number of the picture next to
the description it ﬁts.

1. Picnic table 6. Electrical outlet 12. Coffee table

2. Picture 7. Stove 13. Front door
8. Stool
3. Floor lamp 14. Dining room chair
9. Swing
4. Bean bag 10. Dining room table 15. Refrigerator
5. Bookshelf 11. Bed 16. Table lamp

© Tin Man Press 7 What’s That?/Level 1

MYSTERY DOT
DOTS
Name

1 2 3

4 5 6

7 8 9

What are the dots doing? Think about it, then match the drawings with the words.

1. Under 6. Touching

2. Lined up
7. Close together
3. Above
8. Farthest apart
4. Outside

5. Inside 9. Swinging

© Tin Man Press 8 What’s That?/Level 1

HAUNTED HOUSE
Name

1 2 3 4

5 6 7 8

9 10 11 12

Match the pictures with the descriptions. Write the number of

the picture next to the description it ﬁts.

1. Cat 7. Bat

2. Spider 8. Ghost

3. Witch 9. Mummy

4. Frankenstein monster 10. Blood

5. Vampire 11. Skeleton

5. Washcloth 9. Soap

© Tin Man Press 14 What’s That?/Level 1

THE WEATHER
Name

1 2 3 4

5 6 7 8

9 10 11 12

Match the pictures with the descriptions. Write the number of

the picture next to the description it ﬁts.

1. Snow 7. Flood

2. Tornado 8. Windy

3. Rain 9. About to rain

4. Calm 10. Foggy

5. Hot 11. Partly sunny

6. Icy 12. Rainbow

© Tin Man Press 15 What’s That?/Level 1

To the teacher …
Level 2 Packet: “Drawing Starts”
Objective:

To promote ﬂuency and creativity through activities in art.

Nuts & bolts:

There are four drawing starts on each of the 15 pages. For example, on one
page, we provide drawing starts for a shoe with a thick sole, two people talk-
ing, a crooked tree and two lighted candles on a table.

Children must use the drawing starts as part of their drawings. The ﬁnal prod-
uct is a drawing of what is described.

Additional comments:
Add ment
Kids love to draw. These activities use this natural impulse and provide struc-
ture (the drawing starts) for challenges that require creativity and ﬂexibility.

Answers:
nswer
nswers:
Responses will vary.

www.tinmanpress.com
(800) 676-0459
HAIR/MOON/HOUSE/RABBIT
Name

Use the lines that are already in the boxes below to draw the things that are
described.

A person with very, very long hair Moon peeking out through many clouds

A house with tiny windows A rabbit in tall grass

© Tin Man Press 1 Drawing Starts/Level 2

FLOWERS/JUICE/LAMP/BIRD
FLOWERS/JUICE/LAMP/
/JUICE/LAMP/BIRD
Name

Use the lines that are already in the boxes below to draw the things that are
described.

Three different kinds of ﬂowers A glass of juice with a very silly straw

A lamp with a pretty shade A bird

© Tin Man Press 2 Drawing Starts/Level 2

SHORTS
SHORTS/MELON/SWING/ CREATURE
Name

Use the lines that are already in the boxes below to draw the things that are
described.

A boy wearing baggy shorts A slice of watermelon with seeds

A tire swing A creature with scary eyes

© Tin Man Press 3 Drawing Starts/Level 2

ICE CREAM
CREAM/TOAST/HAIR/
/TOAST/HAIR/EIGHT
/TOAST/HAIR/EIGHT
Name

Use the lines that are already in the boxes below to draw the things that are
described.

An ice cream sundae with Toast popping up in a toaster

lots of toppings

A person whose hair is combed The fanciest number 8 you can make
with a part in the middle

© Tin Man Press 4 Drawing Starts/Level 2

BIRD
BIRD/GLASSES/KEYS/TEETH
Name

Use the lines that are already in the boxes below to draw the things that are
described.

A long-legged bird A pair of glasses on a table

standing in water

A key ring holding four keys A child’s mouth showing two

missing teeth

© Tin Man Press 5 Drawing Starts/Level 2

MUG
MUG/SPIDERS/WINDOW/CONE
Name

Use the lines that are already in the boxes below to draw the things that are
described.

A coffee mug with the word “Mom” Three different kinds of spiders
written on it in a fancy way

A window with curtains An ice-cream cone on a hot day

© Tin Man Press 6 Drawing Starts/Level 2

HEAD/CAPITOL/MARSHMALLOW/B
HEAD/CAPITOL/MARSHMALLOW/
/CAPITOL/MARSHMALLOW/BIRDS
Name

Use the lines that are already in the boxes below to draw the things that are
described.

Back of a person’s head with a ponytail State capitol building

A burnt marshmallow on a stick Three birds on a wire

© Tin Man Press 7 Drawing Starts/Level 2

WEIGHTS
WEIGHTS/JEWELS/RAINBOW/THUMB
Name

Use the lines that are already in the boxes below to draw the things that are
described.

A strong man lifting weights A jewelry store window

A rainbow seen through a tree A thumb

© Tin Man Press 8 Drawing Starts/Level 2

WATCH/MOUNTAINS/MONSTER/HAT
WATCH/MOUNTAINS/MONSTER/
/MOUNTAINS/MONSTER/HAT
Name

Use the lines that are already in the boxes below to draw the things that are
described.

A watch Mountains in the distance

A monster with scary hair A woman wearing a funny hat

© Tin Man Press 9 Drawing Starts/Level 2

BOOK/BUTTERFLY/FENCE/DESIGN
BOOK/BUTTERFLY/FENCE/
/BUTTERFLY/FENCE/DESIGN
Name

Use the lines that are already in the boxes below to draw the things that are
described.

A person reading a book A butterﬂy on a ﬂower

A gate in a fence A design using curvy lines

© Tin Man Press 10 Drawing Starts/Level 2

DESIGN/COAT/BALL/
GN
GN/COAT/BALL/CAR
Name

Use the lines that are already in the boxes below to draw the things that are
described.

A design using all straight lines A coat with ﬁve buttons

A ball resting on steps A car seen from behind

© Tin Man Press 11 Drawing Starts/Level 2

BOX/HEEL/BEARD/STILTS
Name

Use the lines that are already in the boxes below to draw the things that are
described.

A box tied with a string A shoe with a very high heel

A bald man with a long beard A girl on stilts

© Tin Man Press 12 Drawing Starts/Level 2

CAR/SNAKE/BUBBLE/SLEDDER
CAR/SNAKE/BUBBLE/
/SNAKE/BUBBLE/SLEDDER
Name

Use the lines that are already in the boxes below to draw the things that are
described.

A car parked on a street after a very A snake that just ate something big
big snowstorm

A person blowing a large bubble A child on a sled coming down a hill

© Tin Man Press 13 Drawing Starts/Level 2

TALKING
TALKING/SHOE/TREE/ CANDLES
Name

Use the lines that are already in the boxes below to draw the things that are
described.

Two people talking A shoe with a thick sole

A crooked tree Two lighted candles on a table

© Tin Man Press 14 Drawing Starts/Level 2

SHIPS/PUPPET/SEAT BELT/WRITING
Name

Use the lines that are already in the boxes below to draw the things that are
described.

A pirate ship A puppet on strings

A child wearing a seat belt A girl writing with her right hand

© Tin Man Press 15 Drawing Starts/Level 2

To the teacher …
Level 2 Packet: “Finish the Thought”
Objective:

To improve the ability of students to think deductively and to further their lan-
guage development.

Nuts & bolts:

The letters at the bottom of each activity represent the ﬁrst letters of words that
ﬁnish a sentence. To be successful, students must use the letter clues in a way
that is both grammatical and logical. Some of the challenges have more than
one answer. If a child comes up with a solution that works, you should accept it.

Additional comments:
Add ment
These ideas spring from our books, Letter Getters and Letter Getters II. In all
cases, though, the challenges here are new. We certainly hope that you and
your students will e t (enjoy them)!

Answers:
nswer
nswers:
1. just guess/someone else’s paper. 16. to stand up.
2. work together. 17. something to do inside.
3. the movie/the football game/the park. 18. little brother to wear.
4. not a fact/am hungry. 19. in lucky numbers/what is yours?
5. be fun/make you smart. 20. get dizzy.
6. one piece of wire. 21. fall off the table.
7. not moving/people in front of us. 22. where it ends?
8. number of words/to say. 23. help people.
9. they smile. 24. the window and let it out.
10. have a bad cold. 25. enough water.
11. where you live. 26. learn more.
12. the deep end/do not touch the bottom. 27. feet got sore/feet got blisters/legs got tired.
13. who is who (which is which). 28. was not true/purple dogs.
14. taste good. 29. hard to reach.
15. lights on most of the time/night or day. 30. he has never been stung.

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Sometimes when I’m taking
a test and don’t know the
answer, I …

j g

but I never look at …

s e p

© Tin Man Press 1 Finish the Thought/Level 2

I am taking piano lessons.
I am not very good yet.
It is hard to make my left
hand and my right hand …

w t

© Tin Man Press 2 Finish the Thought/Level 2

Hold on a minute.
I want to go with you to …

…t m

…t f g

…t p

© Tin Man Press 3 Finish the Thought/Level 2

Three times three is nine.
A is the ﬁrst letter of the alphabet.
I like pizza with a thick crust.

The ﬁrst two sentences are facts.

The last sentence is an opinion, …

n a f

And I said the last sentence

because I …

a h

© Tin Man Press 4 Finish the Thought/Level 2

Reading a lot can …

…b f

…m y s

© Tin Man Press 5 Finish the Thought/Level 2

Have you ever looked closely,
really closely, at a paper clip?
It’s hard to believe that the
whole thing is made out of …

o p o w

© Tin Man Press 6 Finish the Thought/Level 2

My friends and I are waiting
in line for tickets. I think
we’ll be here a long time
because the line is …

n m

and there are many …

p i f o u

© Tin Man Press 7 Finish the Thought/Level 2

What if the alphabet had only
six letters in it? It would
certainly cut down on the …

n o w

and people wouldn’t have

as much …

t s

© Tin Man Press 8 Finish the Thought/Level 2

When dogs are happy,
they wag their tails.
When people are happy …

t s

© Tin Man Press 9 Finish the Thought/Level 2

I’m not going to school
today because I …

h a b c

© Tin Man Press 10 Finish the Thought/Level 2

If houses didn’t have
numbers, it would be very
hard to tell someone …

w y l

© Tin Man Press 11 Finish the Thought/Level 2

I am a very good swimmer
so when we go to the pool,
I get to go into …

t d e

where my feet …

d n t t b

© Tin Man Press 12 Finish the Thought/Level 2

My sister and I
are identical twins.
We dress alike. We
wear our hair alike.
Everyone has a hard
time ﬁguring out …

w i w

© Tin Man Press 13 Finish the Thought/Level 2

I made a mistake. I put
two teaspoons of baking
powder in the cookie dough
instead of one teaspoon.
I hope the cookies will still …

t g

© Tin Man Press 14 Finish the Thought/Level 2

If houses didn’t have windows,
they would be very dark inside.
You would have to have the …

l o m o t t

and you wouldn’t know

whether it was …

n o d

© Tin Man Press 15 Finish the Thought/Level 2

The room was packed
with people. There was
no place to sit down
so we had …

t s u

© Tin Man Press 16 Finish the Thought/Level 2

I can’t go outside because
it is raining. I guess I will
just have to ﬁgure out …

s t d i

© Tin Man Press 17 Finish the Thought/Level 2

My favorite T-shirt shrank.
I think I will give it to my …

l b t w

© Tin Man Press 18 Finish the Thought/Level 2

Four is my lucky number.
Do you believe …

i l n?

If you do …

w i y?

© Tin Man Press 19 Finish the Thought/Level 2

I love to watch ballet
dancers spin around and
around. If I did that I’d …

g d

© Tin Man Press 20 Finish the Thought/Level 2

Watch out! That glass
of juice is about to …

f o t t

© Tin Man Press 21 Finish the Thought/Level 2

Have you ever wondered
about space, about where
it starts and …

w i e

© Tin Man Press 22 Finish the Thought/Level 2

When I grow up,
I would like to be
a doctor so I could …

h p

© Tin Man Press 23 Finish the Thought/Level 2

There is a ﬂy buzzing
around this room. I don’t
want to kill it. I guess
I will just open …

t w a l i o

© Tin Man Press 24 Finish the Thought/Level 2

When it’s my job to feed
the cats, I give them
plenty of cat food and
make sure they have …

e w

© Tin Man Press 25 Finish the Thought/Level 2

There’s not a person in this
world who knows everything
and that’s good. It means
everyone in the world can …

l m

© Tin Man Press 26 Finish the Thought/Level 2

We walked and walked.
We walked so much
that my …

…f g s

…f g b

…l g t

© Tin Man Press 27 Finish the Thought/Level 2

Last night, I had a dream
about a purple dog, but
when I woke up I knew it …

w n t

and anyway, there aren’t

any …

p d

© Tin Man Press 28 Finish the Thought/Level 2

Once I scratched my
back with a stick because
I had an itch in a place
that was …

h t r

© Tin Man Press 29 Finish the Thought/Level 2

I’m a little bit afraid of
bees. My little brother
isn’t, because …

h h n b s

© Tin Man Press 30 Finish the Thought/Level 2

To the teacher …
Level 2 Packet: “How Would That Look?”
Objective:

To provide practice in visual and conceptual thinking and to encourage better

listening skills.

Nuts & bolts:

Most teachers prefer to do these activities with the whole class. But the activi-
ties have been arranged so that you can cut the pages apart and use them at
centers or for independent seatwork.

Additional comments:
Add ment
All children seem to respond to these ideas. To better explain how the process
works, here’s an example:

On the donuts activity (Number 45), you say this: “The two donuts were the
same size on the outside but I could tell the one on the right would give me
more to eat. How would that look?”

The solution will look something like this:

Answers:
nswer
nswers:
All of the answers are provided to the right of the directions. As discussed
above, they can be cut apart so that children can read the directions indepen-
dently. Don’t be overly concerned with artistic abilities. What’s important here
is that children get the basic concepts.

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LITTLE BROTHER

My little brother is named Tad.

He is just learning to
write his name. He always
writes in capital letters,
and he always makes
one letter backwards. How
would that look?

JUICE

I drank half a glass of juice

and then I put the glass
in the refrigerator. Later, I drank
half of what was left.
How would that look?

THREE AND EIGHT

A fat 3 stood
in front of a fat 8
but you could still see
part of the 8.
How would that look?

© Tin Man Press 1 How Would That Look?/Level 2

EGGS

One egg has fallen

from the table, one is falling,
and one is about to fall.
How would that look?

TISSUE

There were two boxes of tissue

on the table. One was being used
and one hadn’t been opened yet.
From the side, how
would that look?

FUNNY BIRD

I traced around a pair

of scissors and then drew
a funny-looking bird
with the scissors as the head.
How would that look?

© Tin Man Press 2 How Would That Look?/Level 2

LETTER MAN

I made a drawing of a
funny little person. I used
an upside-down V for a hat,
an O for the head, an M for
the shoulders and arms, a U for
the rest of the body and I’s for the
legs. How would that look?

TWO PENCILS

I held two pencils in my ﬁst,

so I could make two lines
at the same time, and wrote
a big capital A. How
would that look?

KIDS

There were two houses

next to each other.
Even though you couldn’t see
any kids, it was easy to tell
which house had kids living in it.
How would that look?

© Tin Man Press 3 How Would That Look?/Level 2

ANTS

There were seven ants

walking in a line across my desk,
and I looked at the middle three
through a magnifying glass.
How would that look?

CAT AND BAT

I wrote the word “cat”

and then used the same “a”
as part of the word “bat.”
How would that look?

FACE

I took a picture of my mom’s

face that was so close that you
couldn’t see the top of her head.
How would that look?

© Tin Man Press 4 How Would That Look?/Level 2

APPLES

We have an apple tree

in our backyard. I have picked
all the apples I can reach,
but there are still quite a few left.
How would that look?

A FLOWER

Eight little O’s

and one big O
got together
to make a ﬂower.
How would that look?

STOVE

When our stove is off

the arrows on all four knobs
point straight up. One of the
burners is on now.
How would that look?

© Tin Man Press 5 How Would That Look?/Level 2

TWO TREES

There are two trees in

my yard. One is very easy
to climb but I can’t climb
the other one at all.
How would that look?

SUNGLASSES

My sunglasses
broke into three parts.
How would that look?

CORNER SNIPS

I took a snip off of each corner

of a piece of paper. Two of
the snips were the same,
and the other two were each
a little different. How would
the piece of paper look?

© Tin Man Press 6 How Would That Look?/Level 2

THIGWIG

A thigwig is an ugly creature

whose arms and legs bend
in ﬁve places. How
would that look?

LINES AND CIRCLE

Three lines went

all the way through a big circle,
and one line went through
all the lines and one side
of the circle. How
would that look?

STRANGE RAIN

It was raining little x’s.

Two capital Y’s and a U caught
lots of them. There were
two other capital letters there, but
they couldn’t catch any x’s
because they weren’t shaped
right. How would that look?

© Tin Man Press 7 How Would That Look?/Level 2

SQUARE SPIRAL

I started in the middle

and made a spiral shape
and little by little I turned it
into a square shape—
without lifting my pencil
off the paper
paper. How
would that look?

BASEBALL CAP

My baseball cap landed

upside-down on the ground
and you could see a little bit
of the inside of the cap.
How would that look?

FIVE L’S

Five capital L’s snuggled together

as closely as they could
without touching. How
would that look?

© Tin Man Press 8 How Would That Look?/Level 2

SCRIBBLES

I made a curvy-line scribble

and then drew a straight-line
scribble on top of it. How
would that look?

EARRINGS

I saw a woman wearing

earrings that were bigger
than her ears. How
would that look?

DOG LEGS

I drew a dog but

the legs didn’t look right
so I erased them.
How would that look?

© Tin Man Press 9 How Would That Look?/Level 2

FAT “W”

I just drew a “W”

that was so fat
you could barely tell
it was a “W.”
.” How
would that look?

OCTOPUS

I made a picture of an octopus

with one long line I made
without ever lif
lifting my pencil
off the paper
paper.
How would that look?

EYES

I drew the face of a person

with two big eyes
looking to his right.
How would that look?

© Tin Man Press 10 How Would That Look?/Level 2

ARROWS

All ﬁve arrows

were pointing at the
same imaginary spot.
How would that look?

TRIANGLES

Three triangles got together

and decided to make
a fourth triangle just by
touching each other. How
would that look?

SOCKS

My socks were so old

and stretched-out that they
drooped down on my ankles.
How would that look?

© Tin Man Press 11 How Would That Look?/Level 2

SIX X’s

I made six “X’s”

and they were all different.
How would that look?

SKINNY NUMBERS

I wrote the numbers 1 through 9

in such a tall, skinny,
packed-together way
it was hard to tell
what they were.
How would that look?

DOTS AND LETTERS

A capital “A,” a capital “B”

and a capital “P” each caught
a bunch of little dots
inside their closed-up shapes.
The letters went away,
but the dots stayed.
How would that look?

© Tin Man Press 12 How Would That Look?/Level 2

STRAWS

I drew three long straight lines

close together and
turned them into
two straws. How
would that look?

CURTAINS

The curtains were only half open,

so you could see things through
only part of the window. How
would that look?

CAR FACE

The front of our car

looks like a face with
the headlights for eyes.
How would that look?

© Tin Man Press 13 How Would That Look?/Level 2

PAINTBRUSH

The paintbrush had no hole

in the handle, so my dad
hung it on two nails
with the brush part up.
How would that look?

PAPER

I didn’t want the piece of paper

I was writing on to blow away,
so I took ﬁve quarters and placed
them on the paper in the
best pattern I could think of.
How would that look?

You could tell the three cookies

were supposed to be animals
but the shapes were thick
and simple so they wouldn’t
break too easily. How
would that look?

© Tin Man Press 14 How Would That Look?/Level 2

SNAKE

When I drew a snake,

I made a mistake.
How would that look?

PUZZLE

Because of the shape,

I knew the puzzle piece
could only be from the middle.
How would that look?

DONUTS

The two donuts were the same

size on the outside, but I
could tell the one on the right
would give me more to eat.
How would that look?

© Tin Man Press 15 How Would That Look?/Level 2

To the teacher …
Level 2 Packet: “Write About”
Objective:

To help students become more comfortable and ﬂuent in writing.

Nuts & bolts:

Like the writing assignments in our book, Just Write!, each of the pages here
has a theme—“The Opinion Page,” “The Why Page,” etc. Students must com-
plete each page according to the directions given, and within the space allotted
for each challenge.

Additional comments:
Add ment
The writing challenges do not call for a lot of writing, but they are highly moti-
vational. This is because we choose subjects children already know something
about. Many of the answers allow kids to relate their own experiences and
opinions.

Encourage your students to answer in complete sentences, where appropriate,

even if the directions do not explicitly say so.

Answers:
nswer
nswers:
Answers will vary. Many of the activities provide some structure that children
must adhere to. There is plenty of room, though, for creative responses.

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Name
THE
OPINION PAGE
1. In your opinion … what is an opinion?

2. Explain why you do or don’t like … 3.

Have you ever changed
really big dogs.
your opinion about something?
Write about it.

cold pizza.

the rain.

4. Give the little potato something to say!

© Tin Man Press 1 Write About/Level 2

THE TOO MANY PAGE
Name

Rule 1: Every sentence that you write for this activity must have the words
“too many” in it.
Rule 2: Each sentence must have something to do with the picture.

© Tin Man Press 2 Write About/Level 2

THE LOOK PAGE
Name

Look at these things and describe them as completely as you can. Please write
sentences of ﬁve words or more.

Describe …

1. …what you see when you look straight ahead right now.

2. …the ceiling of this room.

3. …something you can see out of the corner of your eye.

4.
Describe this design as
completely as you can.

(Use the back of this

sheet if you need more
room.)

© Tin Man Press 3 Write About/Level 2

THE R PAGE
UNDE Name

1. When you walk on a sidewalk, there are just a few things that might be UNDER
your feet. What could they be?

2. Write about this drawing 4. Think of a word that means about

using the word the same thing as UNDER and use
UNDER three times. it in a sentence.

5. Why is
underwear
called
UNDERwear?
3. Write a sentence about three things
that are UNDER the paper you are
working on right now.

© Tin Man Press 4 Write About/Level 2

THE JOB PAGE
Name

1. What job are you doing right now?

2. 3. Think of a grown-up you

Why isn’t playing on the know and describe that
playground a job? person’s job.

4. What kind of job would you like to have when you

grow up?

© Tin Man Press 5 Write About/Level 2

THE CLOTHES
C PAGE
Name

1. People sometimes put sweaters on 4. What is your favorite thing to wear?

dogs or blankets on horses, but Write at least three things about
most animals don’t need clothes. that one piece of clothing.
Why not?

2. All clothes could

be purple, but
they’re not.
Why?

5.
A grown-up might keep a coat
for 10 years, but you probably
would not. Why not?

3. Finish this poem:

I got a shock
When I saw
A hole in

© Tin Man Press 6 Write About/Level 2

THE BAD SPELING PAGE
1. Put your ﬁrst name
in this box, but don’t
spell it correctly.

2. Write a sentence about the sky. People should be able to understand the sen-
tence, but every word should be spelled wrong
wrong. Can you do it?

3. Now, write a sentence about trees. This time, put an extra letter somewhere in
each word to make each word misspelled. (Hint: You might want to work it out
ﬁrst on a different piece of paper.)

4. Here’s another sentence with bad spelling. Please write it correctly.

Mst kds lke Frdys btr thn Mndys.

5. Finally, write a long sentence about anything you’d like, but this time make sure
every word is spelled correctly!

© Tin Man Press 7 Write About/Level 2

THE ALMOST PAGE
Name

1. I ALMOST
LMOST skinned my knee, but I didn’t. Write a
very short story about what might have happened.

An ALMOST-
ﬁnished story.
Finish it! 4. This drawing is
LMOST ﬁnished, but
ALMOST

2. I ALMOST
LMOST won, but

5. Draw ﬁve lines in this box that

ALMOST
LMOST touch.

Now write a sentence about some-

thing the drawing looks like, or
reminds you of.

3. Wow! That bird ALMOST

landed on my hair.
Maybe it thought
my hair was a n .

© Tin Man Press 8 Write About/Level 2

THE STRONG PAGE
Name

4. Which of these capital letters

seems strongest to you? Explain
your answer.

A F T P
1. How strong are you? Write three
things in this room you could pick
up by yourself.

2. List some things in this room that

you probably couldn’t pick up.

5.
Finish this sentence:
Chairs need to be strong because

3. Give this story a beginning that ﬁts

into the ending.

6. Change the “o” in the word “strong”

to an “i” and draw a little picture of
that thing in the box below.

because it was stronger.

© Tin Man Press 9 Write About/Level 2

THE PLEASE PAGE
1. Look at these drawings Name
and write what one of the
people might be saying. 2. Below are answers to three questions.
Use the word “please” in Please write questions that make sense
each sentence. with the answers. You must use the word
“please” in each question.

Question:

Answer: Not until you’ve ﬁnished all of

your dinner.

Question:

Answer: We’ll see.

Question:

Answer: Just two or three.

3. Make three words from any of the letters in

the word “please.”

Now use those three words as part of a

sentence.

© Tin Man Press 10 Write About/Level 2

THE BUT PAGE
Name

1. Write a sentence that starts

on the line BUT then goes uphill.

2. 3. Describe what you had for dinner

Write a sentence that starts out last night, BUT leave off the ﬁrst
sloppy BUT ends up neatly. letter of every food word.

4. Write a sentence that explains what a ruler is, BUT run the words together so
that it looks like one long word.

5. Use the word “the” three times in a sentence, BUT don’t use the word “the” to
start the sentence.

© Tin Man Press 11 Write About/Level 2

THE MORNING PAGE
Name

1. What is your favorite thing to eat in the morning? Write about it.

2. These three sentence-starts are

all the same. Give them three
different endings.

I could tell it was almost morning

because 4. Where will you be and what will you
be doing at these three times to-
morrow morning? Give it your best
guess.
I could tell it was almost morning
because At 7:10 I

I could tell it was almost morning

because At 9:50 I

At 11:30 I

3. Write something you can say for

sure about this picture.

© Tin Man Press 12 Write About/Level 2

THE WHY PAGE
Name

1. Give short answers to the “why” 3. Finish these “why” questions any
questions below. way you like.

Why do you usually wear shoes? Why is

Why do

Why do people cut grass? ?

Why aren’t
?

4. Cross out all the words that don’t

Why don’t people keep earthworms as
rhyme with “why.” Please try
try.
pets?

I pie

big who
y
2. What could wh by
you say about
a person who
me go
never uses the
word “why?” tie
y
bu
do

ny sky
ma

lie guy

© Tin Man Press 13 Write About/Level 2

THE BECAUSE PAGE
Name

Finish these BECAUSE sentences in a way that is interesting and makes sense.

1. My cat is hard to (These BECAUSE sentences are more

see at night BECAUSE difﬁcult BECAUSE you must build the
word “and” into them.)

4. I lost my ball BECAUSE

and

2. One of my hands
got really cold BECAUSE 5. The monkey was
fun to watch BECAUSE

and

6. An ostrich can’t
3. I heard the airplane
ﬂy BECAUSE
before I saw it BECAUSE

and

© Tin Man Press 14 Write About/Level 2

THE
E IF P
PAGE
Name

IF isn’t a long word, but IF you think about it, IF is an important word. Finish these
IF sentences IF you can!

1. I would have gotten a better grade IF

2. I can hit the target most of the time IF

The activities here are quite varied and students will ﬁnd they have to rely on a
number of skills to complete them. Every challenge, though, has something to
do with dots and lines.

Additional comments:
Add ment
This is wonderful independent work for those in need of a different sort of chal-
lenge. Many of the activities require close observation, and interpretation of,
geometric shapes, which provides a nice change of pace from paragraphs and
words.

Answers:
nswer
nswers:
Page 1:
(art).
Page 2:
(art).
Page 3:
1-7 and 8; 2-2, 3-6, 4-3, 5-5, 6-1, 7-4.
Page 4:
1-2, 2-8, 3-6, 4-3, 5-7, 6-4, 7-5, 8-9, 9-1.
Page 5:
(from left to right): eraser, insect or bug, mosquito or mole, ring, trash, word, page num-
ber, stamp, O or X, bow, bee or butterﬂy, 2.
Page 6: 1-7, 2-1, 3-9, 4-2, 5-6, 6-3, 7-8, 8-5, 9-4.
Page 7: (descriptions of the next shapes): 1-line with one dot on either side; 2-line with one dot;
3-dot in the middle “U” shape; 4-dot in the upper left space; 5-one dot missing in the up-
per right; 6-triangle pointing down with ﬁve dots; 7-closed circle with line at top; 8-dark
circle with two lines, light circle with one line.
Page 8: (art).
Page 9: 1-top dot eater 6, bottom dot eater 5, 11 total; 2-all of the dots will be crowded together;
3-six; 4-B.
Page 10: 1-From top to bottom, 6, 1, 4, 2, 3, 5; 2-(art); 3-dots will be at the corners of the tri-
angles; 4-It is raining. I am sleepy.
Page 11: (art).
Page 12: 1-9; 2-10.
Page 13: 1-8; 2-3; 3-no; 4-2; 5-6.
Page 14: (art).
Page 15: 1-5 to 7; 2-3; 3-two; 4-right and left lines point to one dot each. The two center lines
point to the same dot.

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DOT DESIGNS (1)
Name

Your job is to make four interesting dot designs. Follow the instructions below each
box.

Make four more dots, each one near Connect the four dots every way you
a corner. Then connect each dot to can. Then add four more dots and
every other dot. connect them to every other dot.

Make eight dots that touch the circle. Put ﬁve evenly spaced dots on the line
Space them evenly. Then connect and then connect each dot to each
each dot to every other dot. corner.

© Tin Man Press 1 Dots and Lines/Level 3

DOT DESIGNS (2)
Name

Look at the design in Box 1. The lines all connect dots in one way or another. Use
this idea to make designs in the other three boxes. In Boxes 2 and 3, you should
use only the dots shown, but you don’t have to connect them all. In Box 4, you
make the dots and the lines any way you like.

1 2

3 4

© Tin Man Press 2 Dots and Lines/Level 3

DOT/LINE LOOK
LOOKS (1)
Name

You’ll have to be a careful looker to do this challenge! Each statement goes with
one of the lines in the drawing at the bottom of the page. Find the line that goes
with each description. (For Number 1, you’ll need to ﬁnd two lines.)

1. Two lines the same. Lines and

2. Middle dot. Line

3. One on each end. Line

4. One on one end. Line

5. Two on each end. Line

6. Much heavier on the right. Line

7. Three left, three right, one in the middle. Line

BONUS: On the back of this paper, or on another piece of paper

paper, make another
line. Add some dots and write a description. (Do something different than the
lines you see here.)

© Tin Man Press 3 Dots and Lines/Level 3

DOT/LINE LOOKS (2)
Name

1 2 3

4 5 6

7 8 9

Each clue below matches one of the little drawings above. Read the clues carefully
and look carefully and you’re sure to do a good match-up job. Put the picture-
number in the blank. (“D” stands for “Dots” and “L” stands for “Line.”)

1. 2 D, 2 L 6. 3 D, 6 L

2. 4 D, 7 L
7. 2 D, 6 L
3. 2 D, 5 L
8. 2 D, 7 L
4. 2 D, 3 L

5. 4 D, 3 L 9. 2 D, 8 L

© Tin Man Press 4 Dots and Lines/Level 3

WHAT’S THAT DOT?
Name

In each of the drawings below, the dot represents something real. Try to figure out
what each dot could be. Be as specific as you can—for example, in the first one,
don’t just write “pencil,” write “eraser.” Write your answers on the lines below each
box.

© Tin Man Press 5 Dots and Lines/Level 3

AND DOT SAID TO THE LINE…
Name

1 2 3

4 5 6

7 8 9

What’s the dot saying to the line? Match the pictures and the words. Write the
number of the picture next to the description it ﬁts.

1. Caught me! 6. I’m climbing straight up

2. Didn’t catch me!

7. I didn’t mean to break you
3. You’re my jump rope

4. We come at the end 8. You make a good slide

of some sentences

5. We’re part of the alphabet 9. I’m balancing on you

© Tin Man Press 6 Dots and Lines/Level 3

DOT/LINE PATTERNS
Name

Below you will see eight different patterns. Each one uses dots and lines. Your job
is to keep each pattern going by adding one more part in the space to the right.

© Tin Man Press 7 Dots and Lines/Level 3

PICTURE DOTS
Name

Each of the squares below contains dots that are waiting to be made into pictures.
Your job is to connect the dots any way you like to make drawings that look like
something. You don’t have to connect all of the dots, and your drawings don’t have
to look exactly like anything real. Write down what your drawing reminds you of.
The ﬁrst square should give you the idea.

© Tin Man Press 8 Dots and Lines/Level 3

DOTS ON THE MOVE
Name

The dots on this sheet are all doing something, aren’t they? Please do what the
instructions tell you to do.

1. If all of the dots keep going in the direction of the arrows,

about how many dots will each “dot eater” eat.

Top dot eater

Bottom dot eater

Total

2. Each of the dots in Box 1 is going around the

track in the same direction. They cannot pass
each other
other. Each is going at a different speed.
Use Box 2 to show how the dots might look after
they have gone around for a while.
1 2

3. The dot is going to

swing down and
knock over the ﬁrst
stick. All of the sticks
are lined up in a row.
How many sticks will
get knocked down?

4. Dots “A” and “B”

have both run over
to the “X.” The lines
show the paths they
took. Which dot ran
farther?

Dot

© Tin Man Press 9 Dots and Lines/Level 3

DOT-LINE
OT-LINE LOOK
LOOKS
Name

1. The words below describe the groups 3. Pretend someone drew lines be-
of dots and lines. Match the groups tween six dots to make the design
with the words. below. Put dots where you think
the dots would have been placed.

Half-whole-half-half-whole

Large-large-small-small-large
4. The dots below stand for letters.
Dark-light-dark-light-dark The little drawings give you a clue
about what the messages say.
Large-small-large-line-small
Look at the “I love you” example
Large-small-large-line-large and then see if you can “decode”
the other messages.
Dot-line-dot-line-dot

2. Two of the dots have already been I love you

“caught”—each in a different way.
“Catch” the other dots in seven dif-
ferent ways.

© Tin Man Press 10 Dots and Lines/Level 3

DOT ART
Name

1. Start at the dot that is closest to the edge of the box. Draw a curved line from
that dot that goes around four other dots and comes back to the starting dot.

2. Now go to a dot that is not inside the shape you just made. Draw another
curved line from that dot that goes around four other dots (also outside the ﬁrst
shape) and comes back to the starting dot. This means you should have two
loopy shapes.

3. Next put a circle around every dot that’s not inside a shape.

Surprise! Those circles are bubbles and you have just started a drawing of two
strange sea creatures. Now you can put lines anywhere you like. You can even
turn the paper around and ﬁnish the drawing that way. But you must use the two
shapes as part of your drawing.

© Tin Man Press 11 Dots and Lines/Level 3

RUNAWAY DOTS
Name

You’ll need a ruler to do this activity. Follow the instructions below and answer
each question.

1. Draw a line between Point B and Point E. Draw

another line between Point C and Point E. How
many dots did you catch inside the shape you made?

2. Draw a line between Corner A and Point E.

How many dots did you catch in Shape A-D-E?

3. Now draw two straight lines that divide the large shape
on the right into three shapes containing ﬁve dots each.

A B C

D E

© Tin Man Press 12 Dots and Lines/Level 3

DOTS, ARROWS AND LINES
Name

You’ll need a ruler to do this activity. Follow the instructions below and answer
each question.

1. Line your ruler up with Arrow A and draw a line all the
way across the box. Do the same thing with Arrows B, D
and E (but not C). How many dots did all of your lines touch?

2. How many dots got caught inside the

four-sided center shape formed by the lines?

3. Draw a line from Arrow C to the opposite

corner. Does it divide the number of dots on
each side of the line evenly? Write “yes” or “no.”

4. Put a dot at every place where three lines cross

(or almost cross) each other. How many dots did you make?

5. Look at every shape formed by the

lines. How many triangles did you make?
B C

E
© Tin Man Press 13 Dots and Lines/Level 3
DOT THINKING
Name

Add lines and dots to make three tall Add lines and dots to make four tri-
shapes that all look the same. angles that all look the same.

Add dots to make all four squares look Add dots and lines to make three lines
the same. of boxes that all look the same.

© Tin Man Press 14 Dots and Lines/Level 3

HIDDEN DOTS
Name

1. There are some dots hiding under the piece

of paper. If the dots under the paper are
spaced like the dots you can see, about how
many dots would be hiding under the paper?

2. The line of dots is 3. There is a dot

going through the under each
tube. The dots are corner of the
evenly spaced. paper. If the
About how many paper is folded
dots are in the tube? on the dotted line,
how many dots
would you see?

5. Put four dots in this

4. The lines you see point at dots hiding on the maze in separate places
ground behind the fence. There are three where they could not
dots only. Show where they would be hiding be seen by any of the
by drawing three dots along the bottom line dots that are there now.
of the fence.

© Tin Man Press 15 Dots and Lines/Level 3

To the teacher …
Level 3 Packet: “The Question Kid”
Objective:

To further language development in a creative way.

Nuts & bolts:

In each activity, children will answer four questions. All of the answers are fa-
miliar things, but the questions are posed in very unorthodox ways. Then kids
have to compose two questions of their own.

Additional comments:
Add ment
The questions here are not your normal school fare. They are little gems that
ask for highly creative thinking in order to arrive at fairly mundane answers.
This requires considering everyday subjects in entirely new ways.

Some children may have trouble at ﬁrst devising their own questions. Encour-
age them to follow the spirit of the questions that are given. They should be as
creative and inventive as they can be.

Answers:
nswer
nswers:

Page 1: 1-refrigerator; 2-sand; 3-waterfall; 4-lids

Page 2: 1-glasses; 2-fork; 3-straw; 4-walls
Page 3: 1-money; 2-trees; 3-squirrels; 4-ﬂowers
Page 4: 1-nails; 2-buttons; 3-shadows; 4-erasers
Page 5: 1-tables (or chairs); zippers; 3-light; 4-socks
Page 6: 1-stamps; 2-words; 3-doors; 4-dreams
Page 7: 1-garden; 2-windows; 3-watch; 4-wind
Page 8: 1-mud; 2-spoon; 3-lips; 4-yo-yo
Page 9: 1-lawn mower; 2-gloves; 3-sponges; 4-handles
Page 10: 1-pencil; 2-drawers; 3-key; 4-toast
Page 11: 1-chain; 2-fur; 3-bags; 4-drain
Page 12: 1-roads; 2-a wish; 3-books; 4-teeth
Page 13: 1-applause (or clapping); 2-envelopes; 3-balloons; 4-elevators
Page 14: 1-mountains (or hills); 2-pillow; 3-slides; 4-hangers
Page 15: 1-towel; 2-ball; 3-brush (or comb); 4-pockets

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Name

BOXES
AND BITS
Each of the questions below describes a common thing. What is it? Put your
answers in the blanks.

1. What do you call that box

in the kitchen that holds cold air?

2. What do you call those tiny bits

of rock that you ﬁnd on a beach?

3. What do you call that place

where a river goes over a cliff?

4. What do you call those things that

keep food from spilling out of the tops of containers?

5. Write a question that can be answered with the word “shoes.” Your ques-
tion must start with the words shown.

What do you call those

6. The table is asking the chair a question. Write what you think the question
might be.

© Tin Man Press 1 The Question Kid/Level 3

Name

TUBES AND
ROOMS
Each of the questions below describes a common thing. What is it? Put your
answers in the blanks.

1. What do you call those things with two

pieces of glass that rest on some people’s noses?

2. What do you call that thing with

several sharp points that you stick into food?

3. What do you call that plastic tube that

can bring liquid from a glass to your mouth?

4. What do you call those up-and-down

ﬂat things that divide houses into rooms?

5. Write a question that can be answered with the word “bicycle.” Your ques-
tion must start with the words shown.

What do you call that

6. The cat is asking the window a question. Write what you think the ques-
tion might be.

© Tin Man Press 2 The Question Kid/Level 3

Name

GREEN AND
BROWN
Each of the questions below describes a common thing. What is it? Put your
answers in the blanks.

1. What do you call that stuff you give to

somebody in a store before you take something away?

2. What do you call those

big green things you see so often in parks?

3. What do you call those little

brown animals that always bury nuts?

4. What do you call those colorful things

people plant in front of their houses?

5. Write a question that can be answered with the word “noon.” Your ques-
tion must start with the words shown.

What do you call that

6. The egg is asking the other eggs a question. Write what you think the
question might be.

© Tin Man Press 3 The Question Kid/Level 3

Name

BOARDS AND
CLOTH
Each of the questions below describes a common thing. What is it? Put your
answers in the blanks.

1. What do you call those pointy

metal things that hold boards together?

2. What do you call those little

round things that hold cloth together?

3. What do you call those dark things

you see on the ground when the sun shines?

4. What do you call those rubbery

things that take away marks on paper?

5. Write a question that can be answered with the word “crocodiles.” Your
question must start with the words shown.

What do you call those

6. The ketchup is asking the mustard a question. Write what you think the
question might be.

© Tin Man Press 4 The Question Kid/Level 3

Name

EAT AND
FEET
Each of the questions below describes a common thing. What is it? Put your
answers in the blanks.

1. What do you call those

ﬂat places where people sit down and eat?

2. What do you call those metal things

that go up and down on pants and jackets?

3. What do you call that stuff that ﬁlls

a room at night when you ﬂip a switch?

4. What do you call those sacks of cloth

that go between your feet and your shoes?

5. Write a question that can be answered with the word “fog.” Your question
must start with the words shown.

What do you call that

6. The fork is asking the spoon a question. Write what you think the question
might be.

© Tin Man Press 5 The Question Kid/Level 3

Name

ENVELOPES AND
HOUSES
Each of the questions below describes a common thing. What is it? Put your
answers in the blanks.

1. What do you call those

sticky things you put on envelopes?

2. What do you call those sounds that come out of

your mouth to let people know what you’re thinking?

3. What do you call those things

that open to let people go into houses?

4. What do you call those thoughts

that you have when you’re asleep?

5. Write a question that can be answered with the word “knees.” Your ques-
tion must start with the words shown.

What do you call those

6. The bib is asking the baby a question. Write what you think the question
might be.

© Tin Man Press 6 The Question Kid/Level 3

Name

DIRT AND
HOLES
Each of the questions below describes a common thing. What is it? Put your
answers in the blanks.

1. What do you call a patch

of dirt where vegetables grow?

metal rings that are hooked together?

2. What do you call that fuzzy stuff that

3. What do you call that thing you use to make

the hair on your head go in the same direction?

4. What do you call those little cloth bags

that are usually found in a pair of pants?

5. Write a question that can be answered with the word “fence.” Your ques-
tion must start with the words shown.

What do you call that

6. The earth is asking the sun a question. Write what you think the question
might be.

© Tin Man Press 15 The Question Kid/Level 3

To the teacher …
Level 3 Packet: “Smart Art”
Objective:

To foster creativity and conﬁdence through experiences in art.

Nuts & bolts:

Students will be asked to complete various challenges that will all require visual
solutions.

Additional comments:
Add ment
The strength of these activities lies in the variety of challenges. “Art” with a
capital “A” is not the goal here. What is important is that children approach
each activity with enthusiasm, not fear. They should let their creative juices
ﬂow without worrying about making perfect drawings.

Answers:
nswer
nswers:
The “answers” are all artwork and are subject to individual interpretation. But
the drawings must all stay within the conﬁnes of the given instructions.

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(800) 676-0459
BE A DESIGNER
Name

1 2 3

4 5 6

7 8 9

You are the designer for a new business that makes tablecloths. The business
needs nine new designs. Pretend the boxes are the outside edges of the tablecloth.
The descriptions for each one are below. Do your best job!

1. A tablecloth with many stripes 6. A tablecloth with a very unusual border

2. A tablecloth with 20 squares 7. A tablecloth with circles of different sizes
3. A tablecloth with big ﬂowers 8. A tablecloth with a center design
4. A tablecloth with little ﬂowers but nothing around the edges

5. A tablecloth with lots of leaves 9. A tablecloth with only curvy lines

© Tin Man Press 1 Smart Art/Level 3

FRONTWARDS, BACKWARDS
Name

Below are six boxes with shapes on one side. Your job is to try to draw the same
shapes—but backwards, as if they were reﬂected in a mirror. (Your drawings don’t
have to be perfect—just do your best.)

For example, if you have a box that looks like this:

You would ﬁnish the drawing like this:

Finally, pick one of the drawings you like and add more lines to make an interest-
ing design.

© Tin Man Press 2 Smart Art/Level 3

HELP!
Name

This design needs your help to make it better.

First, add one more fairly large shape and two smaller shapes. They can touch the
shape that is already there or ﬁt into empty spaces—whatever you wish.

Then, connect every dot to every other dot.

Finally, add more dots or lines to make your design really spectacular. You can use
crayons, too, if you wish.

© Tin Man Press 3 Smart Art/Level 3

DESIGN IDEAS
Name

1) Look at the designs marked “A.” 2) Finish this design any way you like
Your job is to try to do something using only straight lines.
to the “B” designs that follows the
ideas in the “A” designs.

EXAMPLE:

3) Put these things together in some

way to make an interesting design:
Three stars, two squares, one circle
and the number 5.

© Tin Man Press 4 Smart Art/Level 3

FACE SHAPES
Name

Give each of these shapes a different face with a different expression.

This is harder: Use two circles, two dots and two lines in each of these shapes to
make 12 different faces. (The lines can be curved or straight and the circles and
dots can be any size.)

© Tin Man Press 5 Smart Art/Level 3

WHAT COULD THESE BE?
Name

Turn the lines below into four things anyone could recognize. Remember
Remember, the lines
have to be part of your drawing. Put in as much detail as possible.

© Tin Man Press 6 Smart Art/Level 3

CIRCLES AND STARS
Name

Draw a different star shape inside each circle. Make each

star look special!

© Tin Man Press 7 Smart Art/Level 3

YES YOU CAN!
Name

Make a drawing of one of the things listed below. Hint: Think of the thing you
know the most about.

Lawn mower Car

Eggbeater Train Engine

Bicycle Helicopter

Tractor Sewing machine

© Tin Man Press 8 Smart Art/Level 3

DRAW SOMETHING (1)
Name

Follow the directions below the boxes. (Put your drawings in the boxes.)

Draw something that might Draw something that might

get hurt if you stepped on it. hurt you if it stepped on you.

Draw something that hardly Draw something that makes

makes a sound. a very loud sound.

Draw something that costs Draw something that doesn’t

a lot of money. cost much money.

Draw something that always Draw something that never

has straight lines. has straight lines.

© Tin Man Press 9 Smart Art/Level 3

DRAW SOMETHING (2)
Name

Follow the directions below the boxes. (Put your drawings in the boxes.)

Draw something that would Draw something that would

be hard to lift. be easy to lift.

Draw something you can Draw something you can’t

see right now. see right now.

Draw something we use that Draw something we use that

has moving parts. has no moving parts.

Draw an animal that would Draw an animal that wouldn’t

run away if you got too close. run away if you got close.

© Tin Man Press 10 Smart Art/Level 3

YOUR
Y OUR INIT
INITIALS
IALS
Name

Today you’re the star. Write your initials in each of the ways listed below the boxes.

Fancy Strong On top of each other

Leaning Silly Shadowed

With dots Tiny Very fat

© Tin Man Press 11 Smart Art/Level 3

THINGS YOU’LL NEVER SEE (1)
Name

Try to make drawings that show what is happening in the

sentences below the boxes. (Put your drawings in the boxes.)

I blew a bubble so big it lifted me One day a spoon grew out of the end of
into the air
air. my thumb, so I ate my cereal with it.

The ladybug looked like a giant Two people were sitting at a table when
next to the tree. the chairs disappeared.

© Tin Man Press 12 Smart Art/Level 3

THINGS YOU’LL NEVER SEE (2)
Name

Try to make drawings that show what is happening in the

sentences below the boxes. (Put your drawings in the boxes.)

Fish were swimming around in the sky. Several birds ﬂew out of the toaster
toaster.

The cat drank so much water that the I carried my brother to school
water poured out of its ears. in my backpack.

© Tin Man Press 13 Smart Art/Level 3

LINES, LINES, LINES
Name

Use lines to make a design in each box. Every line you make has to have:

• three loops

• a place where you scribble

• three straight lines

© Tin Man Press 14 Smart Art/Level 3

DRAW A POEM
Name

Read the poems and then draw the strange things the little person has seen. Make
your drawings as crazy as you can.

It had four eyes and short hair It had horns and claws
and a head that was bumpy. and furry feet.
It sat on a chair I could tell that it wanted
and looked rather grumpy. something to eat.

I saw a skinny Gibble, I saw a giant Nubble,

nibbling on a scribble. with a head shaped like a bubble.

© Tin Man Press 15 Smart Art/Level 3

To the teacher …
Level 3 Packet: “What’s That?”
Objective:

To encourage children to think analytically and ﬂexibly.

Nuts & bolts:

Students will evaluate symbolic drawings and then match them with written
descriptions.

Additional comments:
Add ment
All of the activities in this packet are abstractions. Children must look carefully
at simple drawings, and then decide which properties relate to the given de-
scriptions. This provides deductive thinking that kids seldom get in the regular
curriculum. And, by the way, they are fun to do!

Answers:
nswer
nswers:
Page 1: 1-5; 2-4; 3-7; 4-1; 5-3; 6-2; Page 8: 1-8; 2-6; 3-5; 4-1; 5-2; 6-3;
7-8; 8-6 7-7; 8-4

Page 9: 1-8; 2-7; 3-5; 4-1; 5-4; 6-2;

Page 2: 1-5; 2-6; 3-3; 4-2; 5-9; 6-8; 7-6; 8-3
7-7; 8-4; 9-1
Page 10: 1-9; 2-6; 3-7; 4-2; 5-1; 6-8;
Page 3: 1-5; 2-4; 3-9; 4-6; 5-2; 6-8; 7-3; 8-4; 9-5
7-7; 8-1; 9-3
Page 11: 1-5; 2-10; 3-1; 4-2; 5-11; 6-4;
7-6; 8-8; 9-7; 10-3; 11-12; 12-9
Page 4: 1-5; 2-7; 3-1; 4-3; 5-9; 6-4;
7-2; 8-6; 9-8 Page 12: 1-4; 2-5; 3-9; 4-8; 5-1; 6-7;
7-6; 8-2; 9-3
Page 5: 1-5; 2-9; 3-1; 4-7; 5-3; 6-2; 7-8;
Page 13: 1-4; 2-7; 3-8; 4-1; 5-9; 6-3;
8-4; 9-6 7-5; 8-6; 9-2

Page 6: 1-9; 2-11; 3-1; 4-10; 5-2; 6-12; Page 14: 1-2; 2-16; 3-6; 4-3; 5-9; 6-11;
7-5; 8-3; 9-4; 10-6; 11-7; 12-8 7-12; 8-13; 9-15; 10-5; 11-1;
12-10; 13-4; 14-8; 15-7; 16-14
Page 7: 1-6; 2-9; 3-4; 4-2; 5-1; 6-8; 7-5; Page 15: 1-3; 2-9; 3-7; 4-6; 5-2; 6-8;
8-7; 9-3 7-5; 8-1; 9-4

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PARENTS AND CHILDREN
Name

Match the pictures and the words. (You’ll need to think about singular words and
plural words.)

1 2

3 4

5 6

7 8

1. Child 4. Parent and child 7. Parents

and children
2. Parents and child 5. Parents
8. Parent
3. Parent 6. Children and children

I FORGOT
Name

1 2 3

4 5 6

7 8 9

Match the pictures with the descriptions. Write the number of the picture next to
the description it ﬁts. I forgot …

1. …to comb my hair 6. …to wash my face

2. …to wipe my feet

7. …my coat
3. …to close the door
8. …my backpack
4. …to feed the cat

5. …to ﬁnish my milk 9. …my hat

PLACES
Name

1 2 3

4 5 6

7 8 9

Match the pictures with the descriptions. (Everything is seen from the side.) Write
the number of the picture next to the description it ﬁts.

1. Ski slope 6. Parking lot

2. Lake
7. Skateboard park
3. Yard
8. Swimming pool
4. School

5. House 9. Skyscraper

CAMPING
Name

1 2 3

4 5 6

7 8 9

Match the pictures with the descriptions. Write the number of the picture next to
the description it ﬁts.

1. Under blanket 6. Can’t sleep

2. Using a ﬂashlight
7. Peeking out
3. Sharing
8. Zipped up
4. Playing a trick

5. Crawling in 9. Brought a pillow

BOXES
Name

1 2 3

4 5 6

7 8 9

The squares are all boxes seen from above. Match the drawings and the words.

1. Gift box 6. Taped box

2. Dented box
7. Box by a box
3. Box on a box
8. Open box
4. Tied box

5. Box ready to mail 9. Box in a box

MOVING AROUND
Name

1 2 3 4

5 6 7 8

9 10 11 12

Match the pictures with the descriptions. (The lines show how someone moved
around.) Write the number of the picture next to the description it ﬁts.
1. I walked next door 8. I started to school, then
to my friend’s house remembered my
homework and had to
2. I turned a corner go back and start again
on the way to the store
9. I hid behind a tree, and now
3. I got very dizzy I’m hiding behind another tree
4. I hit a home run
10. I took one step and stopped
5. I jumped over a puddle
11. I couldn’t ﬁnd my
6. A bee was chasing me, mother at the grocery
so I ran in many store, even though
different directions to get away I went down every aisle

7. I went through a maze 12. I walked around the block

WHAT TO DO ON A SATURDAY
Name

1 2 3

4 5 6

7 8 9

The lines that touch circles stand for people doing something. But what? You de-
cide and match the drawings with the words.

1. Watching TV 6. Playing with friends

2. Bowling
7. Getting up early
3. Talking on phone
8. Reading a book
4. Using the computer

5. Sleeping late 9. Feeding a pet

WEATHER WEAR
Name

1 2 3 4

5 6 7 8

These strange little people are all wearing something that has to do with the
weather. Match the drawings with the words.

1. Glad I have boots! 5. It’s really sunny

2. It’s baseball weather 6. My gloves feel good

3. My ears got cold 7. My sweater is warm

4. Hope I don’t lose my mittens 8. It’s raining

AT THE FOOD COURT
Name

Match the pictures and the words. (The rectangles are trays and the circles are
plates.)

1 2

3 4

5 6

7 8

1. Hot dog 4. Bread sticks 7. Fries

5. Sandwich and drink
2. Spaghetti
6. Pizza 8. Rice
3. Hamburger

ON THE SWING
Name

1 2 3

4 5 6

7 8 9

Match the swing drawings with the words.

1. Buddies 6. I’m twisting

2. Your turn
7. I’m standing
3. Too high!
8. For babies
4. Push me

5. Look Mom, no hands! 9. Oh, no!

BIRTHDAY PARTY
Name

1 2 3 4

5 6 7 8

9 10 11 12

Match the pictures with the descriptions. Write the number of

the picture next to the description it ﬁts.

1. Candles lit 7. Birthday card

2. Balloon 8. Candles out

3. Hat 9. Present unwrapped

4. Present wrapped 10. Pinata

5. Candles being blown 11. Cake and ice cream

6. Piece of cake 12. Noisemaker

MY DOG
Name

1 2 3

4 5 6

7 8 9

Match the pictures with the descriptions. (All rectangles are dogs.) Write the num-
ber of the picture next to the description it ﬁts. My dog …

1. …carries sticks 6. …rolls over

2. …chases cats
7. …sleeps on my bed
3. …likes to swim
8. …is very friendly
4. …can catch a ball

5. …digs holes 9. …has a few ﬂeas

TIME FOR TOAST
Name

1 2 3

4 5 6

7 8 9

Match the pictures with the descriptions. Write the number of the picture next to
the description it ﬁts.

1. One burned 6. Really popped

2. One popped up
7. Two popped up
3. One toasting
8. Two burning
4. Not being used

5. Too thick—stuck 9. Two toasting

SPORTS
Name

1 2 3 4

5 6 7 8

9 10 11 12

13 14 15 16

Match the pictures with the descriptions. Write the number of the picture next to
the description it ﬁts.

1. Baseball 6. Ping pong 12. Track

2. Football 7. Skiing 13. Gymnastics
8. Hockey
3. Bowling 14. Darts
9. Basketball
4. Tennis 10. Skateboarding 15. Bobsled
5. Soccer 11. Diving 16. Swimming

WRITING TIME
Name

1 2 3

4 5 6

7 8 9

Match the pictures with the descriptions. Write the number of the picture next to
the description it ﬁts.

1. Uses all capital letters 6. Writes very small

2. Takes a test 7. Writes while riding

on a bumpy road
3. Not enough room

4. Tells about an exciting day 8. Makes a lot of mistakes

5. Writes a short note 9. Uses a lot of commas

To the teacher …
Level 4 Packet: “Drawing Starts”
Objective:

To promote ﬂuency and creativity through activities in art.

Nuts & bolts:

Children read descriptions and then have to make drawings based on those de-
scriptions, choosing from four “drawing start” options.

Additional comments:
Add ment
This is harder than it looks because students ﬁrst have to determine which
drawing start would be most appropriate to use with each phrase. If children
don’t develop an overall strategy, they will be in for some trouble!

This structure forces them to be ﬂexible and creative as they decide which
drawing start is best for a particular description. Tell them to think ﬁrst—and
count to 20 before diving in!

Answers:
nswer
nswers:
Drawing decisions may vary. But generally speaking, these are probably the
best choices for each description:

Page 1: Top left-cracked glass; top right-pancakes; bottom left-waterfall; bottom right-chain
Page 2: Top left-diaper; top right-cup; bottom left-ladybug; bottom right-helmet
Page 3: Top left-vase; top right-sled; bottom left-hand; bottom right-teddy bear
Page 4: Top left-eyebrows; top right-five; bottom left-egg; bottom right-necklace
Page 5: Top left-books; top right-trees; bottom left-wilting flowers; bottom right-long path
Page 6: Top left-owl; top right-eagle; bottom left-crane; bottom right-robin
Page 7: Top left-rocket; top right-helicopter; bottom left-blimp; bottom right-jet plane
Page 8: Top left-comb; top right-skateboard; bottom left-zipper; bottom right-sandwich
Page 9: Top left-carrot; top right-cupcake; bottom left-mushroom; bottom right-cracker
Page 10: Top left-flag; top right-ladder; bottom left-table; bottom right-slide
Page 11: Top left-robot; top right-steps; bottom left-chimney; bottom right-city
Page 12: Top left-animal with horns; top right-camel; bottom left-snake; bottom right-leaf
Page 13: Top left-shoe; top right-belt; bottom left-sock; bottom right-coat
Page 14: Top left-pencils; top right-cat; bottom left-swing; bottom right-fishhook
Page 15: Top left-alligator; top right-long neck; bottom left-T-shirt; bottom right-broom

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WATER/CHAIN/GLASS/PANCAKES
Name

Use the lines that are already in the boxes below to draw the things that are
described. Your job is to decide which drawing start would be best for each thing.
• A waterfall • A cracked glass
• A chain • A stack of three pancakes on a plate

HELMET/CUP/DIAPER/LADYBUG
Name

Use the lines that are already in the boxes below to draw the things that are
described. Your job is to decide which drawing start would be best for each thing.
• A kid wearing a bicycle helmet • A baby wearing a diaper
• A cup with a handle • A ladybug climbing a tree

SLED/BEAR/HAND/VASE
Name

Use the lines that are already in the boxes below to draw the things that are
described. Your job is to decide which drawing start would be best for each thing.
• A sled with two people on it • A hand with a ring on one ﬁnger
• A teddy bear with button eyes • A vase with ﬂowers

NECKLACE/EGG/FIVE/EYEBROW
NECKLACE/EGG/FIVE/EYEBROWS
Name

Use the lines that are already in the boxes below to draw the things that are
described. Your job is to decide which drawing start would be best for each thing.
• Woman wearing a necklace • The number 5
• An egg in a nest • A person with raised eyebrows

TREE/PATH/FLOWERS/BOOKS
TREE/PATH/FLOWERS/
/PATH/FLOWERS/BOOKS
Name

Use the lines that are already in the boxes below to draw the things that are
described. Your job is to decide which drawing start would be best for each thing.
• A big tree and a little tree
• A pot of wilting ﬂowers
• A long path leading to a building with • A stack of ﬁve books
steps in front of it

ROBIN/EAGLE/OWL/CRANE
ROBIN/EAGLE/OWL/
/EAGLE/OWL/CRANE
Name

Use the lines that are already in the boxes below to draw the things that are
described. Your job is to decide which drawing start would be best for each thing.
• Robin • Owl
• Eagle • Heron, or crane

PLANE/BLIMP/HELICOPTER/ROCKET
PLANE/BLIMP/HELICOPTER/
/BLIMP/HELICOPTER/ROCKET
Name

Use the lines that are already in the boxes below to draw the things that are
described. Your job is to decide which drawing start would be best for each thing.
• Jet plane • Helicopter
• Blimp • Rocket

ZIPPER/COMB/SANDWICH/SKATEBOARD
Name

Use the lines that are already in the boxes below to draw the things that are
described. Your job is to decide which drawing start would be best for each thing.
• A sandwich with something you like
• A zipper on a coat
in the middle
• A comb
• A skateboard

MUSHROOM/CUPCAKE/CRACKER/CARROT
Name

Use the lines that are already in the boxes below to draw the things that are
described. Your job is to decide which drawing start would be best for each thing.
• Mushroom • Cracker
• Cupcake • Carrot

SLIDE
SLIDE/LADDER/FLAG/TABLE
Name

Use the lines that are already in the boxes below to draw the things that are
described. Your job is to decide which drawing start would be best for each thing.
• A person going down a slide • A ﬂag on a ﬂagpole on a windy day
• A ladder propped against a house • A table with a tablecloth on it

STEPS/ROBOT/CHIMNEY/CITY
STEPS/ROBOT/CHIMNEY/
/ROBOT/CHIMNEY/CITY
Name

How are you at straight-line drawing? Use the lines that are already in the boxes
below to draw the things that are described. Your job is to decide which drawing
start would be best for each thing. You can only use straight lines.

• Steps with a railing • A chimney on the roof of a house

• A robot with big shoulders • A city with tall buildings

CAMEL/HORNS/SNAKE/LEAF
CAMEL/HORNS/SNAKE/
/HORNS/SNAKE/LEAF
Name

Use the lines that are already in the boxes below to draw the things that are
described. Your job is to decide which drawing start would be best for each thing.
• Camel • Snake
• An animal with horns • Leaf

BELT/SOCK/COAT/SHOE
BELT/SOCK/COAT/
/SOCK/COAT/SHOE
Name

Use the lines and dots that are already in the boxes below to draw the things that are
described. Your job is to decide which drawing start would be best for each thing.
• Belt • Coat
• Sock • Shoe

WORM
WORM/SWING/CAT/PENCILS
Name

Use the letter shapes in the boxes below as part of drawings of the things that are
described. Your job is to decide which drawing start would be best for each thing.
• A ﬁshhook with a big, juicy worm on it • A cat with small ears
• A little person on a swing • Two stubby pencils with their
hanging from a tree branch points touching

SHIRT/BROOM/GATOR/NECK
SHIRT/BROOM/GATOR/
/BROOM/GATOR/NECK
Name

Use the lines that are already in the boxes below to draw the things that are
described. Your job is to decide which drawing start would be best for each thing.
• A person wearing a T-shirt • An alligator with its mouth open
• A person sweeping with a broom • A person with a very long neck

To the teacher …
Level 4 Packet: “Listen Up!”
Objective:

To encourage better listening and direction-following skills.

Nuts & bolts:

All of the activities are to be done orally—there is a script for you to follow. In
every case, students will produce something on the activity sheets based on
your instructions.

Additional comments:
Add ment
This method of improving listening skills really works, but you must be ﬁrm.
Directions can be repeated only at your discretion, so students must really
listen.

Be sure to tell your children to listen to each direction in its entirety before
doing any drawing.

Answers:
nswer
nswers:
Answers will vary.

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DESIGN (1)
About this activity …
In this activity, students will be making a symmetrical design. Y You should empha-
size the importance of following each direction carefully. All of the designs should
look pretty much alike—at least until the ﬁnal step, which allows for individual
whim.

Directions to students …
Today we’re going to make an interesting design. I want you to listen carefully and
try to do everything I say. Are you ready?

• Draw a line between the dot in the middle of Circle 1 and the dot in the middle of
Circle 2. Then, go from 2 to 3, 3 to 4, and 4 to 1.

• Next, draw a straight up-and-down line between the “X” at the top of your paper
and the “X” at the bottom.

• Draw another line between the “X” on the left and the “X” on the right.

• Next, draw a big “X” that connects the four dark dots near the center of your
paper.

• Then, make another “X” by connecting the four smaller circles.

• Now, go all the way around the paper by connecting Dot 1 to the top “X,” the top
“X” to Dot 2, Dot 2 to the side “X,” and so on.

• Next, connect the top “X” to the “X” on the right side, the right “X” to the bottom
“X” and on around, back to the top “X.”

• A nice design, don’t you think? Isn’t it surprising that you can make something
so complicated just by listening?

Design (1) Activity Page

Name

DESIGN (2)
About this activity …
The use of color adds a new twist to this design activity. Chance will determine
how many colors each student will get to use to complete his or her design.

Directions to students …
We’re going to be making another design today, but this time, you’ll be doing
some coloring at the end. So get your crayons or colored pencils ready.

• First, though, you’ll be using a regular old pencil. I want you to add six dots to
the dots that are already there. Scatter them around, but keep them away from
the middle part of the paper.

• Next, give each dot a number. It doesn’t matter where you start numbering, but
make sure all twelve dots have a number. Start at “1” and go to “12.”

• Now, connect some dots according to my instructions. Use only curvy lines and
try not to let your lines cross other lines. And never let your lines run through
another number. One hint: You’ll have more room to avoid other lines if you
keep the lines you make really curvy. Ready? Using curvy lines connect dots …
1 and 7 11 and 8 2 and 3 9 and 12
2 and 12 6 and 5 4 and 11 2 and 4

• Now I want you to make straight lines. These lines will probably cross some of
your curvy lines and that’s okay. If you have to bend a straight line just a bit to
avoid a number
number, that’s okay, too. Using straight lines connect dots …
3 and 4 6 and 2
1 and 10
11 and 7 9 and 5

• Next, look at your design. It’s getting complicated, isn’t it? Now I want you to
put three circles about the size of a penny somewhere near the outside edges of
your design.

• Draw three dotted lines to connect the three circles. This will form a triangle.

• How many dots did you capture in your dotted-line triangle? If there are none,
use just one color in one closed shape for your design. If you captured two dots,
use two colors in two places for your design. If you captured three or more dots,
use as many colors as you want anywhere you want!

Design (2) Activity Page

Name

DESIGN (3)
About this activity …
Be on the lookout for perfectionists with this activity. There’s a lot of line-drawing
required, and students shouldn’t worry if those lines aren’t very straight. All should
be drawn by hand—no rulers allowed.

Directions to students …
Today we’re going to build a very complicated design and we’re going to do it us-
ing just the little marks on the paper I have given you. Please follow my instruc-
tions carefully.

• Draw lines between …

Dot 1 and Dot 3 Dot 5 and Dot 7
Dot 3 and Dot 5 Dot 7 and Dot 1

• Next, connect all four of the little circles, and then connect every circle to the star
star.

• Now draw lines between …

Dot 8 and Circle 1 Dot 4 and Circle 2
Dot 6 and Circle 4
Dot 8 and Circle 4 Dot 2 and Circle 1
Dot 6 and Circle 3
Dot 4 and Circle 3 Dot 2 and Circle 2

• Now connect …
Dot 8 and Dot 4 (draw right through the star)
Dot 2 and Dot 6

Finally, connect …
Dot 1 and Circle 2 Dot 3 and Circle 3
Dot 7 and Circle 1
Dot 1 and Circle 4 Dot 5 and Circle 2
Dot 7 and Circle 3
Dot 3 and Circle 1 Dot 5 and Circle 4

• Look what a complicated design we have made by going step

by step. Keep your design and color it, if you wish, when you have time.

Design (3) Activity Page

Name

THE LONG LINE
About this activity …
Be ready to say, “Keep your pencils on your paper!” for this activity.

Directions to students …
Today you’re going to be making a very long line. But there is one rule: You’ve got
to keep your pencil on the paper at all times. So when you ﬁnish carrying out an
instruction, keep your pencil pressed down on the end of the line you’ve just made
because that pencil of yours must always be touching the paper! Ready?

• Position your paper so that one of the short sides is closest to you. Now, put a
dot about in the middle of your paper and hold your pencil on it.

• Next, make a line that goes almost, but not quite, to the top left corner of your paper.

• Now, continue the line almost, but not quite, to the top right corner of your pa-
per. While you’re there, make 5 or 6 circles or loops up there in that corner.

• Next, make a zigzag line that goes almost, but not quite, to the bottom right cor-
ner of your paper.

• Then, take your line back to the center of your paper where you began and while
you’re there, start making 10 ﬁgure 8’s sort of on top of each other. They should
start out small and then get bigger and bigger until they almost touch the top
and bottom edges of your paper. When you get to the tenth ﬁgure eight, make a
line back to the center where you began.

• Now, make a straight line that goes almost, but not quite, to the bottom left corner.

• Then, come back along the line you just made by making little circles that look like
you’re wrapping the line you just made with wire, ending at the center dot again.

• Next, go straight from the center until you reach almost to the left edge of the
paper.

• Now, take your line almost, but not quite, to the top left corner and draw a beau-
tiful little butterﬂy shape.

• Then, draw a line to show how the butterﬂy can ﬂy to the bottom right corner
without touching any other lines!

• Finally, put your name in the largest blank spot you can ﬁnd on your paper and
that will mean—
you are ﬁnished!
© Tin Man Press 4 Listen Up!/Level 4
SQUARE WORK
About this activity …
The humble square takes center stage in this activity. Only at the very end will
kids be allowed to stray a bit from the “squares only” approach.

Directions to students …
Today you’re going to be doing something different to each of the sixteen squares
you see on your paper. In each activity, the square is already there for you to work
with. For instance, my instruction for the number one square is, “Draw a square
within the square.” So your job is to draw a single square inside the square that is
already there. Do that now. Got it? OK then, here we go. (I’ll say the number ﬁrst,
then give you the instruction.)

2. Draw a square inside a square inside the square.

3. Draw a square ﬂoating above the square.
4. Draw a square touching the top line of the square.

5. Draw four little squares—one in each corner—of the square.

6. Draw ﬁve little squares—one in each corner, and one in the middle of the
square.
7. Inside the square, draw a square that is almost as big but doesn’t touch the
lines of the square.
8. Inside the square, draw a square so small you can hardly see it.

9. Draw a medium-sized square next to a small square inside of the square.

10. Draw a square halfway in and halfway out of the square.
11. Draw a little square to the right of the square.
12. Inside the square, draw a square almost but not quite ﬁnished.

13. Draw little squares all the way around the outside of the square.
14. Draw little squares touching each of the outside corners of the square.
15. Draw a square tipped on its corner inside of the square, with its corners stick-
ing out.
16. Divide the square into 16 small squares.

Finally, turn any square you like into a robot and another into a picture of a person
in a frame.

Square Work Activity Page

Name

1 2 3 4

5 6 7 8

9 10 11 12

13 14 15 16

TWO PLANETS
About this activity …
Here’s an activity with a cute outer space theme. Even children whose interest lies else-
where will enjoy populating this strange planet.

Directions to students …
Today you’ll be making a crazy outer space drawing. You’ll need to listen to my instruc-
tions very carefully. Ready? Here we go!

• First, turn your paper so that the numbers are right-side-up.

• Now, draw a circle in the middle of Box 2 that is almost as wide as the box. That’s the
Planet Zimbot.

• The surface of Zimbot has six craters. Draw them.

• In the upper right corner of Box 3, draw the letter C. The C should be about as tall as
your thumbnail.

• Now draw a smaller letter C that fits inside the first C. Its ends should touch the ends of
the first C. That’s the moon of Planet Zimbot.

• In Box 4, there is a rocket ship that is going toward Planet Zimbot. It’s shaped like a
carrot and has three round windows on its side. Draw it and give it some sort of a tail.

• You’re actually drawing this from the surface of another planet, called Planet Flebto. To
make the surface of Flebto, draw a line all the way across the paper. It should start half-
way up the left edge of Box 5 and stop halfway up the right edge of Box 8.

• There are rocks scattered on the surface of Flebto. They are large and jagged. Draw two
in the lower half of Box 5. Then draw two more in Box 8.

• The Flebtoids—those are the creatures who live on Flebto—live in cities that look like
bunches of bubbles. You can see one of their cities in Box 7. It is made up of ﬁve bub-
bles, each about the size of a dime. Draw it.

• One of the bubbles has a tower on top that looks like a capital letter Y
Y. Draw it.

• Wow! Here comes a Flebtoid now! You can see him in Box 6. You can draw him any way
you like, but he has to have a square head, four eyes, and four legs.

• This Flebtoid is walking his pet, which is known as a Flebit. It looks like a blob with no
legs but with big eyes and a big smile. Draw the Flebit.

• Now add any other details you would like. Stars, comets, more spaceships—you decide!

Two Planets Activity Page
Name

1
6

2
7

3
8

WALKING THROUGH ROOMS
About this activity …
In this activity, students follow a series of directions that ask them to go into and
out of “rooms” in a particular way. Think of it as a maze—only one that requires
careful listening skills as well as digital dexterity!

Directions to students …
In today’s activity we’re going to be walking through a lot of rooms. Actually, we’ll
be drawing lines, but it’s fun to pretend you are doing the walking yourself. If you
listen carefully to my instructions, I’m sure you’ll do very well on your walk.

• First, I want you to start at the “X” at the top of your paper and go through ev-
ery room. Start at Room 1 and then go through Rooms 2, 3, 4, and so forth in
order, all the way through Room 12. Don’t start making your line yet though—
not until you hear the one rule: Your line can’t cross itself. It must be one line all
the way through to the “X” by room 12. Okay. Go ahead.

• Now, starting anywhere in Room 11, try to make your way into Room 5 without
crossing any lines. Go carefully so your lines don’t touch.

• Next, without crossing any lines, go from the inside of Room 8 to the inside of
Room 2.

• Now, go out of the door on the right side of Room 2 and try to get to Room 10
by going through one room on the way. Remember, don’t cross any lines.

• We’re going to change the rules now. This time you can cross other lines if you
need to. Starting from inside Room 1, go to the inside of Room 9. Try to cross
the fewest lines you can. When you are ﬁnished, write the number of lines you
had to cross in the blank.

Walking Through Rooms Activity Page

Name

I had to cross lines.

CITY WINDOWS
About this activity …
Even youngsters who don’t live in cities should get into the spirit of this activity.
The idea here is not to create an artistic masterpiece, but rather to make quick
sketches that are faithful to your directions.

Directions to students …
Today you’re going to be ﬁlling nine empty windows. I’ll describe things you can
see in each one of the windows on your activity sheet. Your job will be to draw
each scene according to my directions. You’ll only have about a minute or so for
each drawing, so don’t worry about making them perfect.

• In Window 1 you can see a very fancy light that’s hanging down from the ceiling.

• In Window 2 a child has built a tall tower of blocks that’s about to fall over.

• In Window 3 you can see the back of a man’s head. He is reading a newspaper.

• In Window 4, a cat sitting on a table is looking out the window.

• There are two sisters in Window 5. The younger sister has curly hair and is look-
ing out. The older sister has long, straight hair and is looking at her sister.

• A little dog is looking out of Window 6. It is sitting on the back of a sofa.

• Window 7 is decorated for Halloween. It looks pretty scary.

• Window 8 has a bushy plant sitting on a table.

• In Window 9 someone is taking a picture of the city.

City Windows Activity Page
Name

LISTENING LINES (1)
About this activity …
The various shapes and designs on the activity page provide the structure for
some fun line drawing.

Directions to students …
Today you’re going to be making ten lines. Sounds easy, right? But to make them
correctly you’re going to have to be a good listener. Here goes.

• Number 1. Make a line that goes above the ﬁrst dot, under the second, over the
third, under the fourth, and over the ﬁfth.

• Number 2. Draw a line that goes above the dashes, but dips down and touches
each dash as it goes along.

• Number 3. Draw a line that looks like it goes behind each box.

• Number 4. Connect each of the line parts in a different way.

• Number 5. Draw a line that goes around the triangles and through the circles.

• Number 6. Draw one long, loopy line that goes all the way around each dot.

• Number 7. Draw a long line that has little points that dip down into the spaces
between the lines that are already there.

• Number 8. Draw one long line that goes through every opening in every box.

• Number 9. Draw a line that crosses the straight line exactly ten times.

• Number 10. Imagine this: The seven dots are really seven beach balls that are
ﬂoating on the waves in the ocean. Make a long “wavy” line that shows this.

Listening Lines (1) Activity Page

Name

LISTENING LINE
LINES (2)
About this activity …
Here’s another round of listening lines. In addition to encouraging listening and
direction-following skills, these activities should also sharpen visualization skills, as
some of the instructions are surprisingly complex.

Directions to students …
Today, you are going to be making ten lines. Listen carefully to my directions be-
cause when you ﬁnish, your lines will be very interesting.

• Number 1. Draw a line that goes above the ﬁrst two dots and drops down below
the rest of the dots.

• Number 2. Draw a line that touches the lowest part of every “V”—without mak-
ing it be a straight line.

• Number 3. Draw a line that goes through the center of the ﬁrst two circles, then
touches the top of the third circle, and then touches the bottoms of the last two
circles.

• Number 4. Draw a line that crosses the straight line ﬁve times.

• Number 5. Draw a line that crosses the straight line up to the middle mark ten
times and then crosses the remaining part of the line two times.

• Number 6. Draw a line that starts at the top of the ﬁrst up-and-down line, goes
to the bottom of the second line, goes to the top of the third line, goes to the
top of the fourth line and down to the bottom of the last line.

• Number 7. Draw a continuous line that doesn’t touch the top or bottom of the
up-and-down lines but touches them all twice.

• Number 8. Draw a line that looks like waves, and goes through each of the
curved lines once.

• Number 9. Draw a wavy line that goes through each of the curved lines twice.

• Number 10. Draw a line that makes a loop inside each of the boxes, then bring
the line back to the beginning box in some interesting way.

Listening Lines (2) Activity Page

Name

TWELVE LETTER TRICKS
About this activity …
Plenty of room for creativity here. But it’s important that students be faithful to
your directions. Tell them that you will for the most part only say each direction
once.

Directions to students …
Today you’ll be making twelve drawings. All of them will use capital letters in some
way. Put one drawing in each of the twelve squares.

• Draw an “F” and turn it into a ﬂag on a ﬂagpole. (Remember to use capital let-
ters.)

• Draw an “S” that looks like it’s hanging off of the lower part of an “O.”

• Draw an upside-down “T” and use it as part of a little sailboat.

• Draw a “W” and use it as the tusks of a walrus.

• Put four “V’s” together to form a four-pointed star.

• Put three “X’s” of the same size together side by side so their arms are touching.
Use the two diamond shapes you have made as the eyes of a cartoon face.

• Put four “A’s” together with their points touching to make a shape that looks like
a ﬂower.

• Draw two big “C’s” side by side with a little “O” inside each “C.” Use what you
have drawn as the eyes of another cartoon character.

• Draw a big “D” tipped over on its ﬂat side. Balance a large right-side-up “U” on
top of the curved part of the “D.” Put a big “A” that is as wide as the “U” on the
very top of the “U.” Turn your drawing into a clown with a striped hat.

• Draw a design using one big “K” and lots of “V’s.” Try to ﬁt the “K” and the “V’s”
together in an interesting way.

• Draw an upside-down “U” in the top of the square and turn it into a gumball ma-
chine.

• Draw an “N” and an “M” and an “L” together so that the letters share some of the
same sides. If you wish you can experiment with various ideas on the back of
your paper before you make your ﬁnal version.

Twelve Letter Tricks Activity Page
Name

TWENTY CIRCLES
About this activity …
This activity gets more difﬁcult as it goes along and the students’ pages become
more crowded with lines.

Directions to students …
Today you’re going to take a trip around a page full of circles. Do exactly as I say.
It’ll get harder as you make more and more lines.

For the ﬁrst part, I want you to draw only straight lines. They must not touch any
other lines you have made. And when you get to a circle, your line should touch
just the edge of the circle—in other words, it shouldn’t go inside the circle. Ready?
Here we go.

• Draw straight lines between these circles:

9 and 8
5 and 1 15 and 20
3 and 6
10 and 11 14 and 13
14 and 19
11 and 16 9 and 5
11 and 7

• Now the rules change from drawing straight lines to curvy lines. But you still
must not cross any other line. Draw curved lines between these circles:
1 and 6
18 and 1 4 and 14
2 and 11
1 and 12 14 and 17
5 and 13

• Finally—and this is tough—starting at 4, go to every circle you can without cross-

ing any lines. (Count the circles as you go along.) You’ll probably have to go
through some tight places, so go slowly and carefully and try to think ahead.
How many circles could you reach? Write the number at the bottom of the page.

Twenty Circles Activity Page

Name

THE LITTLE MONSTER
About this activity …
Rare is the child who doesn’t love to draw monsters. So this little activity should
scare up some spirited fun. All students need is pencil and paper.

Directions to students …
As I was reading a scary book the other day, I happened to look out my window.
I thought I saw a little monster looking in at me. I’ll tell you what I thought I saw
and you draw it. Position your paper so that one of the short sides is nearest to
you and get ready to draw this thing. Here we go.

• Begin by drawing an oval just a bit smaller than the size of an egg in the middle
of your paper. This is the body of the monster.

• Now, draw its short, very thick neck. Its neck has a little curve to it and you can
see lots of wrinkles.

• Above the wrinkly, curvy neck is its head. Its head is shaped a bit like a triangle
with the widest part of the triangle at the top.

• It has long arms that stick straight out from the body. The arms are very thick at
the place where they connect with the body but then get very narrow. There are
no hands.

• Its legs are very strange. Each leg has three knees and that means each leg
bends in three places.

• At the end of each leg is a foot that looks like a duck’s foot.

• Now, let’s go back to the face. It needs eyes—three eyes that look very scary. It
seems to be looking in three directions at once.

• Its nose is very small and looks like any one of our noses.

• Its mouth doesn’t have any lips, just jagged teeth ready to bite.

• There is ﬁne hair all over its head, arms and legs. There isn’t any hair on its body.

• Oh, one thing I forgot to mention. You can see right into its stomach. You can
even see the last meal it ate—lots of nails and a pair of scissors.

I’m happy to say this monster didn’t really exist. It was just a funny reﬂection in
the window. If you want to add any other details to your picutre, do it now.

DON’T GET LOST
About this activity …
Resist the temptation to repeat the instructions in this activity. Emphasize that
there will be a whole lot of directions, but each one will be quite clear—so long as
everyone listens carefully. Speak slowly but steadily.

Directions to students …
All those dots on the paper I’ve given you will be your guideposts on journeys from
one place to another. You’ll be making one continuous line based on my directions,
all of which will involve going from one dot to another. How will you know you have
done well? By ending up where I want you to go.

• First, let’s try a couple of warm-ups. Put your pencil on the dot in the top left
corner of Warm-up 1.
• Go down one. That means straight down to the dot just below where you are.

• Go right two. That means you make a line from where you are now to the third
dot from the left in Row Two. Got it?

• Go down three. Remember

Remember, that means three dots straight down.

• Go right three.

• Go down one. You should be in the corner.

• Now let’s do the second warm-up. (Note to teacher: Invent your own instructions
for this, keeping the route simple.)

• Now it’s time for the biggie. Ready?

• Start at the lower left • Go down one • Go down two
corner and go up two
• Go left one • Go right three
• Go right one
• Go down three • Go down four
• Go up one

• Go right two • Go right four • Go left two

• Go up ﬁve • Go up four • Go down two

• Go right two • Go right two • Go left eleven

Where did you end up?

Don’t Get Lost Activity Page

Name

Warm-up 1 Warm-up 2

CATCH SOME DOTS
About this activity …
A little competition can be fun. And because this particular contest involves noth-
ing more than luck (and a good dose of direction-following), no child should suffer
hurt feelings if he or she doesn’t win.

Directions to students …
Today we’re going to catch some dots. At the end we’ll see who is the most suc-
cessful dot-catcher, but who wins and who loses is pretty much a matter of luck.

• First, I want you to make thirty dots on the paper I’ve handed to you—no more,
no fewer. Thirty. Make them nice and dark so you can see them. I’d like you to
scatter them around following these two rules. Rule 1: Don’t put any of your
dots outside of the square formed by the numbers. Rule 2: Don’t let any of
the dots touch the numbers. Remember, I said to scatter them around. OK, go
ahead and make your dots.

We’re going to play six games of dot-catching, and here is the ﬁrst. In each game
we will be drawing straight lines, but don’t use a ruler
ruler. Just draw the straightest
line you can.

• OK, draw a line between 6 and 15. Then go from 15 to 24, then go to 25. Then,
go to 16 and back to 6. (Be sure to pause for a moment between each instruc-
tion.) Are there any dots inside the shape you made? Count them and ﬁll in
Blank 1 at the bottom of your page. If you didn’t catch any, put down a zero. If a
dot touches a line, you can count it as a catch.

(Repeat a version of the above for the following number sequences. End the ses-
sion by asking who caught no dots, one dot, two dots, etc. If you have time and
the inclination, you can record and graph the results.)

• 68, 77, 78, 79, 80, 81, 72, 71, 70, 69, 68.

• 64, 73, 82, 91, 92, 93, 94, 84, 76, 67, 50, 32, 39, 56, 64.

• 1, 10, 19, 28, 37, 38, 39, 30, 29, 20, 21, 12, 3, 2, 1.

• 22, 31, 23, 15, 5, 13, 22.

• 59, 60, 51, 61, 53, 54, 45, 36, 27, 18, 9, 26, 34, 42, 59.

Catch Some Dots Activity Page

Name

1. I caught dots. 3.. I caught dots. 5.. I caught dots.

2. I caught dots. 4. I caught dots. 6. I caught dots.
In all, I caught dots.

To the teacher …
Level 4 Packet: “Really Look”
Objective:

To encourage students to think more analytically and ﬂexibly.

Nuts & bolts:

All of these activities allow for independent seatwork. Hand out these activities
and let them do the work on their own. Don’t offer much help, at least at ﬁrst.

Additional comments:
Add ment
The title says it all. Students will examine a variety of visual stimuli and ex-
press what they see.

Answers:
nswer
nswers:
Page 1: 1-straight lines, bigger; 2-both have center marks, etc.; 3-Fig. 1, answers will vary;
4-Fig. 2, answers will vary.
Page 2: 1-line; 2-circles; 3-horizontal; 4-horizontal, vertical; 5-4.
Page 3: 1-square; 2-two; 3-right, square; 4-circle, square.
Page 4: 1-square; 2-triangles; 3-16; 4-curve; 5-pants; 6-2; 7-touching.
Page 5: 2-happy; 3-dotted; 4-corners; 5-edge; 6-dot; 7-6.
Page 6: Art, answers will vary.
Page 7: 1-9; 2-4; 3-5; 4-8; 5-1; 6-6; 7-7; 8-3; 9-2.
Page 8: The zoogles all have a straight line through a curved line.
Page 9: The lulies all have small circles inside, but not touching the edges of, a curved shape.
Page 10: 1-(art); 2-eight 8’s, four 4’s, two 2’s; 3-6375, 4862; 4-(1-backwards, 2-straight, 3-fat,
4-perfect, 5-strong, 6-dotted, 7-shaky, 8-fancy.)
Page 11: 1-(art); 2-four circles on each side of vertical line connected to that line; 3-(art); 4-(art).
Page 12: 1-1; 2-9; 3-why; 4-curved line touches dots on ends; 5-7; 6-the dot touches the square
and the wiggly line is on the right; 7-two lines, two dots; 8-the number 5; 9-9.
Page 13: 1-11 lines, 8 spaces; 2-A; 3-it is not ﬂat (has volume/three dimensions); 4-A, D, D,
B and D.
Page 14: 1-touching, places; 2-leaves; 3-same size; 4-four; 5-cracked; 6-left, right.
Page 15: 1-3, 4, 1, 2; 2-4, 3, 1, 2, 6, 5; 3-4, 7, 6, 5, 1, 3, 2, 8.

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TWO DRAWINGS
Name

1 2

1. How is Figure 1 different from Figure 2? List two differences.

2. Describe one way they are alike.

3. Which ﬁgure has the most to do with a house? Explain your answer
answer.

4. Which ﬁgure has the most to do with things you would ﬁnd in nature? Explain
your answer.

5. Imagine Figure 2 is exactly

in the middle of Figure 1.
Draw how that would look
in the space to the right.

Look/Level 4
LINES
LINES AND CIRCLE
CIRCLES
S
Name

Finish these sentences. Make sure that every sentence says something that is true
about the drawing above.

1. The drawing has one horizontal .

2. The horizontal line is between two .

3. The vertical line crosses the line.

4. The ends of the diagonal ( ) line touch the line

and the line.

5. If you reversed the drawing and took away the circles, what number would it

look most like?

BONUS!
Add just one more line
to the drawing to make
two new triangles.
CAN YOU DO IT?

Look/Level 4
TWO CIRCLES, ONE SQUARE
Name

Finish these sentences. Make sure that every sentence says something that is true
about the drawing above.

1. The drawing has one .

2. There are circles.

3. The big circle is touching the side

of the .

4. The little circle is not touching the big

or the .

BONUS!
Write down something
the drawing above
sort of looks like.

Look/Level 4
SMART SHAPES (1)
Name

Answer these questions about the shapes in this box.

1. The smallest shape is a .

2. There are two .

3. The largest number of sides in any shape is .

4. There is only one shape with a .

5. If you turn the paper upside-down, one of the shapes looks

like a pair of .

6. The number of shapes with six sides is .

7. None of the shapes are each other.

Subtract 3 from the number of shapes. What do you get? Hide your answer inside
one of the shapes.

Look/Level 4
SMART SHAPES (2)
Name

Answer these questions about the shapes in this box.

1. Only one shape is inside another shape. Draw it here:

2. The only person shown seems .

3. One is a ﬂower stem, one points and one likes loops.

They are the lines.

4. The biggest X’s are in the .

5. Only one shape touches the of the big rectangle.

6. Every small circle but one has a .

7. Each small shape made with straight lines has sides.

Look/Level 4
STRAIGHTEN UP!
Name

Look at these drawings. Two of the shapes are made with curved lines and two are
made with straight lines—but both sets of drawings have similar ideas.

Now look at the curved drawings below and try to make a straight-line version of
each drawing.

Look/Level 4
ALPHABET HUNT
Name

Each of these drawings is made with circles and with letters of the alphabet:

1 2 3

4 5 6

7 8 9

Match the descriptions below with the drawings above.

1. T X X 6. T X X O O O
2. O X T
7. T O O
3. O O O O O O T
8. X O
4. X X X X O

5. X X O 9. X X X O O T

Look/Level 4
ZOOGLES
Name

If these are zoogles:

And these are not zoogles:

Which of these are zoogles? Circle them.

In the space below, try to draw three of your own zoogles. Then write two things
that describe what zoogles are.

All zoogles have

Look/Level 4
LULI
LULIES
Name

If these are lulies:

And these are not lulies:

Which of these are lulies? Circle them.

In the space below, try to draw three of your own lulies. Then write two things
that describe what lulies are.

All lulies have

Look/Level 4
CRAZY NUMBERS
Name

1. Look at what’s going on with the numbers below. Keep the pattern going with
the numbers 4 and 5.

2. Speaking of numbers, look carefully 4. Write one word that describes each of
at the box below. What do you see? these 3’s. Put your words in the num-
bered blanks below.

8888442
8888442

I see 1 2 3

3. These numbers took a tumble and 4 5 6

now they’re all in a pile. Can you
ﬁgure out what they are?

7 8

1. 5.
1 2
2. 6.
1.
3. 7.

A B

C D

1. Look carefully at the drawings in

boxes A, B and C. They all have
something in common. Now, draw
something in Box D that has the
same idea. 3. Continue the line all the way to the
bottom of the box using the same
idea you see in the drawing that’s
already started.

A B C D E
A B
2. There is a pattern to drawings A,
B, C and D. Do something to draw- 4. Darken the squares in B so that
ing E to show that you have ﬁg- every one of them is different from
ured out what it is. the squares in A.

Look/Level 4
LOOK
OOK AND THINK (2)
Name

1 2 3 4 5

10
6 7 8 9

11 12 13 14 15

1. Look at Numbers 1 and 8. Which do you think could hold the most water?

2. Which drawing looks most like a clock?

3. If you could lengthen one line in Number 12, what word could you make?

4. What do Numbers 6 and 13 have in common?

5. Which scribble was made with one line, 5 or 7?

6. How is Number 2 different from Number 11?

7. In Number 4, how many more lines and dots would you need to bring the two

ends together?

8. What do Numbers 3, 10 and 14 have in common?

9. In Number 15, how many places do wavy lines touch straight lines?

Look/Level 4
LOOK AND THINK (3)
Name

1. Look at these drawings. Each has straight lines (don’t forget to count

the box, too) and each has spaces.

2. If you straightened out the lines

in all three shapes below, which A
would be the longest? Circle the B
letter of the shape you pick.
3. How is Shape B different from
Shape A?

A B C

4. A proﬁle is a face seen from the side.

Answer these “proﬁle” questions:

Which one isn’t talking?

Which one has all straight lines?

If they were tipped on

their sides, which
one would look
most like mountains?

A B C D
Which two have similar noses?

Look/Level 4
TWO VASES
Name

1. The two vases are t each other in two p .

2. Between the vases there is a shape like the l on the ﬂowers.

3. All of the ﬂowers are about the s s .

4. Not counting the ﬂowers, stems, or leaves, there are f curved lines.

5. One vase is c .

6. Three of the ﬂower stems are leaning to the l and three are

leaning to the r .

Look/Level 4
LINES, LINES, LINES
Name

1. Which of the four descriptions best describes each pair of lines? Put the number
of the best answer in each blank.

1) Partly above

On the same line

3) A little crooked

4) Exactly above (or below)

2. Now try this one. Put the number of the best answer in each blank.

Touching twice, once

above and once below

Not touching

1 2 3 Touching on one end

Touching twice, both above

Crossed

Touching twice, both below

4 5 6

3. And now try these. Put the number of the best answer in each blank.
Leaning

Standing

Bent

1 2 3 4 Short

Dented

Strong

5 6 7 8 Broken

To encourage students to think deductively.

Nuts & bolts:

Students will cut away a number of shapes, based on their ability to discern
speciﬁc categories, until they arrive at a ﬁnal shape that serves as the answer
answer.

Additional comments:
Add ment
Most of these exercises call for visual acuity in addition to deductive think-
ing. All of the activities are “gettable,” but students will have to use some real
concentration to ﬁnd, and then cut away, objects and words that share similar
attributes.

Answers:
nswer
nswers:

Page 1: the cookie with three bites Page 9: lunch

Page 2: J K Page 10: an “X” shape with lines

that do not connect
Page 3: J
Page 11: butterﬂy
Page 4: 8 7 8
Page 12: O
Page 5: chipmunk

Page 6: circle, circle, line, line Page 13: square with an “S” on its side

Page 7: shave Page 14: triangle, circle, square, line

Page 8: triangle, line Page 15: three straight lines

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CUT THOSE COOKIES
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. One big bite (3) 4. Just baked (3)

2. One big bite, one little bite (3) 5. Half gone (2)
3. Almost gone (3) 6. Broken (1)

T
LETTER-NUMBER SNIPS
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. Letter, letter, number (2) 4. Letter, dot, number (2)

2. Number, number, letter (2) 5. Dot, dot, dot, number (2)
3. Number, number, dot (2) 6. Letter, letter, letter (2)

38S F C
.6 57.
E
S
JK
. 7 42
. . K
. . . 2 BC
T

H.
89.
L

2
T
5

X 4
W
© Tin Man Press 2 Take Aways/Level 4
T
LETTER LOOK
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. Letter that looks like part of an E (1) 4. Letters with all curves (3)
2. Letter that looks like part of a B (1) 5. Letters that stand on one leg (2)
3. 7th letter of the alphabet (1) 6. Letters that stand on two legs (6)

F
M T
P
S

Y X
J K

R O
C
G H
A
© Tin Man Press 3 Take Aways/Level 4
T
LETTER-NUMBER SHAPES
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. Letter, letter (2) 4. Letter, letter, letter (1)

2. Letter, number (3) 5. Number, letter, letter (2)
3. Letter, number, number (2) 6. Number, number (2)

39
N
7
S GW
T

8 Q R
6CR

25
878

5 6
2 C
3 V
P M
V
G8
X4

T
MANY, MANY THINGS
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. Most people have done this (3) 6.Other words for scared (3)
2. Things grandparents didn’t have 7.Might melt (2)
when they were your age (3) 8.Presidents (2)
9.Things with rings, either seen or
3. Window coverings (2) heard (2)
4. Clothing without buttons (3) 10. Words the same backward or
5. Odd numbers (2) forward (2)

sm afr
rt co ile aid k s
T- shi m soc
pu
te
r
ln

but
co

ter curt
Lin

nine ains

e d
t en p
gh wow e k
r i pe in
f
vid bl
k
un

ds gam eo
blin
pm

es
chi

ﬁft
een on
gt
ha Washin
t
ﬁng
e rs
e eze rea m
sn ic e c l ls
c b e
ph ell ul or
on
e fearf d o

T
CIRCLES AND LINES
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. Line, line (4) 4. Circle, line, line (4)

2. Circle, circle (3) 5. Circle, line (4)

T
BOOKS AND MORE
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. About books (4) 4. About exercise (3)

2. About time (3) 5. Not heavy (3)
3. On the arm (3) 6. Made-up words (3)
brac

d
au

or
run
th

w
elet
or

tic

mi
nu
kin

skin
a

te
ﬂe
g

slee rse
ve e p u
s
no

eck sh
s p av
t e
dus
cov
m
p

nce er
loo

te
sen
up
toe
er

jum
h

feath
tc

cl
oc
re

k
st

T
DOT YOUR X’s
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. Dot, dot, X (3) 4. Dot, X, X (3)

2. Triangle, dot (3) 5. Dot, line, line (3)
3. Dot, line, triangle (2) 6. Dot, dot, line (3)

T
GROUP SNIPS
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. Things in 12’s (2) 4. Things in 4’s (3)

2. Things in 2’s (5) 5. Things in 1’s (2)
3. Things in 3’s (1) 6. Things in millions (3)

s
e s c k car ls
o do so ee
sh gl
eg wh
s
no
ses

mi
tte
bu

ns
eg gs
gs

stars
ths

h
lunc
mon

ta
tail bl
s e
le roc
gs
ks

blind
es

mice r s
ea
ey

T
THE X PARADE
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. Big and little (2) 4. Tall and skinny (2)

2. At the corners (3) 5. Really fancy (1)
3. Double crossed lines (2) 6. In a triangle shape (2)
7. Holding hands (2)

T
PARTS SMARTS
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. Art parts (3) 5. Baseball game parts (3)

2. Dinner parts (3) 6. Mail parts (3)
3. Apple parts (2) 7. Bicycle parts (2)
4. Movie parts (3) 8. Car parts (3)

ball
title t
napk
in in
whe pa
spo el
ke
address
e
elop
actress e nv
gas glov
l
peda e
brus see
h d
l
acto pee
r

leb ar
ter ﬂy
hand b u t
on
spo
win
engi dsh
ne ield
bat fra
me
k
stamp for

T
TOUCHY SNIPS
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. Almost touching (4) 3. Crossing (4)

2. Not touching at all (4) 4. Touching but not crossing (4)

T
SIDES AND SCRIBBLES
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. Touching the sides of the box (2) 4. 4-sided shape (3)

2. Very short (1) 5. Broken line (3)
3. Middle scribble (2) 6. Curved and straight (3)

T
SHAPE SNIPS
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. Triangle, triangle, triangle (1) 4. Square, square, square (2)

2. Circle, square (3) 5. Triangle, square, circle (4)
3. Circle, circle, line (4) 6. Circle, square, square (2)

T
DOTS AND MORE
Here’s what to do …
First cut along the dotted lines so you have a square shape. Then, cut away the
number of shapes shown after each description. When you are ﬁnished, you should
have just one shape left. Put your name on that shape. That’s your answer!

1. Line and three dots (3) 4. Line and two dots (4)
2. Three curved lines (1) 5. Two lines and one dot (3)
3. Straight lines crossed (2) 6. Two curved lines (4)

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