Developed by North Carolina Teachers

for North Carolina Classrooms

Teacher HandbookGrade K

We wish to thank the following teachers of Sardis Elementary Schoolin Monroe, North Carolina for their contribution to this program.A team of expert teachers, led by Teri Marsh, Literacy Specialist,first reviewed hundreds of books and selected those that best sup-

ported North Carolina’s Standard Course of Study Objectives for Science.They created lesson plans that focused on science content and guided read-ing skills and then tried them out in their classrooms.

KINDERGARTEN

Kelly Hughes Kristin Hilkert

GRADE ONE

Dee Cochran Andi Matysek

GRADE TWO

Jerilyn Hilse Jodi Osborn

GRADE THREE

Kim Parker Caron Wickline

GRADE FOUR

Amy Sutton Michele Martin

GRADE FIVE

Debbie Lipscomb Jodi Hindes

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Design: Christine BaczewskaEditorial: Betsy Niles, Megan Pearlman, Ellen Geist, Linda Ward Beech,

Cynthia Benjamin, Marcia Miller, Martin Lee

Lexile is a U.S. registered trademark of MetaMetrics, Inc.All rights reserved.

ISBN: 0-439-79743-8Copyright © 2005 Scholastic Inc.All rights reserved

Printed in the U.S.A.

Book cover credits appear on page 112, which constitutes an extension of this copyright page.

CONTENTS. . . . . . . . . . . . . . . . The North Carolina Science and Reading Kits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6The Importance of Nonfiction Text in the Classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . 7How the Books Were Selected. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Using the Science Kits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Read Aloud and Guided Reading Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10North Carolina Standard Course of Study: Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12North Carolina Standard Course of Study: Language Arts. . . . . . . . . . . . . . . . . . . . . . . . 13The Teaching Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

GOAL 1: The learner will make observations and build an understanding of similari-ties and differences in animals.

Animal Action ABC by Karen Pandell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Objective: 1.05/Read Aloud

The Body Book by Shelley Rotner and Stephen Calcagnino . . . . . . . . . . . . . . . . . . . . . . . . 20Objective: 1.05/Guided Reading

Bugs for Lunch by Margery Facklam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Objective: 1.01/Guided Reading

Good Morning Pond by Alyssa Satin Capucilli . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Objective: 1.02/Read Aloud

Have You Seen Birds? by Joanne Oppenheim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Objectives: 1.03, 1.04/Read Aloud

How Kids Grow by Jean Marzollo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Objective: 1.05/Read Aloud

In the Small, Small Pond by Denise Fleming. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Objective:1.01/Read Aloud

Mary Had a Little Lamb told by Iza Trapani . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Objective: 1.03/Read Aloud

Stellaluna by Janell Cannon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Objective: 1.01/Read Aloud

Time to Sleep by Denise Fleming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Objective: 1.02/Guided Reading

When Winter Comes by Robert Maass . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Objective: 1.05/Read Aloud

Who Is In the Garden? by Vera Rosenberry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Objective: 1.02/Read Aloud

CONTENTSc o n t i n u e d . . . . . . . . . . . . . . . . . .GOAL 2: The learner will make observations and build an understanding of weather

concepts.Caps, Hats, Socks, and Mittens by Louise Borden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Objective: 2.04/Read AloudHi, Clouds by Carol Greene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Objective: 2.02/Guided Reading Hot and Cold by Allan Fowler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Objective: 2.05/Read AloudPlease,Wind? by Carol Greene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Objective: 2.02/Guided ReadingRain Song by Lezlie Evans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Objective: 2.02/Guided Reading Rain Talk by Mary Serfozo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Objective: 2.03/Read AloudRun, Jump,Whiz, Splash by Vera Rosenberry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Objective: 2.01/Guided Reading Snow on Snow on Snow by Cheryl Chapman. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Objective: 2.04/Guided ReadingSnowy Winter Day by Estelle Feldman. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Objective: 2.04/Guided Reading We Play on a Rainy Day by Angela Shelf Medearis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Objective: 2.04/Guided ReadingWhat Will the Weather Be Like Today? by Paul Rogers . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Objective: 2.03/Read AloudWhen the Wind Blows by Amy and Richard Hutchings. . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Objective: 2.04/Read Aloud

GOAL 3: The learner will make observations and build an understanding of theproperties of common objects.

The Apple Pie Tree by Zoe Hall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Objective: 3.05/Read Aloud

A Rainbow All Around Me by Sandra L. Pinkey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Objective: 3.02/Read Aloud

Sense Suspense by Bruce McMillan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70Objective: 3.03/Read Aloud

The Shape of Things by Dayle Ann Dodds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72Objective: 3.02/Read Aloud

CONTENTSc o n t i n u e d . . . . . . . . . . . . . . . . . .Shape Space by Cathryn Falwell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Objective: 3.02/Read AloudSize by Henry Pluckrose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Objective: 3.02/Read AloudThere’s a Square: A Book About Shapes by Mary Serfozo . . . . . . . . . . . . . . . . . . . . . . . . . . 78

Objective: 3.02/Read AloudTrees to Paper by Inez Snyder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Objective: 3.01/Read AloudWax to Crayons by Inez Snyder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

Objective: 3.01/Read AloudWhat Is Round? by Rebecca Kai Dotlich . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Objective: 3.02/Read AloudWhat Is Square? by Rebecca Kai Dotlich . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

Objective: 3.02/Read AloudWho Said Red? by Mary Serfozo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

Objective: 3.04/Read Aloud

GOAL 4: The learner will use appropriate tools and measurements to increase theirability to describe their world.

Harry’s House by Angela Shelf Medearis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90Objectives: 4.01, 4.02, 4.03/Read Aloud

Kindergarten Kids by Ellen B. Senisi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92Objective: 4.02/Read Aloud

Measuring Penny by Loreen Leedy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94Objective: 4.02, 4.03/Read Aloud

Science Tools by Susan Canizares and Betsey Chessen . . . . . . . . . . . . . . . . . . . . . . . . . . . 96Objective: 4.02/Read Aloud

Weight by Henry Pluckrose. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98Objective: 4.04/Read Aloud

Who Uses This? by Margaret Miller . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100Objectives: 4.02, 4.03/Read Aloud

Blackline Masters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

6

The North Carolina Science and Reading Kits for kindergarten throughgrade five is a unique program designed to teach standards-basedscience content and build reading skills.The program was createdby a team of experienced North Carolina elementary schoolteachers who saw an opportunity to use nonfiction and fictiontrade books as a means of supplementing their science curriculum.

The teachers selected Scholastic trade books that supported the goals andobjectives of the North Carolina Standard Course of Study for Science. Oncethe books were reviewed and approved, teaching planswere developed that not only addressed the science con-tent of each book but also targeted essential reading skillsusing a guided reading approach.The reading skills in eachlesson support the goals and objectives of the StandardCourse of Study for Language Arts. The teachers then took the instruction one step further by providing cross-curricular activities that applied the content to writing,vocabulary development,math, social studies, and technology.The result is an exciting new, multipurpose program that:

NORTH CAROLINA SCIENCEand READING KITS

■ Maximizes instructional time Providingtime for content-area instruction is a chal-lenge, especially in elementary classroomswhere the teaching of reading skills is ofprimary importance. With the NorthCarolina Science and Reading Kits teach-ers can meet science standards within thereading block while teaching reading skillsthat meet the language arts standards.

■ Ensures that science instruction meetsthe needs of all students The readabilityof most science textbooks is on or abovegrade level, which makes them inaccessi-ble to students reading below grade level.The books in the North Carolina Scienceand Reading Kits represent a range oflevels so that all students have access totext that they can read with instructionalsupport from the teacher.

■ Enriches existing science programs andkits The engaging, leveled books andinstructional plans of the North CarolinaScience and Reading Kits add an extradimension to classroom science instruc-tion and can be easily adapted to sciencetextbook programs or skills kits.

■ Expands classroom libraries with high-quality nonfiction books Researchincreasingly supports the need for moreaccess to nonfiction books in elementaryschool classrooms. Each North CarolinaScience and Reading Kit includes 132nonfiction leveled books that will capturestudents’ attention and are appropriate forindependent reading as well as for scienceinstruction.

7

TEACHING WITH TRADE BOOKS

The Importance of NonfictionText in the Classroom

There are many compelling reasonsto include nonfiction books in class-room libraries and instructional pro-

grams and to introduce them at earliergrades.As students move through thegrades,“reading to learn” becomes amajor focus inschool (Chall,1983). Studentsare expected tolearn by readingtextbooks, refer-ence materials, andother informa-tional sources suchas the Internet.As they progressthrough high school and college, they willencounter increasingly more difficulttexts. Introducing them to nonfiction asearly as possible can only help them suc-ceed later on in both their academic andadult lives.

Although students’ first encounters withreading are often fiction in the form of storiesand chapter books, most of the reading theywill do as adults involves nonfiction.Think ofwhat you read everyday: newspapers, lessonplans, textbooks, forms, reports, instructions,lists, signs, even recipes—these are all nonfic-tion.According to one study 96% of the infor-mation on the Internet is nonfiction (Kamil &Lane, 1998).

Children, like adults, have different prefer-ences in what they choose to read. Some like

fiction, while others prefer nonfiction, andsome have no preference. For those childrenwho prefer nonfiction, including more infor-mational books in classroom libraries mayimprove attitudes toward reading (Caswell &Duke, 1998). One reason that many childrenmay prefer nonfiction text is that it answerstheir questions about the world. Children aremore motivated when they are reading forthe purpose of answering questions that areof interest to them. And when children arereading something that interests them theirreading is likely to improve (Schiefele, Krapp,& Winteler, 1992).

How the Books Were Selected

For the North Carolina Science andReading Kits the teachers reviewedhundreds of nonfiction, and some

fiction, trade books before selecting thetitles for each grade. Each title and collec-tion was carefully evaluated based on thefollowing criteria:■ All books must be age-appropriate and

engaging for the intended learner.

■ The content of the book must meet at leastone, and ideally more than one, of theobjectives of the North Carolina StandardCourse of Study for Science.

■ The book must support at least one of theobjectives of the North Carolina StandardCourse of Study for Language Arts.

■ The grade-level collection must includebooks at a variety of reading levels.

Kindergarten and grade one each have 42titles, and grades two, three, four, and fiveeach have 27 titles. Each grade-level collec-tion contains a combination of single titlesfor reading aloud and multiple copies forguided reading for a total of 132 books.

8

Using the Science Kits

The program is designed to be flexi-ble so that it can meet the require-ments of a variety of instructional

plans and classroom configurations.As mentioned earlier, in elementary class-

rooms teaching reading skills is of primaryimportance and finding time for content- areainstruction is a challenge.The North CarolinaScience and Reading Kits help to solve thisdilemma by teaching the science content ofthe books through a guided reading approach.

The Books

The books in the collection wereselected for either reading aloud orguided reading.The read-aloud books

are meant to be read by the teacher tothe whole group. Books were selected forthis category for several reasons:■ they are particularly engaging or interest-

ing and are well suited for introducing anew science topic that the whole classwill study;

■ the content and vocabulary are unfamiliarand need explanation;

■ the reading level is more difficult and thetext is more accessible when read aloudand discussed as a group.

The majority ofbooks, especially inthe upper grades,are appropriate forguided reading insmall groups. Thechart on page 9 liststhe read-aloud andguided reading titlesfor grade five.

The Teaching PlansThere is a teachingplan for each book inthe collection.Theteaching plans areorganized accordingto the science goaleach book supports.The books are listedin alphabetical orderunder each goal, andthe objectives cov-ered are also noted.

The lessons can be taught in any order.Books can be used to supplement or extendscience instruction from textbooks or skillkits. Books on the same topic may be intro-duced together so students can learn about atopic in depth or compare and contrast infor-mation from different sources.

TEACHING WITH TRADE BOOKS

9

Teaching the Lesson

The teaching plans follow the samegeneral format for both read-aloudand guided reading instruction.The

lesson begins with an introduction to thebook and the topic. Depending on thetopic and whether it is being exploredfor the first time or whether students arefamiliar with it, this can include:■ a discussion of the main topic of the book

with the teacher eliciting students’ priorknowledge or relevant experiences;

■ introduction of new or unfamiliar vocabu-lary that is essential to understanding the topic;

■ drawing attention to special text featuressuch as photographs, diagrams, graphs, time-lines, sidebars, glossaries and indexes thathelp make the text accessible to readers;

■ encouraging students to predict whatthey will learn from the book; and

■ instructions for important questions orideas to pay attention to while reading oractivities to complete.Once the book has been introduced stu-

dents are ready to listen or read the book ontheir own. For guided reading lessons, stu-dents should read the whole text or a partic-ular section assigned by the teacher. Readingmay be oral or silent depending on the read-ing skill and level of the group. As studentsread the teacher can observe, offering sup-port when necessary.This is also a good timeto focus on new vocabulary and decodingskills such as consonant blends, inflectionalendings, or compound words.

After students finish reading, discuss themain idea of the text, following up on ques-tions or predictions students made about the

book earlier. Group activities such as fillingout a K-W-L chart should be completed at thistime. Follow-up activities to be completed byindividuals, partners, or the whole group rein-force the science topic or focus on specificreading skills. Students should be encouragedto revisit the text as they complete theseactivities.

Extending the LessonThese activities apply the science contentof the books to math, social studies, writing,vocabulary development and technology.

Additional science activities are alsoincluded here.Written by North Carolina teach-ers, these activities are grade appropriate andsupport the content-area curricula for math,social studies, and writing. Many of the tech-nology activities list specific Web sites.You maywant to preview these before allowing stu-dents to access them to ensure that the contentis appropriate and that the site is operational.

Blackline MastersBlackline masters for many of the lessonsare included at the end of the teacher’shandbook.

Some of these are specific to a particularbook or lesson, but many, such as idea webs,Venn diagrams, or data recording sheets forexperiments, are generic and can be used formultiple lessons.

Classroom LibrariesA list of additional nonfiction books on

grade-level science topics is included forteachers who want to expand their classroomlibraries.The books are leveled for independ-ent reading.

10

READ-ALOUD and GUIDED READING Books—KindergartenTitle Author Readabilty Levels

READ-ALOUD BOOKSAnimal Action ABC Karen Pandell 18-20 K NAThe Apple Pie Tree Zoe Hall 8 ECaps, Hats, Socks, and Mittens Louise Borden 14 H 240LGood Morning Pond Alyssa Satin Capucilli 12 GHarry’s House Angela Shelf Medearis 10 F 310LHave You Seen Birds? Joanne Oppenheim 24-28 L 610LHot and Cold Allan Fowler 10 F 610LHow Kids Grow Jean Marzollo 18-20 K 330LIn the Small, Small Pond Denise Fleming 4 CKindergarten Kids Ellen B. Senisi 12 GMary Had a Little Lamb Iza Trapani 14 HMeasuring Penny Loreen Leedy 24-28 N 500LA Rainbow All Around Me Sandra L. Pinkey 4 CRain Talk Mary Serfozo 24-28 L 750LScience Tools Susan Canizares and 1-2 B

Betsey ChessenSense Suspense Bruce McMillan NRThe Shape of Things Dayle Ann Dodds 14 JShape Space Cathryn Falwell 14 HSize Henry Pluckrose 14 HStellaluna Janell Cannon 30 N 550LThere’s a Square: A Book Mary Serfozo 6 D 340L

About ShapesTrees to Paper Inez Snyder 12 G 160LWax to Crayons Inez Snyder 12 GWeight Henry Pluckrose 14 HWhat Is Round? Rebecca Kai Dotlich 18-20 JWhat Is Square? Rebecca Kai Dotlich 14 H

DRA™ GRL Lexile®

11

READ-ALOUD and GUIDED READING Books—KindergartenTitle Author Readabilty Levels

READ-ALOUD BOOKSWhat Will the Weather Be Paul Rogers 14 H 470L

Like Today?When the Wind Blows Amy and Richard 10 F

HutchingsWhen Winter Comes Robert Maass 16 I 400LWho Is In the Garden? Vera Rosenberry 12 G 510LWho Said Red? Mary Serfozo 4 C 120LWho Uses This? Margaret Miller 1-2 B

GUIDED READING BOOKSThe Body Book Shelley Rotner and 4 C 610L

Stephen CalcagninoBugs for Lunch Margery Facklam 14 HHi, Clouds Carol Greene 6-8 EPlease,Wind? Carol Greene 4 CRain Song Lezlie Evans 46 TRun, Jump,Whiz, Splash Vera Rosenberry 18-20 JSnow on Snow on Snow Cheryl Chapman 6 DSnowy Winter Day Estelle Feldman 4 K 90LTime to Sleep Denise Fleming 14 H 310LWe Play on a Rainy Day Angela Shelf Medearis 6-8 E

DRA™ GRL Lexile®

Leveling information is currently not available for all books. Please check www.scholastic.com for updates.

12

GOALS AND OBJECTIVES

1.01 Observe and describe thesimilarities and differences amonganimals including:

Structure

Growth

Changes

Movement

1.02 Observe how animals interact withtheir surroundings.

1.03 Observe the behaviors of severalcommon animals.

1.04 Demonstrate how to care for avariety of animals.

1.05 Observe the similarities of humansto other animals including:

Basic needs

Growth and change

Movement

SCIENCE COMPETENCY GOAL 1: The learner will make observations and build anunderstanding of similarities and differences in animals.

Science Curriculum

The focus for kindergarten students is on using the five senses to make observa-tions of events in both indoor and outdoor settings that make up their world.Theobservations that students make provide evidence and data on which to base

their scientific explanations. Guide student learning of all goals on the unifying conceptsof evidence, explanation, and measurement.The strands provide a context for teachingthe content throughout all goals.

STRANDS: Nature of Science, Science as Inquiry, Science and Technology, Science inPersonal and Social Perspectives

2.01 Observe and report daily weatherchanges throughout the year.

2.02 Identify different weather featuresincluding:

Precipitation

Wind

Temperature

Cloud cover

2.03 Identify types of precipitation,changes in wind, force, direction and skyconditions.

2.04 Observe and determine the effectsof weather on human activities.

2.05 Use common tools to measureweather.

SCIENCE COMPETENCY GOAL 2: The learner will make observations and build anunderstanding of weather concepts.

13

3.01 Observe and describe the propertiesof different kinds of objects (clay, wood,cloth, paper, other) and how they areused.

3.02 Develop and use vocabularyassociated with the properties ofmaterials:

Color

Size

Shape

Texture

3.03 Describe how objects look, feel, smell,taste, and sound using their own senses.

3.04 Observe that objects can bedescribed and sorted by their properties.

3.05 Identify some common objects andorganisms that are considered to benatural resources in our world.

SCIENCE COMPETENCY GOAL 3: The learner will make observations and build anunderstanding of the properties of common objects.

4.01 Describe how tools can be used tomake comparisons.

4.02 Observe and describe how varioustools and units of measure are useful:

Scissors

Pencils

Crayons

Paper clips

Hammers

4.03 Use nonstandard units of measure todescribe and compare objects.

4.04 Demonstrate the use of standardunits of measure and compare withnonstandard units of measure. (Teacherdemonstration)

4.05 Demonstrate that standard units ofmeasure produce more consistent resultsthan nonstandard units, allowinginformation to be shared. (Teacherdemonstration)

SCIENCE COMPETENCY GOAL 4: The learner will use appropriate tools andmeasurements to increase their ability to describe their world.

English Language Arts CurriculumSTRANDS: Oral Language,Written Language, and Other Media/Technology

1.01 Develop book and print awareness:

Identify the parts of books and func-tion of each part

Demonstrate an understanding ofdirectionality and voice-print match by following print word for word

when listening to familiar text readaloud

Demonstrate an understanding of let-ters, words, sentence and story

Identify the title, name of the authorand the name of the illustrator

LANGUAGE ARTS COMPETENCY GOAL 1: The learner will develop and apply enablingstrategies and skills to read and write.

14

GOALS AND OBJECTIVES

2.01 Demonstrate sense of story (e.g.,beginning, middle, end, characters, detailsand setting).

2.02 Demonstrate familiarity with avariety of types of books and selections(e.g., picture books, caption books, shortinformational texts, nursery rhymes, wordplays/finger plays, puppet plays,reenactments of familiar stories).

2.03 Use preparation strategies toactivate prior knowledge and experiencebefore and during the reading of a text.

2.04 Formulate questions that a textmight answer before beginning to read(e.g., what will happen in this story, who

might this be, where do you think thishappens).

2.05 Predict possible events in textsbefore and during reading.

2.06 Understand and follow oral-graphicdirections.

2.07 Demonstrate understanding ofliterary language; e.g.,“once upon a time”and other vocabulary specific to a genre.

2.08 Distinguish fantasy from realitywhen reading text.

2.09 Identify the sequence of events in astory.

LANGUAGE ARTS COMPETENCY GOAL 2: The learner will develop and applystrategies and skills to comprehend text that is read, heard, and viewed.

1.02 Develop phonemic awareness andknowledge of alphabetic principle:

Demonstrate understanding that spo-ken language is a sequence of identi-fiable speech sounds

Demonstrate understanding that thesequence of letters in the writtenword represents the sequence ofsounds in the spoken word

Demonstrate understanding of thesounds of letters and understandingthat words begin and end alike(onsets and rimes)

1.03 Demonstrate decoding and wordrecognition strategies and skills:

Recognize and name upper andlower case letters of the alphabet

Recognize some words by sightincluding a few common words, own

name, and environmental print suchas signs, labels, and trademarks

Recognize most beginning consonantletter-sound associations in one-syllable words

1.04 Read and begin to read:

Read or attempt to read own dictatedstory

Attempt to read/reads simple pat-terned text, decodable text, and/orpredictable texts using letter-soundknowledge and pictures to constructmeaning

1.05 Interact for at least 10 minutes dailywith self-selected texts that are consistentwith the student’s independent readinglevel.

15

3.01 Connect information and events intext to experience.

3.02 Discuss concepts and information ina text to clarify and extend knowledge.

3.03 Associate target words with priorknowledge and explore an author’schoice of words.

3.04 Use speaking and listening skills andmedia to connect experiences and text:

Listening to and re-visiting stories

Discussing, illustrating, and dramatiz-ing stories

Discovering relationships

LANGUAGE ARTS COMPETENCY GOAL 3: The learner will make connections throughthe use of oral language, written language, and media and technology.

4.01 Use new vocabulary in own speechand writing.

4.02 Use words that name and words thattell action in a variety of simple texts(e.g., oral retelling, written stories, lists,journal entries of personal experiences).

4.03 Use words that describe color, size,and location in a variety of texts: e.g., oralretelling, written stories, lists, journalentries of personal experiences.

4.04 Maintain conversation anddiscussions:

Attending to oral presentations

Taking turns expressing ideas and ask-ing questions

4.05 Use a variety of sentence patternssuch as interrogative requests (Can yougo with me?) and sentence fragments thatconvey emotion (Me, too!).

Write from left to right and from topto bottom

Write most letters and some wordswhen dictated

4.06 Write and/or participate in writingbehaviors by using authors’ models oflanguage.

LANGUAGE ARTS COMPETENCY GOAL 4: The learner will apply strategies and skillsto create oral, written, and visual texts.

5.01 Develop spelling strategies and skillsby:

Representing spoken language withtemporary and/or conventionalspelling

Writing most letters of the alphabet

Analyzing sounds in a word and writingdominant consonant letters

5.02 Use capital letters to write the wordI and the first letter in own name.

5.03 Use legible manuscript handwriting.

LANGUAGE ARTS COMPETENCY GOAL 5: The learner will apply grammar andlanguage conventions to communicate effectively.

16

THE TEACHING PLAN

26

North Carolina Standard Course of Study Objectives Science: 1.03 Observe the behaviors of several common animals.1.04 Demonstrate how to care for a variety of animals.Language Arts: 3.01 Connect information and events in text to experience.Cognition: Main ideaConnections: Text to world

Have You Seen Birds?

By Joanne Oppenheim

Book FeaturesGenre: NonfictionLevels: DRA™–24-28; GRL–L; Lexile® Measure–610LFormat: 32 pages, poetic informational text,rendered artVocabulary: brood, shrubs, grubs, rapping, quarreling,strutting, thistle, wading, flock, band

SummaryThis book is organized by seasons and thenby habitat. Poetic yet informational text, andpictures created by using layers of clay,provide an introduction to the appearance,foods, and habitats of many different birds.

FYI This is a good book to read in the fall orwinter.

MaterialsChart or poster paper for sentence strips Pine cones, bird feed, peanut butter, string to

make a bird feederColored modeling clay

Introduce the BookDisplay the cover of the book. Read the titleand the names of the author and theillustrator.Talk about the picture on thecover of the parent bird feeding the babybirds.Tell children that the art in the bookwas created from clay.Ask children how theythink the artist made the bird’s nest and thefeathers.What else on the cover was madeout of clay? (The letters in the title)Encourage children to talk about any birdsthey have noticed in the wild of yourcommunity or the surrounding areas.Children may also want to discuss any farmbirds or pet birds they have seen. What dothe birds eat? Where do they live?

READ ALOUDBooks are designated foreither reading aloud or

guided reading.

The genre, reading levels, pagecount and vocabulary words are

listed at the beginning of the lessonfor easy reference. Special features

such as photographs, charts, ordiagrams are also noted.

Each lesson begins with abrief description of thebook so teachers can

familiarize themselves withthe content and features.

Whether it is a read-aloud or guidedreading lesson, the introduction

offers strategies for activating priorknowledge, previewing the content,introducing skills, and highlighting

book features.

This special section alerts teachersto materials or preparations

necessary for teaching the lessonand may also offer background

information to support the content.

Each book aligns with one or moreof the science and language artsobjectives from North Carolina’s

Standard Course of Study. Criticalthinking skills relating to cognition,interpretation, critical stance andconnections are also identified for

each lesson.

17

27

Read the BookPoint to the text as you read each page.Askquestions like the following to confirmchildren’s understanding of the informationin the book.

(page 6): What were the baby birds eating?Where do they live?

(page 7): Why are the birds in the bird bath?

(pages 8-9): Where are the birds are going?Why do they come back in the spring?

(page 11): Why do the birds need “lots of feed”?

(page 14): What type of bird is a “hunting,night-time bird”?

(page 16): What are the birds in the parkeating? Who might feed them?

(page 17): Who takes care of the birds incages?

(page 21): What do these birds eat?

(page 27): What are these birds eating? How dothey catch the fish?

Revisit the BookAsk children to recall the winter birds in thebook. Where did they get their food? Why is itmore difficult for them to find food in the winter?Make bird feeders for the neighborhoodbirds. Spread peanut butter on pinecones.Then sprinkle with birdseed.Add a string andhang the bird feeders outside yourclassroom.

Extend the LessoncSCIENCE Observe the birds that come to the birdfeeders outside your classroom. Helpchildren identify the species.You may want tohelp them find the bird in an encyclopedia orin a bird guide. Encourage children to drawpictures of the birds that come to the feederand label them by their name if possible.

�SOCIAL STUDIESInvite a veterinarian to your classroom todiscuss the proper care of pet birds. Havechildren prepare for the visit by thinking ofquestions to ask him or her. For example,What kinds of birds make good pets? Whatbirds should not be kept as pets? What do thebirds eat? Write their questions on sentencestrips or chart paper so they are accessibleto all.1+2MATHMake a chart that has sections for threetimes during the school day. Have childrenobserve the bird feeders and keep a log for aweek. Children should count the birds thatare there at each time of day, and write thenumber in the appropriate space on thechart. Provide help if needed.At the end ofthe week, tally the numbers for each timeperiod. When during the day do the most birdscome to the feeder?

aWRITINGProvide colored modeling clay. Have childrenchoose a bird from the book and make aclay model of it and its food.Then havechildren complete a sentence frame abouttheir bird. For example: a ______ (barn) birdeats _____ (corn).

The last section of theteaching plan focuses oncross-curricular activities

in writing, vocabularydevelopment, science,

social studies, math, andtechnology.These

activities enable studentsto apply what they havelearned to other contentareas and to strengthen

their skills.

This section offers questionsand strategies to support

comprehension and vocabularydevelopment and points out

book features that help makethe text accessible.

Additional teaching strategiesreinforce what students have

learned.Whole class, small group,and individual activities givestudents the opportunity to

practice newly acquired skills andexpand content-area knowledge.

18

North Carolina Standard Course of Study Objectives Science: 1.05 Observe the similarities of humans to other animals including movement.Language Arts: 3.04 Use speaking and listening skills and media to connect experiences and text: discussing,illustrating, and dramatizing stories.Interpretation: Make predictionsConnections: Text to self

Animal Action ABC

By Karen Pandell

Book FeaturesGenre: NonfictionLevels: DRA™–18-20; GRL–KFormat: 48 pages, alphabet, photographs, glossaryVocabulary: arch, balance, stalked, inflate, leap,trumpet (verb), vault

SummaryThis engaging alphabet book introduceschildren to the actions of 26 different animals.Photographs of animals in the wild, juxtaposedwith those of children mimicking each animalaction, support the text and help children tolearn about what animals do and about whatthey can do. Nature Notes for Older Readersgives more detailed information about eachanimal featured in the book.

FYI Read the notes at the back of the book tofamiliarize yourself with the animals.

You may wish to read the entire book in onesession, and then have children act it out inthe following session.Alternatively you maywant to share A-M in session 1 and havechildren act out that portion, and then do N-Zin session 2.

MaterialsABC Chart – Divide a large sheet of chart orposter paper into 26 squares. Starting withthe letter A write one letter of the alphabetat the top of each square. Leave space ineach square to write animal action words.

Introduce the BookDisplay the cover of the book. Point out thecheetah and the children. Discuss how theiractions are similar.Then read the title anddraw attention to the colored text.Tellchildren to follow the colored text as yourread the book to them.

Say, I think this book is in ABC order.Whichletter should we see first? Open the book tothe page with the humpback whale’s tail tosee if children’s prediction is correct.Continue asking children to predict whatletter will come next as you read the book.

READ ALOUD

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Read the Book Before you read each page, have childrenlook at the pictures and try to identify theanimal and the action. Children may beconfused at first, but have them try to matchthe animal name with the alphabet letter.Explain that the colored letter begins thename of the action on each page.

Draw children’s attention to the animalmovements and how they compare to thoseof humans. For example:

When we flap our arms, are we able to fly likea bird?

How is the way we drink water different fromthe way a giraffe drinks?

How are we similar to the panda when we eat?

Do we sleep all day like a leopard?

How is the movement of arctic hares similar tothat of humans?

Revisit the BookFill in the ABC chart with the action wordschildren remember from the book. Referback to the book if necessary.Then havechildren name some other actions peopleand animals can do. For example: hop like abunny, swim like a fish, slither like a snake, climblike a monkey, and so forth.Add these to thechart.Then have children act or sound outthe new sentences. I can _____ like a______.

Extend the LessonSCIENCE Play animal charades. Make cards with animalnames and pictures on each one. Havechildren take turns choosing a card andmoving like that animal. Encourageclassmates to try to guess the name of theanimal and tell what it is doing.

cSCIENCE/1+2MATH Display an incomplete bar graph with thecategories fly, swim, and walk. Have childrenchoose an animal card (use cards fromcharade activity above), and assign the animalto a category based on its chief form ofmovement.As animals are assigned, draw orextend the appropriate bar. Discuss thegraph when all cards have been used. Whatdo we have the most of? Least of? How are theflying animals alike? How are the swimminganimals alike?

aWRITINGHave children draw a picture of an animaland themselves moving like that animal.Children can use the sentence frame, I can_______ like a _______, to label theirpictures. Provide help if necessary. Compilethe illustrations into a class book.� VOCABULARYReview the new vocabulary words with thechildren.Ask children if they can think ofother words that have almost the samemeaning (arch/bend, balance/walk withoutfalling, stalked/followed, inflate/blow up,leap/jump, trumpet (verb)call, vault/jumpover).Then have children demonstrate eachword and tell which animal does that action.

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North Carolina Standard Course of Study Objectives Science: 1.05 Observe the similarities of humans to other animals including growth and change.Language Arts: 1.03 Demonstrate decoding and word recognition strategies and skills: recognize some words bysight including a few common words, own name, and environmental print such as signs, labels, and trademarks.Cognition: Author’s purposeConnections: Text to self

The Body BookBy Shelley Rotner & Stephen Calcagnino

Book FeaturesGenre: NonfictionLevels: DRA™–4; GRL–C:Lexile® Measure–610LFormat: 32 pages, photographsVocabulary: to, different, body, bodies, tongue, touch,elbow, button

SummaryChildren will relate to this book thatcelebrates human diversity within a commonframework.The straightforward language andvivid photographs will help beginning readersaccess the text.

FYI Works well in small groups

MaterialsFlashcard with the word toMagnetic letters for each child to build toHighlight tape Rolls of butcher paper for tracing children’s

bodies

GUIDED READING

21

Introduce the BookPreteach the sight word to. Show children aflashcard with to. Give each child or smallgroup magnetic letters to build to. Havechildren mix up the letters and build theword several times. Explain that they will usehighlight tape to mark the word in the story.Then have children look at the cover of thebook as you read the title and the names ofthe authors.Ask children if they see theword to on the cover.

Read the BookDirect children to the photographs of theboy with the soccer ball.As you point toeach photo, ask: What is the boy doing? Whatpart of his body is he using? Read the textwith children.Ask them if they see the wordto on the page. On the next page ask: Whatdo you see in the pictures? Read the text.Have children find and highlight the word to.Follow the procedure as you read the rest ofthe book along with the children.

Revisit the BookChoose an animal that children are familiarwith. Complete a compare/contrast chart onwhich children compare themselves to theanimal. Encourage children to refer back tothe book.

Extend the LessoncSCIENCE Make a senses chart. List see, hear, smell,taste, and touch across the top. Discuss eachof the senses with children to confirm theirunderstanding. Have children draw or cutout from magazines pictures of their

favorites for each category. For example, see-Mom’s smile; hear- school bell; smell- rose;taste- pizza; touch- kitten’s fur. Children canpaste their favorites in the appropriatecolumn.As a math extension, tally anyduplicates in each category to find the mostpopular things.

aWRITINGReview with children things they can do withdifferent parts of their bodies. For example,they jump with their knees, and swim withtheir arms and legs. Provide the sentenceframe: I can ______ with my ________. Havechildren use the frame to write a sentence.Children can illustrate their sentences.

�SOCIAL STUDIESProvide children with lengths of butcherpaper a foot or so longer than their height.Have children work in pairs to trace theirbodies on the paper. Partners may take turnstracing each other.Write the names of bodyparts on the board so that children can labeltheir eyes, ears, nose, mouth, arms, legs,hands, feet, elbows, and knees.Thenencourage children to fill in facial featuresand hair and add clothes. Children can pasteon scraps of cloth and yarn and crayon inthe outlines. Children might dressthemselves in clothing appropriate to one oftheir favorite activities–for example: soccershorts, a bathing suit, a snow outfit.

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North Carolina Standard Course of Study Objectives Science: 1.01 Observe and describe the similarities and differences among animals including structure and growth.Language Arts: 2.03 Use preparation strategies to activate prior knowledge and experience before and duringthe reading of a text.Interpretation: Make predictionsCritical Stance: Compare and contrastConnections: Text to world

Bugs for LunchBy Margery Facklam

Book FeaturesGenre: NonfictionLevels: DRA™–14; GRL–HFormat: 32 pages, verse, animal glossary, illustrationsVocabulary: nuthatch, gecko, shrew, praying mantis,trout, aardvark

SummaryThrough rhyming text and colorful,imaginative illustrations children learn abouta variety of living things whose diet isinsects.They may be surprised to find outthat insect-eating creatures include birds,spiders, reptiles, amphibians, and small andlarge mammals; that includes humans. Someplants consume insects too.A section at theend of the books gives additional informationon the insect-eating animals and plants.

FYI The More About Bugs for Lunch section atthe back of the book contains interestingfacts about each of the bug-consumingcreatures featured in the book.

MaterialsCircle map Blackline master:Two-Column Chart, p. 102

Introduce the BookTap into children’s prior knowledge by havingthem name any creatures they can think ofthat eat insects. Record their answers in thecircle map. Show children the front of thebook and ask them to identify the bugs onthe cover. Which one has captured another bug?Read the title and the names of the authorand illustrator.Tell children they will find outabout many different creatures that eat bugs.

GUIDED READING

23

Read the BookAs you read the book together, stop aftereach section and ask questions or commentto help children understand the informationin the text and illustrations.Ask:

1.What creatures do you see in this picture?Which one will eat the other?

2. Notice how the bird is walking upside down.This is how it manages to catch its food

3. How does the spider catch its prey?

4. Do you think the toad’s tongue is fast orslow? Why?

5.The mantis sits very still and blends in with itssurroundings.Why do you think it is called a“praying mantis?”

6.Why would the trout look for insects that arenot on a hook?

7. Do you think a bear feels bee stings as we do?

8.What other animal catches bugs with itssticky tongue?

9.Why do you think there is a person in thepicture?

To help children with decoding, ask questionssuch as the following: Can you find the wordfly on the page? Focus on the initial /f/. Find theword bear. Now find the word bees. How arethe words bear and bees the same? How arethey different?

Revisit the BookDistribute copies of the blackline master,Two-Column Chart on page 102. Have childrendraw or cut out magazine pictures of some ofthe animals in the book. Have them put the

pictures in the first column of the chart. Inthe second column have them draw picturesof the bugs the animals eat. Encourage thechildren to look back at the book. Help themlabel the pictures of the animals and the bugs.

Extend the LessoncSCIENCEIf possible, have children go outside andobserve animals in their natural habitat.Preview the area first and give them somethings to look for.Watch ants and an anthill,observe how a butterfly holds its wingswhen it lands, search for caterpillars andnote holes in the leaves nearby. Children cancarry a notebook and illustrate their findings.

�SOCIAL STUDIESReview that in the book, children learned aboutsome bugs that help people by eating otherbugs.Talk about other ways that insects helppeople.They pollinate flowers and other plants.Bees make honey, silk worms make silk forcloth. Provide pictures of these various insectsat work.Then have children work in groups tomake Bugs Help Us posters. Children can cutout pictures from magazines or do their ownillustrations. Help children label the pictures.� VOCABULARYAsk children riddles whose answers are thebug-eating creatures in the book. Useinformation from the rhyming text and fromthe back of the book as well. For example:

I have a long sticky tongue.

I can zap a fly in no time.

I might live in a garden near you.

What am I? (A toad)

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North Carolina Standard Course of Study Objectives Science: 1.02 Observe how animals interact with their surroundings.Language Arts: 2.03 Use preparation strategies to activate prior knowledge and experience before and duringthe reading of a text.Cognition: Main ideaConnections: Text to world

Good Morning Pond

By Alyssa Satin Capucilli

Book FeaturesGenre: NonfictionLevels: DRA™–12; GRL–GFormat: 32 pages, rhyme, figurative language,illustrationsVocabulary: pair, salamanders, dragonflies, snails,hover

SummaryDelightful illustrations and poetic languageteam up to teach children about the animalsthat comprise the ecosystem of a pond.Rhyming words and repetitive sentencepatterns enable children to grasp the textquickly and join in the reading.

FYI MaterialsChart paper

Introduce the BookShow children the cover of the book. Readthe title and the name of the author andillustrator.Talk about the setting, where andwhen the story takes place.Ask questionssuch as: What time of day do you think it is?What clues are there? Where does this storytake place? How can you tell? Allow childrentime to share their knowledge about pond creatures.

READ ALOUD

25

Read the BookAs you read the book, direct children’sattention to the placement of the text. Pointout the regular text and the sound wordsvarious animals make.

To help children with the science content,ask questions such as the following:

1. How do the frogs move?

2. How do you think fish sleep?

3. How do the fish move through the water?

4.Where do we find the snails?

5.Where do you think the salamanders werehiding?

6.Where are the grasshoppers and how arethey moving?

7.What does it mean to hover?

8. How is the toad different from the frog?

9. How are the geese and duckscommunicating?

10. Do all the animals communicate in the sameway?

11.Why are they not all in the water?

Revisit the BookRead the book again, this time askingchildren to chime in reading the repeatedsentences. For example, “…it’s wake-up timeat the pond.” Encourage children to read thesound words as you point to them, and joinin with the rhyming words at the end ofeach rhyming couplet.

Create a chart on the board or on paper torecord answers to the following questionsabout pond creatures.

How does each animal move?

How does each communicate?

Does the animal prefer to be in water or on land?

Extend the LessoncSCIENCE Have children work in small groups to makeup riddles for the pond creatures.Assign adifferent animal to each group. Have childrenuse information about their animal from thebook. For example: I leap. I splash. I say,“ribbit.” What am I? Groups can present theirriddles to the class by having one personread the riddle and the others act it out.

aWRITINGDraw a pond scene on butcher paper. Havechildren draw or cut out from magazinespictures of the various pond creatures, labelthem with their name and the sound theymake, and then place their drawings in thescene according to where the animal wouldmost like likely be found. Display the pondscene on a wall or bulletin board. Inviteother classes to come see the pond scene,and have children tell about the differentanimals, including how they move, wherethey live, what sounds they make, and whatthey eat.

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North Carolina Standard Course of Study Objectives Science: 1.03 Observe the behaviors of several common animals. 1.04 Demonstrate how to care for a variety of animals.Language Arts: 3.01 Connect information and events in text to experience.Cognition: Main ideaConnections: Text to world

Have You Seen Birds?

By Joanne Oppenheim

Book FeaturesGenre: NonfictionLevels: DRA™–24-28; GRL–L; Lexile® Measure–610LFormat: 32 pages, poetic informational text,rendered artVocabulary: brood, shrubs, grubs, rapping, quarreling,strutting, thistle, wading, flock, band

SummaryThis book is organized by seasons and thenby habitat. Poetic yet informational text, andpictures created by using layers of clay,provide an introduction to the appearance,foods, and habitats of many different birds.

FYI This is a good book to read in the fall orwinter.

MaterialsChart or poster paper for sentence strips Pine cones, bird feed, peanut butter, string to

make a bird feederColored modeling clay

Introduce the BookDisplay the cover of the book. Read the titleand the names of the author and theillustrator.Talk about the picture on thecover of the parent bird feeding the babybirds.Tell children that the art in the bookwas created from clay.Ask children how theythink the artist made the bird’s nest and thefeathers.What else on the cover was madeout of clay? (The letters in the title)Encourage children to talk about any birdsthey have noticed in the wild of yourcommunity or the surrounding areas.Children may also want to discuss any farmbirds or pet birds they have seen. What dothe birds eat? Where do they live?

READ ALOUD

27

Read the BookPoint to the text as you read each page.Askquestions like the following to confirmchildren’s understanding of the informationin the book.

What were the baby birds eating? Where dothey live? (page 6)

Why are the birds in the bird bath? (page 7)

Where are the birds are going? Why do theycome back in the spring? (pages 8-9)

Why do the birds need “lots of feed”? (page 11)

What type of bird is a “hunting, night-time bird”?(page 14)

What are the birds in the park eating? Whomight feed them? (page 16)

Who takes care of the birds in cages? (page 17)

What do these birds eat? (page 21)

What are these birds eating? How do they catchthe fish? (page 27)

Revisit the BookAsk children to recall the winter birds in thebook. Where did they get their food? Why is itmore difficult for them to find food in the winter?Make bird feeders for the neighborhoodbirds. Spread peanut butter on pinecones.Then sprinkle with birdseed.Add a string andhang the bird feeders outside your classroom.

Extend the LessoncSCIENCE Observe the birds that come to the birdfeeders outside your classroom. Helpchildren identify the species.You may want to help them find the bird in an encyclopediaor bird guide. Encourage children to drawpictures of the birds that come to the feederand label them by name if possible.

�SOCIAL STUDIESInvite a veterinarian to your classroom todiscuss the proper care of pet birds. Havechildren prepare for the visit by thinking ofquestions to ask him or her. For example,What kinds of birds make good pets? Whatbirds should not be kept as pets? What do thebirds eat? Write their questions on sentencestrips or chart paper so they are accessibleto all.1+2MATHMake a chart that has sections for threetimes during the school day. Have childrenobserve the bird feeders and keep a log for aweek. Children should count the birds thatare there at each time of day, and write thenumber in the appropriate space on thechart. Provide help if needed.At the end ofthe week, tally the numbers for each timeperiod. When during the day do the most birdscome to the feeder?

aWRITINGProvide colored modeling clay. Have childrenchoose a bird from the book and make aclay model of it and its food.Then havechildren complete a sentence frame abouttheir bird. For example: A ______ (barn) birdeats _____ (corn).

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North Carolina Standard Course of Study Objectives Science: 1.05 Observe the similarities of humans to other animals including growth and change.Language Arts: 3.01 Connect information and events in text to experience.Critical Stance: Compare and contrast Connections: Text to self

How Kids GrowBy Jean Marzollo

Book FeaturesGenre: NonfictionLevels: DRA™–18-20; GRL–K; Lexile® Measure–330LFormat: 32 pages, photographs, scrapbook pageVocabulary: days, months, years

SummaryThis book chronicles how children grow andchange from three days old to seven yearsold.The engaging photographs andstraightforward informative text complementeach other.

FYI MaterialsStrips of paper 3 feet by 1 foot for individual

timelinesLetter to parents requesting help with

providing photos and information forchildren to make their personal timelines

Introduce the BookBefore reading, use your class calendar toengage children in a conversation about timewords, days, months and years.Ask: Howmany days are in a month? A year? How manymonths are in a year?

Look at the cover of the book with childrenand talk about what they see.Ask childrenwhat they already know about growing up.Jot down their answers on chart paper.Label the chart, Growing Up. Ask childrenwhat they think they might learn aboutgrowing up from this book.Then read the title and the names of the author and photographer.

READ ALOUD

29

Read the BookAs you read the book, encourage children totalk about what they remember aboutthemselves at a particular stage, or if theyhave observed siblings, other familymembers, or other children at any of thevarious stages.

During reading, develop children’sunderstanding of the relationship betweenthe print and photographs.What informationdoes the print provide that is not in thephotographs? What can they learn from thephotographs that is not in the text?

Revisit the BookExplain to children that they will take home aroll of paper and work with their family tocreate a timeline of their life.They will havean opportunity to share things they were ableto do at each age and compare them withtheir classmates and the children in the book.

Extend the LessoncSCIENCE Read How Kittens Grow by Millicent E. Selsam,and complete a compare/contrast chartabout the growth of humans versus thegrowth of cats. Begin a two-column chart onchart paper, one column headed How ChildrenGrow and other headed How Kittens Grow.Use milestones of three days, six months,and one year to compare.

�SOCIAL STUDIESDisplay the individual time lines childrenmade. Encourage children to look at thetimelines and find similarities with otherchildren. For example, which children havethe same number of siblings, walked, or losta first tooth at the same age.1+2MATHHave small groups of children measurethemselves using unifix cubes. Record theresults on a chart with the child’s name, age,and height. If possible pair groups with olderchildren in another class at school.Add themeasurements of the older children to yourchart, and discuss how much taller the olderchildren are.

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North Carolina Standard Course of Study Objectives Science: 1.01 Observe and describe the similarities and differences among animals including movement.Language Arts: 3.03 Associate target words of prior knowledge and explore an author’s choice of words.Critical Stance: Determine the effect of author’s word choiceConnections: Text to text

In the Small,Small Pond

By Denise Fleming

Book FeaturesGenre: NonfictionLevels: DRA™–10; GRL–FFormat: 32 pages, informational text, illustrationsVocabulary: wade, hover, quiver, doze, heron,minnows, swallows (birds)

SummaryWith vivid language and engagingillustrations, this book provides aninformative introduction to the wildlife inand around a pond.

FYI MaterialsChart paperBlackline master: Idea Web, p. 103Small aquariumDirt, gravelPond plantsRocksTadpoles, snails, crayfish, water insects

Introduce the BookLook at the cover of the book with children,and have them talk about what they see.Read the title and author’s name, and explainthat the author is also the illustrator of thisbook.Ask children what they think the bookwill be about. Discuss the difference betweena fiction story and a nonfiction story, andtalk about which one this might be.

Initiate a discussion about pond life. If youhave already read Good Morning, Pond,children may have many details to offer.Draw a K-W-L (What We Know;What WeWant to Know;What We Learned) chart on theboard or on chart paper, and have childrenhelp you fill in the information they alreadyknow about pond creatures in the K column.

READ ALOUD

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Ask children what they would like to learnabout pond life and write those questions inthe W column. Explain that after they finishreading the book, they will fill in the Lcolumn on the chart.

Read the BookAs you read the book with children, drawtheir attention to the way the author haswritten the words on the page. Point out thewords wiggle, jiggle, waddle, and wade.Ask:

Why do the words go up and down?

How does the way the words are written helpexplain the meaning of the words?

Look at the words circle and swirl. How arethey placed on the page?

What does the placement of the words pile,stack, and pack tell you about their meaning?

When children finish reading the page thatends with muskrats stack, point out that theyhave just finished reading one very longsentence. Have them note the period.Askchildren to predict what the rest of thebook might be about.Then read the finalthree pages with children and have them talk about whether their predictions were correct.

Revisit the BookReturn to the K-W-L chart with children.What did you learn about pond life? Write theinformation in the L column of the chart.

Extend the LessoncSCIENCE Distribute copies of the blackline master,Idea Web on page 103.Write the words Inthe Pond on the board, and have childrencopy them into the center circle.Then havechildren draw or cut out from magazinespictures of the different animals that live in apond, and put one picture in each of thesurrounding circles. Encourage children torevisit In the Small, Small Pond and GoodMorning, Pond if they’ve read them.

aWRITINGHave children choose one or more of thevivid verbs in the book along with an animalfrom the book.They can also chooseanother animal that their verb(s) coulddescribe. Children can draw the animal andwrite their verb(s) on the page in a way thatexplains the meaning of the words. Forexample, wiggle and jiggle for a worm or adrowsy dozing cat by a fireplace.

cSCIENCECreate a classroom pond. Place an inch ofmud and an inch of gravel at the bottom ofan aquarium.Add some rooted and floatingpond plants and one or two rocks. Leave theaquarium uncovered, and after a day or soadd more water. Collect several waterinsects, tadpoles, crayfish or snails, and addthem to the terrarium. Cover the top of theaquarium with either glass or plastic.Encourage children to observe the pond andtell what they see.

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North Carolina Standard Course of Study Objectives Science: 1.03 Observe the behaviors of several common animals.Language Arts: 3.04 Use speaking and listening skills and media to connect experiences and text: discussing,illustrating, and dramatizing stories.Cognition: Identify settingInterpretation: Draw conclusionsConnections: Text to world

Mary Had a Little Lamb

Told By Iza Trapani

Book FeaturesGenre: Nursery RhymeLevels: DRA™–14; GRL–HFormat: 32 pages, verse, illustrations, song Vocabulary: muck, trough, fleece

SummaryMary’s mischievous little lamb from thenursery rhyme goes on an adventure inwhich it meets an assortment of barnyardanimals. Children will enjoy the silliness ofthe four-line verses and the humorousillustrations that go with them.The song andall the verses are printed on the last page as well.

FYI MaterialsHeadbands made from sentence strips and

pictures of the following characters: Mary,cat, lamb, hens, goat, goose, pig, cow

Wool scrapsChart paper

Introduce the BookShow children the cover of the book. Readthe title and author’s name.Ask: Where doyou think this story takes place? Why? Makeconnections to the nursery rhyme, Mary Hada Little Lamb. Explain that this book is aboutsome other adventures of Mary’s lamb.Confirm children’s understanding of a lambas a baby sheep. Have a brief conversationabout fleece. Have children draw on priorknowledge of how wool is made fromsheared sheep fleece.

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Read the BookAs you read the book to children, help themunderstand the effects other animals’behavior can have.Ask children:

1. How does the horse behave when he is letout? What happens to the lamb?

2. How does the goose behave? What happensto the lamb?

3.What does the cow do? What happens to thelamb?

4.What happens when the lamb runs outside?

5.Why does it shake its fleece? How does thisaffect the cat?

6.What do the hens do when the cat yells?

Help children follow the change in settingfrom Mary’s side to the barnyard, and thenback to the house. Discuss how the lamb’sfleece changes during the story.Ask: Whatcolor is the lamb’s fleece at the beginning of thestory.When does it change color? What happensat the end of the story?

Revisit the BookDiscuss the sequence of events in the story.Have children retell the story as they gothrough the book.Then give each child acharacter headband. Reading or singing thestory, let children act it out. Remind them touse facial expressions and body language toshow how the animals are feeling.

Extend the Lesson�SOCIAL STUDIESBrainstorm with children things that aremade from wool. Make a list on chart paper.Then have children make their own Woolcollages. Provide yarn scraps and havechildren cut out pictures of clothing andother items made from wool.They can pastethese on their collages along with yarn. Helpchildren label their pictures.1+2MATHMake a bar graph to represent children’sfavorite character from the story. Havechildren draw a picture of their favoritecharacter on an index card. Stack the cardsin the appropriate column on the classgraph. Count the cards in each column.Ask:Which character is the most popular? Leastpopular? How many more liked ____than_____?� VOCABULARYCreate a map of the story, including thebarn, the water trough, the barnyard, thepigpen and the house. Label the variousplaces.Then have volunteers tell the storyusing the places on the map. Encourage themto use positional words such as – left, right,over, into, and straight.

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North Carolina Standard Course of Study Objectives Science: 1.01 Observe and describe the similarities and differences among animals including growth, changes andmovement.Language Arts: 3.02 Discuss concepts and information in a text to clarify and extend knowledge.Cognition: Summarize main pointsInterpretation: Make inferences

StellalunaBy Janell Cannon

Book FeaturesGenre: Fiction with science informationLevels: DRA™–30; GRL–N; Lexile® Measure–550LFormat: 48 pages, expository text, Bat Notes withfacts about bats, illustrationsVocabulary: dodging, shrieking, clutched, limp,clambered, peculiar

SummaryWhen Stellaluna, a fruit bat, becomesseparated from her mother, she moves inwith a family of birds. She struggles tobehave as birds do until she finds hermother again.Although this book is fiction,by reading it children will learn about thebehavior of fruit bats and birds.

FYIYou may wish to read the Bat Notes at theback of the book for information about thetwo main classes of bats: the Microchiroptera,which eat insects or other small animals,and the Megachiroptera, which eat fruits andseeds.

MaterialsDouble Bubble map to compare and

contrast a bird and a bat

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Introduce the BookDisplay the cover of the book.Ask childrenwhat animal they see.Talk about whatchildren already know about bats.Then readthe title and the name of the author. Explainthat Stellaluna is not a real bat, but that thestory has some interesting information aboutthe behavior of bats and birds.

Read the BookRead the first two pages, then stop.Askchildren: What’s happening now? What did youlearn? Continue with this strategythroughout the story.

As you read aloud, pause to give a shortexplanation of vocabulary that might beunfamiliar. For example, on page 5 explainthat the word clutched means to holdsomeone or something tightly.

Revisit the BookUse a Double Bubble map (or a VennDiagram) to compare fruit bats to birds.Encourage children to tell how the animalsare alike and how they are different. Bothcreatures have wings and fly.A bird eatsinsects, sits in a nest, and is awake during theday.A fruit bats eats fruit, hangs upside downby its feet, and flies at night.

Extend the LessoncSCIENCE • Bats are the only mammals that fly.With

children, talk about other mammals theyare familiar with. Use this discussion to listcharacteristics of mammals.

• Have children draw a picture of Stellalunaor another fruit bat during the day andthen the same bat at night. Have childrenlabel each picture. Children might include afruit tree in the nighttime illustration.

aWRITINGBrainstorm words and phrases that describehow fruit bats look or sound, what they eat,and how they act. Use these words to writea poem about fruit bats.� VOCABULARY Review some of the action words in thestory such as crooned, clutched, clambered,shrieking, dodging, gripping, ached, and swooped.Reread the sentence that uses each word,and have children tell or demonstrate whateach word means.

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North Carolina Standard Course of Study Objectives Science: 1.02 Observe how animals interact with their surroundings.Language Arts: 2.01 Demonstrate sense of story (e.g., beginning, middle, end, characters, details and setting).Cognition: Main idea, supporting detailsInterpretation: Make inferencesConnections: Text to world

Time to SleepBy Denise Fleming

Book FeaturesGenre: FictionLevels: DRA™–14; GRL–H; Lexile® Measure–310LFormat: 32 pages, narrative text with dialogue,illustrationsVocabulary: slithering, frost, grubs, ramble, trudged,burrow, perched

SummaryThis book uses narrative text, animals ascharacters, and dialogue to tell beginningreaders about animals that hibernate in thewinter. Engaging illustrations provideconfirmation and depth for the text.

FYI Bears, hummingbirds, and squirrels areamong the many species that hibernate inthe winter.When it hibernates, an animallowers its body temperature and slows itsheartbeat to conserve energy. But eachanimal hibernates in a different way. Forexample, black bears stay dormant for up toseven months without food or water.Squirrels, on the other hand, can wake upevery four days to have something to eat.

MaterialsChart paper – list the following animals: bear,

snail, skunk, turtle, woodchuck, ladybugShoeboxes for making dioramasConstruction paper and modeling clayBlackline master: Sequence Chart, p. 104

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Introduce the BookShare the cover of the book and, withchildren, read the title, Time to Sleep and thename of the author. Ask: Who is sleeping?Why? Begin a conversation about hibernation.Ask children to tell what they know aboutanimals that sleep or hibernate for the winter.Some children may be familiar with theconcept of bears hibernating. Explain tochildren that other animals also hibernateduring the winter when food is scarce and it iscold outside.

Make two columns on a sheet of chartpaper. In the first column list the animals inthe story: bear, snail, skunk, turtle woodchuck,and ladybug. Display the list of animals andread it to the class. Explain that all of theseanimals sleep most of the winter.

Tell children that as they read the story, theyshould think about how and where eachanimal sleeps for the winter.

Read the BookAs you read with children, remind them ofthe sequence.What happened first, second,and so on. Discuss the figures of speech.What does it mean when Bear says, “Winter isin the air”? When Woodchuck says, “Skin is sotight I could not eat another bite”?

Revisit the BookReturn to the list of animals in the firstcolumn of the chart.Ask children to useinformation from the book to help you fill inhow and where each animal hibernates.Write the information in the second columnopposite the name of the animal. Havechildren reread the book on their own.

Extend the LessoncSCIENCE Provide each child with a shoebox. Havechildren choose one of the animals from thestory, and create a winter hibernation spotfor the animal. Dens might be made fromshredded construction paper or yarn. Or if itis convenient, you might gather naturalmaterials such as twigs, acorns, and driedleaves.Animals can be cut from constructionpaper or made from modeling clay.

aWRITINGDistribute copies of the blackline master,Sequence Chart on page 104. Starting withthe first box, have children complete thefollowing sentence in each box: ___________tells _________. [Bear tells snail.] Havechildren fill in the sentence for the rest ofthe boxes. Suggest that they use the book ifthey have trouble remembering the sequenceof events in the story. Children may wish toillustrate the sentence in each box. Havechildren take turns retelling the story usingtheir charts.� VOCABULARYPlay action word charades. Make a card foreach of the following expressive verbs fromthe story: sniff, crawl, slither, rumble, scratch,curl, ramble, blink, mutter, burrow, perch, snore,and grumble. Put cards in a pile face down.Have children can take turns picking up acard and imitating an animal performing thataction.The other children guess the actionand name an animal that would do theaction.Vary the game by having pairs ofchildren collaborate on a performance.

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North Carolina Standard Course of Study Objectives Science: 1.05 Observe the similarities of humans to other animals including basic needs, growth and change, andmovement.Language Arts: 3.01 Connect information and events in text to experience.Cognition: Main ideaConnections: Text to self, text to text

When Winter ComesBy Robert Maass

Book FeaturesGenre: NonfictionLevels: DRA™–16; GRL–I; Lexile® Measure–400LFormat: 32 pages, photographsVocabulary: transparent, bounty, hearty, rootvegetables

SummaryThe informative photographs andaccompanying text describe how people andanimals adapt to the winter, from findingfood to enjoying the outdoors.

FYI MaterialsChart: What Do We Do in the Winter?

Introduce the BookShow children the cover of the book. Readthe title and the author’s name.Ask childrenhow they can tell the book is about winter.Draw on children’s prior knowledge todiscuss some of the special things they do inthe winter.Tell children to think about howwhat they do during the winter compareswith the description of winter they find inthe book.Talk about how the weather inwinter is different in different parts of thecountry. In some places it gets very cold andsnows while in others the weather stays thesame all year long.

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Read the BookAs you read the book, have a conversationabout the information. For example, afterreading page 3, talk about what is means thatwinter comes on the shortest day of theyear. Have children look at the photograph:What time of day is it? What does the sky looklike? How would it be different on the first dayof summer?

Talk about the figurative language in thebook.What does it mean that “snowblankets the ground”?

Revisit the BookMake a two-column chart with the titleWhat Do We Do in the Winter? Label onecolumn Animals and the other column People.Have children help you complete the chartas you reread the book. Encourage childrento look at the photographs as you read toidentify the different activities.

Extend the Lesson�SOCIAL STUDIESHave children make a picture of themselvesin winter clothes. Children can draw thepicture or make a collage using scraps ofpaper and cloth. Help children label theirwinter clothing.

cSCIENCEIf children have read Time to Sleep, completea Venn diagram comparing the winteractivities of animals and people. Remindchildren that some animals hibernate in thewinter while others remain active.

aWRITINGHave children write about what they enjoymost about winter. Provide a sentence framefor them to complete. In winter I like to__________. Encourage children to illustratetheir sentences. Compile the completedsentences into a class book of winter favorites.

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North Carolina Standard Course of Study Objectives Science: 1.02 Observe how animals interact with their surroundings.Language Arts: 2.01 Demonstrate sense of story (e.g., beginning, middle, end, characters, details and setting).Cognition: Recall detailsInterpretation: Make predictions, draw conclusionsConnections: Text to world

Who Is In the Garden?

By Vera Rosenberry

Book FeaturesGenre: FictionLevels: DRA™–12; GRL–G; Lexile® Measure–510L Format: 32 pages, poetic language, illustrationsVocabulary: slender, weaves, dainty

Summary: Through poetic text and charmingillustrations, children will learn about variouscreatures that live, eat, work, and rest in a garden.

FYI A good time to do this lesson is the fall orspring when gardens are active.

MaterialsPhotocopy from the book or draw picturecards for the following creatures: wren, prayingmantis, green snake, monarch butterfly, mouse,turtle, honeybee, worms, birds

Photocopy from the book or draw picturecards for the places: birch tree, cabbage leaf,grape vine, butterfly weed, corn stalk,rhubarb leaves, hive, dirt, sunflower plant

Ingredients for Trail Mix: [Note: be sure noneof the children is allergic to any of thesefoods.]

Oat cerealMini marshmallowsSunflower seedsSmall cheese crackersPretzels

Introduce the BookRead the title and the name of the authorwith children. Ask children to makepredictions about who will be in the garden.Write their guesses on the board or onchart paper. Explain that after they finishreading the book, they will look back at theirpredictions to see if they were correct.

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Read the BookAs you read the book with children, pause toask questions that focus children on the thecharacteristics and behaviors of the variousgarden creatures.Ask:

1.Why do you think the wrens are weaving inand out? What is in the wren’s mouth?

2. How does the mantis blend into the garden?Why is it sitting so still?

3. How does the snake blend into theenvironment?

4.Why are the monarchs on the flowers? 5.Why do you think the mouse is in the

garden? 6.Why is the turtle under the rhubarb leaves?7.Why would the garden be a good home for

the honeybees? 8.Why are the worms underground and not on

top? 9.What are the birds eating?

10. How do the wasps make use of the gardento make their homes?

Have a conversation about the descriptivelanguage in the book.Talk about wrensweaving; monarchs sipping nectar through built-instraws; silk-tassled ear of corn; dainty fieldmouse; umbrellas the rhubarb leaves make;wiggly pink worms squiggling all through the dirt;a hummingbird darts; twisty-vined, secret tent.

Revisit the BookHave children name each animal found in thegarden while you show its picture.Then showthe pictures of different locations in thegarden. Have children match an animal to itslocation, and explain why it is there. If they

need help, have them refer to the book andmatch the picture card to the illustrations.

Extend the LessoncSCIENCE• If possible, go on a nature walk in a park or

other spot near your school. Have childrenobserve the animals or habitats they see.For example, birds in or near a nest, insectson trees, squirrels, bees. Discuss the habitsof each animal—where it lives, how it looksfor food, and so forth. Children can drawand label their observations.

• Remind children that the birds in the bookwere pecking away at the crunchysunflower seeds.Tell them that sunflowerseeds are a healthy snack for humans aswell.They are a good source of protein andfiber. Make a trail mix that includessunflower seeds.

Mix together:

1/2 cup of oat cereal

4 mini marshmallows

2 tablespoons sunflower seeds

6 small cheese crackers

10 pretzels

Put all ingredients in a plastic bag. Seal andshake the bag. Enjoy your treat.� VOCABULARYHave children imagine they are the animals inthe book. Have them act out being weavingwrens, wiggling, squiggling worms, dartinghummingbirds, monarch butterflies sipping,mice walking daintily, stiff mantis sitting still,or a garter snake twisting like a vine.

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North Carolina Standard Course of Study Objectives Science: 2.04 Observe and determine the effects of weather on human activities.Language Arts: 2.01 Demonstrate sense of story: details. 2.03 Use preparation strategies to activate priorknowledge and experience before and during the reading of a text.Cognition: Identify main ideaInterpretation: Compare and contrastConnections: Text to world

Caps, Hats, Socks,and Mittens

By Louise Borden

Book FeaturesGenre: FictionLevels: DRA™–14; GRL–H; Lexile® Measure–240LFormat: 32 pages, simple text, illustrationsVocabulary: husks, twigs, snug, moss, frost

SummaryIn this exuberant trip through the year, fromwinter’s steaming mugs of hot chocolate tothe “mud song” of spring, from the hot, hot,hot, of summer to the nut and pumpkinsmells of fall, readers will find all thewonderful reasons every season is the verybest of all.

FYI MaterialsABC chart Blackline master: Circle map, p. 105 DirtWater

Introduce the BookShare the cover, title of the book, and namesof the author and illustrator.Ask: What doyou think the story will be about? Display theABC chart.Ask children to tell you oneword you might find in this story.Write theword on a sticky note. Have a child place thenote under the correct letter on the chart.Tell children to look for the words as theyread the book.

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Read the BookAs you read the book, pause to askquestions that help focus children’sunderstanding of the different seasons:

Why is there a “lot of stuff to put on and takeoff ” in the winter?

Snug means warm and cozy.Why wouldsomeone want to be snug in bed in the winter?

What season comes after winter? Spring?Summer? Fall?

Dusk is the time of day just before it gets dark.What does the author mean when she says, “fallis red, orange, yellow, brown at dusk?”

Revisit the BookReview the ABC chart notes. Have childrengenerate new words they learned from thestory.Write the words on sticky notes andhave children put them on the chart underthe correct letter.

Extend the LessoncSCIENCE Make mud pies. Mix dirt and water incontainers. Let children mold the mud into“pies.” Talk about how mud is like clay andhow the dirt changes into mud when wateris added. Ask children: What happens whenyou add just a little water? What happens if youadd too much water? Encourage children toexperiment with the dirt and water.

�SOCIAL STUDIES Distribute copies of the blackline master,Circle Map on page 105. On the board writethe names of the four seasons.Allowchildren to choose a season and write it inthe center circle.Then have them draw orcut out from magazines pictures of thingsthat they associate with that season.Encourage them to think of clothes,activities, foods, weather, animals and the outdoors.

Make a double bubble map comparing twoseasons.Write the names of two differentseasons in the center of each part of themap. Then fill in the overlapping centerbubble of the map with things that the twoseasons might have in common to show howthey are the same. For example, children goto school in the fall and in the spring. Fill inthe outside bubbles with characteristics of one season or the other to show howthey are different, and put school in theoverlapping section.

aWRITINGHave each child make his or her own seasonbook. Provide help as needed, includingreferring to the ABC chart. Each sectionstarts out:

Winter is ____________.

Spring is ______________.

Summer is ____________.

Fall is _______________.

Encourage children to share their books.

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North Carolina Standard Course of Study Objectives Science: 2.02 Identify different weather features including cloud cover.Language Arts: 1.01 Develop book and print awareness: identify the title, name of the author and the name ofthe illustrator.Cognition: Make predictionsCritical Stance: Compare and contrastConnections: Text to world

Hi, CloudsBy Carol Greene

Book FeaturesGenre: NonfictionLevels: DRA™–6–8; GRL–EFormat: 32 pages, word list, illustrationsVocabulary: asleep, covered, wagon

SummaryThrough repeated, patterned text anddelightful illustrations, children will learn thatclouds can form in many different shapes.

FYI MaterialsBlue construction paper, white paint

Introduce the BookGive each child a book. Have children point tothe front of the book, the back of the book,the title, and names of the author and theillustrator. Read the title and the names of the author and illustrator aloud.Ask: What doyou think the story will be about? Then take apicture walk through the book. Have childrenfind the page where the story begins.

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Read the BookAs you read the story with children, makesure they are pointing to the words on thepage. On occasion, pause and have childrencount the words.Ask: What is the first word?What is the last word? What words are thesame on each page?

Revisit the BookDiscuss the various cloud shapes in thestory. Give each child a blue piece ofconstruction paper. Fold it in half—open itback up and make a line of white paint alongthe seam. Fold the paper and rub the seam.Open the paper and have children look atthe “cloud” shape the paint made and decidewhat they think it looks like. Save the cloud pictures.

Extend the LessoncSCIENCE On a day with pleasant weather and cloudsin the sky, take children outside to observethe cloud shapes. Suggest they lie on theground to look at the sky. Engage them in adiscussion about the color and shapes of theclouds they see. Children can also observethe color of the sky.

1+2MATHProvide each child with a weather graph.Label three bars, cloudy, partly cloudy, andsunny with five sections each. Have childrenobserve the sky each day for a week and fillin a section for the appropriate weather.Atthe end of the week, have children count thenumber of cloudy, partly cloudy, and sunnydays, and record the numbers.

aWRITINGDistribute the cloud pictures children madeearlier. On the bottom of the page, havechildren complete the phrase, A cloud_____________. Encourage children toreread the book if they need help. Put all thepages together to make a cloud book.

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North Carolina Standard Course of Study Objectives Science: 2.05 Use common tools to measure weather.Language Arts: 3.02 Discuss concepts and information in a text to clarify and extend knowledge.Cognition: Vocabulary in contextConnections: Text to world

Hot and ColdBy Allan Fowler

Book FeaturesGenre: NonfictionLevels: DRA™–10; GRL–F; Lexile® Measure–610LFormat: 32 pages, expository text, picture glossary,index, about the author, photographsVocabulary: boil, steam, sweating, shivering,temperature, thermometer, freeze, contract, expand

SummaryThrough informative text and photographs,children will find out how hot and coldtemperatures can affect people as well asother living and nonliving things.They will also see how a thermometer measures temperature.

FYI Although there are no chapters or otherconcrete dividers, the book covers severaldistinct topics. Pages 3 through 7 are abouthuman reactions to hot and cold weather.Pages 8 and 9 introduce the concept oftemperature as a number. Pages 10 through15 discuss the effect of heat from the sun ondifferent parts of the earth.The rest of thebook is devoted to the effects of hot andcold temperatures on nonliving things.

MaterialsChart paper

Introduce the BookDraw on children’s prior knowledge to begina conversation about hot and cold things.Begin a chart on the board or on chartpaper.Ask children to name things that arehot, things that are cold, times when theymight feel hot, and times when they mightfeel cold. Explain that we sometime use anumber to tell how hot or cold somethingis.This number is called the temperature.

Display the cover of the book. Read the titleand the name of the author. Say: The childrenlook hot.What in the picture is cold? Explainthat children will find out more about hotand cold by reading the book.

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Read the BookAs you read each section of the book, helpchildren assimilate the concepts. Forexample, have a discussion about contrastson pages 4, 5, 6, and 7.To reinforce theconcept of temperature as a measurement,ask children what number the thermometeris pointing to in the photograph. Comparethat (75°F) to the approximate temperaturein your classroom and to the temperatureoutside. If you have access to a globe orworld map, locate the poles and varioustropical areas.Then discuss the concepts ofexpand and contract.After you read the firstsentence on page 18 ask: What words areclues to the meaning of expand? After youread the first sentence on page 24 ask: Whatwords are clues to the meaning of contract?

Revisit the BookGo back to the chart you began beforereading. Have children use information fromthe book to add to the chart.

Extend the LessoncSCIENCE Fill a plastic ice tray with water and place thetray in the freezer. Every half hour take itout to inspect the ice.Ask children why it ischanging.Then after the water is frozen, set

the ice in a cup and allow it to melt again.Talk about how the temperature changed thewater to ice and then back to water.As thetemperature became colder the waterchanged to ice. Have children give examplesof other things that freeze when they getcold (ice cream, ice pops, grapes, ponds) ormelt when they get hot (candles, chocolate,ice pops, butter, plastic).

aWRITINGHave children write about what they like todo when it is hot and what they like to dowhen it is cold. Provide children with afolded piece of paper and a sentence frameon each side. On a hot day I like to_________.On a cold day I like to __________. Childrencan complete the sentences and thenillustrate them. Encourage children to sharetheir work with classmates.� VOCABULARYSome of the vocabulary words in the bookare opposites.Write the words on the boardor on chart paper and have children matchthe opposites. Sweating/shivering; contract/expand. Other opposites from the bookinclude: warm/cool, melt/freeze, hot/cold, andfirm/soft. Encourage them to use these wordsin sentences.

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North Carolina Standard Course of Study Objectives Science: 2.02 Identify different weather features including wind.Language Arts: 1.01 Develop book and print awareness: identify the title, name of the author and the name ofthe illustrator.Cognition: PurposeInterpretation: Make inferencesConnections: Text to self, text to world

Please,Wind?By Carol Greene

Book FeaturesGenre: NonfictionLevels: DRA™–4; GRL–CFormat: 32 pages, simple text, illustrations, word listVocabulary: whisper

SummaryChildren will find out what happens whenthe wind whispers, and then blows, asopposed to when it is still.The simple textand helpful illustrations will allow beginningreaders to learn about the wind.

FYI You may want to cross reference the wordsin the word list to those on your word wall.

MaterialsFlow mapMaterials for making kites

Introduce the BookDisplay the cover of the book. Read the titleand the author’s name to children.Ask: Whatdo you think the girl is asking the wind? Takechildren on a picture walk through the story.Ask questions such as the following:

Look at the laundry; is it blowing? Why/why not?

What do you think the girl is asking for?

What do you notice is happening to thecurtains? Why?

What do you notice about the wind? How canyou tell?

What happened at the end?

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Read the BookAs you read the book, remind children tolook at the pictures to help them with thetext. Point out the various punctuationmarks and talk about what they mean:question mark, exclamation mark, ellipsis.Reread the pages paying special attention towhat the punctuation signals.Then havechildren read the pages.

Revisit the BookHave a conversation about the differencebetween the wind at the beginning and atthe end of the story. Review the punctuationmarks by having children find theexclamation mark, question mark, and ellipsisin the story, and reread those pages with theproper expression.

Extend the LessoncSCIENCE Talk about things that need the wind inorder to work or move, such as windmills,pinwheels, flags, sailboats, kites, gliders,windsurfers, and hot air balloons.Write thenames on chart paper and have children findpictures to illustrate each one.

aWRITINGHave children write their own Wind, Please?stories.They can follow the format of thebook or create their own. Help them decideon something to write about, like the kite inthe story, and think about what they wouldsay to the wind to make it blow.� VOCABULARY Talk about the vocabulary word whisper, andhave students demonstrate what the windsounds like when it whispers.Then havestudents speak in a whisper. Make a list ofother words that describe how peoplespeak, such as talk, yell, bellow, scream, andshriek.Ask children what they think ashrieking wind would sound like.

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North Carolina Standard Course of Study Objectives Science: 2.02 Identify different weather features including precipitation, wind, temperature, and cloud cover.Language Arts: 1.03 Demonstrate decoding and word recognition strategies and skills.Cognition: Text featuresInterpretation: Draw conclusionsConnections: Text to world

Rain SongBy Lezlie Evans

Book Features Genre: FictionLevels: DRA™–46; GRL–TFormat: 32 pages, illustrationsVocabulary: thrashing, ceasing, decreasing, expiring,refrain

SummaryChildren will learn about what happens inthe environment before, during, and after arain storm. Expressive language and livelyillustrations make the science informationvery accessible.

FYI Review the concept of action words beforeyou begin reading the book.

MaterialsChart paperFlash cards for the action words ending in

-ing

Introduce the BookRead the title and the name of the author.Talk about the cover illustration.As you readtogether, focus on action words. Forexample, on the first page of text, askchildren to find and name all the words thatend in –ing.Ask children what these wordswould be without the –ing ending. Have aconversation about verbs and how theyname actions.

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Read the Book Begin reading—have children name theaction words.As you read, ask questionsabout content such as:

1.Why do you think the children are lookingup?

2.What is happening with the leaves? Why?

3.What does it mean when it says the sun isfading?

4. Notice how the sky is much darker.What isfalling from the sky? What do the words,drip, drop…, pitter pat, and splitter splatrepresent?

5.Why does the girl climb up the tree?

6.Why are the trees and flowers leaning over?

7.What do the words big boom bashing referto? Look out the window for clues.

8.Why do you think it is looking lighteroutside?

9.The sun is shining strong now.What waskeeping us from seeing it earlier?

10.What moved the clouds out of the way?

Revisit the BookGo back through the book and have childrenlocate each action word.Then display theflash card for that word and have a volunteerattach the card to a chart. Put the cards in aline one on top of the other.When finished,ask children how these words are alike (allend in -ing)

Extend the LessoncSCIENCE Have children become “weather watchers.”Giver each child a journal to write in. Everymorning they should draw a picture torecord the cloud cover, precipitation,temperature and wind for that day.Theycould also record their findings on a dailygraph and discuss their results at the end ofthe month.

aWRITINGHave children choose one of the actionword index cards. Help them write asentence using their word. Children canillustrate their sentences and share themwith classmates.� VOCABULARYPlay “action word” charades. Put the actionword index cards in a basket. Have childrentake turns choosing a word from the basket.Then have them act it out and see if otherscan guess what they are doing.

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North Carolina Standard Course of Study Objectives Science: 2.03 Identify types of precipitation, changes in wind, force, direction and sky conditions.Language Arts: 3.03 Associate target words with prior knowledge and explore an author’s choice of words.Cognition: Vocabulary in contextInterpretation: Make inferencesConnections: Text to world

Rain TalkBy Mary Serfozo

Book FeaturesGenre: Nonfiction Levels: DRA™–24-28; GRL–L; Lexile® Measure–750LFormat: 32 pages, illustrationsVocabulary: surface, windowpanes, sizzle, rainbow

SummaryOnomatopoeia, alliteration, and otherexpressive language are used to describerain.The charming watercolor illustrationsprovide additional visual information and areperfect partners for the text.

FYI MaterialsAn aluminum pan

Introduce the BookDisplay the cover of the book, read the titleand the name of the author and illustrator.Ask: What do you think the title means? Howdoes rain talk? Once they have determinedthat rain makes noise by falling on things,ask: When do you think rain would talk softly?Can it talk loudly? Tell children to think aboutthe different sounds rain makes as they listento the story.

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Read the BookAs you read, help children with the figurativelanguage and the science concepts by askingquestions such as: What word is used toexpress the rain’s sound on the first page? Whyis the girl looking up toward the sky? Why doesthe sound of rain change from ploomp toping? Tap the aluminum pan and explain thatthis sound is similar to the sound of rain ona metal roof.

Discuss the word chuckle as meaning laugh.Ask: How do rain drops chuckle together asthey run down the drain? Point out that theauthor eliminated spaces between the raintalk words.We say them faster without abreath to show how the rain sounds.

Ask the following questions:

Why are the trees leaning?

Why do the cars have their headlights on?

What is blocking out the sun’s light?

Why is the rain falling sideways? What moves it?Can it change the way it is slanting?

Why would the rain sizzle when it hits the firelogs?

Revisit the BookSay some of the words the author used todescribe the rain.Ask children to tellwhether it means that it’s raining hard orsoftly. For example, say ploomp, ploomp (soft)and plipplipplip (hard). Now say other sounds,and have children tell what the rain is hitting.For example, ping, ping (tin roof); whoosh, hiss(highway); and bup, bup (umbrella).

Extend the LessoncSCIENCE On the next rainy day, have children draw apicture of the sky, showing the wind blowingand the rain falling. Discuss whether thewind is blowing hard or soft, and which wayit is blowing. Open the window and listen tothe sounds. Have children use sound wordsto describe what they hear.1+2MATHDraw a house on chart paper. Students cangraph whether they would like to play insideor outside on a rainy day by placing theirname inside the house or outside.Tally thechoices and see which number is higher.

aWRITINGMake a chart of the sensory words from thebook.Write the headings, Sound Words, SightWords, and Touch Words. As children recallwords from the book, write them in theappropriate column. For example, Ping, Ping,Ping (sound); chuckle (sound); thumping(sound); speckles (sight); tickles (touch). Offeradditional words that children may not recall.Then have children choose one of the wordsand write a sentence of their own. Childrencan illustrate their work.

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North Carolina Standard Course of Study Objectives Science: 2.01 Observe and report daily weather changes throughout the year.Language Arts: 4.02 Use words that name and words that tell action in a variety of simple texts.Interpretation: Figurative languageConnections: Text to self

Run, Jump,Whiz, Splash

By Vera Rosenberry

Book FeaturesGenre: FictionLevels: DRA™–18–20; GRL–J; Lexile® Measure–NPFormat: 32 pages, illustrationsVocabulary: dewy, fluttery, bluebells, autumn, reeds,scolds

SummaryThis book will take children on a journeythrough a year with two children as theseasons and weather change. Children canobserve what activities take place withineach season and its weather.

FYIBe sure children are familiar with theconcept and examples of describing wordsbefore you begin the story.

MaterialsABC chartCards with a variety of action words and

others with describing words

Introduce the BookRead the title Run, Jump,Whiz, Splash. Say thewords in the title one at a time and havechildren act them out. (Run in place, jump upand down in place, whiz around as though onice skates, pretend to splash feet in a puddle)Explain that these words are called action words.

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Read the BookHave a conversation about describing words.Ask children to name two describing wordsin the phrase the milky white moon. Discussthat white tells the color of the moon andthe word milky gives readers a better pictureof the whiteness of the moon.

Revisit the BookDisplay an ABC chart.Write a variety ofaction words on cards. Read a card and havea volunteer act out the word, and then put iton the chart under the correct letter. Forexample the word card for dance goes inbox D on the chart. Have children use theaction words in sentences. Repeat theactivity with a second ABC chart and wordcards for a variety of descriptive words. Havechildren use the descriptive words in sentences.

Extend the Lesson�SOCIAL STUDIES Prepare a chart with on the topic Activitiesand divide it into four columns. Label thecolumns Winter, Spring, Summer, and Fall. Havechildren name activities and decide as agroup what season the activity belongs in. Forexample, fly a kite (spring, summer), ice skate(winter), and swim outdoors (summer).

aWRITINGHave children write about a time when theweather affected what they were doing. Forexample: could swim (warm and sunny);could fly a kite (windy); couldn’t have picnic(rain); couldn’t play outside (lightning).Provide a sentence frame for children tocomplete:

I could ______________because______________.

I couldn’t __________ because_______________.

Help children as needed. Have childrenillustrate their sentences and share themwith classmates.� VOCABULARYHave children use the action words and thedescribing words from the two ABC chartsto make their own descriptive sentences.Brainstorm some nouns and make a list onchart paper.Then have volunteers chooseone or more of the describing words fromthe chart and one of the action words.Children can then combine these with oneof the nouns from the chart to make anoriginal sentence. Encourage creativity. Forexample, The silly pink giraffe hops.

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North Carolina Standard Course of Study Objectives Science: 2.04 Observe and determine the effects of weather on human activities.Language Arts: 2.01 Demonstrate sense of story (e.g., beginning, middle, end, characters, details and setting).Interpretation: Make predictionsCritical Stance: Determine effect of author’s word choiceConnections: Text to self

Snow on Snow on Snow

By Cheryl Chapman

Book FeaturesGenre: FictionLevels: DRA™–6; GRL–DFormat: 32 pages, first person point of view,illustrationsVocabulary: drifts, thickets, cattails

SummaryA little boy has lost his dog in the snow.Willhe find him? Children will enjoy this firstperson adventure, written in simple, repetitivetext and accompanied by bold illustrations.

FYI MaterialsMake the following picture/word cards:

blankets, food, clothes, outdoor, uphill,downhill, trees, bushes, tears/sad, Clancy (dog)under snow, happy family

For sun goggles:Egg cartonsString or yarnFeathers, sequins, or other materials for

decorating such as buttons or glitter

Introduce the BookRead the title, Snow on Snow on Snow.Ask:What do you think the story will be about? Tapinto children’s prior knowledge. What aresome things you can do in the snow? What doyou wear out in the snow? Why? Take a picturewalk through the story. Stop when you getto the page, “But where did Clancy go?”Have the children make predictions.Thencontinue the picture walk. Stop on “tears ontears.” Ask: Do you think they will find Clancy?Continue the picture walk.Then tell childrento read the story and see if their predictionsare correct.

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Read the BookRead the first several pages and then stop.Have children retell what you just read.Continue this process throughout the story.

Revisit the BookShare the picture/word cards.Then givechildren the cards. Have children use thecards to tell the story.Ask children whathappened first.Ask a volunteer to find theanswer in the book and choose theappropriate card. (Blanket) The child shouldthen stand in front of the class with thecard. Proceed in the same manner with thenext story event. Continue until all the cardshave been used.Then have children use thecards to retell the story.

Extend the LessoncSCIENCE • If you have the opportunity to teach this

lesson on a day when it is snowing, bundleyour children up and take them outside.Give each child a piece of blackconstruction paper to “catch” the snow sothey can then see how each snowflake isdifferent. Discuss properties of snow. Havethem fill 2 containers with snow—put onein the freezer and keep one on thecounter. Predict what will happen to thesnow on the counter and in the freezer.

• Make snow goggles. Have a conversationwith children about protecting their eyeswhen they are outside in the snow and thesun is out.To make “sun” goggles:

1. Cut two sections (one for each eye) outof an ordinary egg carton.

2.Tie them together at the nose with softyarn or string (Make a half circle nosebridge out of a scrap of the egg carton.)

3. Cut small circles in the middle of the eyelenses.

4. Decorate the goggles with feathers, glitter,beads, and buttons.

5.Attach string to each goggle to tie themon.

Children can have fun with their snowgoggles. But remind them not to lookdirectly at the sun, since these are toys anddo not have protective lenses.

aWRITINGAs a group write a new story that uses thecharacters and first person format of Snowon Snow on Snow.You might base it on thebook by writing a summer adventure withClancy.The story can begin, “Once upon asummer’s day” and end with “And we alllived happily ever after ever after ever after.”Children can each provide an illustration forthe new story.

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North Carolina Standard Course of Study Objectives Science: 2.04 Observe and determine the effects of weather on human activities.Language Arts: 1.02 Develop phonemic awareness and knowledge of alphabetic principle: demonstrateunderstanding of the sounds of letters and understanding that words begin and end alike (onsets and rimes).Cognition: Main idea, supporting detailsConnections: Text to self

Snowy Winter DayBy Estelle Feldman

Book FeaturesGenre: FictionLevels: DRA™–4; GRL–K; Lexile® Measure–90LFormat: 32 pages, rhyming text, illustrationsVocabulary: tramp (verb)

SummaryIn this story children will read about manythings they can do to have fun in the snow.The repetitive rhyming text and descriptiveillustrations help make the content of thebook accessible to beginning readers.

FYI MaterialsBag of winter clothes and simple winter gear

such as ice skatesMagnetic lettersBlackline master: Circle Map, p. 105

Introduce the BookShare the bag of winter items. Have childrenpredict in what season they would wear oruse these items.Ask: What would you doduring the winter? Share the cover of thebook. Read the title and names of the authorand illustrator.Tell children they will read thebook to find out what these children do ona snowy winter day. Remind them to listenfor rhyming words as they read.

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Read the BookAfter you read the first two pages, point outtwo rhyming words—fat and hat. Continuereading the story, and pause after the firstrhyming word to see if children can predictthe word that rhymes with it. Read theentire story this way, emphasizing the rhymes.

Revisit the BookAsk each child to name one thing thechildren in the book did.Then have childrenfind their answer in the book and share thepage with the class. Continue until all theactivities have been named and confirmed.

Extend the LessoncSCIENCE Have a conversation about winter safety.Youmight divide your conversation into twotopics, clothing and gear, and safety rules. Beginthe two lists on chart paper.As childrenname things, add them to the appropriatelist. For example, proper clothing for playingin the snow includes a warm hat, mittens orgloves, a jacket, and boots. Safety rulesinclude:

Never walk on a frozen pond, lake or streamwithout an adult.

Wear a helmet for skiing, skating or playing icehockey.

Be careful of other people when you go sleddingdown a hill.

Don’t go sledding near a street.

Go inside if you become very cold or wet.

aWRITINGHave children draw a picture of what theylike to do on a snowy day. Provide thefollowing sentence frame at the bottom oftheir papers: On a snowy day I ___________.

Children can decorate their papers with“snow.” Spread glue on the paper and allowchildren to sprinkle white granulateddetergent over the glue.� VOCABULARYFocus on word families. Using magneticletters spell –at. Show children how to putanother letter in front of the word to makea new word. (Cat) Replace the c with theletter s to make sat. Continue with severalmore letters. Distribute copies of theblackline master, Circle Map on page 105,and have children write the letters at in thecenter circle.Then in the outside circle havethem write words that rhyme with at.Encourage them to use the magnetic lettersif they need help.

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North Carolina Standard Course of Study Objectives Science: 2.04 Observe and determine the effects of weather on human activities.Language Arts: 1.03 Demonstrate decoding and word recognition strategies and skills: recognize some words bysight including a few common words, own name, and environmental print such as signs, labels, and trademarks.Critical Stance: Cause and effectCognition: Main idea, setting Connections: Text to self

We Play on a Rainy Day

By Angela Shelf Medearis

Book FeaturesGenre: FictionLevels: DRA™–6-8; GRL–EFormat: 32 pages, simple text, illustrationsVocabulary: we, pout, pours, float

SummaryIn this simple story, children will learn howrain affects what they can do when they play outside.

FYI MaterialsMagnetic lettersChart paperContainer for collecting rainRuler

Introduce the BookLook at the cover of the book with children.Ask: What do you think the story will be about?Share the title of the story and the names ofthe author and illustrator. Point to the wordwe and ask children whom they think theword we refers to.Then take a picture walkthrough the book, and have children predictwhat the children in the story are doing.

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Read the BookFor the first reading share the story andhave the children guess the rhyming words.During the second reading use highlight tapeand focus on the word we. Ask volunteersto locate we and cover it with highlight tape.Continue through the whole book. Read thestory again and have children clap every timethey hear the word we.

Revisit the BookTell children that a story often has a problemthe characters have to solve.Ask: What is theproblem in this story? How do the children solvethe problem? Has the weather ever affectedsomething you had planned to do?

Extend the LessoncSCIENCE On a rainy day set out a container tomeasure the rainfall. At the beginning of thefollowing day, measure the amount of waterin the container. Record the amount. Repeatthe process on the next rainy day. Recordthe information on a bar graph with aseparate bar for each day of rain. Find outwhat the average rainfall is for your area thattime of year, and compare it to the rain thatwas collected in the container.

�SOCIAL STUDIESWith children make a list of rainy dayclothing and gear. Children can use this listto draw themselves in rain gear. Encouragechildren to label their drawings.

aWRITINGGive each child a container filled with thefollowing magnetic letters: w, m, h, b, e.Create the word we and have children copyyou.Then show children how to remove thefirst letter of the word and replace it withanother letter to create a new word. Havethe children manipulate the letters to createthe following words: we, me, he, be. Then havechildren write a sentence using one of thewords they created.� VOCABULARYWrite the following words on the board, oneat a time: run (fun, sun); ride (slide); swing(sing); pours (indoors); out (shout, pout); coats(boats, float(s)); and play (day). For eachword have children look through the bookto find the words that rhyme.Write thewords on the board, and point out theending letters that are the same.

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North Carolina Standard Course of Study Objectives Science: 2.03 Identify types of precipitation, changes in wind, force, direction and sky conditions.Language Arts: 1.01 Develop book and print awareness: identify the parts of books and function of each part.Interpretation: Make inferences Connections: Text to world

What Will the WeatherBe Like Today?

By Paul Rogers

Book FeaturesGenre: FictionLevels: DRA™–14; GRL–H; Lexile® Measure–470LFormat: 32 pages, rhyming text, illustrationsVocabulary: frost, cockatoo, bog

SummaryThis book exposes children to a variety ofweather conditions and climate regions.Therhyming text in a question and answerformat, and the accompanying illustrationsmake the information accessible to children.

FYI MaterialsABC chartBlackline master:What Will the Weather Be

Like Today?, p. 106For rainbow experiment:Clear glass or medium sized jarWhite paper (one piece of poster size or

several smaller sheets)Watercolor paints or crayons

Introduce the BookRead the title of the story and the author’sname.Ask: What weather does the illustrationon the cover of the book describe? Take apicture walk through the story and discussthe different types of weather.Ask questionsto help children understand the content. Forexample:

Why do you think it’s hot, windy, or stormy?

What do you notice about the sky conditions foreach different kind of weather?

What can you do on a windy day? Why?

What happens if it’s not windy? What activitieschange? Why?

Why don’t the mole and fish know what theweather is?

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Read the BookUse a pointer to read each page. Periodicallypause before a word and have children try toread the word.After a few pages have avolunteer take the pointer and point to eachword while the class reads along. Count thewords on a page. Select different children tofind the first and last words on a page. Pointout that many of the sentences in the bookend with a question mark.Also point out thequotation marks before and after the wordssaid by each group of speakers.

Revisit the BookCreate an ABC chart by dividing a largesheet of paper into 26 squares. Starting withthe letter A write one letter at the top ofeach box. Leave room to attach sticky notesor write words.Ask children to name thevarious types of precipitation and weatherconditions in the book, and describe the skyin the various climate regions. Children canalso name the animals and plants they see inthe pictures.Write children’s answers onsticky notes, and have children attach themin the appropriate box.

Extend the LessoncSCIENCE • Take the class outside to observe the

weather. Give them clipboards, paper, pencils,and crayons.Allow them to lie on the groundand draw the sky overhead, labeling theirpictures when they have finished.

• The class can also make a rainbow. Remindchildren of the rainbow on the next to lastpages of the book. Explain that a rainbow is

a curved arc of light.A rainbow is causedwhen the sun shines through drops ofwater during or after a rainfall.All rainbowshave the same seven colors, and the colorsalways appear in the same order.Thecolors are red, orange, yellow, green, blue,indigo, and violet.

1. Fill a glass or jar with water to the top.2. Set the glass/jar on a windowsill in bright

sunlight.3.The glass/jar should extend over the edge

of the sill just a little.4. Place a piece of poster-size white paper on

the floor in front of the window (or tapetogether 2 or 3 smaller pieces of paper).

5.A rainbow will be reflected on the paper.You may have to move the jar side to sideon the sill to help position it to catch thesunlight.

6. Quickly draw lines to capture the rainbow.Children can paint or color directly on thepaper on the floor as the rainbow isreflected there.

aWRITING Distribute copies of the blackline master,What Will the Weather Be Today? on page106. Read the heading in each box with thechildren: Sunny, Rainy, Snowy, and Windy.

Ask children: What would you do on a sunnyday? A rainy day? A snowy day? A windy day? Ineach box have children draw a picture ofthemselves doing an activity that they woulddo in that kind of weather. Remind them toinclude the appropriate clothing for eachtype of weather. Encourage them to write asentence about each picture. Provide help if necessary.

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North Carolina Standard Course of Study Objectives Science: 2.04 Observe and determine the effects of weather on human activities.Language Arts: 3.01 Connect information and events in text to experience.Interpretation: Make predictionsConnections: Text to self

When the Wind Blows

By Amy and Richard Hutchings

Book FeaturesGenre: NonfictionLevels: DRA™–10; GRL–FFormat: 32 pages, informational text, photographsVocabulary: gusty, gale, mighty, fierce, ripples, scatter

SummaryChildren will learn about the many effects ofblowing wind.The informative text andphotographs will give children a concreteunderstanding of what wind can do.

FYI MaterialsChart paperMarkersElectric fan

Introduce the BookDisplay the cover of the book.Ask childrento look at the photograph and describe what is happening.Ask them if they knowwhy the umbrellas are inside out. Read thetitle and the names of the authors andphotographers. Call on children’s priorknowledge about wind and what it can do.Make a list as children offer ideas.

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Read the BookAfter reading the first page, have aconversation about winds of differentstrengths. Compare a mild gentle breeze to astrong gusty gale. Point out that strongwinds, along with rain or snow, can mean amighty storm or even a hurricane.As youread the book, ask questions to predict whatwill happen and to clarify the information inthe text and photographs. For example:

What do you think is going to happen to theleaves? Has that ever happened to you? What’sgoing to happen to you after your umbrellaturns inside out?

Who has flown a kite? What happened whenthe wind stopped?

What’s going to happen to the newspapers inthe wagon?

Revisit the BookReturn to the list you started before readingthe book. Have children recall the story andadd new information about things the windcan blow. Encourage them to look throughthe book if they need help.

Extend the LessoncSCIENCE Bring in a fan with at least two speedsettings. Create a list with the class of thingschildren would like to see the wind (fan)blow, such as paper, a book, hair, water, apencil, a flag, glitter, or clothing.Write thefollowing headings on the board or on chartpaper: Item, Slow Wind, Fast Wind, Result.

Have children predict if the wind (fan) willneed to blow fast or slow to get the item tomove. Discuss and record the results.

aWRITINGProvide children with the sentence frame,The wind can blow _____. Have themcomplete the sentence. Provide help asneeded. Encourage children to illustrate theirsentences. Make them into a class bookabout wind.� VOCABULARYDistribute copies of the blackline master,ABC Chart on pages 107 and 108. Reviewthe letters of the alphabet with children, andremind them how to fill in the chart. Pointout that the chart on the two sheets ofpaper is the same as the big ABC chart theyhave worked on as a group. Make available allthe books on weather and seasons that theclass has read and discussed.Then havechildren fill in their charts with a word foreach letter. Suggest that they think of wordsfor the weather, seasons, clothing, activities,plants, and animals that they have read about.Children may draw a picture or write theword in each box.

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North Carolina Standard Course of Study ObjectivesScience: 3.05 Identify some common objects and organisms that are considered to be natural resources in ourworld.Language Arts: 2.05 Predict possible events in texts before and during reading.Cognition: Main idea, supporting detailsInterpretation: Make predictionsConnections: Text to world

The Apple Pie TreeBy Zoe Hall

Book Features:Genre: FictionLevels: DRA™–16; GRL–I; Lexile® Measure–BRFormat: 32 pages, narrative text, color illustrations,labeled drawings, supplemental information, recipeVocabulary: apple, pie, tree, winter, spring, robins,branches, buds, eggshells, blossoms, baby, feathers, wind,green, summer, autumn, brim

SummaryThe simple text and brightly coloredillustrations will delight emergent readers asthey learn how an apple tree grows andchanges in each season of the year.They willall agree that, “There’s nothing as good as anapple pie you grew yourself.”

FYIWrite the words Winter, Spring, Summer, andAutumn on paper strips.

Identify the vocabulary words in your copyof the book.

Display pictures relating to apples (appletrees, orchards, apple picking, etc.) aroundthe classroom.

[Note: Depending on the kitchen facilities inyour school, you might want children tomake an apple pie using the recipe on thelast page of the book.]

MaterialsA variety of apples with distinctive tastesChart paperPaper stripsCrayonsBlackline master:Apple, p. 109

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Introduce the BookEncourage children to share any informationthey have about apples.Then display thecover of the book and read the title withchildren. Ask: Do you think apple pies grow ontrees? Allow time to discuss the illustration.Then take a picture walk through the book.Have children predict what the book will be about.

Read the BookRead the book to the class.After reading thefirst page, ask children to answer thequestion. Show children the illustrations onthe first two-page spread and ask them toidentify the season of the year and givereasons for their answers. Repeat thisprocedure as the seasons change throughoutthe text. Before reading some pages, showchildren the illustration and ask them topredict what will happen next in the story.As you read, ask simple questions to testchildren’s comprehension of the main ideasand supporting details.

Revisit the BookPoint to the paper strips with the fourseasons and help children read each one.Tape each strip to a sheet of chart paper.Then reread the book and have childrenidentify what happens to the apple treeduring each season.Write their answers onthe chart paper under the appropriate paper strip.

Extend the LessonaWRITING Have children divide their drawing paper intofour sections. In each section, ask them towrite winter, spring, summer, and autumn. Havechildren draw a picture of an event from thebook that took place during each season, andwrite a sentence or word about theirpicture. Provide help as needed.� VOCABULARY Distribute copies of the blackline master,Apple on page 109.Ask children to look at the pictures of apples displayed in the classroom. Brainstorm some of thevocabulary words from the book thatdescribe the apples, and what the children in the story saw. Encourage each child towrite one or two words that describes oneof the classroom pictures under their appleoutlines.Then have children color the apple.Collect the papers and create a class book.1+2MATH Talk about the different variety of apples you brought to class. List their names onchart paper.Then cut the apples into pieces.Have children eat small pieces of eachvariety of apple and discuss the taste of each one.Ask children to tell which wastheir favorite apple and why. Record theirchoices.Tally their responses and discusswhich variety children liked most and whichthey liked least.

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North Carolina Standard Course of Study ObjectivesScience: 3.02 Develop and use vocabulary associated with the properties of materials: color, size, shape, texture.Language Arts: 3.01 Connect information and events in text to experience.Interpretation: Make inferencesConnections: Text to world

A Rainbow All Around MeBy Sandra L. Pinkney

Book FeaturesGenre: FictionLevels: DRA™–4: GRL–CFormat: 40 pages, narrative text, color illustrations,unusual graphic design, rhymed, textVocabulary: colors, rainbow, yellow, blue, red, orange,purple, black, green, pink, brown, white, tan

SummaryWatch and listen as Sandra Pinkney uses avariety of adjectives and text variations tohelp beginning readers appreciate the manycolors of their ethnically diverse world in awhole new way!

FYIPreview the book to familiarize yourself withthe concept, the use of rhyme and rhythm,and the way its graphic design reinforces thetheme of ethnic diversity. Note informationprovided by the author on the dedicationpage about the children who participated inthe book.

Create a tree map on chart paper, using thecolors from the book as the main categories.

MaterialsClassroom world mapDrawing paperCrayonsColored paperPaste Index cardsThree flashlightsPieces of red, blue, green cloth

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Introduce the BookDisplay the cover and read the title.Ask ifchildren have ever seen a rainbow. Brieflyexplain what a rainbow is and when it appears.Ask children to count the number of letters inthe word rainbow on the book cover. Howmany different colors are in the letters of theword? Show children photographs from thebeginning, middle, and end of the book.Askthem to predict what the book will be about.As you page through the book, point to thetext and draw children’s attention to thevariety of graphic styles throughout the book.Help children note that some words areprinted in capital letters, in different colors,and in letters of different size and shape.

Read the BookRead the book to the class, pointing to thephotographs.As you read have differentchildren identify the text variationsthroughout the book, such as: the darkestword, the word with fat letters/skinnyletters, the word with all uppercase letters,etc. Encourage children to connect thephotographs to their own experiencewhenever possible.After reading thedescribing words on a page spread, askchildren to tell how the colors andphotographs make them feel.After readingthe last page, ask: What do you think “We arethe rainbow–YOU and ME!” means?

Revisit the BookRead the color categories on the tree mapwith children.Then point to photographs inthe book and have children identify theobject or subject and its color. Have them

write the name and color on an index card,and then tape or paste it to the tree underthe correct category.Then reread the book,emphasizing the rhythm and rhyme.To focuson rhythm, have children tap their feet to thetext on page 19.

Extend the LessonaWRITING Have each student select a favorite colorcrayon and draw freely on their papers, usingonly that color.They can draw an imaginativedesign or object, or a familiar object.Askthem to write words that describe how thecolor and pictures make them feel. Providehelp as needed.� VOCABULARY Hold up different pieces of colored paper.Askchildren to identify the color of each one andsuggest a word that each color makes themthink about (hot, bright, sunny, fruity, etc).

cSCIENCE Cover each flashlight with a red, green, andblue cloth. Have children take turns shiningthe flashlights in different places in theclassroom. Discuss what children see.Thenhave children shine all three flashlights in thesame spot and talk about the white light thatis created. Explain that light contains withinit all colors; it’s a rainbow too.

�SOCIAL STUDIES To introduce the concept of ethnic diversity,refer to the information on the dedicationpage in the book. Point to different pages inthe book and have children identify thecolor.Then, on a classroom map, showchildren the different countries of origin forthe children’s ethnic groups.

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North Carolina Standard Course of Study ObjectivesScience: 3.03 Describe how objects look, feel, smell, taste, and sound using their own senses.Language Arts: 3.01 Connect information and events in text to experience.Cognition: Main ideasInterpretation: Make predictionsConnections: Text to self

Sense SuspenseBy Bruce McMillan

Book FeaturesGenre: NonfictionLevels: GRL–NRFormat: 32 pages, color photographs, graphics,English/Spanish textVocabulary: taste, see, hear, smell, touch, taste

SummaryThis exciting book is a concept game thatrequires readers to guess what is pictured ineach mysterious photograph, and thenidentify which of the five senses can be usedto experience it.

FYIPreview the book to familiarize yourself withthe concept and format.

Assemble a bag of simple objects that appealto each of the five senses.

Write the five senses on chart paper.

Make a tree map on chart paper with thefollowing headings: I See; I Touch; I Smell; ITaste; I Hear

MaterialsChart paperDrawing paperCrayonsA bag of objects that appeal to each of the

five senses

Introduce the BookReview the five senses with the children,pointing to the words on the chart paper.Have children touch each body part as theyname a particular sense. Display the bookcover and read the title with the class.Askchildren how many s’s they can find in thetitle. Discuss the graphics and help childrenidentify the sense that each represents. Readthe subtitle and ask children to predict whatthe book will be about.

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Read the BookAs you read page 2, show children theillustration, the graphic representation foreach sense, and the Spanish text with thepronunciation guide.Then read page 3, andexplain that the graphic symbol with aquestion mark will be used throughout thebook as children play the game. Helpchildren match the colors of the graphics onpages 2 and 3. Explain that the mysteriousphotograph on page 3 is a close-up ofsomething that children all know.Ask: Whatdo you think it is? What sense would you use forthis object? Then turn to page 4 to see ifchildren guessed the object correctly.Talkabout the sense or senses that could beused to experience the lollipop. (Note:Possible answers are provided on pages 30and 31.) Repeat this procedure throughoutthe book.

Revisit the BookTake one object from the bag and pass itaround so all the children can see and touchit. Point to the text on page 2 and read italoud with children.Then point to the texton page 3 and read it with children. Havechildren decide which sense or senses areused to experience the object.Askvolunteers to identify the sense or senses onpage 2 of the book. Repeat for all the objects.

Extend the LessonaWRITING Have children complete each of thefollowing sentences, and then draw a pictureto illustrate each one:

I see ________. I touch ________. I smell_______. I taste _______. I hear _______.

Provide help as needed. Collect papers andmake a class book.� VOCABULARY Ask children to go around the classroom and find one object to bring back to thecircle. Have them share their object and tell which sense or senses they would use to experience it. Children should write thename of the object and the sense or senseson sticky notes. Have children put theirsticky notes under the correct heading onthe tree map.

�SOCIAL STUDIES Share background information about makingthis book with children. (See pages 29 and32.) Then point to the Island of Culebra onthe map on page 29 or a larger world map,and identify its location.

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North Carolina Standard Course of Study ObjectivesScience: 3.02 Develop and use vocabulary associated with the properties of materials: color, size, shape, texture.Language Arts: 3.01 Connect information and events in text to experience.Cognition: Main idea, supporting detailsInterpretation: Make predictions, use picture cluesConnections: Text to world

The Shape of ThingsBy Dayle Ann Dodds

Book FeaturesGenre: FictionLevels: DRA™–14; GRL–JFormat: 24 pages, rhyming text, color illustrationsVocabulary: square, circle, triangle, rectangle, oval,diamond

SummaryThe Shape of Things helps emergent readerssee their familiar world in a very unfamiliarway—as a series of shapes that can createamazing objects.The rhyming text andcolorful illustrations reinforce the concepts introduced.

FYIPreview the book to familiarize yourself withthe concepts and rhymed text.

Identify the vocabulary words in the book.

Draw each shape discussed in the book inthe center of a piece of poster board orlarge drawing paper.

Have an assortment of the six shapesdiscussed in the book available in acontainer.

MaterialsPoster board or large drawing paperDrawing paperCrayonsPasteVariety of shapes in a large containerPaper strips

Introduce the BookShare the six poster boards with the classand ask children to identify each shape.Thenshow children the name of the shape on thecorresponding paper strip. Display the bookcover and read the title.Talk about the coverillustration.Ask: What shapes can you find inthe cover? What do you think the book will be about?

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Read the BookRead the book aloud to the class. Afterreading the first page, ask children to identifythe shape in the picture on page 2.Ask: Whatthings were added to the square to make thewindow? Invite children to describe theshapes and sizes of houses in theircommunity.As you continue reading, coverthe illustration on the facing page and invitechildren to predict, based on the informationin the text and the picture of the shape,what object is being described. Uncover theillustration to confirm predictions.Alwaysencourage children to relate their personalexperiences to the objects described in thetext. Repeat this procedure as you read the book.

Revisit the BookCover the text describing each of the shapesin the book. Point to the illustration and askchildren to identify the shape.Then point tothe picture on the facing page and ask themto describe how the shape was turned intothe object.

Extend the LessonaWRITING Invite children to select several shapes fromthe container. Have them arrange the shapeson their paper to create an object or apicture.Ask them to label their pictures.Provide help as needed.

� VOCABULARY Reread some of the pages to the children.Invite children to clap when they hearrhyming words.Then write the words on theboard, read them with the group, and identifythe sounds in the words that are the same.Call on volunteers to circle the sounds.Askother children to draw a line under theletters at the beginning of each word thatare different.

cSCIENCE • Divide children into six groups. Give a

poster board with a shape to each group,and ask the children to turn the shape intosomething else with their crayons. Call ongroups to display and talk about theircompleted designs.

• Divide the class into small groups, and giveeach group one of the paper strips with ashape written on it.Allow children to layon the floor to create the shape on thepaper strip with their bodies.Take a pictureof each group and publish a class book.

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North Carolina Standard Course of Study ObjectivesScience: 3.02 Develop and use vocabulary associated with the properties of materials: color, size, shape, texture.Language Arts: 1.03 Demonstrate decoding and word recognition strategies and skills: recognize some words bysight including a few common words, own name, and environmental print such as signs, labels, and trademarks.Cognition: Summarize main ideaInterpretation: Identify vocabulary in context, use picture clues, make predictionsConnection: Text to world

Shape SpaceBy Cathryn Falwell

Book FeaturesGenre: FictionLevels: DRA™–14; GRL–HFormat: 32 pages, includes rhyming text, colorillustrationsVocabulary: rectangle, triangle, semicircle, circle,square

SummaryThis book combines simple yet excitinggraphics and rhyming, rhythmic text tointroduce children to basic shapes.

FYIWrite the vocabulary words as columnheadings on chart paper.

Preview the book to familiarize yourself withthe concepts and rhyming, rhythmic text.

Have paper shapes corresponding to theshapes in the book available in all sizes andcolors.

MaterialsTapePaper shapes in all sizes and colorsChart paper

Drawing paperCrayons

Introduce the BookRead the names of the words on the chartpaper and illustrate each one on thechalkboard. Have children pull out one of thepaper shapes from a bag, identify its colorand shape, and then tape the shape underthe correct heading on the chart paper.Allow time for discussion. Display the bookcover, discuss the illustration, and read thetitle.Ask: How many words are in the title?How many letters are in the title? Invitechildren to predict what the book will be about.

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Read the BookRead the book aloud to the class, and showchildren the illustrations and text on eachpage.After reading each two-page spread,point to the text and ask children to identifythe uppercase and lowercase letters. Elicitthat the capital letters are in different colors.Have children use picture clues to identifythe shapes on each page.As you read,ask simple questions to test children’scomprehension of the main ideas and events.Show children that the text often is arrangedto follow the shape of a circle, triangle, etc.

Revisit the BookPoint to different illustrations in the bookand have children identify the names of theshapes. Show children the pages with thepatterned text, “Rectangle, triangle, rectangle,triangle, semicircle, semicircle, circle,square,” and encourage them to read thewords together.

Extend the LessonaWRITING Distribute a variety of paper shapes tochildren, and ask them to create a design ofa familiar object, such as a house or flower,on them. On the paper have childrencomplete the following sentence: I made a_________. Call on volunteers to displaytheir designs and read their sentences.

� VOCABULARY Write the words rumble, tumble, stumble, andcrumble on the board. Help children identifythe sound that is the same in each word andthe letters that spell the sound.Then askchildren to identify the beginning consonantletter or letters.Write the following letterson the board: m + umble = _________. Helpchildren blend the sounds to make the word mumble.

�SOCIAL STUDIES • Blindfold children and ask them to select a

shape from the bag.Ask them to tell howmany sides the shape has and guess itsname. Give each child a turn.

• Give a variety of shapes to pairs ofchildren. Have children sort the shapesaccording to size, shape, color, etc. Whenthey have finished, ask them to discusstheir sorting methods.

1+2MATH Ask children to count the number ofdifferent shapes they used to make theirdesign for the writing activity. Record theirresults on a class chart.Then have childrenlook around the classroom, the playground,and their homes for patterns of shapes suchas small square or hexagonal tiles on abathroom floor, circles on wallpaper, bricks ina walkway, squares on a classroom floor,cinderblocks in a wall. Have children draw apicture of or describe the shapes, and tellwhere they found them.

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North Carolina Standard Course of Study ObjectivesScience: 3.02 Develop and use vocabulary associated with the properties of materials: color, size, shape, texture.Language Arts: 3.02 Discuss concepts and information in a text to clarify and extend knowledge.Cognition: Understand comparisons, answer questionsInterpretation: Make generalizationsCritical Stance: Compare and contrastConnections: Text to world

SizeBy Henry Pluckrose

Book FeaturesGenre: NonfictionLevels: DRA™–16; GRL–I; Lexile ® Measure–230L Format: 32 pages, informational text, photographs,indexVocabulary: size, big, bigger, biggest, small, smaller,smallest, enormous, different, compare

SummaryFull-page color photographs will helpemergent readers explore importantconcepts involving size, including thecomparative size of different objects.

FYIPreview the book to familiarize yourself withthe concepts.

Ask children to bring a stuffed animal fromhome to class.

Bring in an assortment of small and largeobjects that children can sort.

Photocopy pictures of objects of differentsizes.

MaterialsPaper stripsPasteTwo large plastic hoopsPictures of objects of different sizesAn assortment of classroom objects to sortBlackline master: Big and Small, p. 110

Introduce the BookHave children decide, before gathering in acircle, whether their stuffed animal is small,medium, or large.When they form a circle,have them stand up if they thought theiranimal was small.Arrange all the animals inthe middle of the circle and discuss theirsizes.To help children understand that size isrelative, point to an animal that is small when

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compared to one toy but large whencompared to another. Repeat the sameactivity with medium and large stuffedanimals.Then display the book and read thetitle with children. Encourage children todiscuss the size of the different letters on thecover.Ask: How many words are in the title?How many letters are in the word? Invite themto predict what the book will be about?

Read the BookRead the book to the class. Display thephotographs as you read so children canbetter understand the concepts. Encouragechildren to answer each of the questionsfrom the book in complete sentences.

Revisit the BookPoint to different photographs in the book,and encourage children to compare the sizesof the objects using the words small, smaller,smallest, big, bigger, biggest. Then have childrenorder their animals from smallest to biggestusing the same comparative language and theword same when appropriate.

Extend the Lesson� VOCABULARYWrite the words small, smaller, smallest andbig, bigger, biggest on the board. Help childrenidentify the endings that were added to smalland big to make different forms of the

words. Point out that the g was doubled inthe word big to make the words bigger andbiggest. Encourage children to use the wordsin sentences that compare different objectsin the classroom.

aWRITING Distribute copies of the blackline master, Bigand Small on page 110 to the children.

Have them write the words big, bigger, andbiggest in each of the boxes at the top of thepage.Then have children cut out pictures ofthree different objects, and arrange them inorder from big to bigger to biggest. Childrencan then paste the pictures under thecorrect heading. Have them repeat theactivity with the words small, smaller, andsmallest.When everyone is finished, havechildren share their charts with the classusing the appropriate vocabulary word todescribe the object under each heading.1+2MATH• Put two plastic hoops on the floor and

arrange the labels, Small and Big in eachone.Ask children to choose objects fromthe assortment you provided to sort ineach hoop. Make sure they use theappropriate vocabulary when they sort.

• Have children take their stuffed animals ona field trip.Ask children to find and sharethree things that are larger than theirstuffed animals and three things that aresmaller then their stuffed animals.

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North Carolina Standard Course of Study ObjectivesScience: 3.02 Develop and use a vocabulary associated with the properties of materials: color, size, shape,texture.Language Arts: 3.02 Discuss concepts and information in a text to clarify and extend knowledge.Cognition: Main ideas, supporting detailsInterpretation: Use picture cluesConnections: Text to world

There’s a Square:ABook About Shapes

By Mary Serfozo

Book FeaturesGenre: FictionLevels: DRA™–6; GRL–D; Lexile® Measure–340LFormat: 32 pages, rhyming text, color illustrationsVocabulary: square, circle, triangle, rectangle, oval,diamond

SummaryTake a journey into a world full of excitingshapes–a circle, square, triangle, rectangle,diamond, and oval–and see what you willfind! Rhyming text and colorful, humorousillustrations combine to create an excitingtrip for young readers.

FYIHave a bag filled with the six shapesdescribed in the story. Shapes should bedifferent sizes, shapes, and made fromdifferent materials.

Display a copy of The Shape of Things byDayle Ann Dodds (from program, p. 72).

MaterialsPaper stripsThree plastic hoopsChart paperDrawing paperCrayons

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Introduce the BookDisplay an example of each shape from thebag you brought to class, and encouragechildren to try to identify it.Then showchildren the book cover and read the title.Ask: How many words are in the title? Discussthe cover illustration and have childrenidentify the shapes that they see.Ask themto predict what the book will be about.

Read the BookRead the book to the children and showthem the illustrations.As you read the left-hand page in each spread, ask children simplecomprehension questions about each shape.Then encourage them to find examples ofthe shape in the illustration on the facingpage. Have them count the number of eachshape they identify in the picture.

Revisit the BookDistribute one example of each shape in thebag to children. First have children identifytheir shape, and then reread the book.Askchildren to hold up their shape wheneveryou read about it in the story.

Extend the LessonaWRITING Distribute paper, pencils, and crayons.Askchildren to write a sentence describing theshape they were given in the precedingactivity. Encourage them to copy the shapeon drawing paper and color it.� VOCABULARY Compare this book with The Shape of Thingsby Dayle Ann Dodds. Create a Venn Diagramon the floor by placing one plastic hoop overanother.Then read The Shape of Things to theclass. Invite children to talk about the waysthe books are the same and the ways theyare different.Write their responses on paperstrips and put the strips inside the hoops.

�SCIENCE Place the three hoops on the floor.Distribute shapes to all the children.Tell theclass that they will sort the shapes and putthem inside the three hoops. Brainstormsome sorting methods (i.e., by size, shape,material, number of corners, etc.). Displaythe paper strips and encourage children touse the names of the shapes as they sort.

Take a field trip with students to a nearbypark. Invite children to identify the differentshapes they see, both natural and man-made,within objects they observe on their way.

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North Carolina Standard Course of Study ObjectivesScience: 3.01 Observe and describe the properties of different kinds of objects and how they are used.Language Arts: 2.02 Demonstrate familiarity with a variety of types of books and selections.Cognition: Summarize main ideas, identify sequenceConnections: Text to world

Trees to PaperBy Inez Snyder

Book FeaturesGenre: NonfictionLevels: DRA™–12; GRL–G; Lexile® Measure–160LFormat: 24 pages, informational text, colorphotographs, glossary, index, additional sourcesVocabulary: paper, trees, wood, pieces, chemical,mixture, pulp machines, spread

SummaryWith simple text and color photographs thisbook describes the step-by-step process oftaking a tree and making paper.The bookalso includes text features such as a table ofcontents, glossary, and index, providingchildren with an opportunity to learn aboutthese sections.

FYIMaterialsPhotograph of a treePhotographs of different steps in the

production of paper (photocopy from the book)

Colored paperBooks about origamiDrawing paperGlueClayA piece of clothMarkerAge appropriate magazines and scissors

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Introduce the BookShow children the photograph of a tree.Then show them a piece of cloth, some clay,and a piece of paper.Ask: Which of thesethree things comes from a tree? Allow time fordiscussion. Display the cover of the book andread the title to children. Discuss thephotograph.Then take a picture walkthrough the book.Ask children what theythink the book will be about. (Note:You candiscuss any of the text features that youthink are appropriate for your class duringthis part of the lesson.)

Read the BookRead the book to the class.After readingeach page, show children the illustration onthe facing page.Ask Who? What? Why? When?and How? questions about the text and thephotographs. Encourage children to answerin complete sentences.As you read, point tothe words in bold face. Explain that these areimportant words in explaining how paper ismade from trees. Show children where thewords are explained on page 22.

Revisit the BookShow children the photographs from thebook on the paper-making process. Rereadthe text and have children identify thephotograph that describes each step in theprocess that you have just read. Childrenshould arrange the photographs in thecorrect sequence on a large table, andnumber them in order with a marker.Askdifferent children to explain what ishappening in each photograph as it illustratesone step in the paper-making process.

Extend the LessonaWRITING Help small groups of children make an objectout of papier-mâché.As children work, havethem describe what the paper looks likeduring each step in the process (wet, sticky,hard, solid, etc.).Then ask each child in thegroup to write a sentence or a few wordsdescribing the object. Provide help as needed.

Have children use pictures of paper productsfrom magazines to create their own booksabout paper.Ask them to label each picture.Provide help as necessary.

�SOCIAL STUDIES Distribute colored paper to pairs of children.Talk about origami and show them the booksthat you brought to class. Help children learnmore about origami on the Internet.Thenhave the children make a simple origamishape by folding their papers.Ask each pairof children to describe what they have made.

Take children on a field trip around theschool’s neighborhood. Encourage them toidentify different products that are madefrom paper.

TECHNOLOGYChildren may want to learn more aboutpaper and how it is made on the websiteprovided on page 23 of the book:www.tappi.org/paperu

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North Carolina Standard Course of Study ObjectivesScience: 3.01 Observe and describe the properties of different kinds of objects and how they are used.Language Arts: 1.01 Develop book and print awareness: identify the parts of books and function of each part.Cognition: Summarize main pointsInterpretation: Identify sequence of eventsConnections: Text to world

Wax to CrayonsBy Inez Snyder

Book FeaturesGenre: NonfictionLevels: DRA™–12; GRL–GFormat: 24 pages, informational text, colorphotographs, contents, index, glossaryVocabulary: crayons, wax, melts, powder, mold, labels

SummaryYoung artists will enjoy learning the stepsinvolved in manufacturing one of theirfavorite coloring tools–wax crayons.

FYIWrite the vocabulary words on paper strips.

Remove the wrappers from old crayons thatwill be used in one extension activity.

Bring a pot and a variety of containers(tomato paste cans, cookie cutters, etc.) thatcan be used as molds.

MaterialsCrayonsHot plateChart Internet access

Introduce the BookShow children a variety of crayons and askthem to identify the colors.Ask: What do youthink crayons are made from? Accept allpossible answers.Then display the bookcover, read the title, and discuss thephotograph.As you page through the book,

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encourage children to predict what it isabout.Ask: Is this book a make believe story oris it a true story? Direct children’s attentionto some of the following text features:important words in dark print that areexplained in the glossary, the contents page,and the index.

Read the BookRead the book.As you read, show childrenthe color photographs that illustrate eachstep in the process of making crayons fromwax. On each page have children identify thepage number.Then ask them to show youwhere to start reading on the page andwhich way to go. Point to each word as it isread.Ask children to recognize whether youpointed to one word or a completesentence. Point to the words in boldfacetype and help children read them. Showchildren where the words are explained inthe glossary on page 22.As you read, asksimple Who? What? Where? When? and Why?questions to test children’s comprehensionof the main ideas.

Revisit the BookShow children the paper strips with thevocabulary words from the book. Point tothe photographs, in sequence, on each page.Encourage children to use the photographsas a prompt in recalling the sequence of

events involved in making crayons from wax.Where possible, help children match a wordon a paper strip to one of the photographs.Then point to the index on page 24, andshow children how to use it to findinformation about labels, powder and worker.

Extend the LessonaWRITING Invite children to draw a picture or make adesign using a variety of crayons. Have themwrite a word or a sentence to describe thepicture. Provide help as needed.� VOCABULARY Give an oaktag strip with one vocabularyword to each pair of children. Make surechildren can read and understand the word.Ask each pair to make up two clues for theirword.After each pair tells their clues to theclass, have the other children try to guessthe vocabulary word.

cSCIENCE Melt old crayons in a pan on the hot plate.Pour out the melted crayons into the molds.After the molds cool, let children hold themand describe what they see and feel.

TECHNOLOGYChildren may wish to learn more aboutcrayons from the website provided in thebook on page 23.

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North Carolina Standard Course of Study ObjectivesScience: 3.02 Develop and use vocabulary associated with the properties of materials: color, size, shape, texture.Language Arts: 1.01 Develop book and print awareness: demonstrate an understanding of letters, words,sentence, and story.Cognition: Identify purposeInterpretation: Use picture cluesConnection: Text to world

What Is Round?By Rebecca Kai Dotlich

Book FeaturesGenre: NonfictionLevels: DRA™–18–20; GRL–JFormat: 24 pages, informational text, colorphotographsVocabulary: round, bubble, nickel, moon, button,balloons, cookie, penny, pie

Summary For children who need help learning torecognize circles and other round shapes,this lyrical poem with beautiful photographscleverly identifies a variety of familiar circular objects.

FYIPrepare a bag filled with round objects,including those mentioned in the book.

Bring in several familiar objects thatrepresent a variety of shapes.

Write the labels Round and Not Round onpaper strips.

Draw a variety of circles in different sizes onchart paper and cut them out.

MaterialsChart paperYarn and paper clipsPaper stripsDrawing paperCrayonsTwo plastic hoops

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Introduce the BookHave children make a circle on the floor.Askvolunteers to touch one of the objects in thepaper bag and guess its shape.Ask: What doyou think the object is? Then remove the objectfrom the bag to check their predictions.Display the cover of the book and read thetitle. Explain how to read the question markwith inflection. Discuss the cover photographand have children predict what the book willbe about. (Note: If children have read thecompanion book from this collection, What IsSquare?, display a copy of the book andcompare the titles and subjects.)

Read the BookRead the book to the class. On each pageask children to show you where to beginreading and in which direction to read. Pointto each word as it is read.Ask questionssuch as: Did I point to a group of words or tojust one word? Help children recognize thatmost of the text answers the question, whatis round? After reading the last two pages,point to the question mark and exclamationpoint. Help children understand that theseare complete sentences.As you read, directchildren to the photographs on each pageand discuss them with the class.When youhave a matching object for a photograph,pull it out of the bag and describe it.Thenencourage children to feel the objects, namethem, and describe them.

Revisit the BookDisplay the round objects you brought toclass on a table.Ask children: What is round?Then point to different photographs in the

book and ask children to identify and describethe object. Have them find the object on thetable and match it to the photograph.

Extend the Lesson� VOCABULARY Ask pairs of children to look for roundobjects in the classroom. Have them bringback one object that they found to sharewith the group. Have children describe theobject by identifying its shape and comparingit to some of the round objects you broughtto class.

cSCIENCE Place two hoops on the floor with paperstrip labels, Round and Not Round withineach.Then display objects that are alldifferent shapes.Ask children to sort theobjects by placing them in the hoop with thecorrect heading.Talk about other ways thechildren could have sorted the objects.1+2MATH Give several circles of different sizes to pairsof children.Ask children to measure thecircumference of each circle by using yarnand paper clips. Compare results.

aWRITING Have children use the circular shapes theymeasured in the preceding activity to createa familiar object or an imaginary one.Afterpasting the circles in place on their papers,ask children to label the object or write asentence about it.Then have them color the designs.

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North Carolina Standard Course of Study ObjectivesScience: 3.02 Develop and use a vocabulary associated with the properties of materials: color, size, shape,texture.Language Arts: 4.02 Use words that name and words that tell action in a variety of simple texts.Cognition: Summarize main pointsInterpretation: Use picture cluesConnection: Text to world

What Is Square?By Rebecca Kai Dotlich

Book FeaturesGenre: NonfictionLevels: DRA™– 14; GRL–HFormat: 24 pages, informational text, colorphotographsVocabulary: square, patch, quilt, cube, dice,checkerboard, blocks, pillow, puzzle, mirror

Summary For children learning to identify shapes, thisjazzy, energetic rhyme, illustrated withvibrant photographs asks and answers thequestion, what is square?

FYIDisplay a copy of What is Round?

Prepare a bag filled with square objects,including those mentioned in the book.

Prepare a bag filled with round objects(mentioned in What is Round?)

Identify several of the rhyming words in yourbook.

MaterialsDrawing paperCrayonsGlue

Introduce the BookDisplay the cover of the book and read thetitle. Explain how to read the question markwith inflection.Ask: Does this book make youthink of another book we’ve read? Show childrenthe copy of What Is Round? Discuss the coverphotograph of What Is Square?, and compare itwith What Is Round? Have children predictwhat the book will be about.

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Read the BookRead the book to the class, pointing to thephotographs on each page.When you have a matching object for a photograph, pull itout of the bag and show it to the children.Describe the object (i.e.,ABC blocks aremade of wood, etc.).Then encouragechildren to feel the shapes, name them,and describe them.

Revisit the BookDisplay the square objects you brought toclass on a table.Ask children: What is square?Then point to different photographs in thebook, and ask children to identify and describethe object. Have them find the object on thetable and match it to the photograph.

Extend the LessonaWRITING Put the square objects in a large bag. Haveeach child pull an object from the bag andeither write a sentence or a couple wordsdescribing it. Provide help as needed.Askchildren to draw the object and color their drawings.

� VOCABULARY Write three sets of rhyming words on theboard (i.e., ice, dice; pan, can; book, look).Read the words with children. Underline theparts of the rhyming words that are thesame. Have children circle the letters that aredifferent. Erase the beginning letter of eachword.Then write the following consonantson the board: m, n, r, t, f, r, v, c, h. Helpchildren make new rhyming words by addingone of the consonants to -ice, -an, and -ook.

cSCIENCE Ask pairs of children to select severalobjects from the bag of circles and squares.Have children describe their shapes to eachother. Call on different pairs to describe twoof their objects to the rest of the group.

Give several round and square objects togroups of children. Brainstorm some of theways the objects could be sorted (size,shape, material). Have children sort theobjects in two different ways.Ask groups toexplain how they sorted the objects.

Have pairs of children find examples ofsquare objects in the classroom. Help themwrite the names of the objects on theirpapers. Discuss their answers.

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North Carolina Standard Course of Study ObjectivesScience: 3.04 Observe that objects can be described and sorted by their properties.Language Arts: 1.01 Develop book and print awareness: demonstrate an understanding of letters, words,sentence and story.Cognition: Identify purposeInterpretation: Use picture cluesConnections: Text to world

Who Said Red?By Mary Serfozo

Book FeaturesGenre: FictionLevels: DRA™–4; GRL–C; Lexile® Measure–120LFormat: 32 pages, narrative, rhyming text, coloredillustrationsVocabulary: say, red, green, blue, yellow

SummaryThe rhyming, repetitive text in this book asksemergent readers to answer the question,who said red? As they read the story,children will be introduced to the world ofcolor that is all around them.

FYIPrepare a tree map on poster board or chartpaper with the colors red, blue, green andyellow.

Write red, blue, yellow, or green on indexcards.There should be enough cards for allchildren.

MaterialsIndex cardsPoster board or chart paperCrayonsUnifix cubes, pattern blocks or other

manipulatives in red, blue, yellow, andgreen

Watercolor paints and brushes

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Introduce the BookDisplay the book cover and talk about whatthe children are doing in the picture. Readthe title and review how to read thequestion mark with inflection.Ask: How manywords are in the title? Where is the back of thebook? Where do we start reading the story?Pass out the index cards to each child. Makesure children can read the name of the coloron their cards.

Introduce the BookRead the book to the class and showchildren the illustrations.As you read, havechildren show where to begin reading and inwhich direction to read. Encourage childrento distinguish between sentences and singlewords. Have them identify different end markpunctuation.As you read, have childrencompare their color word card to the text.If they think their index card matches thecolors in the book, ask them to hold uptheir card.Ask the remaining children to find the word on their card on the page.

Revisit the BookTake a picture walk through the book, and askchildren to name the different objects thatthey see, and identify the color of each one.Write their answers on index cards. Havechildren hang their index cards on the treemap under the corresponding color word.Read the completed tree map with the class.

Extend the LessonaWRITING Ask children to draw original pictures or cutout pictures from magazines. On their papersthey should complete the following sentence:I have a _____ (color) _____ (object).Collect their papers and bind them togetherin a class color book.� VOCABULARY Write some of the rhyming words from thebook on a piece of chart paper: cherry, berry,very; green, bean; blue, you; yellow, mellow.Brainstorm even more words that wouldrhyme with each group. Encourage childrento use the rhyming words in silly sentences.1+2MATH• Distribute unifix cubes or other

manipulatives to small groups of children.Have children place their color word indexcards on the floor.Ask them to sort themanipulatives by color and place themunder the correct headings. Encouragethem to discuss other ways of sorting themanipulatives.

• Have pairs of children walk around theclassroom and identify objects that are red,blue, green and yellow. Encourage them toshare their findings with the group.

cSCIENCE Have children mix the following watercolorson their papers: red and blue, blue andyellow, and red and yellow.Ask them toidentify the new colors they create witheach color combination. (Purple, green,orange) Encourage children to use all thecolors in a picture or design.

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North Carolina Standard Course of Study ObjectivesScience: 4.01 Describe how tools can be used to make comparisons. 4.02 Observe and describe how various toolsand units of measure are useful: scissors, pencils, crayons, paper clips, hammers.Language Arts: 2.03 Use preparation strategies to activate prior knowledge and experience before and duringthe reading of a text. 2.05 Predict possible events in texts before and during reading.Cognition: Summarize main pointsInterpretation: Draw conclusions, make predictionsConnections: Text to world

Harry’s HouseBy Angela Shelf Medearis

Book FeaturesGenre: FictionLevels: DRA™–10; GRL–F; Lexile® Measure–310L Format: 16 pages, narrative text, color illustrationsVocabulary: house, saws, sweep, hammers, hold, lift,roof, glue, tarpaper, nails, shingles, paintbrush

SummaryBeginning readers will enjoy finding out howa young girl and her mother work togetherto build a house for their dog, Harry.

FYIBring a variety of simple tools to class thatmight be found in a garage, a kitchen, or theschool. Examples: measuring cup, hammerand nails, paintbrush, ruler, scissors, dustpanand broom.

Pictures of different tools.

Write the story’s verbs on paper strips.

MaterialsChart paperPaper stripsDrawing paperCrayonsPictures of different tools from magazines

or the InternetVariety of toolsBlackline master: Sequence Chart, p. 104

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91

Introduce the BookDisplay the cover and read the title.Talkabout the illustration.Ask: Who do you thinkthe people are? Who do you think Harry is? Turnto page 3 and show children the illustration.Ask: Why are the people putting on overalls?What do you think might happen in the story?

Read the BookRead the book to the class.As you read,show children the illustrations andencourage them to share any experiencesthey have had with the tools used in thestory.When you come to a vocabulary word,help children identify it in the illustration.Asyou read, ask questions such as the following:Where does the dust come from? (page 5); Whydoes she hold the boards? (page 7); Why does ittake two people to lift the roof? (page 9); Howwould the rain get in the house without thetarpaper? (page 10). Encourage children topredict what will happen next in the story.Ask: Who will live in the house the mother andher daughter are building?

Revisit the BookPoint to different tools in the story and askchildren how each one is used. Distributecopies of the blackline master, SequenceChart on page 104, and help children identifythe sequence of events in the book.

Extend the LessonaWRITING Have children choose one of the picturesyou brought in of tools.Ask children towrite a sentence describing how the toolcould be used. Encourage children to draw apicture of someone using the tool. Providehelp as needed.� VOCABULARY Distribute paper strips with the verbs fromthe book to children. Read the verbs withthe group and point to each one in thebook. Then call on children to act out theverb on their paper strip while otherchildren try to identify the verb.

cSCIENCE Write the headings School, Garage, andKitchen on paper strips.Then display thepaper strips on the wall of the classroom.Have children work together to sort thetools displayed in class according to their usein the kitchen, garage, or school. Havechildren put the tools on the floor under thecorrect paper strip.

92

North Carolina Standard Course of Study ObjectivesScience: 4.02 Observe and describe how various tools and units of measure are useful: scissors, pencils, crayons,paper clips, hammers.Language Arts: 2.03 Use preparation strategies to activate prior knowledge and experience before and duringthe reading of a text.Cognition: Summarize main pointsInteroperation: Make predictionsConnections: Text to self

Kindergarten KidsBy Ellen B. Senisi

Book Features:Genre: NonfictionLevels: DRA™–24–28; GRL–L; Lexile® Measure–500LFormat: 32 pages, informational text, colorphotographs, dialogueVocabulary: kindergarten, center, corner, blocks,playing, sand, work, friends, rules

SummaryExperience a day in Mrs. Simeone’skindergarten classroom.Watch the childrenwork and play and learn!

FYIHave a large container filled with differenttools from your classroom (blocks,measuring tapes, spoons, unifix cubes, rulers,scissors, etc.).

Write the following sentence on a piece ofdrawing paper: I have ______. I use it to______. Photocopy enough copies of thedrawing paper for each child.

MaterialsChart paperPencilsDrawing paperCrayonsLarge container for classroom tools

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93

Introduce the BookShow children the cover and read the title.Encourage them to talk about thephotographs. Have children predict whatthey think the book will be about. Explainthat while reading, children will look for thetools used to help the kindergarten studentsin the book. Show children some of thephotographs in the book and encouragethem to discuss what they see. Invitechildren to make connections between thechildren in the photographs and their ownkindergarten class. Point to the dialogue onsome pages and discuss its use.

Read the BookAs you read the text, encourage children toidentify the different tools used by thechildren, and explain how they are useful(i.e., a cup helps pour rice, dishes carry food,a broom cleans up sand). Before reading thenext spread, show children the photographsand encourage them to predict what thepage will be about.As you read, ask childrenquestions that test their comprehension ofthe main points. Point to the vocabularywords after you read them and, whenappropriate, point to correspondingphotographs.Vary your voice inflection whenreading the dialogue and point to examplesof dialogue after you read them.

Revisit the BookPoint to different tools used by the childrenin the book. Read the name of the tool onthe text page and encourage children to talkabout the corresponding photograph.Then

encourage children to find that tool in theirown classroom.

Extend the LessonaWRITING • Distribute the drawing paper with the

unfinished sentences to each child. Helpchildren read the sentences.Talk about howthey should complete each one.Then havechildren complete the sentences and drawa picture to illustrate the page. Providehelp as needed. Bind the papers in aclassroom book and display it.

• Encourage children to write a class letterto Mrs. Simeone’s kindergarten class.Brainstorm with them what they will askthe children and what they will tell themabout their own class.Write the letter onchart paper and read it with children.Thencopy it on letter size paper, have each childsign it, and mail it to the publisher of thebook.

� VOCABULARY Point to different photographs in the bookand encourage children to talk about what ishappening in each one. When children namea tool, write it on the chalkboard and readthe word with the class.

cSCIENCE Ask small groups of children to sort three orfour tools from the large container bycategories. Once they’ve finished, invite eachgroup to talk about how it sorted its tools.

94

North Carolina Standard Course of Study ObjectivesScience: 4.02 Observe and describe how various tools and units of measure are useful: scissors, pencils, crayons,paper clips, hammers. 4.03 Use nonstandard units of measure to describe and compare objects.Language Arts: 2.02 Demonstrate familiarity with a variety of types of books and selections.Cognition: Main ideaInterpretation: Make predictionsConnection: Text to world

Measuring PennyBy Loreen Leedy

Book FeaturesGenre: FictionLevels: DRA™–24 28; GRL–N; Lexile® Measure– 500LFormat: 32 pages, narrative text, illustrations by theauthor, charts, lists, time scheduleVocabulary: measure, ruler, standard, nonstandard,scale, volume, ingredients, temperature, expensive

SummaryChildren will enjoy reading about Lisa’s funhomework assignment–to measure anythingshe wants. Not surprisingly she chooses to measure her dog Penny in a variety ofways, using both standard and nonstandard measurement.

FYIPreview the book to familiarize yourself withthe concepts.

Draw the outlines of a circle, triangle, andsquare on different pieces of chart paper.

MaterialsChart paperDrawing paperCrayonsUnifix cubesRulerYardstickPaper clipsSet of measuring cupsKitchen scaleColored yarn

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Introduce the BookBrainstorm a list of all the things thatchildren can measure.Accept all answers.Then display the book cover, read the title,and talk about the illustration.Ask: What isthe girl on the cover doing? Who is Penny? Whatdo you think this book will be about? Take apicture walk through the book so childrencan see the illustrations and the variety oflists, posters, and schedules that are included.

Read the BookRead the book to the class, pointing to eachillustration. Pause to talk about the differentitems being measured and how they aremeasured. Point to the yardstick, ruler, andmeasuring cups as examples of standardunits of measurement; then point to thepaper clips and unifix cubes as examples ofnonstandard units.After each two-pagespread, ask students: Who? What? When?Where? and How? These questions will testtheir comprehension of the main ideas.

Revisit the BookShow children different illustrations, insequence, from the book, and ask them toexplain what Penny is measuring in each one.Compare the things that Penny measured inthe book with the students’ list.

Extend the LessonaWRITING Talk about Penny’s time schedule and showchildren the illustration in the book. Helpthem make a simple daily schedule thatincludes: the time they wake up, the time

they come to school, and the times ofseveral events during the school day. Havechildren draw a picture of one event fromtheir time schedules.� VOCABULARY Invite children to talk about the things thatthey would like to measure at home andhow they would measure the differentobjects.1+2MATH • Measure the height of two chairs using

unifix cubes and a ruler or yardstick.Compare the results and discuss withchildren.

• Have children fill the measuring cups withwater to demonstrate how many half cupsof water are in one cup, how many one-third cups of water are in one cup, andhow many one-quarter cups of water arein one cup.

• Set up measurement centers in theclassroom. Measure how many jumpingjacks children can do in thirty seconds.Then measure how many times childrencan count to ten in thirty seconds. Finallyask how many times they can sing HappyBirthday in thirty seconds. In anothercenter, weigh different classroom objectson the kitchen scale and compare theweights.

• Display the chart papers with the outlinesof the circle, triangle and square.Askdifferent groups of children to measureeach shape using paper clips, colored yarn(nonstandard unit of measure), and a ruler.Compare the results.

96

North Carolina Standard Course of Study ObjectivesScience: 4.02 Observe and describe how various tools and units of measure are useful: scissors, pencils, crayons,paper clips, hammers.Language Arts: 1.04 Read or attempt to read simple patterned text, decodable text, and/or predictable textsusing letter-sound knowledge and pictures to construct meaning.Cognition: Vocabulary in context, picture cluesInterpretation: Make predictionsConnections: Text to world

Science ToolsBy Susan Canizares and Betsey Chessen

Book FeaturesGenre: NonfictionLevels: DRA™–1-2; GRL–BFormat: 16 pages, informational text, colorphotographs, supplementary information about varioustools Vocabulary: funnel, ruler, magnifier, eyedropper, scale,pencils

SummaryBeginning readers will enjoy reading aboutthe different ways that simple tools, availablein the classroom, can be used to measureand record.

FYIPreview book and display examples of all thetools that are described in an activity cornerunder the heading, Tools We Use.

Before reading the book to the class, put asticky note over the letters that are notunderlined in each word: funnel, ruler,magnifier, eyedropper, scale, pencils.

Write the following sentence format on apiece of paper: Here is a _____. It is used for_____. Photocopy for each child.

MaterialsChart paperDrawing paperCrayonsSticky notesFunnel, ruler, magnifier, eyedropper, scale,

pencilsUnifix cubesPaper clips

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Introduce the BookEncourage children to identify all the toolsthey can think of. Discuss the ways thatsome of these tools help us every day.Ask:Why do we need tools? Display the cover ofthe book, read the title, and ask children toidentify the tools in the photographs.Askwhat children think the book will be about.

Read the BookRead the book to the class. Display eachphotograph as you read. Use the clozetechnique to tap into children’s ability todecipher words using context clues in thetext and the photograph.As you read theright-hand page in each spread, showchildren the word that is partially coveredwith a sticky note.Ask: What word wouldmake sense here? Let’s read the first lettertogether. Let’s look at the picture of the tool.What is the tool used for? What do you thinkthe word is? Then uncover the word to checkchildren’s predictions.

Revisit the BookReview the book, pointing to thephotographs of each tool. Have childrenidentify the name of the tool, talk about itsuse, and find the tool in the display area ofthe classroom.

Extend the LessonaWRITING Help children identify other tools in theclassroom and collect them; some goodexamples are crayons, scissors, and paperclips.Then distribute the paper youphotocopied earlier. Read the sentences withchildren, and ask them to complete eachsentence with the name of a classroom tooland its use. Have children draw the tool.� VOCABULARY Ask pairs of children to choose a tool in theclassroom and make up riddle clues thatdescribe the tool and its use.Ask otherchildren to guess the tool.

cSCIENCE Have pairs of children select one of the toolsdiscussed in the book and displayed in theclassroom, and practice using it. Have studentswrite one sentence describing what they did.Provide help as needed. Call on different pairsto talk about their experiments.1+2MATH Have small groups of children use a ruler,unifix cubes, and paper clips to measureobjects in the classroom (i.e., a book, a pieceof drawing paper, a box). Record their answersin a chart. Call on children to read aloud theirresults. Compare the measurements for thesame object using standard and nonstandardunits of measurement.

98

North Carolina Standard Course of Study ObjectivesScience: 4.04 Demonstrate the use of standard units of measure and compare with nonstandard units ofmeasure.Language Arts: 3.02 Discuss concepts and information in a text to clarify and extend knowledge.Cognition: Summarize main pointsInterpretation: Make predictions, compare and contrastConnections: Text to world

WeightBy Henry Pluckrose

Book FeaturesGenre: NonfictionLevels: DRA™–4; GRL–HFormat: 32 pages, informational text, photographs,indexVocabulary: weight, grams, ounces, quantities,kilograms, pounds, light, heavy, metric, balance

SummaryWeights uses full-page color photographsand simple text to introduce basic conceptsof weight, including measuring everydayobjects and comparing the weights ofdifferent objects.

FYIPreview the book to familiarize yourself withthe concepts and how they are introduced.

Mark the vocabulary words in your copy ofthe text.

MaterialsCrayonsBalance scaleKitchen scaleA variety of objects to weigh (stone, feather,

several apples, one pound bag of sugar,etc.)

Kilogram weightsPound weights

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Introduce the BookShow children the balance scale and talkabout its use. Invite children to identifyplaces where they have seen a scale (grocerystores, doctors’ offices, outdoor markets,etc.).Ask: What are the scales in these differentplaces used to weigh? Then read the title ofthe book with the class.Take a picture walkthrough the book, and invite children topredict what it will be about.

Read the BookRead the book to the class. Show childreneach photograph and use it to explain theconcept in the text.At the end of each two-page spread, ask comprehension questions tomake sure children understand the mainpoints of the text. For example: Which bag offlour weighs more? (pages 6 and 7); Which isheavier, the tea or the tea bags? How do youknow? (pages 14 and 15); Do the apples onpage 18 weigh more than a kilogram? How doyou know? Also make a point to ask somequestions that require children todemonstrate an understanding of thevocabulary words.

Revisit the BookShow children how to use the index to findinformation in the book. Read several indexentries, and invite children to identify thepage numbers next to each one.Then turnto the page number and read theinformation about the entry to children.

Extend the LessonaWRITING Ask children to divide their drawing papersin half.Ask them to draw two pictures ofchildren playing on a seesaw. In one picturethe children weigh the same. In the secondpicture one child is much higher than theother. Have children write one sentence, ora one-word caption, under each picture.Provide help as needed. Discuss the picturesand the concepts relating to weight thateach illustrates.1+2MATH Write the words more, less, and the same onthe chalkboard.Weigh several objects on thekitchen scale.Write the name of each objectand its weight in a two-column chart onchart paper. Invite children to compare andcontrast the weights using the words more,less and the same in their answers.

cSCIENCE Have small groups of children put an objecton the balance scale.Then have children useboth kilogram weights and pound weights tomake the scales balance. Discuss the results.Help children see that if the object is heavieror lighter than the kilogram or poundweight, the scale will not balance. If theobjects weigh the same as the kilogram orpound weight, the scale will be balanced.

100

North Carolina Standard Course of Study ObjectivesScience: 4.02 Observe and describe how various tools and units of measure are useful: scissors, pencils, crayons,paper clips, hammers. 4.03 Use nonstandard units of measure to describe and compare objects.Language Arts: 1.01 Develop book and print awareness: demonstrate an understanding of letters, words,sentence and story.Cognition: Identify main purposeInterpretation: Make predictions

Who Uses This?By Margaret Miller

Book FeaturesGenre: NonfictionLevels: DRA™–1-2; GRL–BFormat: 40 pages, question/answer format,photographsVocabulary: carpenter, juggler, football player, baker,gardener, dog walker, conductor, barber, artist

SummaryThis patterned text uses photographs toshow a variety of common and unusual toolsand asks the question, who uses this? Thepage following each photograph shows andnames the person who uses each tool.

FYIInvite workers in the community to comeand talk about the tools needed for theirjobs.

Write the vocabulary words on an oaktagstrip.

Collect some examples of tools described inthe book.

MaterialsScissorsClayRolling pinA variety of tools Unifix cubesPictures of tools and the people who use

themMagazines with pictures of tools

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Introduce the BookBring in a mystery bag containing a variety of tools. Have children choose a tool anddiscuss who uses it and how they use it.Then look at the cover of the book.Talkabout which tool each child in thephotograph is using and what they are doing.Read the title and explain how to read thequestion mark with inflection. Point to eachword in the title and then ask: How manywords are in the title?

Read the BookOn each page have children show where tostart reading and which direction to go. Pointto each word as it is read.Ask: Did I point toa group of words on the page or just one word?Lead them to recognize when you arereading a sentence or a single word.As youread, give children a chance to identify thetool in the photograph and answer thequestion of who uses that tool before youturn the page. Discuss the names of anytools or jobs that may not be familiar.

Revisit the BookTo show how tools extend our capabilities,have children try to cut a piece of paper inhalf without scissors; then have them cut thepage with scissors. Have them try to flattenclay evenly without a rolling pin; then letthem use a rolling pin. Encourage them todescribe how using a tool made the jobeasier.Then point to different pictures oftools in the book, and ask children to tellyou what it is and how it is used.

Extend the LessonaWRITING Have children use pictures from magazinesto create their own books, modeling thelanguage of Who Uses This? Ask them towrite, who uses this?, next to each picture.Provide help as necessary.� VOCABULARY Give each child an oaktag strip with avocabulary word. Make sure children canread the words.Then ask them to act outwhat the person does. Invite other childrento identify the subject of the pantomime.1+2MATH Measure the tools using unifix cubes. Usingcomparative vocabulary, ask: Which is thelongest? Shortest? Widest? Arrange the tools inorder from shortest to longest.

cSCIENCE Display tools or pictures of tools along withpictures of people who use those tools.Askchildren to match the tool to the personwho uses it. Have them name the tool andthe person who uses the tool.

Name:____________________________________ Date:_____________________________

Write a heading for each column.Then fill in the information under the correct column.

Two-Column Chart102

Name:____________________________________ Date:_____________________________

Idea Web

Idea Web 103

Name:____________________________________ Date:_____________________________

Sequence Chart

Sequence Chart104

Name:____________________________________ Date:_____________________________

Circle Map

Circle Map 105

Name:____________________________________ Date:_____________________________

What Will the Weather Be Like Today? Sunny Rainy

Snowy Windy

What Will The Weather Be Like Today?106

Name:____________________________________ Date:_____________________________

ABC ChartAa

Dd

Gg

Jj

Bb

Ee

Hh

Kk

Cc

Ff

Ii

Ll

A B C

D E F

G H I

J K L

ABC Chart 107

ABC Chart108

Name:____________________________________ Date:_____________________________

ABC ChartMm

Pp

Ss

Vv

Nn

Qq

Tt

Ww/Xx

Oo

Rr

Uu

Yy/Zz

Apple 109

Name:____________________________________ Date:_____________________________

Apple

Big and Small110

Name:____________________________________ Date:_____________________________

Big and Small

111

Bibliography

Caswell, L.J., & Duke, N.K. (1998). Non-narrative as a catalyst for literacy development.Language Arts, 75, 108-117.

Chall, J.S. (1983). Stages of reading development. New York: McGraw-Hill.

Kamil, M.L., & Lane, D.M. (1998). Researching the relation between technology and literacy:An agenda for the 21st century. In D.R. Reinking, L.D. Labbo, M. McKenna, & R. Kieffer (Eds.),Literacy for the 21st century:Technological transformations in a post-typographic world(pp. 235-251). Mahwah, NJ: Erlbaum.

Schiefele, U., Krapp,A., & Winteler,A. (1992). Interest as a predictor of academic achievement:A meta-analysis of research. In K.A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest inlearning and development (pp. 183-211). Hillsdale, NJ: Lawrence Erlbaum.

Book Cover CreditsGoal 1

ANIMAL ACTION ABC by Karen Pandell, photographed by Art Wolfe, Nancy Sheehan.Wildlife photographs copyright © 1996 by Art Wolfe.Child photographs copyright © 1996 by Nancy Sheehan. Published by Scholastic Inc. by arrangement with Dutton Children’s Books, a division of Penguin Group (USA) Inc.All rights reserved.

THE BODY BOOK by Shelly Rotner and Stephen Calcagnino. Photographs copyright © 2000 by Shelly Rotner. Published by Orchard Books,Scholastic Inc.All rights reserved.

BUGS FOR LUNCH by Margery Facklam, illustrated by Sylvia Long. Illustrations copyright © 1999 Sylvia Long. Published by Scholastic Inc. byarrangement with Charlesbridge Publishing.All rights reserved.

GOOD MORNING, POND by Alyssa Satin Capucilli, illustrated by Cynthia Jabar. Illustrations copyright © 1994 by Cynthia Jabar. Published byScholastic Inc. by arrangement with Hyperion Books for Children, an imprint of Disney Children’s Book Group, LLC.All rights reserved.

HAVE YOU SEEN BIRDS? by Joanne Oppenheim, illustrated by Barbara Reid. Illustrations copyright © 1986 by Barbara Reid. Published byScholastic Inc. by arrangement with Scholastic-TAB Publications Ltd.All rights reserved.

HOW KIDS GROW by Jean Marzollo, photographed by Nancy Sheehan. Photographs copyright © 1998 by Nancy Sheehan. Published byScholastic Inc.All rights reserved.

IN THE SMALL, SMALL POND by Denise Fleming. Copyright © 1993 by Denise Fleming. Published by Scholastic Inc. by arrangement withHenry Holt and Company, Inc.All rights reserved.

MARY HAD A LITTLE LAMB by Iza Trapani. Copyright © 1998 by Iza Trapani. Published by Scholastic Inc. by arrangement with WhisperingCoyote Press.All rights reserved.

STELLALUNA by Janell Cannon. Copyright © 1993 by Janell Cannon. Published by Scholastic Inc. by arrangement with Harcourt, Inc.All rights reserved.

TIME TO SLEEP by Denise Fleming. Copyright © 1997 by Denise Fleming. Published by Scholastic Inc. by arrangement with Henry Holt andCompany, Inc.All rights reserved.

WHEN WINTER COMES by Robert Maass. Copyright © 1993 by Robert Maass. Published by Scholastic Inc. by arrangement with Henry Holtand Co., Inc.All rights reserved.

WHO IS IN THE GARDEN? by Vera Rosenberry. Copyright © 2001 by Vera Rosenberry. Published by Scholastic Inc. by arrangement withHoliday House, Inc.All rights reserved.

Goal 2

CAPS, HATS, SOCKS,AND MITTENS:A BOOK ABOUT THE FOUR SEASONS by Louise Borden, illustrated by Lillian Hoban. Illustrations copyright © 1989 by Lillian Hoban. Published by Scholastic Inc.All rights reserved.

HI, CLOUDS (ROOKIE READER) by Carol Greene, illustrated by Gene Sharp. Copyright © 1983 by Regensteiner Publishing Enterprises, Inc.Published by Children’s Press, a division of Scholastic Inc.All rights reserved.

HOT AND COLD (ROOKIE READ-ABOUT SCIENCE) by Allan Fowler, Copyright © 1994 by Children’s Press, Inc. Published by Children’sPress, a division of Scholastic Inc.All rights reserved. Cover: Ron Dahlquist/SuperStock International, Inc.

PLEASE,WIND? (ROOKIE READER) by Carol Green. Copyright © 1982 by Regensteiner Publishing Enterprises, Inc. Published by Grolier Inc.,a subsidiary of Scholastic Inc.All rights reserved.

RAIN SONG by Lezlie Evans, illustrated by Cynthia Jabar. Illustrations copyright © 1995 by Cynthia Jabar. Published by Scholastic Inc. byarrangement with Houghton Mifflin Company.All rights reserved.

RAIN TALK by Mary Serfozo, illustrated by Keiko Narahashi. Illustrations copyright © 1990 by Keiko Narahashi. Published by Scholastic Inc.by arrangement with Simon & Schuster, Inc.All rights reserved.

RUN, JUMP,WHIZ, SPLASH by Vera Rosenberry. Copyright © 1999 by Vera Rosenberry. Published by Scholastic Inc. by arrangement withHoliday House, Inc.All rights reserved.

112

SNOW ON SNOW ON SNOW by Cheryl Chapman, illustrated by Synthia Saint James. Illustrations copyright © 1994 by Synthia Saint James.Published by Scholastic Inc. by arrangement with Dial Books for Young Readers, a member of Penguin Group (USA) Inc.All rights reserved.

SNOWY WINTER DAY by Estelle Feldman, illustrated by Chris Demarest. Illustrations copyright © 2002 by Chris Demarest. Published byScholastic Inc.All rights reserved.

WE PLAY ON A RAINY DAY (HELLO READER) by Angela Shelf Medearis, illustrated by Sylvia Walker. Illustrations copyright © 1995 by SylviaWalker. Published by Scholastic Inc.All rights reserved.

WHAT WILL THE WEATHER BE LIKE TODAY? by Paul Rogers, illustrated by Kazuko. Illustrations copyright © 1989 by Kazuko. Published byScholastic Inc. by arrangement with HarperCollins Publishers.All rights reserved.

WHEN THE WIND BLOWS by Amy and Richard Hutchings, photographs by Richard Hutchings. Photographs copyright © 2002 by RichardHutchings. Published by Scholastic Inc.All rights reserved.

Goal 3

THE APPLE PIE TREE by Zoe Hall, illustrated by Shari Halpern. Illustrations copyright © 1996 by Shari Halpern. Published by Scholastic Inc.All rights reserved.

A RAINBOW ALL AROUND ME by Sandra L. Pinkney, photographs by Myles C. Pinkney. Photographs copyright © 2002 by Myles C. Pinkney.Published by Scholastic Inc.All rights reserved.

SENSE SUSPENSE by Bruce McMillan. Copyright © 1994 by Bruce McMillan. Published by Scholastic Inc.All rights reserved.

THE SHAPE OF THINGS by Dayle Ann Dodds, illustrated by Julie Lacome. Illustrations copyright © 1994 by Julie Lacome. Published byScholastic Inc. by arrangement with Candlewick Press.All rights reserved.

SHAPE SPACE by Cathryn Falwell.Text and illustrations copyright © 1992 by Cathryn Falwell. Published by Scholastic Inc. by arrangementwith Houghton Mifflin Company.All rights reserved.

SIZE (MATH COUNTS) by Henry Pluckrose. Copyright © 1994 by Franklin Watts. Published by Children’s Press, a division of Scholastic Inc.All rights reserved.

THERE’S A SQUARE:A BOOK ABOUT SHAPES by Mary Serfozo, illustrated by David A. Carter. Illustrations copyright © 1996 by David A.Carter. Published by Scholastic Inc.All rights reserved.

TREES TO PAPER (WELCOME BOOK) by Inez Snyder. Copyright © 2003 by Rosen Book Works, Inc. Published by Children’s Press, a divisionof Scholastic Inc.All rights reserved. Cover: Premium Stock/Corbis.

WAX TO CRAYONS (WELCOME BOOK) by Inez Snyder. Copyright © 2003 by Rosen Book Works, Inc. Published by Children’s Press, a divi-sion of Scholastic Inc.All rights reserved. Cover: Cindy Reiman.

WHAT IS ROUND? by Rebecca Kai Dotlich, illustrated by Maria Ferrari. Illustrations copyright © 1999 by Maria Ferrari. Published byScholastic Inc. by arrangement with Rebecca Kai Dotlich and Maria Ferrari.All rights reserved.

WHAT IS SQUARE? by Rebecca Kai Dotlich, illustrated by Maria Ferrari. Illustrations copyright © 1999 by Maria Ferrari. Published byScholastic Inc. by arrangement with Rebecca Kai Dotlich and Maria Ferrari.All rights reserved.

WHO SAID RED? by Mary Serfozo, illustrated by Keiko Narahashi. Illustrations copyright © 1988 by Keiko Narahashi. Published by ScholasticInc. by arrangement with Simon & Schuster, Inc.All rights reserved.

Goal 4

HARRY’S HOUSE by Angela Shelf Medearis, illustrated by Susan Keeter. Copyright © 1994 by Scholastic Inc. Published by Scholastic Inc.Allrights reserved.

KINDERGARTEN KIDS by Ellen B. Senisi. Copyright © 1994 by Ellen B. Senisi. Published by Scholastic Inc.All rights reserved.

MEASURING PENNY by Loreen Leedy. Copyright © 1997 by Loreen Leedy. Published by Scholastic Inc. by arrangement with Henry Holt andCompany, Inc.All rights reserved.

SCIENCE TOOLS by Susan Canizares and Betsey Chessen. Illustrations copyright © 1999 by Scholastic Inc. Published by Scholastic Inc.Allrights reserved.

WEIGHT (MATH COUNTS) by Henry Pluckrose. Copyright © 1994 by Watts Books. Published by Children’s Press, a division of Scholastic Inc.All rights reserved.

WHO USES THIS? by Margaret Miller. Copyright © 1990 by Margaret Miller. Published by Scholastic Inc. by arrangement with HarperCollinsPublishers.All rights reserved.