Teacher’s Supplement
Teacher’s SupplementMAGAZINETEXTSDoodlebug & Dandelion: A Winter Miracle . . 4Contemporary Realistic Fiction490LWinter Writes . . . . . . . . . . . . . . . . . . . . . 9Humorous PoemMaillardet’s Mysterious Machine . . . . . . . . . 11Expository Nonfiction860LHowling Up at the Moon . . . . . . . . . . . . . . 15Folktale640LSpace Dreams . . . . . . . . . . . . . . . . . . . . . 20Fantasy PoemFlying on Ice . . . . . . . . . . . . . . . . . . . . . 22Contemporary Realistic Fiction610LHow to Snurf and Ski-Doo . . . . . . . . . . . . . 27Expository Nonfiction870LSPIDER January 2016
ContentsOVERVIEWTeachers’ Guide for SpiderJanuary 2016Using This Guide. . . . . . . . . . . . . .2Common Core: Reading, Speaking& Listening, and Writing . . . . . . . . .3Text Pages . . . . . . . . . . . . . . . . .4Cross Text Connectionswith Multiple Articles . . . . . . . . . . . 11Mini-Unit. . . . . . . . . . . . . . . . . .12Printables. . . . . . . . . . . . . . . . . . 151In this magazine,readers willlearn aboutdifferent winteractivities. SpiderJanuary 2016includes stories,poems, andarticles aboutsnow making, automatons, a museum,imagination, ice skating, snowboarding, andsnowmobiles.Glossary . . . . . . . . . . . . . . . . . .18Online Resources . . . . . . . . . . . . .20ESSENTIAL QUESTION:How can authors and illustrators showreaders a variety of winter experiences?SPIDER January 2016
Using this GuideWe invite you to use this magazine as a flexible teaching tool, which is ideal for interdisciplinarylearning of social studies and science content and core literacy concepts. Find practical advicefor teaching articles individually or utilize a mini-unit that helps your students make cross-textconnections as they integrate ideas and information.READ MULTIPLE TEXTS PAGES 4 – 10Each article in this magazine is well-suited for teaching Common Core literacy concepts and content area knowledge.For each individual article page in this guide, you’ll find the following:Essential QuestionContent ConceptsCommon Core Anchor StandardsKey Prepare to ReadCCSS.SpeakListen.1, 2, 4Close Reading QuestionsCCSS.Reading.1-10Common Core Connections to teachreading and writing standards.CCSS.Reading.1, 2, 3 & 6TEACH A MINI-UNIT PAGES 12 – 14Magazine texts can be easily grouped to make cross textconnections and comparisons. Our Common Core mini-unitguides students to read and discuss multiple texts and integrateideas and information (CCSS.Reading.9). Discussing multipleCORELITERACY2articles (CCSS.SpeakListen.1, 2, 4) prepares students to writetexts to share and publish in a variety of ways (CCSS.Writing.2).ARTICLESSPIDER January 2016
Common Core Reading, Speaking & Listening, and WritingREADINGCore literacy concepts, such as the ones found in the Common Core State Standards, help students access social studiesand science content. Integration of both literacy thinking and content study offers students a great way to become expertsin reading informational text and literature for content knowledge. This guide provides questions to cover many core literacyconcepts.Draw Inferences (CCSS.Reading.1)Describe Relationships (CCSS.Reading.3)Analyze Text Structure (CCSS.Reading.5)Interpret Visual Information (CCSS.Reading.7)Summarize (CCSS.Reading.2)Determine Word Meaning (CCSS.Reading.4)Understand Author’s Point of View (CCSS.Reading.6)Explain Reasons and Evidence (CCSS.Reading.8)FOCUS STANDARD: CCSS.Reading.9: Integrate Ideas and Information:Have students read multiple texts from this magazine on the same topic, build knowledge, and make cross-textcomparisons.SPEAKING AND LISTENINGUse the texts in this magazine to spark meaningful discussions in person and online. Encourage deeper discussions wherestudents can become topic experts. (CCSS.SpeakListen.1, 2, 4)DISCUSSION OPTIONS—IN CLASS OR ONLINEText Clubs: Form small reading groups of students reading the same text. Have students discuss the content, shareideas, and critically evaluate the text.Jigsaw Clubs: Form small reading groups of students reading different texts. Invite students to share information andresources with each otherWhole Class: Launch with an essential question. Encourage students to find and share evidence from different textsbuilding a greater understanding of the question.WRITINGUse the texts in this magazine to prompt informative/explanatory writing (CCSS.Writing.2). Have students use evidence fromthe texts to share information about social studies, language arts, or science content in the articles. See the Mini-Unit sectionof this guide (pages 12 – 14) as well as the text pages (pages 4 - 10) for ways to incorporate writing into your instruction.3SPIDER January 2016
ARTICLE: Doodlebug & DandelionLexile Score: 490Magazine page 4, Contemporary Realistic FictionESSENTIALQUESTIONHow can authors andillustrators show readersa variety of winterexperiences?Dandelion, Doodlebug, their parents, Bog, and Rudyard lookat an album of winter photos. Meanwhile, their friend Tomikoprepares a snowy surprise.PREPARE TO READAsk students if they ever wish to live where the climate is very different.Discuss whether this wish could ever come true. Explain that this story showssome kids who live in a place of palm trees who wish to live where there issnow.ELA CONCEPTAuthors can use flashbacks to enhancea story line.CLOSE READING QUESTIONSCROSS-CURRICULAREXTENSION Sciencein this story? How can you tell the photo album covers lots of years? How can you tell Doodlebug and Dandelion’s family has probably movedsometime before this story takes place?Based on clues in the story, wherein the US might Doodlebug andSometimes things happen with great timing. What happens with great timing What plot points make the title appropriate?Dandelion live? Where might theyhave lived when they were younger?KEY VOCABULARYendure (p. 5) to bear patientlyobedient (p. 5) willing to obeycamouflage (p. 6) the hiding ordisguising of something by covering itup or changing the way it lookscommotion (p. 7) noisyCOMMON CORE CONNECTIONSUsing Context Clues CCSS Literature 4Search the text for hyphenated words (ex: teeny-tiny, weather-beaten). Usecontext clues to figure out what they mean.Summarize Text CCSS Literature 2Working in pairs or small groups, summarize the story. Include the beginning,middle, and end of the story.excitement and confusioncontraption (p. 8) a strange orcomplicated device or machine4Narrative Writing CCSS Writing 3Write a story that places you in an environment that is very different from the oneyou live in. Include activities that are based in this new environment.SPIDER January 2016
ARTICLE: Winter WritesMagazine page 9, Humorous poemA girl mails her friend letters every week, but the friendcomplains she only gets empty envelopes.ESSENTIALQUESTIONHow can authors and illustratorsshow readers a variety of winterexperiences?PREPARE TO READAsk students if they ever write letters to friends. Do they get letters in return?Ask them what they’d think if all the the letters from their friends were justempty envelopes.ELA CONCEPTAuthors can use rhyming words andphrases to give rhythm and meaning toa poem.CLOSE READING QUESTIONS Based on clues in the poem, where might the girl live? Where might her friendlive?CROSS CURRICULAREXTENSION What good advice could you give this girl? How is this poem organized? How many stanzas? What is the rhyming pattern?Are there any unusual rhymes?ResearchResearch the rules for sending mailvia the U.S. Postal System. Could thisgirl have sent her letters in real life?KEY VOCABULARYCOMMON CORE CONNECTIONSReading Fluency CCSS Foundational Skills 4Working in pairs, students choral read the poem two or more times. Whenwriter’s cramp (p. 9) a crampcomfortable, students take turns reading the poem, as the other student acts outin the hand, esp. in the muscles of thethe girl’s actions.thumb and forefinger, that results froma long time of writingLetter Writing CCSS Writing 3Write a letter to the girl in the poem. Tell her why her gift never made it to herfriend. Give her ideas for her next letter.5SPIDER January 2016
ARTICLE: Maillardet’s Mysterious MachineLexile Score: 860Magazine page 11, Expository NonfictionESSENTIALQUESTIONHow can authors andillustrators show readersa variety of winterexperiences?In 1928, a mysterious machine arrived at The Franklin InstituteScience Museum, with no instructions. It’s now put backtogether, and it mechanically creates pictures and poems. Thisarticle describes the machine and its history.PREPARE TO READShare the pictures in the article. Ask students to predict what the pictures andthe article are about. Record the predictions and tell students they’ll reviewtheir predictions after they read the article.ELA CONCEPTAuthors and illustrators work togetherto use text, pictures, and captions toprovide a reader with different types ofCLOSE READING QUESTIONS information about a nonfiction subject.CROSS-CURRICULAREXTENSIONScienceOn page 11, it says, “Curators at the museum patiently pieced old parts togetherand set motors in motion.” Why did the author use the word patiently? The last paragraph of the story has the phrase “helped pave the way.” Whatdoes this mean? Compare the information students learned from the article with theirpredictions.Work in teams to design a schematicfor a toy or object that could beautomated. Explain what each part is,its function, and how it would work.COMMON CORE CONNECTIONSKEY VOCABULARYResearch CCSS Writing 7curator (p. 11) a person in chargeResearch what machinists and clockmakers do. Write a paragraph explaining whyof a museum or zoothe skills for these jobs would help someone create an automaton.patient (p. 11) putting up withpains or problems calmly or withoutcomplaintList Reasons CCSS Writing 1Make a list of reasons why crowds visiting the Franklin Museum were captivatedby Maillardet’s automaton.intricate (p. 11) having manycomplex parts, angles, or aspectsVocabulary CCSS informational Text 4ordinary (p. 12) without specialSearch the text for challenging/interesting words. Create an illustrated glossary ofqualities; commonthe words.mechanism (p. 14) a piece ofmachinery6SPIDER January 2016
ARTICLE: Howling Up at the MoonLexile Score: 640Magazine page 15, FolktaleESSENTIALQUESTIONHow can authors andillustrators show readersa variety of winterexperiences?Nurauq is a girl who lives in Alaska. As she walks to visit hergrandmother, an old wolf tries to trick her into giving him somefood.PREPARE TO READRead the summary to students. Ask them if this makes them think of a storythey may know from their childhood (Little Red Riding Hood). Tell them theywill compare the two stories later.ELA CONCEPTThe style of illustrations can support astory’s not-of-this-time setting.CLOSE READING QUESTIONS CROSS-CURRICULAREXTENSIONitalics). Use each word in a new sentence. How had Old Wolf’s diet changed over the last few months? When Nurauq speaks with her grandmother, how does she show that she is aScienceWhat are the characteristics of life inUsing context clues, decide on the meaning of the Native Alaskan words (inkind girl? Compare and contrast Howling Up at the Moon with Little Red Riding Hood.the tundra? What details in this storysuggest it takes place in the tundra?KEY VOCABULARYtundra (p. 15) a treeless plain thathas a permanently frozen layer belowthe top soilmukluk (p. 16) a soft boot ofreindeer skin or sealskin, worn bysome Alaskanshorizon (p. 17) the line where theCOMMON CORE CONNECTIONSUnderstanding Vocabulary CCSS Literature 4List all the tricks Old Wolf uses in the story. Follow each trick with itsconsequence. Decide if the tricks were effective.Character Description CCSS Literature 3The author describes Old Wolf’s physical appearance throughout the story. Searchthe text for these descriptions. Draw a picture of the wolf and label it with thedescriptionsearth or sea seems to meet the skymuzzle (p. 19) the nose and jawsof an animal7Point of View CCSS Literature 6In pairs or small groups, retell this story from the point of view of either Nurauq orOld Wolf. Share your version with other groups. How do your versions differ?SPIDER January 2016
ARTICLE: Space DreamsMagazine page 20, Fantasy PoemA boy imagines a trip to Mars.ESSENTIALQUESTIONHow can authors andillustrators show readersa variety of winterexperiences?PREPARE TO READAsk students about places they pretend to travel to. Where do they go? Aretheir trips based on fact, imagination, or both? Tell them they will read a poemabout a boy’s pretend trip to Mars.ELA CONCEPTA poet can use strong verbs to make apoem more interesting.CROSS-CURRICULAREXTENSIONArtCLOSE READING QUESTIONS Find verbs in the poem that can also be nouns. Based on the illustration, what’s probably the boy’s name? Find the poem’s rhyming pattern. Do the rhyming pairs follow the samespelling rules?Reread the poet’s description of hisexperience on Mars. Make a drawingshowing details of their experience.KEY VOCABULARYexamine (p. 20) to look at orCOMMON CORE CONNECTIONScheck carefullyWriting Narratives CCSS Writing 3palm (p. 20) the inside of thePretend you are the boy in this poem. Write a letter to a friend about your Marshand between the fingers and thewristadventures.Research CCSS Writing 7catalogue (p. 20) to make a listResearch information about Mars. Compare your findings with the Mars of theof names, titles, or articles arrangedpoem. What details are accurate? What details come from the poet’s imagination?according to a systemvein (p. 20) a long narrowopening in rock filled with mineralmatterparachute (p. 20) to come downby means of a large device made ofstrong, thin cloth that opens up like anumbrellar8SPIDER January 2016
ARTICLE: Flying on IceLexile Score: 610Magazine page 22, Contemporary Realistic FictionESSENTIALQUESTIONHow can authors andillustrators show readersa variety of winterexperiences?When Craig sees his big sister Riley ice skate, he wants to skate,too. But when he tries, he doesn’t fly on the ice like she does.With her friend helping, Riley helps him feel like he’s flying.PREPARE TO READShow students pictures of skates, a chair, a hockey stick, a puck, and twoorange cones. Ask students how these things are all related. Tell them thestory uses all of them.ELA CONCEPTAuthors can use both dialog andactions to show the relationshipsbetween characters.CLOSE READING QUESTIONS On page 22, Craig thinks his sister’s skate blades, arms, and scarf each look likesomething else. What does he think they look like?CROSS-CURRICULAREXTENSION Why do Riley and Liz need the cones?Science What are the reasons Craig is dissatisfied with his skating? How would you describe Riley’s relationship with Craig?Hypothesize reasons why ice isslippery. Then, watch the video linkgiven in Online Resources and recreate the experiment with pressureto reduce ice’s melting point.COMMON CORE CONNECTIONSKEY VOCABULARYUnderstanding Verbs CCSS Language 1dodge (p. 22) to avoidsomething by moving quickly aside orchanging directionblade (p. 22) the runner of an iceskate; the skate part that glides acrossSearch the text for verbs. Use context clues and a dictionary (if needed) tounderstand their meanings. Act out the words for classmates. Can they guess theverbs?Character Experiences CCSS Literature 3List all Craig’s experiences with skating. Predict what his next experience will be.the iceOn what do you base your prediction?crouch (p. 23) to stoop or bendSummarizing CCSS Literature 2low with the arms and legs close toWork with a partner to summarize the story. When and where does the story takethe bodyplace? Who are the characters? What is the main problem? How do they solve thepuck (p. 24) a rubber disk used inproblem?ice hockey9SPIDER January 2016
ARTICLE: How to Snurf and Ski-DooLexile Score: 870Magazine page 27, Expository NonfictionESSENTIALQUESTIONHow can authors and illustratorsshow readers a variety of winterexperiences?Snowmobiles have been around since the early 1900s, whilesnowboards were developed in the 1960s. This article coversthe interesting history of these popular winter activities.PREPARE TO READAsk students what they know about inventions that allow people to moveeasily on the snow. Show them pictures of a snowboard and a snowmobile. Tellthem they will learn more with this article.ELA CONCEPTAuthors and illustrators work togetherto use text, pictures, and captions toprovide a reader with different types ofinformation about a nonfiction subject.CLOSE READING QUESTIONS What are names for snowboards used in the article? Why are most of thesenames no longer used?CROSS CURRICULAREXTENSION Math What skills did Bombardier have as an adult that helped him succeed in makinghis Ski-Doo ?What is the main purpose of the picture captions in this article?Research ski-mountains wherepeople snowboard. Create a bargraph comparing the height of thosemountains.KEY VOCABULARYorganize (p. 27) to set in order;arrange in a particular waylaminated (p. 28) made up oflayers pressed togetherinfection (p. 29) an illness causedCOMMON CORE CONNECTIONSKey Ideas and Details CCSS Info Text 2Create a table showing the people mentioned in this article and theircontributions.Research CCSS Writing 7Research one or more famous snowboarders. Gather information such as: Whendid they start? How did they develop their skills? What makes them famous?by germsprofessional (p. 30) doing a jobas a way of earning moneyOpinion Writing CCSS Writing 1Form an opinion on whether skateboarding or snowmobiling is more fun. Supportyour opinion with convincing reasons.mechanic (p. 30) a personwhose job is to make and repair tools,machines, and motors10SPIDER January 2016
COMPARING TEXTSCROSS-TEXT CONNECTIONS WITH MULTIPLE TEXTSCOMPARE TEXTSSYNTHESIZE: Guide students to compare texts they read. Help students find theconnections between pieces of information in multiple texts. Use prompts, such as thefollowing examples, to have students work together to Integrate Ideas and Information(CCSS.Reading.9):11 Form a response to the essential question: Winter can be enjoyed both outside andinside. How can authors and illustrators show readers a variety of winter experiences?Use information from multiple articles. Find texts in which the characters are family and/or friends. Compare and contrast:How do the characters interact? How do they help each other? How do they talk toeach other? Do you use the text, the illustrations, or both to answer the questions? Find texts that feature winter cold and/or snow. Compare and contrast: Howimportant is cold and snow to the story, poem, or article? How do the text andillustrations show that cold and snow can be fun? Reread “Doodlebug & Dandelion,” “Maillardet’s Mysterious Machine,” and “SpaceDreams.” Each is at least partly set inside, away from winter’s cold and snow. Whatinside activities do they show that could make winter fun? Compare and contrast the two nonfiction articles. What is the main idea of each?How does the author support the main idea? How does the illustrator support themain idea? Why are each appropriate for a winter issue of Spider?SPIDER January 2016
MINI-UNITEXPLORATORY LEARNING - FLEXIBLE MINI-UNIT DESIGNWinter offers opportunities for fun, both outside and inside. Authors and illustrators worktogether to show the benefits of both types of activities.ENGAGEREAD ANDCOMPAREAPPLYENGAGE: This issue of Spider Magazine shows both outside and inside winter activities.It’s likely many of your students have strong opinions as to which type is best. Asstudents read the magazine, have them be alert for fun activities. Create an idea orconcept map to tap into their background knowledge. Begin with a chart like the onebelow. Add student observat
reindeer skin or sealskin, worn by some Alaskans horizon (p. 17) the line where the earth or sea seems to meet the sky muzzle (p. 19) the nose and jaws of an animal ELA CONCEPT The style of illustrations can support a story’s not-of-this-time setting Science What are the characteristics of life in the tundra? What details in this story
The indication allowed for health supplements are; used as health supplement, dietary supplement, food supplement or nutritional supplement. The indication for pregnant and lactating women would be "vitamin and mineral supplements for pregnant and lactating women". Functional claims acceptable for health supplement products are listed in .
Independent Personal Pronouns Personal Pronouns in Hebrew Person, Gender, Number Singular Person, Gender, Number Plural 3ms (he, it) א ִוה 3mp (they) Sֵה ,הַָּ֫ ֵה 3fs (she, it) א O ה 3fp (they) Uֵה , הַָּ֫ ֵה 2ms (you) הָּ תַא2mp (you all) Sֶּ תַא 2fs (you) ְ תַא 2fp (you
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The EASA Supplement is not a stand-alone manual. The definition of the word supplement is "something that completes or enhances something else when it is added to it." The EASA Supplement is a document that enhances your FAA Repair Station Quality Control Manual. The Supplement bridges the gap between the two regulatory bodies.
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All teams must have a minimum of 10 participants to receive full supplement if not at full participation, supplement will pay 1/2 scale per sport. All teams must compete in majority of play dates to receive full supplement if not, supplement will pay 1/2 scale per sport. COACHING SUPPLEMENT SCHEDULE
2. Pittsburgh Modified Conners Teacher Rating Scale 3. Parent/Teacher DBD Rating Scale 4. Child Behavior Check List- Teacher Report Form 5. Narrative Description of Child -- Teacher 6. Academic and Behavioral Target Form 7. Classroom Management Techniques Generally, the teacher rating scales should be completed by the teacher who spends the .
