Reading EnRichment For Any Out-of-School Time Program
Reading Enrichmentfor any Out-of-SchoolTime ProgramAfter SchooL,roftrfec ograms, and Expanded Day LearningeP mmer PrSuACTIVITIES & Links toNOSDN HA mon CoreComdes K-5arG
offers a variety of informational and fiction titleswith easy to implement lessons that requirelittle to no preparation time.Literacy Fun Express is packed with fun—but in addition to its joyful approach to literacy learning, the programis based on solid research and aligned to the Common Core State Standards. Every lesson is informed by current researchrelated to five key components: academic vocabulary, comprehension, small-group discussion or “text talk,” Total PhysicalResponse (TPR), and voluminous reading.Give your students an academic workoutevery time they open a book!FROM SEEDTO PLANTDuring Reading (continued) Easy to implement lesson plans Perfect for small groupAligned to the Common Core State StandardsPromotes student inquiry with follow-up hands on activitiesThematic bundles such as Health & Wellness, STEM, Animals, Creative Arts, and more!Ideal for after school, summer learning, and expanded day programsExpress includes:iteracy FunLhcaEFive copies of one thematic paperback book One-hour lesson plan Grade-level specific formative assessment guideTHE PENGUINAND THE PEAGrades 3–5Daily ObjectivesBy Janet PerlmanGrades K–2Theme: AnimalsCORELINK TO COMMONFORREADING STANDARDes K–2):LITERATURE 7 (Gradd fromgaineationUse informsdetailthe illustrations andandin a story to describeing ofdemonstrate understandevents,its characters, setting,or plot.OBJECTIVE:sChildren will use detailtoin illustrations and textsettings,describe characters,story.theinand plotMATERIALS NEEDED:the Pea The Penguin and Chart paper MarkerVITAL VOCABULARY: Discouraged Suspicious Imposter Genuine5 min. Say:and read the title aloudat the cover of the bookbook and1. Have children lookPea. Use the title of theis The Penguin and the.bookaboutthisofbewilltitleThe this bookto tell or predict whatthe picture on the cover)hard time falling asleep(a penguin who has aAsk:.b through the pagesn)?2. Have children thumction) or imaginary (fictiobook is a true story (nonfidress and Do you think thispictures; Penguins don’tyou know? (from the(imaginary) How doact like people.)numberers. You may want tonot contain page numbto make itNote: This book doesthe second title page)(starting with #1 onthe pages yourself.belowinstructionseasier to follow theDuring Reading1.MATERIALS LIST20 mintext andchildren to use thein each section, directAfter reading the pagesquestions.their answers to yourpictures to supportls as you readat the picture detailookenchildrRead pages 2–5. HaveVocabulary Listland)aloud. Ask:(long ago in a farawaydoes this story take place? Where and whenprince)pages? (king, queen,do we meet on these.) Which charactersmarrytossprinceafindfeel? (sad) Why? (He can’t How does the Princes with children.Discuss the illustrationy)storm,2. Read pages 6–11.(windylike?the weathere on page 7. What isprincess) Look at the picturin who said she was athe castle gate? (a pengus were ripped.)clothe Who knocked onHery;muddd like. (wet andDescribe what she lookepurse yourd her beak. When youthe old Queen purseexpression. Look at the Page 10 says thater, sometimes in a mean’t believe the penguinlips, you put them togethdoesn(Shethat?likeQueen lookpicture. Why does theis a princess.)had knocked onwas a princess if shebelieved this penguinlook like Would you haveNo, because she didn’tnot? (Possible answer:your door? Why or whya princess.)3. Read pages 14–19, discussing with students how5. Read pages 28–31. Say:the illustrations change toshow the changes theplant undergoes as it grow Use the picture on pagess seeds. Then ask:28–29 to name seeds,nsbowhenGibensGailhappfruits, and pods that people use ByWhata fruit or pod is ripe? (It breakfor food. (Possiblesanswers: lettuce, peas, strawberrieopen.) Point to the part of thes, turnips, oranges,fruit or pod that is5 minpumpkins, corn, carrobreaking open in the picturets,tomatoes,lemons, apples)on page 14. What does the proje Look at page 16. How arect :on pages 30–31 help youthese seeds beingtitle aloud. Askthe(growd do?readanokbomoved? (They are popping outyourown bean plant) How do youof thethe covthe erknowfruit on thetsdents look atwhener parseedstuothbeanve s.whileyourflower open1. HaThey are being dropped by a bird grow below ground,whens havelight sprouted? (Roots willof plantsthattssundparneenkgrowntsthiwants to eatdownPlaandr:youshoots will grow up.) What dothey doberries.)answe Whyours will vary. Possibledoinwithsoil.)seeds after they sprout? (covethe theve ground? (Answe Look at pagew abogro17.r them upWhatm below groundkind of seedyisneegs ll of dirt)undhere? (cocoabogrodonut)veHowcoconut seeds move? (float numbers. you may want to nu6. Summarize pagealong on bodies of wateokt contain page32. iernolandAsktostudents to pick factsdoesthey) to make it easgeon shore on the title paThis bo r untilte:Notoresta#1te in their own words. Discuwhere they can grow)lf (starting withss how eachthe pages yoursepicturemakes the fact easier to undelow. Look at page 18. Whatns berstand.ctioseedtruthe:Askes.s in this pictureturfollow the insdopicthehave in common? (They are allpage and nt,Have stude2.at page Look(seed packet, daisy19. How are the seeds wnon the title page?After Readingobjects are shohere moved?at anim(They are carrieWhdbyals,ortheyhave hooks thatCORE25 mindirt) le’s clothmake them stickh peopwittoLINK TO COMMONabout. (how plantsrn SCIEl leaTOes or animals’ fur dict what CONNECTyou wilNCE: From Seed to Plant PictuARD FORuntil they fall off somewherpictures to preresandREADING STANDetitleelse.)theUse Have pairs work together toTEXT 3use information from From4. Read pages 20–27. Say:INFORMATIONALgrow from seeds)Seed to Plant to illustrate onestep that happens either as a(Grades 3–5): Describe what is happeningplant makes a seed or as a seedoripsinthenshbottom ofgrows into a plant. (AssignExplain the relatiothe picture on pages 20–21.each pair a different step.) Sugg 25 min(Aboytwoanda girl areenest that students reviewinteractions betweplanting seeds in a vegetable gardepages 7–14 to collect informatio,n.)Whatntsn abouiss, eveshown in the top of this pictuor more individualtext and t how plants arepollinated and maketo usere? (what flowers andseedthes. Suggest that students reviein a text,direct studentswvegetables look like after theyideas, or conceptss in each section, pages 22–27s.if they are illustrating onegepagrowthe)gdinof the steps of howestionAfter reapenedseed grows. After all pairs areswers to youar qu Point to and name the partsanincluding what hapirthertepofinishgivsuped, have studentspictures to of the seed on pagespecifics included tor haorderstrtheatopictu22. What does a seed coat do?res and then display them toand why, based ont the labels the illuouthe(Itshow theproteintcts. Potext.correct :order of the steps.plant insideSays.1. .) Read pages 2–5oninformation in theatistrilluabout thenize. (Possibleogmore informationrecyou What three thingdssees must happen before aones 4–5. Identifypagcanthe pictures seedatsoil.grow? (It has toOBJECTIVE:, dandelion seed)LooorkinpeaUp be onWranel, pRain mustflowsoakertheseed, corn kerfy thesunrn,acoseed coat. The sun mustrs:weStudents will identians warm the ground.)5 mininsequence of events What happens duringpaAsk:6–13.stamenDiscuss the inforthegesinatiomhtn? (The seed coatn fropollentaug2. Read germofmatio.in this book. Ask:breaks open and the seed beginprocesses of natureseed grow? (A grainam.)kefroematocamtlenfirssstopoler thedo theWhat happengrow.) Use the of the same kinHowdiagrd of flowams in this book, like the onestext and picture on pageat the toptellstigmawhya planton pages 24–25, make it easieontotheED:ds24r to understand howneeds a root. (to get lann)MATERIALS NEEDatiowater and minellin(po?ledralsseeds and plantsllinw isanswHoiblentat is this act calfrom the soilatio? n)(Possfor the plant to use asWher: They showwn? (po grow From Seed to Plafood)s is shoWhat heanoorplantturtos or seeds or underflowerat the pic What do you call the Loom onefrogroun Poster boardpartkof the plant that leaveblows pollenthed where you couldn’t see otherind(W?ingspengrow from? (the shoot)this process happaperpening? (Pollen on wise.)n hapllinatio poWhydo youthink some er.)se 11. How isplants make so many Why do plants need leave Pencils or penof the flowtheespictures on pagtilatkpisLootheseedo s?s?ont(Poss(Leavoffibleuseanswer: to make sure that at leastingwateyonsminerals, sunlight, and thethe bird’sr, body is com Markers or cra’s anda fruit?tosomeisofatheair tobeeilarmakeseedssimfood for the plant.)dcanpogrowinto new plants insteadwture on page 13. Hoof getting eaten or ending up somek at the text and pic:Looplace where theyRyLA BuCAVOVITALcan’tgrow)ds.)seetey protecBefore ReadingLinks toCommonCore StateStandards Before ReadingDiscussion Starters—Explore and build backgroundknowledge prior to readingHands-on learning—Promote additionalstudent inquiry and connect to other curricula withafter-reading activitiesTheme:STEMDuring Reading(Th Stamen Stigma Pistil Sepal368TM & Scholastic Inc. All rights reservedItem Number: 612. From Seed to Plant by Gail Gibbons. Copyright 1991 by Gail Gibbons. Published by OvuleScholastic Inc. by arrangement with HolidayHouse, Inc.ntioinarmGe Scholastic LFP FromSeed.indd2Reading Prompts—Encourage discussion withguided questions4/11/12 5:16 PM4/11/12 5:16 PMmSeed.indd 1Scholastic LFP FroAfter-ReadingActivitiesItem Number: 6124574/11/12 5:24 PM2dd 1Scholastic LFP Penguin.in3
Aligned toCommon Core State StandardsGrade KFeelingsTRUE STORIESAlexander and the Terrible,Horrible, No Good,VeryBad DayRealisticFictionOwenFantasyStand Tall, MollyLou Melon0-545-49352-8 19.990-545-49350-1RealisticA House Is a Housefor MePanda Kindergarten 19.990-545-49351-XThe Deep Blue Sea ationalBefore Reading5 minBefore Reading1. Have children look at the cover of the book and read the title aloud. Say: The title of this book is Owen. Owen is a name. Use the title of the book andthe picture on the cover to tell or predict what this book will be about. (amouse named Owen) Ask: Do you think this story is real (nonfiction) or imaginary (fiction)? (imaginary)How do you know? (from the picture; mice don’t wear clothes)5 min1. Have children look at the cover of the book and read the tiGrades K–2Grades K–2note: This book does not contain page numbers. You may want to numberthe pages yourself (starting with #1 on the title page) to make it easier tofollow the instructions below.Theme:Feelings2.Use the picture to tell why Owen is smiling. (He likes having his blanketwrapped around him.)During Reading20 minAfter reading the pages in each section, direct children to use the text andpictures to support their answers to your questions.1. Read pages 3–5. Have children look at the pictures as you read aloud. oBJeCTIVe:Children will describeillustrations and matchpictures with text.Grades K-2Theme:Feelings How does Owen feel about his blanket? (He loves it.) How can you tell? (Hetakes it everywhere he goes.)Where is Owen in each picture on page 4? Listen as I slowly reread the lasttwo lines on the page. Point to the picture each word tells about.2. Read pages 6–12. Discuss the illustrations with children.MATeRIALS neeDeD: Owen Heavy drawing paper Crayons or markers Scissors Envelopes Who is Mrs. Tweezers? (a neighbor) Why was she concerned that Owen stillcarried around his blanket? (She thought he was too old for that.) The story said that Mrs. Tweezers filled Owen’s parents in. What do you thinkthat means? (She told his parents her plan.) Look at the picture on page 7. Use the picture to tell how Owen felt aboutthe plan. (Owen’s eyes are very big. He didn’t like the plan; he was scared.)VITAL VoCABULARY: Favorite Essential Look at the illustrations on page 8. How do they show what is happening inthe text? (The top picture shows Owen stuffing Fuzzy inside his pajama pantsand the bottom picture shows him sleeping.) Look at the pictures on page 12. Use the pictures to tell why Owen tookFuzzy with him when he got his haircut and went to the dentist. (Possibleanswers: Owen’s face looks sad and scared. He doesn’t like getting his hair cut orgoing to the dentist. His blanket makes him feel safe and gives him comfort.)Item Number: 612478LINK TO COMMON CORELITERATURE STANDARD(Grades K-2):Retell stories, including keydetails, and demonstrate understanding and determine thecentral message or lesson.OBJECTIVE:Children will use the text andpictures to retell the story andthe message learned.5 minVITAL VOCABULARy: Boa Constrictor Exactly Fumble Glee Reveal Use the pictures on the cover to tell what you see. (Answers will vary.) What do you think this book will be about? (Possible answer: about the funnygirl on the cover named Molly Lou Melon) Do you think the girl shown on the cover of the book is tall? (no) Use theillustrations, or the pictures on the cover to tell why you think so. (She isalmost the same size as the weeds in the grass.) What do you think the expression “stand tall” means? (Answers will vary.)Explain that to “stand tall” means to be proud or brave.During Reading 19.9920 minAfter reading the pages in each section, direct children to use thetext and pictures to support their answers to your questions. In this book, Molly Lou listens very carefully to her grandma’s advice.Do you think this is a good idea? Tell why or why not. (Answers will vary.)On pages 10–11, the author says that Molly Lou “had a voice thatsounded like a bullfrog being squeezed by a boa constrictor.”What does this description tell you about Molly Lou’s voice? (That her voicehas a deep, unpleasant sound.) What did Grandma say to Molly Lou about her unusual voice? (“Sing outloud and clear and strong and the world will cry tears of joy.” ) What do youthink Grandma meant when she said to “sing out loud.?”(Molly should beproud of her voice and not afraid to use it in a big way.) Would you feel the same way if your voice sounded like Molly Lou Melon’s?Tell why or why not. (Answers will vary.)Before ReadingTheme:True Stories How are the pictures on the front and back covers alike? (They all showpandas.) How are the pictures different? (The front cover shows one pictureof a mother and baby panda. The back cover shows three pictures of babypandas playing.)Theme:True StoriesLINK TO COMMON CORESPEAKING AND LISTENINGSTANDARD 1 (Grades K–2):Participate in collaborativeconversations withdiverse partners aboutgrade-appropriate topics andtexts with peers and adults insmall and larger groups. Do you this is a true story (nonfiction) or an imaginary story (fiction)? Howdo you know? (Possible answer: The cover shows real pandas and says “Photosby,” so the story is probably about real pandas.)LINK TO COMMON CORESPEAKING AND LISTENINGSTANDARD 2 (Grades K–2):Ask and answer questionsabout key details in a textread aloud or informationpresented orally.VITAL VOCABuLARY: Panda Cub Protected Twin NurseryNote: This book does not contain page numbers. You may want to numberthe pages yourself (starting with #1 on the title page) to make it easier tofollow the instructions below.During ReadingOBJECTIVE:Children will use informationin the text and pictures todiscuss key details in the story.20 minAfter reading aloud the pages in each section, direct children to usethe pictures along with what you read to support their answers to yourquestions.MATERIALS NEEDED: The Deep Blue Sea Chart paper Paper plates Markers or crayons Modeling dough(assorted colors) Construction paper Scissors1. Read aloud pages 3–4. Have children listen as you read aloud. Tell them tolook closely at the pictures of pandas. Ask: How many pandas does the author tell us there are? (16) Let’s count them.(Have children count chorally with you.) Say: This is one reason why theauthor says the group of pandas is a kindergarten class. What does the Wolong Nature Reserve do? (take care of the pandas)2. Display page 4 and point to the straw under the baby panda. Ask: What isthe straw for? (a bed for the baby panda)3. Read aloud pages 7–10. Say: Tell how the mother panda takes care of the baby panda. (Possible answers:She hugs the baby close. She lets it rest on her. She gives the baby milk.) What happens when a mother has twins? (She has two babies at one time.)How many babies can a mother panda take care of? (one) Who takes care ofthe other baby? (workers where the pandas live) What is something that theworkers do for the babies? (feed them with a bottle) The title of this book is The Deep Blue Sea: A Book of Colors. Use the title ofthe book and the picture on the cover to tell or predict what this book willbe about. (It will be about all of the different colors of things and animals inthe sea.) Say: Let’s count the fish. How many fish do you see? (nine) What do younotice about the fish? (Possible answers: The fish are all different colors. Thefish are jumping out of the water.)During ReadingPoint to the word blue. Say: This is the word blue. What do you notice aboutit? (The letters of the word are blue.) As I read aloud the book, look for othercolor words from our list. Say: Look at the picture on these pages. What words would you use todescribe this place? (Possible answers: blue, calm, peaceful, quiet, daytime)VITAL VOCABULARY: Sea Middle What color is the rock? (red) Where is it? (in the middle of the deep blue sea) What is on top of the rock? (a tree) What color is the tree? (green) Say: Each time we turn the page, something new is added to the picture.What do you think will be added after the tree? (Possible answer: a coconut)Why do you think this? Look for clues in the picture. (I see something growingout of the tree.) What is getting closer and closer to the tree? (the white cloud) What do you think will be added after the nut? (Answers will vary. Possibleanswer: a bird) Why do you think this? Look for clues in the picture. (A bird isflying toward the tree.)Item Number: 612474Scholastic LFP PandaKindergarten.indd 1Item Number: 6124764/11/12 5:24 PMScholastic LFP DeepBlueSea.indd 14/11/12 5:13 PMDuck at the DoorEmma KateFox and His Friends 44 99HEALTH & WELLNESSFantasy0-545-49358-7Fantasy 19.990-545-49356-0FantasyAchoo! Good Mannersfor Animals (andChildren) 19.990-545-49357-9EMMA KATEDUH DOO0 545 48933 4TRUE STORIES THEMATIC SETBEING A FRIEND 19.99FOX AND HISFRIENDSBy Patricia PolaccoLINK TO COMMON CORELITERATURE STANDARD 3(Grades K-2):Describe characters, settings,and majors events in a story,using key details as well asdescribing how charactersrespond to major events.OBJECTIVE:Children will use informationabout about a story characterand knowledge of other texts toevaluate character and genre.MATERIALS NEEDED: Emma Kate Chart paper Grapes Four large bowls orcontainers Two spoonsDuring Reading20 min1. Draw a very large outline of an elephant on chart paper. Say: Before Reading5 min1. Have children look at the cover of the book and point to the elephant.Read the title aloud. Ask: Do you think the girl or the elephant is named Emma Kate? Tell why youthink so. (Answers will vary.) Explain that as children read, they will find outwho Emma Kate is.2. Have children look at the back cover of the book. Say: The elephant and the girl look like they are having fun. What else doyou think they might do together in the book? (Answers will vary.)Explain that children will learn more about what the two friends doas they read the book. Use the pictures to tell how we know this is a fiction (imaginary) storyand not a true (nonfiction) story. (Answers will vary, but possible answersmay include that in real life we wouldn’t see a girl hugging an elephant or anelephant pushing a girl on a swing. Explain that as we read, we’ll find outmore things about the elephant and the little girl.Note: There are no page numbers in this book. To make locating pages easier,you may want to pencil in page numbers starting with 1 on the Title Page.The elephant in this book is a very special elephant. As we read, let’skeep track of the things that the elephant does. We’ll write those thingson this chart.2. Read pages 2-11. Ask:VITAL VOCABULARy: Panes Homework Tonsils Gallon Imagination0-545-49359-5Grades K–2Theme:My Family and MeLINK To CoMMoN CorereADING sTANDArD ForLITerATUre 7 (Grades K–2):Use information gained fromthe illustrations and detailsin a story to describe anddemonstrate understanding ofits characters, setting, events,or plot.Note: This book does not contain page numbers. You may want to numberthe pages yourself (starting with #1 on the title page) to make it easier tofollow the instructions below.During Reading20 minAfter reading the pages in each section, direct children to use the text andthe pictures in the book to support their answers to your questions.oBJeCTIVe:Children will examine andinterpret details in theillustrations of a story to betterunderstand the plot of thestory.1. Read pages 1-5. Ask:Where do Ernie and his family live? (in an apartment in Chinatown) What does Ernie see on his way home from school. (The photographs showa greenmarket, restaurant window, fish seller, and an ice carver.) How do the streets of Chinatown look different from streets where youlive? How do they look the same? (Answers will vary.) What do Ernie and Jenny do on Saturdays? (They go to a special Chineseschool.) Does the Chinese language look like English? (no) How does it lookdifferent? (Answers will vary.)What does Ernie mean when he says, “It is very hard for me to sitstill.” (The next two sentences say that Chinese New Year is starting andhe’s dancing in the street. It seems that Ernie is excited and that’s why he can’tsit still.) What kind of dance are Ernie and Jenny practicing? (the Lion Dance) Whatdoes the Lion Dance do? (It scares away evil spirits and brings good luck.) What is shown on this page? (a cat with a notebook, a pencil, and a feather)How might these things be important to the story? (Possible answer: The girlwill use the pencil to write her story in the notebook. She might include the catin her story.)During ReadingVITAL VoCABULAry: Action Humor Romantic20 minAfter reading the pages in each section, direct children to use the text andpictures to support their answers to your questions.1. read pages 3–7. Ask: Why is the girl planning to write a story? (She wants to win a prize in a contest.She wants to ride the roller coaster with her favorite author.) How does the girl get ready to write her story? (She goes in her room byherself. She sharpens pencils and opens a new page in her notebook. She thinksabout what to write.) What does the girl’s brother Tim say all of the best stories have? (action) Look at the pictures on pages 6–7. Are the shark, the tornado, the runawaybus, and the pirate real? (no) What is the only part of this picture that is reallyhappening? (the girl writing the story) Why did the illustrator draw the otherthings? (to show what the girl is imagining as she writes her action story) Whatare some other things you might read about in an action story? (Possibleanswers: chases, explosions, an earthquake)MATerIALs NeeDeD: The Best Story Paper Pencils Markers or crayons2. Read pages 6-13. Point out the lion head that Ernie practices with andexplain that one dancer holds the head and one dancer holds the body asthey dance. Then ask: The title of this book is The Best Story. Use the title of the book and thepictures on the covers to tell or predict what this book will be about.(Possible answer: a girl trying to write the best story)Note: This book does not contain page numbers. you may want to numberthe pages yourself (starting with #1 on the title page) to make it easier tofollow the instructions below.2. have children look at the title page. Ask:2. read pages 8–19. have children pay attention to the picture details andthink about what is really happening and what the girl is imagining. say: Look at the pictures on pages 8–9. What does the girl’s dad say all of thebest stories have? (humor) What does a story that is full of humor make youdo? (laugh) How does the girl change her story to have humor? (She turnsthe scary things from her action story into funny things like a monkey and aturnip. She changes the pirate’s clothes into polka-dotted pajamas.)Item Number: 612464Scholastic LFP BestStory.indd 1Item Number: 6124654/11/12 5:09 PMRealistic Fiction0-545-49368-4 19.99Big Red BarnRealistic Fiction0-545-49372-2 19.99Giraffes Can’t DanceFantasy0-545-49369-2 19.99Ibis: A True Whale StoryInformational0-545-49371-4 19.99The Boy Who Wouldn’t FantasyShare0-545-49370-6 19.99The Penguin and the PeaFantasy0-545-49373-0 19.99GIRAffES CAN’TDANCENG GBefore Reading 19.99Grades K-2My Five SensesInformational0-545-49360-9 19.99This Is the Way We EatOur FoodInformational0-545-49361-7 19.99OBJECTIVE:Children will use creativethinking, listening, andexpression to respond tothe story.MATERIALS NEEDED: Giraffes Can’t Dance World map or globe Paper bags (lunch size) Yarn, buttons, and other craftmaterials Construction paper Markers, crayons, glue sticks ScissorsThe title of this book is Giraffes Can’t Dance. Now use the title of the bookand the picture on the cover to tell or predict what this book will be about.(a giraffe that cannot dance) Ask: Do you think this story is real (nonfiction) or make-believe (fiction)?How do you know? (from the illustrations and the title)Note: This book does not contain page numbers. you may want to numberthe pages yourself (starting with #1 on the title page) to make it easier tofollow the instructions below.2. Have children look at the title page. Ask: What kind of animals are shown on this page? (warthogs) Why do you thinkthey are dancing? (Answers will vary.)20 minAfter reading the pages in each section, direct children to use the text andpictures to support their answers to your questions.1. Read pages 4–7. Have children look at the picture details as you readaloud. Ask: What happened to Gerald when he tried to run around? (His knees buckled.) Look at the picture. What is another word for buckle? (bend) What causedGerald’s knees to buckle? (His knees were crooked and his legs were very thin.2. Read pages 8–13. Discuss the illustrations with children. Ask: What happens at the jungle dance? (Every animal turns up to skip and dance:warthogs, birds, snakes, frogs, meerkats, and buffaloes.) Look at the illustrations. How many kinds of animals can you name?(Possible answers are: zebras, hippos, elephants, lions, tigers, and monkeys.) How do the illustrations let you know that this is a make-believe story?(Possible answer: They show animals doing things that people do.) Why was Gerald sad? (He wasn’t a good dancer.) Can you name some pairs of rhyming words from these pages? (Possibleanswers: dance, prance, sad, bad.)VITAL VOCABuLARy: Prance Clumsy Rooted5 min1. Have children look at the cover of the book and read the title aloud. Say:Grades K–2Theme:It Happened to MeLINK TO COMMON CORESPEAKING AND LISTENINGSTANDARD 4 (Grades K–2):Describe people, places,things, and events, orrecount an experience, usingdescriptive and relevantdetails, and expressing ideasand feelings clearly.OBJECTIVE:Children will describecharacters and use thecharacters’ actions to explainhow they change over thecourse of a story.The title of this book is The Boy Who Wouldn’t Share. What do the title of thebook and the picture on the cover tell you about the main character of thisstory? (The boy does not want to share his toys. He is standing in front of histoys with his arms and legs crossed so no one else can reach them.)As we read, let’s pay attention to see if the boy learns to share or not. Lookfor clues in the text and pictures that can help you understand why hemight change his mind.Grades K-2Theme:AnimalsNote: This book does not contain page numbers. You may want to numberthe pages yourself (starting with #1 on the title page) to make it easier tofollow the instructions below.Explain what this picture tells you about Edward, the main character.(Possible answer: Edward locks up his toys so no one else can touch them.)During ReadingDuring ReadingWhat do Ibis and Blizzard think about the boat? (Ibis and Blizzard are afraidof the boat.) What do the whales do the first time they see the boat? (Theyswim back to their mothers.) How do we know whether Ibis is more scaredor curious about the boat? (She is more curious. The second time, she swimsup to the surface to see it even though she is scared.)Study the pictures on pages 9 and 10. Ask: What do we know about thepeople? (They like the whales. They are smiling and watching them withcameras and binoculars.) How can you tell that the whales are not scared ofthe people? (They are very close to the boats.) Use the text and pictures to describe the kind of boy that Edward is. (He isselfish because he has many toys, but he won’t share any with his little sister.) What are the pairs of rhyming words from these pages? (boy/toy; Claire/share) This story is written as a poem, with words that rhyme at the ends oflines and a rhythmic pattern to the sentences. Clap to the beat of the wordsas I reread these pages.MATERIALS NEEDED: Ibis: A True Whale Story String Markers Masking tape Several 80-foot longmeasuring tapes or yardsticks2. As you read pages 8–19, point to and read with emphasis each word that iswritten in all capitalized letters. Say: Use the text and pictures to describe some of the things that Edward doeswhen his sister tries to play with one of his toys. (Possible answers: He tells herthe toy is his. He says she can’t touch the toy and she’ll make it stinky. He take
Stand Tall, Molly Lou Melon Realistic 0-545-49351-X 19.99 Leo the Late Bloomer Fantasy 0-545-49367-6 19.99 Lion Dancer: Ernie Wan’s Chinese New Year Informational 0-545-49365-X 19.99 The Best Story Realistic Fiction 0-545-49366-8 traditions in the book to t
Bruksanvisning för bilstereo . Bruksanvisning for bilstereo . Instrukcja obsługi samochodowego odtwarzacza stereo . Operating Instructions for Car Stereo . 610-104 . SV . Bruksanvisning i original
10 tips och tricks för att lyckas med ert sap-projekt 20 SAPSANYTT 2/2015 De flesta projektledare känner säkert till Cobb’s paradox. Martin Cobb verkade som CIO för sekretariatet för Treasury Board of Canada 1995 då han ställde frågan
service i Norge och Finland drivs inom ramen för ett enskilt företag (NRK. 1 och Yleisradio), fin ns det i Sverige tre: Ett för tv (Sveriges Television , SVT ), ett för radio (Sveriges Radio , SR ) och ett för utbildnings program (Sveriges Utbildningsradio, UR, vilket till följd av sin begränsade storlek inte återfinns bland de 25 största
Hotell För hotell anges de tre klasserna A/B, C och D. Det betyder att den "normala" standarden C är acceptabel men att motiven för en högre standard är starka. Ljudklass C motsvarar de tidigare normkraven för hotell, ljudklass A/B motsvarar kraven för moderna hotell med hög standard och ljudklass D kan användas vid
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Chapter 5: Congruent Triangles 128 Enrichment Activities 151 Chapter 6: Relationships Within Triangles 153 Enrichment Activities 182 Chapter 7: Similarity and Trigonometry 189 Chapter 8: Circles 220 Enrichment Activities 244 Chapter 9: Polygons 248 Enrichment Activities 287 Chapter 10: Solids 293 Enrichment Activities 319 Chapter 11: Conics 326
This presentation and SAP's strategy and possible future developments are subject to change and may be changed by SAP at any time for any reason without notice. This document is 7 provided without a warranty of any kind, either express or implied, including but not limited to, the implied warranties of merchantability, fitness for a .
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