Developed by North Carolina Teachers

for North Carolina Classrooms

Teacher HandbookGrade 2

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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ISBN: 0-439-79748-9Copyright © 2005 Scholastic Inc. All rights reserved.

Printed in the U.S.A.

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CONTENTS. . . . . . . . . . . . . . . . The North Carolina Science and Reading Kits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5The Importance of Nonfiction Text in the Classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . 6How the Books Were Selected. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Using the Science Kits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Read-Aloud and Guided Reading Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9North Carolina Standard Course of Study: Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10North Carolina Standard Course of Study: Language Arts. . . . . . . . . . . . . . . . . . . . . . . . 11The Teaching Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

SCIENCE GOAL 1: The learner will conduct investigations and build an understandingof animal life cycles.

Butterfly House by Eve Bunting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Objective: 1.03/Guided Reading

Frogs by Laura Driscoll . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Objective: 1.04/Guided Reading

Frogs by Gail Gibbons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Objective: 1.01/Guided Reading

From Caterpillar to Butterfly by Dr. Gerald Legg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Objective: 1.03/Read Aloud

Growing Up by Sally Hewitt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Objective: 1.01/Guided Reading

How Have I Grown? by Mary Reid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Objective: 1.01/Guided Reading

The Journey of a Butterfly by Carolyn Scrace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Objective: 1.03/Read Aloud

The Life of a Butterfly by Robin Bernard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Objective: 1.03/Guided Reading

SCIENCE GOAL 2: The learner will conduct investigations and use appropriate toolsto build an understanding of the changes in weather.

Blizzards! by Lorraine Jean Hopping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Objective: 2.03/Guided Reading

The Cloud Book by Tomie de Paola . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Objective: 2.06/Guided Reading

How Do You Know It’s Spring? by Allan Fowler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Objective: 2.06/Guided Reading

How Do You Know It’s Summer? by Allan Fowler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Objective: 2.05/Guided Reading

How Do You Know It’s Winter? by Allan Fowler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Objective: 2.06/Guided Reading

CONTENTSc o n t i n u e d . . . . . . . . . . . . . . . . . .Hurricanes! by Lorraine Jean Hopping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Objective: 2.01/Guided ReadingWeather Words and What They Mean by Gail Gibbons . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Objective: 2.03/Read AloudThe Wind Blew by Pat Hutchins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Objectives: 2.01, 2.02, 2.04/Guided Reading

SCIENCE GOAL 3: The learner will observe and conduct investigations to build anunderstanding of changes in properties.

Energy From the Sun by Allan Fowler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Objective: 3.02/Guided Reading

Milk to Ice Cream by Inez Snyder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Objective: 3.02/Guided Reading

Oranges to Orange Juice by Inez Snyder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Objective: 3.02/Guided Reading

Solid, Liquid, or Gas? by Sally Hewitt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Objective: 3.01/Read Aloud

Tomatoes to Ketchup by Inez Snyder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Objective: 3.02/Guided Reading

Trees to Paper by Inez Snyder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Objectives: 3.05, 3.06/Guided Reading

SCIENCE GOAL 4: The learner will conduct investigations and use appropriate technology to build an understanding of the concepts of sound.

All About Sound by Lisa Trumbauer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Objective: 4.03/Read Aloud

Beat It! by Ellen Tarlow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Objectives: 4.01, 4.05/Guided Reading

Hearing Sounds by Sally Hewitt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Objective: 4.04/Read Aloud

Hearing Things by Allan Fowler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Objective: 4.04/Guided Reading

Zin! Zin! Zin! A Violin by Lloyd Moss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Objective: 4.03/Guided Reading

Blackline Masters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

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 Research increas-ingly supports the need for more access tononfiction books in elementary schoolclassrooms. Each North Carolina Scienceand Reading Kit includes 132 nonfictionleveled books that will capture students’attention and are appropriate for inde-pendent reading as well as for scienceinstruction.

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6

TEACHING WITH TRADE BOOKS

The Importance of NonfictionText in the Classroom

There are many compelling reasons to include nonfiction books in classroom libraries and instructional

programs and to introduce them at earlier grades.As students move throughthe grades,“readingto learn” becomesa major focus inschool (Chall,1983). Students areexpected to learnby reading text-books, referencematerials, andother informationalsources such as theInternet.As they progress through highschool and college, they will encounterincreasingly more difficult texts.Introducing them to nonfiction as early aspossible can only help them succeed lateron in both their academic and adult 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 likefiction, while others prefer nonfiction, and

some 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 engag-

ing for the intended learner.

■ The content of the book must meet atleast one, and ideally more than one, ofthe objectives of the North CarolinaStandard Course 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.

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Using the Science Kits

The program is designed to be flexibleso that it can meet the requirementsof 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 class will 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 two.

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.

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TEACHING WITH TRADE BOOKS

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 thetopic;

■ 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 thebook 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 content of the books to math, socialstudies, writing, vocabulary developmentand 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.

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READ-ALOUD and GUIDED READING Books—Grade TwoTitle Author Readabilty Levels

READ-ALOUD BOOKSAll About Sound Lisa Trumbauer 14 H 260LFrom Caterpillar to Butterfly Dr. Gerald Legg 24-28 L 430LHearing Sounds Sally Hewitt 34-38 P 920LThe Journey of a Butterfly Carolyn Scrace 18-20 K 510LSolid, Liquid, or Gas? Sally Hewitt 34-38 P 520LWeather Words and Gail Gibbons 40 R 450L

What They Mean

GUIDED READING BOOKSBeat It! Ellen Tarlow 18-20 K 130LBlizzards! Lorraine Jean Hopping 30 N 610LButterfly House Eve Bunting 30 N 500LThe Cloud Book Tomie de Paola 30 N 680LEnergy From the Sun Allan Fowler 16 I 600LFrogs Gail Gibbons 24-28 M 600LFrogs Laura Driscoll 14 H 150LGrowing Up Sally Hewitt 34-38 PHearing Things Allan Fowler 10 F 510LHow Do You Know It’s Spring? Allan Fowler 10 F 620LHow Do You Know It’s Summer? Allan Fowler 10 F 520LHow Do You Know It’s Winter? Allan Fowler 10 F 570LHow Have I Grown? Mary Reid 12 G 150LHurricanes! Lorraine Jean Hopping 34-38 P 530LThe Life of a Butterfly Robin Bernard 18-20 K 490LMilk to Ice Cream Inez Snyder 12 G 220LOranges to Orange Juice Inez Snyder 12 G 210LTomatoes to Ketchup Inez Snyder 12 G 190LTrees to Paper Inez Snyder 12 G 160LThe Wind Blew Pat Hutchins 24-28 L NPZin! Zin! Zin! A Violin Lloyd Moss NR NR NP

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

DRA™ GRL Lexile®

GOALS AND OBJECTIVES

10

Science Curriculum

The focus for second grade students is on analyzing collected data over a periodof time to make predictions and understand changes. Changes vary in rate, scale,and pattern, including trends and cycles. Changes in systems can be measured.

Guide student learning to continue to emphasize the unifying concepts previouslyintroduced, including evidence, explanation, measurement, order, and organization aswell as the introduction at grade two of change.The strands provide a context forteaching the content goals.

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

1.01 Describe the life cycle of animalsincluding:

• Birth

• Developing into an adult

• Reproducing

• Aging and death

1.02 Observe that insects need food, airand space to grow.

1.03 Observe the different stages of aninsect life cycle.

1.04 Compare and contrast life cycles ofother animals such as mealworms, lady-bugs, crickets, guppies or frogs.

SCIENCE COMPETENCY GOAL 1:The learner will conduct investigations and build an understanding of animal life cycles.

2.01 Investigate and describe how mov-ing air interacts with objects.

2.02 Observe the force of air pressurepushing on objects.

2.03 Describe weather using quantitativemeasures of:

• Temperature

• Wind direction

• Wind speed

• Precipitation

2.04 Identify and use common tools tomeasure weather:

• Wind vane and anemometer

• Thermometer

• Rain gauge

2.05 Discuss and determine how energyfrom the sun warms the land, air andwater.

2.06 Observe and record weatherchanges over time and relate to time ofday and time of year.

SCIENCE COMPETENCY GOAL 2: The learner will conduct investigations and useappropriate tools to build an understanding of the changes in weather.

3.01 Identify three states of matter:

• Solid

• Liquid

• Gas

3.02 Observe changes in state due toheating and cooling of common materials.

3.03 Explain how heat is produced andcan move from one material or object toanother.

3.04 Show that solids, liquids and gasescan be characterized by their properties.

3.05 Investigate and observe how mix-tures can be made by combining solids,liquids or gases and how they can be sep-arated again.

3.06 Observe that a new material is madeby combining two or more materials withproperties different from the originalmaterial.

4.01 Demonstrate how sound is pro-duced by vibrating objects and vibratingcolumns of air.

4.02 Show how the frequency can bechanged by altering the rate of the vibration.

4.03 Show how the frequency can bechanged by altering the size and shape ofa variety of instruments.

4.04 Show how the human ear detectssound by having a membrane thatvibrates when sound reaches it.

4.05 Observe and describe how soundsare made by using a variety of instru-ments and other “sound makers” includ-ing the human vocal cords.

SCIENCE COMPETENCY GOAL 4:The learner will conduct investigations and useappropriate technology to build an understanding of the concepts of sound.

SCIENCE COMPETENCY GOAL 3: The learner will observe and conduct investigationsto build an understanding of changes in properties.

1.01 Use phonics knowledge and structuralanalysis (e.g., knowledge of syllables, suf-fixes, prefixes, root words) to decode regu-lar multi-syllable words when reading text.

1.02 Read most high frequency and manyirregularly spelled words accurately in text.

1.03 Self-monitor decoding by using let-ter-sound knowledge of all consonantsand vowels.

1.04 Apply knowledge of all sources ofinformation (meaning, language, grapho-phonics) to read a new text silently andindependently.

1.05 Use a variety of strategies and skillsto read self-selected texts independentlyfor 20 minutes daily. Self-selected textsshould be consistent with the student’sindependent reading level.

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

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

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3.01 Use personal experiences and know-ledge to interpret written and oral messages.

3.02 Connect and compare informationwithin and across selections (fiction, non-fiction, poetry, and drama) to experienceand knowledge.

3.03 Explain and describe new conceptsand information in own words (e.g., plot,setting, major events, characters, author’smessage, connections, topic, key vocabu-lary, key concepts, text features).

3.04 Increase oral and written vocabularyby listening, discussing, and composingtexts when responding to literature thatis read and heard. (e.g., read aloud byteacher, literature circles, interest groups,book clubs).

3.05 Locate and discuss examples of anauthor’s use of:

• Kinds of sentences (declarative, inter-rogative, exclamatory)

• Capitalization (titles, dates and days,names of countries)

• Punctuation (exclamation marks, com-mas in dates, and to introduce dialogueand quotations)

• Use of paragraphs in texts and theireffects on the reader; genre(s) and specific word choice(s)

3.06 Discuss the effect of an author’schoices for nouns, verbs, modifiers, andspecific vocabulary which help the readercomprehend a narrative or expository text.

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

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GOALS AND OBJECTIVES

2.01 Read and comprehend text (fiction,nonfiction, poetry, and drama) appropri-ate for grade two by:

• Determining purpose (reader’s andauthor’s); making predictions; askingquestions

• Locating information for specific rea-sons/purposes; making inferences anddraw conclusions

• Recognizing and applying text struc-ture; determining fact and opinion

• Comprehending and examiningauthor’s decisions and word choice

• Recognizing and comprehending figurative language

2.02 Use text for a variety of functions, in-cluding literary, informational, and practical.

2.03 Read expository materials foranswers to specific questions.

2.04 Pose possible how, why, and what ifquestions to understand and/or interprettext.

2.05 Self-monitor own difficulties in com-prehending independently using several strategies.

2.06 Recall main idea, facts and detailsfrom a text.

2.07 Discuss similarities and differencesin events, characters and concepts withinand across texts.

2.08 Interpret information from diagrams, charts, and maps.

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

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4.01 Begin to use formal language and/orliterary language in place of oral languagepatterns, as appropriate.

4.02 Use expanded vocabulary to gener-ate synonyms for commonly over usedwords to increase clarity of written andoral communication.

4.03 Read aloud with fluency and expression any text appropriate for early independent readers.

4.04 Use oral communication to identify,organize, and analyze information.

4.05 Respond appropriately when partici-pating in group discourse by adaptinglanguage and communication behaviorsto the situation to accomplish a specificpurpose.

4.06 Plan and make judgments aboutwhat to include in written products (e.g., narratives of personal experiences,creative stories, skits based on familiarstories and/or experiences).

4.07 Compose first drafts using an appropriate writing process:

• Planning and drafting

• Rereading for meaning

• Revising to clarify and refine writingwith guided discussion

4.08 Write structured, informative presen-tations and narratives when given helpwith organization.

4.09 Use media and technology toenhance the presentation of informationto an audience for a specific purpose.

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

5.01 Spell correctly using:

• Previously studied words

• Spelling patterns

• Analysis of sounds to represent all thesounds in a word in one’s own writing

5.02 Attend to spelling, mechanics, andformat for final products in one’s ownwriting.

5.03 Use capitalization, punctuation, andparagraphs in own writing.

5.04 Use the following parts of the sentence:

• Subject

• Predicate

• Modifier

5.05 Use editing to check and confirmcorrect use of conventions:

• Complete sentences

• Correct word order in sentences

5.06 Use correctly in written products:

• Letter formation, lines, and spaces tocreate readable documents

• Plural forms of commonly used nouns

• Common, age-appropriate contractions

5.07 Use legible manuscript handwriting.

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

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THE TEACHING PLAN

44

North Carolina Standard Course of Study Objectives Science: 2.03 Describe weather using quantitative measures of temperature, wind direction, wind speed, and precipitation.Language Arts: 2.06 Recall main idea, facts and details from text.Cognition: Supporting detailsConnections: Text to self

Weather Words andWhat They Mean

By Gail Gibbons

Book FeaturesGenre: NonfictionLevels: DRA™–40; GRL–R; Lexile® Measure–450LFormat: 32 pages, informational text, speech balloons,illustrations, diagramsVocabulary: air pressure, temperature, moisture,humid, sleet, hail, dew, gale, gusty

Summary Using simple but clear illustrations, this bookprovides an overview of weather topics withspecific vocabulary related to each topic.Thetext is organized by four main categories:temperature, air pressure, moisture, andwind, with explanations of each and defini-tions of weather-related terms.

FYI MaterialsPrepare vocabulary cards with the followingweather-related words:

Air pressure–high, lowTemperature–mild, chilly, warm, hot, coldMoisture–humid, dew, frost, drizzle, shower, snow,sleet, hail, flurriesWind–breezy, gusty, windy, gale, tornado,hurricane

Introduce the BookDraw a word web with the word weather inthe center on the board or on chart paper.Have students think of the different kinds ofweather they’ve experienced or know aboutand add them to the web.

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, or diagrams 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 neces-

sary for teaching the lesson andmay also offer background informa-

tion to support the content.

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

Standard Course of Study.Critical thinking skills relating tocognition, interpretation, criticalstance and connections are also

identified for each lesson.

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45

Discuss the kinds of weather you have inyour part of the country, and encourage stu-dents to use adjectives or descriptive wordsto tell about it.

Read the BookRead the book aloud to the class, stoppingto discuss unfamiliar terms and concepts.Suggest that students draw simple picturesto help them remember key points and newwords.Then have students share their pic-tures with a partner to retell the story intheir own words.

Revisit the BookPass out the weather vocabulary cards tostudents. Keep the ones for air pressure, mois-ture, temperature, and wind. Hold up one ofthe four cards and ask students who havecards in that category to name them.Thenpost the four category cards on the board,and have students place their cards underthe appropriate category. Give students theopportunity to make cards for additionalweather-related words and place them in theappropriate categories.

Extend the LessonaWRITINGSuggest that students make their ownWeather Words Dictionary by drawing or cut-ting out pictures of different kinds ofweather. Have them label the picture andthen write a sentence about it. They canplace their pictures in a three-ring binder inalphabetical order.

TECHNOLOGYHave students study weather maps and fore-casts for their local area on internet sitessuch as www.weather.com.1+2MATHHelp students make a bar graph showing the change in temperature or the amount ofrainfall over a month. Have them note thedays with the highest and lowest tempera-tures and most and least amount of rainfall.

�SOCIAL STUDIESAsk students to find negative and positiveweather-related stories in the news. Forexample, schools are closed because of asnowstorm; a parade is canceled because ofrain; stores do a brisk business in lightweightclothes because of sunny weather. Use thearticles to discuss the many ways thatweather affects people in a community.

Snow

RainyThunderstorm

WeatherThe last section of the

teaching 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.

16

North Carolina Standard Course of Study Objectives Science: 1.03 Observe the different stages of an insect life cycle.Language Arts: 2.02 Use text for a variety of functions, including literary, informational, and practical.Interpretation: Figurative languageConnections: Text to self

Butterfly HouseBy Eve Bunting

Book FeaturesGenre: Informative fictionLevels: DRA™–30; GRL–N; Lexile® Measure–500LFormat: 32 pages, narrative and poetic text,illustrations, activityVocabulary: larva, transformed, chrysalis

Summary A young girl tells about finding a caterpillarwith her grandfather one spring.They pre-pare a home for it so they can observe howit becomes a butterfly.When the girl growsup and becomes as old as her grandfatherwas that spring, her garden is full of butter-flies, and she believes they are the descen-dents of that long ago butterfly.

FYI MaterialsPreview the last page in the book, How to

Raise a Butterfly. Read through the direc-tions and collect the materials mentioned.These include: butterfly larvae, lidless jars,fresh leaves, sticks, tape, tissue paper, box,plastic wrap, crayons.

Sentence strips Drawing paper

Introduce the BookAsk students to name things that happen innature in the spring. List their ideas on theboard. Reinforce that spring is a time whenthere is a lot of new growth in the plant andanimal world. Display the book and tellstudents they will be reading a story thatstarts in the spring. Draw attention to thevocabulary words and help students define them.

GUIDED READING

17

Read the BookAs students read, have them look forrhyming words such as glue/knew/do,anyhow/now, see/me, scary/starey, purple-blue/too,dry/butterfly, best/rest, be/free, brown/down,hand/understand, fly/good-bye, say/jay, wing/cling.Talk about how the author has written thestory as a kind of poem; some of the linesrhme and some do not. Write the followingexamples of figurative language on sentencestrips:

bright as a flame

a curve of rainbow like a hug to keep her safe

waiting stillness

as if someone had shaken paints and let the drops fall down

They float and drift like blossoms.

They fill your air like autumn leaves.

Have students find these phrases in the bookand explain what they mean. Point out thatthis kind of language is often used by poets.

Revisit the BookHave students work in groups to retell thestory page by page. Students should taketurns telling what happens on each page untilthey have gone through the whole book.Follow up with questions such as:

1. About how old do you think the girl was whenshe first saved a butterfly larva?

2. Why did the girl put a twig in the butterflybox?

3. What kind of butterfly was it?

4. Why does the girl grow certain flowers in hergarden when she is older?

Extend the LessoncSCIENCEFollow the instructions at the back of thebook to raise butterflies in your classroom.Before beginning, remind students that you willbe releasing the butterflies after they hatch.Have students record their observationsthroughout the project in science notebooks.

aWRITINGReview the use of similes in the book (lantanabright as a flame) and explain that the authoris comparing the color of this flower with theflame of a fire. Give other examples of similessuch as: eyes as blue as the sky, clouds as fluffyas cotton, colors like a box of crayons.

Then encourage students to write their owncomparisons using the words like or as. Havestudents write their best simile on a sen-tence strip. Post the strips for all to read.

�SOCIAL STUDIESStudents might make calendars to showevents that celebrate the spring months.Some events they can include are:Arbor Day,Keep America Beautiful Month, NationalGarden Week,American Bike Month, Be Kindto Animals Week,American Rivers Month.Encourage students to find other local eventssuch as fairs, parades, or cleanup campaigns.

18

FrogsBy Laura Driscoll

Book FeaturesGenre: NonfictionLevels: DRA™–14; GRL–H; Lexile® Measure–150LFormat: 32 pages, informational text, illustrationsVocabulary: splashes, webbed, breathe, shrink, disap-pear, croak, amphibians

Summary Readers follow the life cycle of a frog fromegg to tadpole to maturity.The book alsoteaches the difference between a frog and atoad, what the characteristics of a frog are,how various frogs protect themselves, andthe meaning of the word amphibian.

FYI MaterialsPrepare sentence strips with the followingquestions:

Why do frogs feel at home in a pond?

What is an important difference between tadpoles and fish?

Are frogs the only animals that are calledamphibians?

How do frogs differ from toads?

Where do tree frogs live?

Why do some frogs puff themselves up?

About how many kinds of frogs are there?

Markers, scissors, staplerDrawing paper

GUIDED READING

North Carolina Standard Course of Study Objectives Science: 1.04 Compare and contrast life cycles of other animals such as mealworms, ladybugs, crickets, guppies orfrogs.Language Arts: 2.03 Read expository materials for answers to specific questions.Cognition: Vocabulary in contextCritical Stance: Compare and contrast

19

Introduce the BookDisplay the sentence strips with the ques-tions.Ask students to predict what theythink the answer is for each question.Writestudents’ answers on a sheet of paper. Postthe sentence strips on a bulletin board withthe answers below them.Tell students thatyou will be reading a book about frogs andas they read, they should check to see if theyhave answered the questions correctly.

Review the vocabulary words for the bookwith students. Encourage students to use thewords in sentences.

Read the BookAs students read, question their under-standing of the key vocabulary words to seeif they are using context clues and picturesto establish meaning.Address each questionas students read the part of the text that hasthe answer to that question. Have studentsconfirm or revise their answers.

Revisit the BookCall on volunteers to read their favoritepage to the class.Ask listeners to restate in their own words one of the pages that isread aloud.

Extend the LessoncSCIENCEHave students work in groups of four toillustrate the following stages in the life cycleof a frog: egg, baby tadpole, tadpole growingback legs and losing tail, grown frog. Eachmember of the group should illustrate onestage, and write an explanation below thepicture. Have students arrange their picturesin order and review the information.

aWRITINGPoint out that the book includes some interesting frog facts. Suggest that studentsuse these facts, and others that theyresearch, to make mini frog fact books.Students can cut 8 1/2 by 11 inch sheets ofpaper into four smaller pieces for booklets.Staple together the finished pages to makethe mini books.� VOCABULARYWrite the following “frog” words on sepa-rate pieces of paper, and place them in a boxor bag: splash, shrink, croak, hop, swim, breathe.Have volunteers choose a word and then actit out for the class to guess. Encourage stu-dents to add other words that remind themof frogs.

20

North Carolina Standard Course of Study Objectives Science: 1.01 Describe the life cycle of animals including birth, developing into an adult, reproducing, aging anddeath.Language Arts: 3.03 Explain and describe new concepts and information in own words.Cognition: Text features, diagramsCritical Stance: Author’s purpose

FrogsBy Gail Gibbons

Book FeaturesGenre: NonfictionLevels: DRA™–24-28; GRL–M; Lexile®

Measure–600LFormat: 32 pages, informational text, illustrations,diagramsVocabulary: frog spawn, embryos, algae, oxygen,vegetarian, amphibian, hibernation, gills, lungs

Summary This book explains in simple language howfrog spawn become tadpoles and how they inturn, grow into adult frogs. Readers learnhow frogs get food, move about on land andin water, protect themselves from enemies,make sounds, hibernate, and play a role inthe balance of nature.The book includes adiagram of the parts of a frog, and showshow a frog differs from a toad.

FYI MaterialsBlackline master: Tadpoles and Frogs, p. 70

Introduce the BookTell students that they are going to read abook titled Frogs, and ask them to predictsome vocabulary words they think will be inthis selection. Encourage them to thinkabout words that tell what a frog looks likeand what it does. Have students record theirwords in an alphabet chart or science note-book, then introduce the book.

GUIDED READING

21

Read the BookAs students read the book, have them lookfor the words they predicted and place acheck next to those words on their list.Tellstudents to add other words that they comeacross to their charts or notebooks using adifferent colored pencil.

Write the following questions on the boardand ask students to read and find theanswers:

How do frogs begin life?

What does it mean to be cold-blooded?

How do frogs get food?

Revisit the BookAsk students: What is the main purpose of thisbook? What did the author have to do beforewriting this book?

Have students review the vocabulary wordson their lists.To summarize the contents ofthe book, have students write a sentenceusing each word.

Provide students with copies of the blacklinemaster,Tadpoles and Frogs on page 70. Havethem cut out the pictures, and place a frogor tadpole next to each statement.(Answers: 1. tadpole 2. frog 3. frog4. tadpole 5. tadpole 6. tadpole 7. frog8. frog 9. frog 10. frog)

Extend the LessonaWRITINGRemind students that a herpetologist studiesfrogs.Ask students to write three or morequestions they would like to ask a herpetol-ogist about frogs. Have volunteers read theirquestions to the class.

cSCIENCEOn the board draw a large Venn diagram.Label the three sections Frog, Both, and Toad.Using the last pages of the book, have stu-dents work with you to fill in the diagram tocompare a frog and a toad.1+2MATHRecall with students that a frog can jump 10times its body length. Using markers, have stu-dents work out how far a frog can jump if thefrog is three inches long, four inches, and fiveinches. Have students graph their responses.

22

North Carolina Standard Course of Study Objectives Science: 1.03 Observe the different stages of an insect life cycle.Language Arts: 2.08 Interpret information from diagrams, charts, and maps.Cognition: Summarize main pointsCritical Stance: Compare and contrast

From Caterpillar to Butterfly

By Dr. Gerald Legg

Book FeaturesGenre: NonfictionLevels: DRA™–24–28; GRL–L; Lexile® Measure–430LFormat: 32 pages, informational text, table of contents, diagrams, illustrations, glossary, indexVocabulary: pupa, thorax, abdomen, molting,migration, hibernation

Summary This book describes the body of a butterflyand includes details about its life cycle. Clear,colorful illustrations add to the text. Aninformation section about different kinds ofbutterflies gives readers an opportunity topractice reference skills.

FYI Materials10" strip of poster board—one per student4" paper squares—4 per studentCrayons, scissors, string or yarnHole puncher, staplerAtlas or world map

Introduce the BookOn the board draw a life cycle diagram (see

below). Label it as follows: Life Cycle of aButterfly. Ask students to predict what thefour main events in the life cycle of a butter-fly might be. Write their suggestions on thediagram.Tell students that you will be readinga book together about this topic.

READ ALOUD

Life Cycle of a Butterfly

23

Read the BookBefore reading, draw attention to the vocab-ulary words on page 28 of the book. Reviewthe words and their meanings.Tell studentsto listen for these words in the text. Readthe book to the students.As you progress,have students check to see if their predic-tions about the butterfly’s life cycle are cor-rect. Encourage students to study the illus-trations and read the labels and captions.

Ask questions such as:

What are the main parts of a butterfly?

What are four forms that a butterfly takesduring its life cycle?

What do a moth and butterfly have in common? (See page 26.)

How is the life cycle of a butterfly differentfrom that of a dog?

Revisit the BookHave students make a life cycle mobile torecall what they read in the book. Provideeach student with the following materials: a10" strip of tagboard, four 4" squares, andstring for hanging the squares and themobile. Students will also need markers orcrayons. Have students draw each stage ofthe butterfly’s life cycle on a square andwrite a description on the back of thesquare. Demonstrate how to make a circleby stapling together the ends of the tagboardstrip. Punch three holes spaced an equal dis-tance from each other at the top of thestrip.Tie strings through these to hang themobile.Along the bottom of the strip, punchfour holes.Attach each drawing with stringso it hangs from the strip.

Extend the LessonaWRITINGHave students make ABC butterfly books.Students can begin by searching through thebook for the names of different butterflies.They might also consult encyclopedias orother resources. For some letters they mightuse butterfly-related words such as antennaefor the letter A. Have students draw an illus-tration for each butterfly and letter, thenwrite a sentence for each page. Help stu-dents compile their pages into a book.1+2MATHHave students work in pairs to write wordproblems using facts from reference pages 26and 27. For example:A birdwing butterfly is11 inches long. How many inches less than afoot is this butterfly?

�SOCIAL STUDIESMake a list of continents and countries men-tioned in the book. Have students use mapsor atlases to locate these places.

24

North Carolina Standard Course of Study Objectives Science: 1.01 Describe the life cycle of animals including birth, developing into an adult, reproducing, aging anddeath.Literacy: 3.02 Connect and compare information within and across selections to experience and knowledge.Cognition: Vocabulary in contextInterpretation: Make generalizations

Growing UpBy Sally Hewitt

Book FeaturesGenre: NonfictionLevels: DRA™–34–38; GRL–PFormat: 30 pages, informational text, photographs,table of contents, activities, glossary, indexVocabulary: adult, human, parents, teenagers,mammal, reptile, insect, larva, chrysalis

Summary Part of the It’s Science series, this book pro-vides a good understanding of how peopleand animals grow and change. Included onthe pages are easy activities for readers totry. Other features include Look Again andThink About It! activities.

FYI In preparation for reading this book, havestudents bring in photographs of themselvesas an infant, a toddler, a four- or five-year-old,and one from last year.

MaterialsDrawing paper, glue, crayonsChart paper, sticky notes, box

Introduce the BookDisplay the book, and have students flipthrough the book looking at the pictures.Ask them to tell in their own words whatthe overall subject is.Write the vocabularywords on the board, and encourage studentsto use decoding skills to sound out thewords. Have students make a predictionabout the meaning of each word, and thenwrite a sentence using it.Tell students tosave their sentences to see if they under-stood the word meanings correctly.

GUIDED READING

25

Read the BookAs they read, encourage students to usecontext clues to determine the meaning ofthe vocabulary words. During reading, havestudents pause to answer the Think About It!questions and the Look Again activity/ques-tions. Stop to make generalizations about dif-ferent kinds of animals.

Revisit the BookHave students go back through the book anddo the Try It Out! activities on pages 9, 13,16, 20, 25, and 27.

Have students read through the words onpages 28 and 29. Ask students to verify orrevise the sentences they wrote using thevocabulary words.

Extend the LessonaWRITINGHave students arrange the photographs theybrought to class in chronological order on asheet of drawing paper. Explain that studentswill make a kind of timeline of their life.Theyshould glue the photos in place and labeleach with a date or their age.After the lastphoto, students can draw a picture of them-selves in the next year.The picture mightshow them doing something they hope tolearn at that time.When students’ timelinesare complete, have them write a brief autobi-ography based on the timelines. Set asidetime for students to share their timelinesand read their autobiographies to the class.

cSCIENCEOn poster paper draw a four-column chart,and label the columns as follows: Womb, Egg,Pouch, Larva. Talk about how animals areborn and grow up. Have students give anexample for each category. Then write thefollowing words on sticky notes, addingother examples if you wish: frog, salmon, stagbeetle, swan, human, snake, deer, cat, kangaroo,koala bear, wombat, python, crocodile. Place thesticky notes in a box and have studentsreach in and pick one. Instruct students totake turns placing their sticky notes underthe correct heading on the chart.1+2MATHExplain that different animals have varying lifespans. Have students work with a partner tofind out the life span of at least four differentanimals.Then have students use the informa-tion to create a graph. Challenge students towrite three questions based on their graph,and give these to another team to answer.

26

North Carolina Standard Course of Study Objectives Science: 1.01 Describe the life cycle of animals including birth, developing into an adult, reproducing, aging and death.Language Arts: 3.01 Use personal experiences and knowledge to interpret written and oral messages.Cognition: Supporting details, summarize main pointsConnections: Text to self

How Have I Grown?By Mary Reid

Book FeaturesGenre: Informative Picture BookLevels: DRA™–12; GRL–G; Lexile® Measure–150LFormat: 32 pages, narrative text, illustrationsVocabulary: crawled, climbed, diapers, yogurt,applesauce, pretended, tricycle, sandwiches, measure,comfort

Summary A little girl tells about the stages of her lifebeginning with being a baby, a little girl, andthen a “big kid.” The text covers physicalaccomplishments as well achievements suchas learning to share, comforting a friend, andgetting along with others.

FYI MaterialsPoster paperPre-cut circles with a 6" diameter, two per

studentBrads, crayons, rulers, scissorsBlackline master: Measure Me, page 71Tape measure, stopwatch

Introduce the BookHave students look at the cover and predictwhat the story will be about. Point out thatthe book title is in the form of a question.Tell students to read to find out the answersto this question.

Introduce and review the vocabulary wordsby writing them on the board. Ask studentsto look for these words as they read.

GUIDED READING

27

Read the BookDraw a two-column chart on poster paper.Label the first column Past and the secondcolumn Present. As students read, ask themto suggest things that the girl does that cango under the headings on the chart.Writethe appropriate sentences from the bookunder the headings. Draw attention to theverb tenses—present and past—in each column.

PAST PRESENT

I slept a lot. I can count to ten.

Point to the vocabulary words on the board.Have students tell which words go with thepast column on the chart.Which words gowith the present column?

Revisit the BookHelp students make connections with thegirl in the story.Ask:

1. What is the main idea of the selection?

2. What are some ways that the girl grew? Howcan you tell you’ve grown?

3. Why does the girl’s father think she hasgrown?

4. What is the girl’s name? How do you know?

Extend the LessoncSCIENCEPass out the precut circles and other materi-als. Model how to draw two light lines onone circle so it has four parts or wedgeshapes. Cut one of the wedge shapes out.Place that circle (minus the wedge) on theother one and insert a brad in the center ofboth circles. Have students draw a picture inthe visible section of the bottom circle.Thispicture should show them doing somethingas a baby. Students should then turn the bot-tom circle and draw three more picturesshowing what they could do as a toddler, afive-year-old, and now.

aWRITINGHave students write a paragraph about thethings they used to do as a baby and thethings they like to do now. Students mightillustrate their paragraph with photographs.

�SOCIAL STUDIESReview with students some of the thingsthat the girl in the story learned to do asshe got older. For example: take care of theclass pet; listen when friends are talking;comfort friends; take turns; share.Work withstudents to make a class list of importantcitizenship guidelines for getting along withothers. Encourage students to offer theirown ideas. Post the list where all can see it.1+2MATHProvide students with copies of the blacklinemaster, Measure Me on page 71. Studentswill also need a ruler or tape measure. Havestudents work with a partner to fill in thepage.You may wish to have them do this inthe gym or on the playground.

28

North Carolina Standard Course of Study Objectives Science: 1.03 Observe the different stages of an insect life cycle.Language Arts: 2.02 Use text for a variety of functions, including literary, informational, and practical.Cognition: Making predictionsCritical Stance: Evaluating accuracy of information and ideas

The Journey of a Butterfly

By Carolyn Scrace

Book FeaturesGenre: NonfictionLevels: DRA™–18–20; GRL–K; Lexile® Measure–510LFormat: 30 pages, illustrations, table of contents,diagrams, map, glossary, indexVocabulary: antennae, insect, poisonous, migration,pupa, semihibernation, caterpillar, hatch

Summary Colorful illustrations and clear text describethe life cycle and migration patterns of themonarch butterfly in North America.Readers also learn fascinating details, such asthe fact that these butterflies settle on thesame trees every year for the duration oftheir winter semihibernation in southernCalifornia and Mexico.

FYI MaterialsBlackline master: Butterfly Words, p. 72Sticky notes or small cardsDrawing paperCrayonsUnited States map

Introduce the BookPrint the vocabulary words listed above onchart paper. Read aloud the sentences on theblackline master, Butterfly Words on page 72.Do a cloze activity by asking students topredict which word belongs in each sen-tence. Have students explain their choices.Tell students that they will hear these wordsin the book you are about to read.

READ ALOUD

29

Read the BookRead the book aloud, stopping to show stu-dents the illustrations and read the captionsthat accompany them. Ask students to raisetheir hands when they hear one of thevocabulary words. Review and discuss themeaning of the words as they are given atthe end of the book.

Provide each student with a copy ofButterfly Words on p. 72. Have studentswrite the correct vocabulary word from thebox in each sentence.Ask them if their origi-nal word choices for each sentence wereaccurate. (Answers: 1. antennae 2. insect3. poisonous 4. migration 5. semihibernation6. hatch 7. caterpillar 8. pupa)

Revisit the BookAssign students to work in groups of four.Give each group a set of four sticky notesand four pieces of drawing paper. Write thefollowing vocabulary words on the board:caterpillar, pupa, migration, semihibernation. Havestudents each choose a different word andwrite it on a sticky note. Then ask studentsto draw a picture illustrating their word.Have students attach the correspondingsticky note to their picture. Ask the groupsto assemble their pictures and words in theorder in which they happen beginning withthe caterpillar.

Extend the LessonaWRITINGAsk students to imagine that they live on theroute of the monarch butterfly’s migration tothe south. Have students write an e-mailmessage to a friend describing the migrationas it passes through their community. In addi-tion to factual information, suggest that stu-dents include their reactions to this sight.

cSCIENCEHave students draw a large circle on paperand divide it into fourths. Label each quarterwith a season of the year: fall, summer, spring,winter. Have students draw an illustration ineach section that tells about the monarch’slife cycle during that season.

�SOCIAL STUDIESDisplay a map of the United States. Using themap on page 26 of the book, help studentstrace the migration routes of the monarchbutterfly. Call on volunteers to name thecountries the monarch travels through.Students might also identify states on themigration routes.

30

North Carolina Standard Course of Study Objectives Science: 1.03 Observe the different stages of an insect life cycle.Language Arts: 3.04 Increase oral and written vocabulary by listening, discussing, and composing texts whenresponding to literature that is read and heard.Cognition: Vocabulary in context Connections: Text to world

The Life of a Butterfly

By Robin Bernard

Book FeaturesGenre: NonfictionLevels: DRA™–18–20; GRL–K; Lexile® Measure–490LFormat: 16 pages, informational text, photographs,illustrations, measurements, mapVocabulary: milkweed, eggshell, chrysalis, scales,nectar, flutters, poisonous

Summary This I Can Read About Science Library bookdescribes the life cycle of a monarch butter-fly from egg to maturity. Bright photographsand actual measurements help the readerunderstand the process.The book alsoincludes some fun facts about butterflies.

FYI Order butterfly larvae from the followingaddress:

Carolina Biological Supply Co.2700 York Rd.Burlington, NC 27215

MaterialsIndex cards with the following vocabulary

words on them, one word to a card:milkweed, eggshell, chrysalis, scales, nectar,flutters, poisonous

Drawing paper, crayons

Introduce the BookUse a cloze activity to have students predictthe meaning of the vocabulary words.Writethe following sentences on the board. Giveeach student a word card with one of thewords on it, and have students use contextclues and visual clues to determine the cor-rect word card for the blanks. Read the sen-tences aloud and have students hold up thecards that complete them.

GUIDED READING

31

1. The butterfly ______________ fromflower to flower.

2. The bright colors of the monarch warnbirds that it is __________.

3. The monarch caterpillar enjoys eating____________.

4. A butterfly sips ________ from a straw-like tube on its head.

5. The wings of a butterfly are covered with___________.

6. Inside a _________, a caterpillar changesinto a butterfly.

7. The first thing a baby caterpillar eats is its___________.

Introduce the butterfly larvae and set up aplace in the classroom for them to develop.

Read the BookAs students read the text, have them referto the sentences and check to see that thecorrect vocabulary words were used.

Have students tend the butterfly larvae andkeep a journal on the development of thebutterflies.

Revisit the BookHave students reread the journals they keptas the larvae developed into butterflies.Work with students to compare their jour-nals with the life cycle of the butterflydescribed in the book.

Extend the Lesson1+2MATHDiscuss symmetry with the class. Tell stu-dents that they will use symmetry in drawinga monarch butterfly. Provide students withdrawing paper and crayons. Have them foldthe paper in half and draw the outline of halfof the butterfly as shown. Then have studentscut along the lines they have drawn. Nexthave students open their paper to reveal thefull butterfly shape. Students can then drawthe features of a monarch butterfly, andcolor in both wings so they are the same.

aWRITINGStudents might write a piggyback song aboutthe life cycle of a butterfly. A piggybank songis one in which a familiar tune is used, butthe lyrics are changed. Familiar tunes such asYankee Doodle,Twinkle,Twinkle Little Star, orRow, Row, Row Your Boat are good tunes to use.

TECHNOLOGYStudents might go online to access additionalinformation about the monarch butterfly.Two websites to consider are:www.kidzone.ws/animals/monarch_butterfly.htmwww.units.muohio.edu/dragonfly/cycle/index

32

North Carolina Standard Course of Study Objectives Science: 2.03 Describe weather using quantitative measures of temperature and precipitation.Language Arts: 2.08 Interpret information from diagrams, charts, and maps.Cognition: Text featuresCritical Stance: Compare and contrast

Blizzards!By Lorraine Jean Hopping

Book FeaturesGenre: NonfictionLevels: DRA™–30; GRL–N; Lexile® Measure–610LFormat: 48 pages, informational text, chapters,illustrations, maps, tables, diagram, tipsVocabulary: blizzard, forecast, snowstorm, severe,windchill, artificial, numb, hypothermia, climate, super-storm, snowdrifts, avalanche

Summary This Hello Reader book is part of the WildWeather science series. Blizzards describesthe incredible power of these storms, fromthe blizzards of 1888 to those in 1997. Thebook tells what causes blizzards and howscientists try to forecast them. It also pro-vides safety tips on what to do if one occurs.

FYI MaterialsWorld map, pushpins, stringIndex cards, one for each vocabulary word

Introduce the BookWrite the word blizzard on the board.Askstudents what they think a blizzard is. Listtheir ideas under the word. Tell studentsthat they will be reading a book about blizzards.Ask them to read and find thecharacteristics of a blizzard. Discuss the textfeatures including the charts on page 19, themaps on pages 27, 30, and 43, and the diagrams on pages 32 and 33.

GUIDED READING

33

Read the BookChapter 1 Compare the stories of the twoteachers. Compare the communicationsavailable during the 1888 March blizzard inNew York City with those of today.

Chapter 2 Make a list of the characteristicsof a blizzard. Discuss wind speed and why itmakes a difference as to how cold someonefeels outside.

Chapter 3 Discuss what scientists are tryingto find out about blizzards.Ask: What do theyalready know?

Chapter 4 Have students compare a stormmentioned in this chapter with one theyhave experienced.

Chapter 5 Ask: What are some of the ways scientists predict storms?

Revisit the BookReview some things you can do to keep safein a blizzard.Ask: Why are these storms so dan-gerous? What is the most interesting thing youlearned about blizzards?

Extend the Lesson� VOCABULARYWrite each vocabulary word on an indexcard. Gather students in a circle and usingthe cards, initiate the following sentencegame. Hold up a card and say the word. Havethe student on your right add one word tothe sentence. For example, if you say: “A bliz-zard…” the first student might say: “is.” Thenext student must add another word and soon until a complete sentence has beenformed. Continue until all the words havebeen used. Begin each time with the studentwho is next in the circle.

aWRITINGAsk students to interview someone in theirfamily or a friend who has been in a blizzard.Beforehand work with students to write alist of questions they think are important toask. Include questions about temperatureand precipitation. Have students write uptheir interviews in a question/answer formatand share them with the class.

�SOCIAL STUDIESAsk students to collect news stories aboutblizzards and other fierce snowstorms fromthe past and present. Set aside time to dis-cuss the stories, and locate where theyoccurred on a map. Create a bulletin boarddisplay with the map in the middle and thestories around it.Attach each story to itslocation with string and pushpins.

34

North Carolina Standard Course of Study Objectives Science: 2.06 Observe and record weather changes over time and relate to time of day and time of year.Language Arts: 2.03 Read expository materials for answers to specific questions.Interpretation: Make predictionsCritical Stance: Compare and contrast

The Cloud BookBy Tomie de Paola

Book FeaturesGenre: Informational Picture BookLevels: DRA™–30; GRL–N; Lexile® Measure–680LFormat: 32 pages, illustrations, indexVocabulary: clouds, atmosphere, cirrus, cumulus,stratus, cirrocumulus, cirrostratus, altocumulus,altostratus, nimbostratus, stratocumulus, cumulonimbus

Summary Readers learn facts about different types ofclouds, where they are found in the sky, andhow they relate to the weather.The bookalso includes folk beliefs about clouds as wellas weather sayings.The text is supported bythe author’s charming illustrations.

FYI MaterialsBlackline master:All About Clouds, p. 73

Introduce the BookCreate a K-W-L (What We Know; What WeWant to Know; What We Learned) chart onposter paper. Elicit what students knowabout clouds, and add this information to thefirst column.Tell students that they will bereading about clouds and have them suggestthings that they would like to know aboutthis subject. Fill in this column of the chart.Explain that you will fill in the last columnafter students have read the book.

GUIDED READING

35

Read the BookWrite the vocabulary words on chart paperand review them with students. Have stu-dents copy the words on paper.Tell them tomake a check next to a word each time theycome to it while reading the book.

As students read, ask questions such as:

What do stratus clouds look like?

When you see dark clouds in the sky whatwould you predict might happen?

Why do you think people of long ago told stories based on clouds?

Revisit the BookWork with students to fill in the last columnof the K-W-L chart. If students have unan-swered questions about clouds, make afourth column on the chart titled What ElseWe Want to Know About Clouds, and encouragestudents to do independent research.

Provide students with a copy of the blacklinemaster,All About Clouds on page 73. Instructstudents to draw the correct cloud in thebox to answer each question.

Extend the LessoncSCIENCEOver a period of a month, have studentstake data on the kind of clouds they observeeach day. It will also be helpful for studentsto consult a local weather map found in thenewspaper.You might assign an observationday to each student. Students can recordtheir observations in both pictures andwords.At the end of the month, review andcompare the data. On which days did it rain(or snow)? On which days was the sunblocked by clouds?

TECHNOLOGYLook up www.weather.com. Students can use the data each day and make a graph ofthe results.

aWRITINGDraw attention to the silly cloud story at the end of the book.Then invite students to write and illustrate their own silly cloudstories. Set aside time to share the stories.You might want to compile them into a Class Cloud Book.

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North Carolina Standard Course of Study Objectives Science: 2.06 Observe and record weather changes over time and relate to time of day and time of year.Language Arts: 3.01 Use personal experiences and knowledge to interpret written and oral messages.Interpretation: Make inferences, draw conclusionsConnections: Text to self

How Do You Know It’s Spring?

By Allan Fowler

Book FeaturesGenre: NonfictionLevels: DRA™–10; GRL–F; Lexile® Measure–620LFormat: 32 pages, informational text, photographs,glossary, indexVocabulary: bloom, hatch, crops, plow, plant, vacation

Summary The text and photographs in this fact-filledRookie Read About Science book focus onchanges in nature that happen in the spring-time.The book also gives examples of howthese changes affect the lives of people andanimals.

FYI MaterialsPoster paperBlackline master: Spring and Fall, p. 74

Introduce the BookInvite students to take a picture walkthrough the book.Ask students to tell what they expect to learn from reading this book.Write their suggestions on theboard or on chart paper. Introduce thevocabulary words, and ask students to lookfor them as they read.

GUIDED READING

37

Read the BookAs students read, discuss the vocabularywords as they appear in the text.

Pose questions such as the following:

What are some signs that it’s spring?(pages 3-7)

Why do you think baby animals are born in thespring? Why would this make it easier for babyanimals? (pages 8-13)

How do rivers change in the spring? Why do theychange? (pages 14-15)

What kinds of activities do people do in thespring? (pages 16-21)

Why do you think seeds are planted in thespring? (pages 22-23)

What are some holidays celebrated in spring? (pages 24-27)

Revisit the BookReturn to the list of what students hoped tolearn from the book. Have students deter-mine if their expectations were met.Thenask students to tell what they found fromthe book that they didn’t anticipate learning.

Extend the LessonaWRITINGHave students write a description of theirfavorite springtime activity. Encourage stu-dents to illustrate their work.Then set asidetime for volunteers to share their writing.

cSCIENCEProvide each student with a copy of theblackline master, Spring and Fall on page 74.Instruct students to fill in the chart compar-ing spring and fall. Students can write or drawtheir responses. Follow up with a discussionof how these seasons are alike and different.

�SOCIAL STUDIESTell students that another event celebratedin the spring is Earth Day. Explain that thepurpose of Earth Day is to make peopleaware of the need for clean air, water, and ahealthy environment. People observe EarthDay by such activities as picking up litter,improving soil, planting gardens, and cleaningup beaches and parks.Work with students tomake a list of other ways that people cancelebrate Earth Day. If spring is near, youmight arrange for the class to carry outsome of these ideas. Students might alsoshare their list by sending it to a local news-paper or posting it in your school hallways.

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North Carolina Standard Course of Study Objectives Science: 2.05 Discuss and determine how energy from the sun warms the land, air and water.Language Arts: 2.04 Pose possible and questions to understand and/or interpret text.Interpretation: Draw conclusionsCritical Stance: Compare and contrast, author’s purpose

what ifhow, why,

How Do You Know It’s Summer?

By Allan Fowler

Book FeaturesGenre: NonfictionLevels: DRA™–10; GRL–F; Lexile® Measure–520LFormat: 32 pages, informational text, photographs,glossary, indexVocabulary: summer storm, farmer, lightning, fruit,vegetables, playing, fireworks, picnic, parade

Summary The text and photographs in this Rookie ReadAbout Science book describe a typical summerclimate and the activities that people pursue.Readers also learn that some places in theworld are warm all the time.

FYI MaterialsMaterials Poster paperDrawing paper, crayonsWorld map or globe

Introduce the BookOn poster paper draw a web such as theone shown here. Leave the center blank butinclude three or four circles with clues aboutsummer.Ask students to study the web, thensuggest a good word to put in the center totell what the web is about.When studentsguess “summer,” write the word in the cen-ter of the web.Then tell students that theywill be reading a book about summer.

GUIDED READING

Time to swim

Long days

Hot sun

Green grass

39

Read the BookWrite the vocabulary words on the board.Tellstudents to look for these words as they read.

Have students answer these questions duringreading:

What are four clues that it is summer? (pages 4-9)

Why isn’t summer different from other seasons insome places? (page 11)

Why isn’t summer a good time for farmers totake vacations? (page 12)

What did the boy in the picture do? (page 13)

What are some activities you enjoy in the sum-mer? (pages 14-15, 17)

Why is it a good idea to stay indoors during astorm? (page 16)

What kind of trips do you take in the summer?(pages 19-21)

What do you hope to do this summer? What holi-day occurs during the summer? Why is this holi-day important? Why do you think all the childrenare laughing and smiling in this book? (pages 22-27)

If people were wearing hats and gloves, would itbe summer? Why? (page 28)

Revisit the BookAsk: In what ways does the author help thereader to understand summer?

Have students locate each vocabulary wordin the book. Call on volunteers to read thesentence in which the word appears.Then

call on other students to use the word in anew sentence.

Have students draw a picture of somethingthey and their family do in the summer.Encourage students to write a few sentencesabout the activity.

Extend the Lesson1+2MATHHave students work with partners and ask20 people what their favorite season is.Instruct students to record their data on atable. Students might then construct bargraphs to show the data in another way.Follow up by having the teams compare data.Were the same seasons the most popular oneach graph?

aWRITINGTalk with the class about the kinds of foodspeople eat in the summer.Then ask studentsto write about their favorite summer food.Encourage students to tell why this food isparticularly good in the summer. Have stu-dents illustrate their work, and then share itwith the class.

�SOCIAL STUDIESOn a world map or globe, point out to stu-dents places where it is warm all year. Helpstudents identify states that have warmweather throughout the year.Ask: What aresome winter activities that you can’t do in warm places?

40

North Carolina Standard Course of Study Objectives Science: 2.06 Observe and record weather changes over time and relate to time of day and time of year.Language Arts: 2.07 Discuss similarities and differences in events, characters and concepts within and acrosstexts.Cognition: Vocabulary in contextCritical Stance: Author’s purpose

How Do You Know It’s Winter?

By Allan Fowler

Book FeaturesGenre: NonfictionLevels: DRA™–10; GRL–F; Lexile® Measure–570LFormat: 32 pages, informational text, photographs,glossary, indexVocabulary: frozen, celebrate, build, snowman,Hanukkah, snowflakes, bundle, shiver, melt, wintertime

Summary With simple text and colorful photography,this Rookie Read About Science book discussesdifferent aspects of winter.Weather, plantand animal life, holidays, and winter activitiesare covered.

FYI MaterialsDrawing paper, crayons10 or more white paper circles about the

size of a snowball.

Introduce the BookAsk students to draw a picture of what wintermeans to them. Have them label people andthings in their drawings. Finally have studentsshare their drawing with a partner, and explainwhat winter means to them.Tell students theywill be reading a book about winter.

GUIDED READING

41

Read the BookAs students read, ask:

1. What was the author’s purpose in writing thisbook?

2. What are some ways you can tell it is winter?

3. How does winter differ from summer? Whatare some ways that these seasons are alike?

4. Why have some boys and girls never seensnow?

Revisit the BookTo review the book, have students draw apicture of three activities they can do duringa cold winter.Ask students to write threeverbs to go with their picture.

Extend the Lesson1+2MATHHave students record the outside tempera-ture at the same hour each weekday duringa winter month.Assign each student a spe-cific day.Then work with students to trans-pose the data into graph form. Use the graphto make observations such as: What was thehighest temperature during the month? The low-est temperature? How many days had a temper-ature lower than 32 degrees?

�SOCIAL STUDIESTalk about how people dress during winter,and encourage students to make compar-isons with summer attire.Ask students toname special equipment that people use inthe winter for sports and other activities.Have students draw pictures of themselvesengaged in a winter activity. Encourage themto include the clothing and equipment theywould need. Students can share their pic-tures with the class.

aWRITINGReview with students that some animalshibernate, or sleep, during the winter. Havestudents reread page 19 to learn of two suchanimals. Mention that some birds, amphibians,and insects also hibernate.Then ask studentsto imagine they are one of these animals.Have students write an imaginary dream thatthey might have during their winter sleep.� VOCABULARYWrite the vocabulary words on the whitepaper circles and tell students they aresnowballs. Explain that you will “toss” snow-balls, and the student who catches or getsone must read aloud the word and explainwhat it means. Invite students to add morewinter word snowballs to the game.

42

North Carolina Standard Course of Study Objectives Science: 2.01 Investigate and describe how moving air interacts with objects.Language Arts: 2.08 Interpret information from diagrams, charts, and maps.Cognition: Text features, reference materialsConnections: Text to self, text to world

Hurricanes !By Lorraine Jean Hopping

Book FeaturesGenre: NonfictionLevels: DRA™–34–38; GRL–P; Lexile® Measure–530LFormat: 48 pages, informational text, chapters, illus-trations, maps, diagrams, tipsVocabulary: hurricane, trackers, hydrogen, stadium,parachute, evacuated, depressions, Fahrenheit, satellites,hemisphere

Summary This Hello Reader book, part of the WildWeather science series, discusses where hur-ricanes come from, what types there are,how scientists track them, and what can bedone during one.The book also provideshurricane safety tips.

FYI MaterialsWeather page from a local newspaper

Introduce the BookMake a list of different kinds of storms withthe class. Have students describe what hap-pens during these storms.Ask if anyoneknows what a hurricane is or if anyone hasever been in a hurricane.Tell students thatthey will be reading a book about hurricanes.Display the book and discuss the text fea-tures: diagrams on pages 9, 23, 29, and 33;and maps on pages 7, 30, and 35.

GUIDED READING

43

Read the BookAs students read the book, ask questionssuch as:

1. What was the storm doing to the airplane?

2. What is a Feeder band?

3. What does a Storm Tracker do?

4. What is a storm surge?

5. What’s the difference between a tropicalstorm and a hurricane?

6. Why are the winds in a hurricane so deadly?

7. What are some of the storms discussed in thebook?

Revisit the BookMake a list of key words students think areimportant in the book. Using the key words,have students retell a partner some impor-tant facts in the book.

Discuss some of the damage that hurricanescan cause.Work with students to draw up alist of questions they would like to askStorm Trackers about these storms.

Extend the Lesson�SOCIAL STUDIESBring in the weather page from the news-paper. Review and discuss the charts, maps,and graphs used to tell about the weather.Ask students to explain what kind of cloth-ing they will wear and why it is appropriatefor the forecast. Have students describe thekind of activities that would be suitable forthe current weather.

TECHNOLOGYDuring hurricane months (August, Septem-ber, October), watch and discuss the weatherchannel forecasts as a class.You can alsochart the weather from a computer byaccessing the website: www.weather.com.Make up a class chart of precautions you cantake to be safe during a hurricane.� VOCABULARYHave students make up riddles for thevocabulary words from the book. Give as anexample: This word is a place where sportsevents take place.You can find a different mean-ing of the word on page 16.What is it?(Stadium) Have students take turns makingup riddles and trying to guess them.

aWRITINGStudents might make hurricane fact bookletsusing some of the facts given in the bookand others that they researched. Place thecompleted booklets in your science center.

44

North Carolina Standard Course of Study Objectives Science: 2.03 Describe weather using quantitative measures of temperature, wind direction, wind speed, and precipitation.Language Arts: 2.06 Recall main idea, facts and details from text.Cognition: Supporting detailsConnections: Text to self

Weather Words andWhat They Mean

By Gail Gibbons

Book FeaturesGenre: NonfictionLevels: DRA™–40; GRL–R; Lexile® Measure–450LFormat: 32 pages, informational text, speech balloons,illustrations, diagramsVocabulary: air pressure, temperature, moisture,humid, sleet, hail, dew, gale, gusty

Summary Using simple but clear illustrations, this bookprovides an overview of weather topics withspecific vocabulary related to each topic.Thetext is organized by four main categories:temperature, air pressure, moisture, andwind, with explanations of each and defini-tions of weather-related terms.

FYI MaterialsPrepare vocabulary cards with the followingweather-related words:

Air pressure–high, lowTemperature–mild, chilly, warm, hot, coldMoisture–humid, dew, frost, drizzle, shower, snow,sleet, hail, flurriesWind–breezy, gusty, windy, gale, tornado,hurricane

Introduce the BookDraw a word web with the word weather inthe center on the board or on chart paper.Have students think of the different kinds ofweather they’ve experienced or know aboutand add them to the web.

READ ALOUD

45

Discuss the kinds of weather you have inyour part of the country, and encourage stu-dents to use adjectives or descriptive wordsto tell about it.

Read the BookRead the book aloud to the class, stoppingto discuss unfamiliar terms and concepts.Suggest that students draw simple picturesto help them remember key points and newwords.Then have students share their pic-tures with a partner to retell the story intheir own words.

Revisit the BookPass out the weather vocabulary cards tostudents. Keep the ones for air pressure, mois-ture, temperature, and wind. Hold up one ofthe four cards and ask students who havecards in that category to name them.Thenpost the four category cards on the board,and have students place their cards underthe appropriate category. Give students theopportunity to make cards for additionalweather-related words and place them in theappropriate categories.

Extend the LessonaWRITINGSuggest that students make their ownWeather Words Dictionary by drawing or cut-ting out pictures of different kinds ofweather. Have them label the picture andthen write a sentence about it. They canplace their pictures in a three-ring binder inalphabetical order.

TECHNOLOGYHave students study weather maps and fore-casts for their local area on internet sitessuch as www.weather.com.1+2MATHHelp students make a bar graph showing the change in temperature or the amount ofrainfall over a month. Have them note the dayswith the highest and lowest temperatures andmost and least amount of rainfall.

�SOCIAL STUDIESAsk students to find negative and positiveweather-related stories in the news. Forexample, schools are closed because of asnowstorm; a parade is canceled because ofrain; stores do a brisk business in lightweightclothes because of sunny weather. Use thearticles to discuss the many ways thatweather affects people in a community.

Snow

RainyThunderstorm

Weather

46

North Carolina Standard Course of Study Objectives Science: 2.01 Investigate and describe how moving air interacts with objects. 2.02 Observe the force of air pressure pushing on objects. 2.04 Identify and use common tools to measure weather like a wind vane andanemometer.Language Arts: 2.06 Recall main idea, facts and details from a text.Cognition: Supporting detailsInterpretation: Make predictions

The Wind BlewBy Pat Hutchins

Book FeaturesGenre: Picture book; fictionLevels: DRA™–24–28; GRL–L; Lexile® Measure–NPFormat: 32 pages, illustrationsVocabulary: umbrella, quickly, snatched, content,satisfied, judge’s, whirled, fluttering

Summary This rhyming story tells how the wind takesthings from different people. Humorous illustrations show the results of the wind’s power.

FYI MaterialsBlackline master: What Happened?, page 75Drawing paper, crayonsScience Foss Kit (materials to make an

anemometer)

Introduce the BookBegin by asking students what they knowabout the wind.Then display the book coverand ask: What do you think the wind does in thisbook? Why do you think so? Do you think thisstory will be serious? Funny? Sad? Why? Has thewind ever blown you or something of yoursaround? What happened?

Review and discuss the vocabulary words.Ask students to look for these words in the book.

GUIDED READING

47

Read the BookAs students read, ask them to look closely atthe illustrations.Ask: How do the pictures helptell the story? What details do the pictures show?If necessary, point out to students that eachpicture not only shows the person the textis describing but the next person who willlose something to the wind as well. Havestudents use the illustrations to predict whatwill happen next in the text. Discuss thevocabulary words as students encounterthem.

Revisit the BookAfter reading the story ask:

What are some of the items the wind took?

What is the main purpose of this selection?

What is the setting of this book?

What happens to the wind at the end of theselection? What does the wind blow once atsea? How do you feel about the end of thestory?

Provide students with copies of the blacklinemaster,What Happened? on page 75. Havestudents work with a partner and use thepictures to retell the story. Students can cutout the pictures, paste them on a large pieceof drawing paper, color them, and write asentence to describe who lost the item ineach picture.

Extend the LessoncSCIENCEUsing the Foss Kit, make an anemometerusing a block, two straws, four small cups,and a sticker on the back of one cup.Takethe anemometer outside to see how manytimes the cups turn. Inside the classroomyou can use a blow dryer to show differentwind speeds and what the different speedsdo to the anemometer. In a science journalstudents can write: Today we… I learned… I wonder… They can also draw a picture ofwhat they made in class.� VOCABULARYWrite the following verbs on the board: blew,turned, snatched, swept, whipped, grabbed, tossed,plucked, lifted, whirled, stole, pulled, tossed, sent,tired, threw. Ask students what these wordshave in common. (They are verbs, past tense,and they describe the actions of the wind inthe story) Have students take turns makingup sentences using the words.Then challengethem to think of other words that could tellwhat the wind does.

aWRITINGRemind students that the story is told inrhyme.Write these rhyming words on theboard: hat/that. Then ask students to identifyothers in the book.Add these to the list.Ask: What other rhyming words can you thinkof? Have students make up rhymes about thewind. Call on volunteers to read their poemsto the class.

48

North Carolina Standard Course of Study Objectives Science: 3.02 Observe changes in state due to heating and cooling of common materials.Language Arts: 2.06 Recall main idea, facts and details from a text.Cognition: Supporting detailsConnections: Text to world

Energy From the SunBy Allan Fowler

Book FeaturesGenre: NonfictionLevels: DRA™–16; GRL–I; Lexile® Measure–600LFormat: 32 pages, informational text, photographs,glossary, indexVocabulary: electricity, grains, energy, grazing, oxygen,petroleum

Summary This colorful, fact-filled Rookie Read AboutScience book describes for very young read-ers how energy from the sun provides heat,light, plants, food, and other things necessaryfor life on Earth.

FYI MaterialsPoster paper, lined paperCrayons or colored markersTwo houseplants

Introduce the BookCreate a K-W-L (What We Know;What WeWant to Know;What We Learned) chart onposter paper. Elicit what students knowabout energy, and write it in the first col-umn.Then ask students what they would liketo know. List these questions under the sec-ond heading.Tell students that they will bereading a book about energy.

GUIDED READING

49

Read the BookAs students read, ask them to write at leastfive questions based on the text. Model exam-ples such as: What do you need to move around?What happens when you run out of energy? Howdo we get petroleum? Have students exchangequestions with a partner and write completesentences to answer each question.

Revisit the BookUse the questions students wrote andanswered to review the book.Then complete the K-W-L chart with the class.

Follow up by creating a large web on theboard. In the center, write Sun.Then call onvolunteers to identify different ways that thesun’s energy helps us.Add these to the web.

Extend the Lesson�SOCIAL STUDIESHave students divide a sheet of drawingpaper in half.Ask them to make a postershowing how they use energy on one side,and on the other side, how they can saveenergy. Display the posters so the class candiscuss them.

cSCIENCEBring two plants to class, and review whatthe book says about a plant’s need forenergy. Place one plant near the windowwhere it will get sunlight. Place the otherplant in a closet or dark spot.Ask studentsto make predictions about what will happento the plants. Have students observe whathappens to the plant that gets no light.

aWRITINGAsk students to write thank-you notes tothe sun for all that it provides. Encouragestudents to illustrate their letters with oneor two examples. Invite volunteers to sharetheir letters with the class.� VOCABULARYAssign each student two vocabulary wordsfrom the book.Tell students that they mustuse their words at least three times duringthe day. Have them write down the sen-tences in which they use the words.

Oxygen

Fuels Electricity

Food forPeople

Sun

Plants

50

North Carolina Standard Course of Study Objectives Science: 3.02 Observe changes in state due to heating and cooling of common materials.Language Arts: 3.03 Explain and describe new concepts and information in own words.Cognition: Summarize main pointsInterpretation: Make predictions

Milk to Ice CreamBy Inez Snyder

Book FeaturesGenre: NonfictionLevels: DRA™–12; GRL–G; Lexile® Measure–220LFormat: 24 pages, informational text, table of con-tents, photographs, glossary, additional resources, indexVocabulary: ice cream, mix, mixture, stir, cream,vanilla, freezer

Summary In this Welcome To Reading book readers fol-low the steps it takes to make ice cream.Photographs illustrate the informational text.

FYI MaterialsPrepare the following sentence strips:1. Mix milk and some eggs in a bowl.2. Mix sugar, flour, and salt in another bowl.3. Mix everything in the two bowls together.4. Cook the mixture and stir it well.5. Add cream.6. Add vanilla.7. Put the mixture in the freezer.8. Enjoy the ice cream.

Introduce the BookTalk about directions with the class.Ask: Howdo directions help us? What do we use them for?(To get places, to make things) Why is itimportant to follow directions carefully? Havestudents flip through the book and tell whatthe boy and his father will make, then intro-duce and discuss the vocabulary words.

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51

Read the BookAs students read, point out the transitionalwords—then, now, next, soon–that the authoruses to move the text from step to step.Make a point to review what happens oneach page so students are familiar with thesequence. Have students explain in their ownwords what is happening in each step.

Revisit the BookDisplay the sentence strips, and have stu-dents put them in order.Allow them to referto the book if they need help.

Discuss information that the book does notinclude. For example, it doesn’t give amountsto use for the ingredients, equipmentneeded, or temperature for cooking the mix-ture.Talk about why it would be difficult touse the book to make ice cream.

Extend the LessonaWRITINGHave students write a set of directions tomake something of their own choice. Forexample, they might write directions tomake a peanut butter and jelly sandwich.Suggest that students illustrate their direc-tions. Remind them to write their steps inorder and to use words like first, then, now,and next.

cSCIENCEUsing a recipe, plan to make ice cream withthe class. Have students observe how theingredients change throughout the process.Talk about other foods that change as theyare heated or cooled. (Water, gelatin, pud-ding, ice pops) Ask students to record thesteps you used to make the ice cream. Latercompare your steps with the ones given inthe book.

TECHNOLOGYAccess the Web site:http://www.icecream.org/school/index.htm,so students can learn about the history of this food.1+2MATHHave students take a class survey of favoriteice cream flavors.Then transpose the datainto a pictograph using an ice cream cone asa symbol. Discuss the results: What is theclass favorite flavor? How many students likestrawberry best? How many more students likevanilla more than something else?

52

North Carolina Standard Course of Study Objectives Science: 3.02 Observe changes in state due to heating and cooling of common materials.Language Arts: 2.04 Pose possible and questions to understand and/or interpret text.Cognition: Summarize main pointsConnections: Text to self

what ifhow, why,

Oranges to Orange Juice

By Inez Snyder

Book FeaturesGenre: NonfictionLevels: DRA™–12; GRL–G; Lexile® Measure–210LFormat: 24 pages, informational narrative, table ofcontents, photographs, glossary, indexVocabulary: carefully, half, handle, juicer, squeeze, juice

Summary This Welcome to Reading book provides astep-by-step breakdown on how to makeorange juice from oranges. Photographs illus-trate the text.

FYI MaterialsOrange juice, paper cupsDrawing paper, crayons or markersOranges, cups, popsicle sticks, plastic wrap

Introduce the BookServe orange juice in small paper cups tostudents. Invite students to describe thetaste.Ask: How many of you had orange juicefor breakfast? Talk about why orange juice isa good addition to a healthy diet.Then havestudents predict how orange juice is made.Tell students that they will learn more fromthe book they will read. Review the vocabu-lary words before starting.

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53

Read the BookBefore having students read the book, modelfor them how to use think-alouds to helpthem understand the text. Comment on thebook as you read, using think-alouds such asthese:

Page 6: I wonder how much juice dad will makefrom all those oranges. My prediction is…

Page 9: I wonder how a juicer works. I think itmight…

Page 10: Let’s see. Half of an orange could bewritten like this: 1/2 orange.

Pages 14-15: I wonder if this is a physicalchange or a chemical change.

Page 22: I see that the vocabulary words aregiven here with their meanings. If I forget what aword means, I can look it up here.

After you have finished, have the studentsread the book themselves. Encourage themto use similar think-alouds as they read.

Revisit the BookHave students draw pictures to illustrate thesteps described in the book to make orangejuice. Encourage them to revisit the book tohelp them remember the sequence. Havethem label their drawings.

Extend the Lesson1+2MATHHave students work with partners. Give eachteam an orange, a marker, and a paper cup.Have students predict how much juice theywill get from squeezing the orange.Tell stu-dents to make a line on the cup to showtheir predicted level.Then have studentsactually squeeze the orange and measure thejuice they get. Is it more or less than theypredicted? Have them estimate how muchjuice is in the cup. Is it not very full, half full,almost full?

cSCIENCEStudents can make orange juice popsicles toexplore changes due to cooling. Pour orangejuice into small paper cups. Cover the tops ofthe cups in plastic wrap, stick a popsicle stickthrough the wrap, and place in a freezer.When the juice has frozen, give each studentan orange popsicle and talk about how theliquid changed from liquid to solid form.

aWRITINGAsk students to write compare and contrastparagraphs in which they compare an orangeto another fruit. Some points students mightcover include: taste, kind of skin, size,whether or not there is a pit, color. Encouragestudents to illustrate the two fruits theycompared and share their writing with the class.

TECHNOLOGYStudents can get more information about thehistory of oranges, growing oranges, theorange industry, and many other facts byaccessing the website: http://www.floridajuice.com/floridacitrus/kids

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North Carolina Standard Course of Study Objectives Science: 3.01 Identify three states of matter: solid, liquid, gas.Language Arts: 2.01 Read and comprehend text appropriate for grade two by locating information for specificreasons/purposes.Cognition: Text FeaturesConnections: Make Predictions

Solid, Liquid or Gas?By Sally Hewitt

Book FeaturesGenre: NonfictionLevels: DRA™–34–38; GRL–P; Lexile® Measure–520LFormat: 30 pages, informational text, photographs,table of contents, activities, glossary, indexVocabulary: contents, glossary, index, photography

Summary This book is divided into colorful two-pagespreads which cover different properties ofsolids, liquids, and gases.The informationaltext and clear photographs provide examplesof each concept. Included on the pages areeasy activities for readers to try. Other features include Look Again and Think AboutIt! activities.

FYI MaterialsCup of water (liquid)Book (solid)Balloon filled with air (gas)Large sticky notes with one of the following

words written on each: honey, ice, cloud, air,desk, sand, juice, brick, oil, steam

Scissors, crayonsDrawing paper

Introduce the BookShow students an example of a liquid, a solid,and a gas. Explain that people use each in different ways and that you will be reading abook about them. Divide a piece of chartpaper into three columns and label themLiquid, Solid, and Gas. Group students intopairs or teams of three, and give each groupone of the notes that you prepared. Havethe group decide under which heading theword on their card belongs. Instruct studentsto place their sticky notes in that column.

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Read the BookAs you read the book, point out text fea-tures such as bold print. Discuss why thetext is in bold. Use the Think About It! andLook Again features to engage students inthe text.Ask students to check the predic-tions they made, and verify if they placedtheir sticky notes under the correct heading.

Revisit the BookTo review what students have learned, goback to the three-column chart. Have stu-dents come up with additional examples ofsolids, liquids, and gases. Have them choosean example from the three lists and create apicture on a piece of drawing paper. Makesure students label their drawings. Compiletheir work into a class book, Solids, Liquids,and Gases. Separate each section with a pagedescribing the basic properties of each.

Extend the LessonaWRITINGProvide a riddle format such as the onegiven here, and have students write theirown riddles using different materials. Showstudents how they can vary the format bydescribing a gas or solid or changing thethird line. Set aside time for students to readtheir riddles so the class can guess them.Anexample is:I am red and grow on a tree.I am a solid.I can be made into a liquid.What am I? (An apple)

cSCIENCESet up stations around the room so that students can do the Try It Out! experimentsfound on pages 8, 10, 14, 15, 20, 21, and 22 inthe book.� VOCABULARYWrite each of the words on pages 28 and 29on an index card. Place the cards in a pilefacedown. Have students take turns picking acard and reading aloud the word.Ask stu-dents to then tell something more about theword.They might give a definition, an exam-ple, or use the word in a sentence.

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North Carolina Standard Course of Study Objectives Science: 3.02 Observe changes in state due to heating and cooling of common materials.Language Arts: 3.04 Increase oral and written vocabulary by listening, discussing, and composing texts whenresponding to literature that is read and heard.Interpretation: Make inferencesCritical Stance: Evaluate the accuracy of information and ideas

Tomatoes to KetchupBy Inez Snyder

Book FeaturesGenre: NonfictionLevels: DRA™–12; GRL–G; Lexile® Measure–190LFormat: 24 pages, informational text, table of con-tents, photographs, glossary, additional resources, indexVocabulary: ketchup, tomatoes, vinegar, pours, spices

Summary This Welcome to Reading book introducesreaders to the ingredients and steps used inmaking ketchup. Photographs illustrate theinformational text.

FYI MaterialsKetchup packets—one per childDrawing paper, crayonsBoxes of instant puddingMilk, bowl, small cups, spoons

Introduce the BookGive each student a packet of ketchup.Talkabout the foods students flavor withketchup. Then ask: How do you think ketchupis made? Write students’ replies on theboard.Then have students open the packetand taste the ketchup. Ask: What is ketchupmade from? Record students’ answers.Tellstudents that they will be reading a bookabout making ketchup. Ask them to read andfind out if their ideas are correct.

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Read the BookDuring the reading, pause at the end of pages4, 6, 8, 12, and 14. Repeat the vocabularywords ketchup, tomatoes, vinegar, pours, andspices on these pages. Discuss with studentsthe meaning of each word, then have themwrite the word on a slip of paper.At the endof the book, ask students to turn to a part-ner and use the words to help them retellthe book.

Revisit the BookAs a group discuss the steps in makingketchup.As students name the steps, writethem on the board or on chart paper. Havestudents refer to the book to make sure allthe steps are listed and that they are inorder. Use the list to talk about how thetomatoes change from one form to anotherduring the cooking process.Ask students ifthey know of any other food that is made asimilar way. (Applesauce, cranberry sauce)

Extend the LessoncSCIENCEWith your help, have students make instantpudding to review how foods can changeproperties due to heating or cooling. Giveeach student a taste of the pudding in a smallcup, and talk about how pudding tastes andhow the uncooked mix would taste. Discusswith students the changes they observe andhave them record these changes in their sci-ence journals. Extend the concept by talkingabout other examples of foods that changefrom one form to another; for example, milkto butter, flour to bread.

aWRITINGHave students work in pairs to make theirown how-to book about a food source thatchanges properties due to heating and/orcooling. Suggest that students illustrate thesteps in the process and write a sentence ortwo to explain the picture.

TECHNOLOGYStudents might take their how-to books andpublish them using a word processing pro-gram. Be sure to set aside time for studentsto share their books with the class.

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North Carolina Standard Course of Study Objectives Science: 3.05 Investigate and observe how mixtures can be made by combining solids, liquids or gases and howthey can be separated again. 3.06 Observe that a new material is made by combining two or more materials withproperties different from the original material.Language Arts: 2.04 Pose possible and questions to understand and/or interpret text.Cognition: Vocabulary in context Interpretation: Draw conclusions, make inferences

what ifhow, why,

Trees to PaperBy Inez Snyder

Book FeaturesGenre: NonfictionLevels: DRA™–12; GRL–G; Lexile® Measure–160LFormat: 24 pages, informational text, table of con-tents, photographs, glossary, additional resources, indexVocabulary: paper, trees, pieces, chemicals, mixture,pulp, machines, spread

Summary In this Welcome to Reading book studentslearn the main steps of how trees are madeinto paper. Photographs illustrate the informational text.

FYI MaterialsBoxes of gelatin mixBowls, small cups, spoonsGravel, salt, coffee filtersBlackline master: Uses for Paper, p. 76

Introduce the BookAsk students to look around the classroomand identify items that are made of paper.Begin a list on the board. Point out that peo-ple use a lot of different paper products.

Tell students they will be reading a bookabout how paper is made.Ask: What do youthink the main material is in making paper?

Introduce the vocabulary words and discusstheir meanings with students.Tell students tolook for the words as they read.

GUIDED READING

Read the BookAs students read, pose questions such as:1. Have you ever been to a forest where all the

trees were cut down? (You may wish topoint out that lumber companies usuallyreplace trees that are cut by planting newones. However it takes many years for atree to grow to maturity.)

2. How do you think wood is cut into such smallpieces?

3. Why do you think chemicals are added to thewood and the water to make the paper?

4. What other kinds of machines do you know ofthat mash or mix things? Anything from home?

5. What are some things you use paper forbesides writing?

Revisit the BookTo help students review the vocabulary andthe process of making paper, have them drawa picture for each vocabulary word.Ask stu-dents to explain what their pictures mean.

Provide each student with a copy of theblackline master, Uses for Paper on page 76.Brainstorm possible paper items and prod-ucts with the class, then have students drawor write in each circle to show some of theuses for paper.

Extend the LessoncSCIENCEDiscuss with the students how some thingscan be changed into other things. For example,trees can be turned into paper.To provideanother example, make gelatin with the class.Show students how the liquid gelatin changes

form after it is refrigerated. Give students ataste of the finished gelatin. Next have stu-dents work in groups to observe whetherother things change form. Give each grouptwo cups of water, some gravel, and some salt.Have students pour gravel into a cup of waterand stir it.Ask: Did the gravel or water change inany way? Have students repeat the same pro-cedure with the salt in the other cup of waterand note the results. Using a coffee filter, pourthe contents of the gravel cup into it. Havestudents note how the materials separate.Repeat using the cup with salt.Ask: What doyou think happened to the salt?

aWRITINGHave students write the story of a tree thatbecame a pad of paper. Suggest that studentsbegin their stories when the tree is first plantedand include some of the steps it goes throughin turning into paper. Students might illustratetheir stories and share them with the class.

�SOCIAL STUDIESPoint out that trees are a valuable resource,and that paper can be recycled or used againas a way of keeping so many trees frombeing cut down. Have students set up apaper recycling program for your classroom.Or if your school already has a recyclingprogram, students might make posters toremind others not to waste paper.

TECHNOLOGYAccess the Web site: http://www.tappi.org/paperu, so students can learn more aboutthe uses and history of paper.

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North Carolina Standard Course of Study Objectives Science: 4.03 Show how the frequency can be changed by altering the size and shape of a variety of instruments.Language Arts: 3.03 Explain and describe new concepts and information in own words.Cognition: Summarize main points Connections: Text to world

All About SoundBy Lisa Trumbauer

Book FeaturesGenre: NonfictionLevels: DRA™–14; GRL–H; Lexile® Measure–260LFormat: 32 pages, photographs, indexVocabulary: vibration, messages, dolphins, whistle

Summary This book introduces young readers to theworld of sound. It includes numerous simpleactivities to help students explore the differ-ent kinds of sounds and how they are made,felt, and heard. Colorful photographs clearlyillustrate the text.

FYI MaterialsDrum and/or string instrumentRulerSticky notesTuning fork

Introduce the BookAsk students to identify different sounds thatthey hear. List these on the board under theheading Sounds You Hear. As students offerexamples, talk about where the sound comesfrom, whether it is heard indoors or out, howloud or soft the sound is. Then make anothercolumn on the board titled Sounds You CanMake. Ask students to give some examplesand list them on the board. Tell students youwill be reading a book about sound.

Sounds You Hear Sounds You Can Makecar clap handshorn screamradio whisperdog barking laughwind cough

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Read the BookRead the book to the class. Display eachphotograph as you read so students can seehow the text is illustrated. Stop so that stu-dents can try out some of the ways to makesounds such as singing, laughing, hitting adrum, strumming a string instrument, makinga ruler vibrate, shouting across the room,and knocking on wood.

Help students choose one key word fromeach page of text. For example, a good wordfrom page 4 would be telephone. Write eachkey word on a sticky note and attach it tothe page. Explain that these key words willhelp students recall information in the book.

Revisit the BookUse the key words to summarize the book.For example, on page 4 point to the wordtelephone. Ask: What does a telephone do? Whatsound does it make? What sound do you hear ona telephone? Encourage students to explainnew concepts in their own words.

Extend the LessoncSCIENCEHave students experiment with a tuningfork. For example, what kind of sound doesit make when they bang a tuning fork on arubber sole? On something metal? Provide acontainer of water.Ask students to predictwhat will happen if they touch the surface ofthe water with the vibrating fork. Have stu-dents write their predictions and observa-tions in a science journal.

aWRITINGProvide students with pictures from maga-zines, old calendars, or greeting cards. Havestudents write a description of the soundsthat might be heard if they were in the pic-ture. Set aside time for students to sharetheir sound interpretations.� VOCABULARYExplain that some words are used to represent sounds. Introduce the word onomatopoeia. Give examples such as boom,crinkle, buzz, and sizzle. Encourage students toadd other words to the list.Talk about thesounds each word represents. For example, adrum sound can be a boom, crumpled up cellophane can make a crinkle sound.

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North Carolina Standard Course of Study Objectives Science: 4.01 Demonstrate how sound is produced by vibrating objects and vibrating columns of air.4.05 Observe and describe how sounds are made by using a variety of instruments and other “sound makers”including the human vocal cords.Language Arts: 2.06 Recall main idea, facts and details from a text.Cognition: Supporting details, summarize main pointsInterpretation: Draw conclusions

Beat It!By Ellen Tarlow

Book FeaturesGenre: FictionLevels: DRA™–18–20; GRL–K; Lexile® Measure–130LFormat: 16 pages, illustrationsVocabulary: pretended, tap, instrument, flute, drums,band, tambourine, shake, guitar, tune

Summary Herbie wants to play in the school band butis told he is too young. He and his friendKeisha, make their own instruments andsoon begin playing at school.Their artteacher helps them make other instrumentsand a second-grade band, Herbie and theTappers, is formed.

FYI MaterialsCreate a graphic that looks like the oneshown here for students to use in the Mathactivity.

Herbie

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Introduce the BookInvite students to take a picture walkthrough the book and tell what they thinkthe story is about. Suggest that students lookat the expressions on the character’s facesfor clues. Ask questions such as: How do youthink the characters on page 7 are feeling? Why?

Write the book title on the board and askstudents what they think it means. Ask stu-dents to suggest other meanings that thephrase “beat it” can have. (Go away; beat thebatter while baking; overcome something.)

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63

Read the BookAsk questions such as: Why is Herbie excited?What does he do while he’s waiting? Have stu-dents continue to read and answer the fol-lowing questions:What is Herbie’s nickname? (page 3)Who is in the band room? (page 4)Why do some kids laugh? (page 5)What part of the story is shown in the picture?What part is not? (page 6)What do you think is going to happen next?(page 7)How does Keisha help Herbie? (pages 8-9)Have you ever made an instrument? (pages 10-11)What kinds of sounds do you think these instru-ments make? (pages 12-13)What do you think will happen next? (pages 14-15)How do you think Herbie feels at the end of thestory? Why? (page 16)

Revisit the BookWrite the vocabulary words on chart paper.Have students work with partners and taketurns retelling the story to one another. Tellstudents to use the vocabulary words tohelp them recall story events.

Extend the LessoncSCIENCEHave the students make their own instru-ment at home using materials they find likeHerbie and Keisha do in the story. Suggestmaterials such as bottles, cans, boxes, string,rubber bands, paper plates, dried beans,spoons, wooden blocks, and pencils. Have stu-dents present their instruments to the classand explain how they work. Discuss whichinstruments make the loudest and softestsounds and how the sounds are produced.

aWRITINGAsk students to make up names for theinstruments they create. For example, some-one might make a Book Twanger or a SillyShaker. Have students write a short descrip-tion of their instrument.1+2MATHPresent the graphic you made beforehand.Tell students that the numbers represent the pages in the book. Explain that studentswill use the graphic to review the book and show how Herbie feels on each page.Students should write a plus (+) above thepage number for happy feelings or a minus(–) below it for sad feelings.

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North Carolina Standard Course of Study Objectives Science: 4.04 Show how the human ear detects sound by having a membrane that vibrates when sound reaches it.Language Arts: 3.03 Explain and describe new concepts and information in own words.Critical Stance: Evaluating accuracy of information and ideasConnections: Text to self

Hearing SoundsBy Sally Hewitt

Book FeaturesGenre: NonfictionLevels: DRA™–34–38; GRL–P; Lexile® Measure–920LFormat: 30 pages, informational text, photographs,table of contents, activities, glossary, indexVocabulary: larynx, outer ear, eardrum, vibrate, pitch,echo, volume

Summary Hearing Sounds is part of the It’s Scienceseries.The book is divided into colorful two-page spreads which cover the science ofsound. A simple, friendly text works wellwith top quality photography to open up anew area of learning. Included on the pagesare easy activities for readers to try. Otherfeatures include Look Again and Think AboutIt! activities.

FYI Write the 17 Try It Out! features on indexcards, one activity per card.

Write the five questions from the book’sThink About It! feature and the three LookAgain activities on chart paper, leaving roomfor the answers.

MaterialsChart paper, markers Drawing paper, crayonsBlackline master:The Noisy Graph, p. 77Microphone, tape recorder, tape

Introduce the BookTell students you will be reading a bookabout sound.Ask: What questions can you askto find out more information about sound?Record students’ questions on chart paper.Review and discuss the vocabulary words.Encourage students to use their decodingskills to sound out each word.

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65

Read the BookAs you read the text, pause to ask studentsthe Think About It! questions and the LookAgain questions. Record students’ responseson the chart you made. Direct students tolisten for answers to their own questionslisted on the other piece of chart paper.Call on volunteers to write their answers on the chart.

Revisit the BookHave students work with partners. Give eachteam a Try It Out! activity on an index card.Allow time for students to complete theactivities. Note that some activities may haveto be completed at home.Then have eachgroup explain its task to the class and sharethe results of their activity.

Extend the LessoncSCIENCEHave students draw a diagram of the humanear.Ask students to label the diagram andexplain how each part of the ear works.1+2MATHProvide students with copies of the blacklinemaster,The Noisy Graph on page 77. Explainthat noise is measured in decibels. A loudnoise with too many decibels can be harmfulto people’s ears. Have students study thegraph, then complete the page by answeringthe questions.

aWRITINGAsk students to write a short presentationthey might give to the class about ears andhearing. Then have students record theirspeeches using a microphone and taperecorder. (You may wish to limit the lengthof time each can talk.) Later play students’speeches for the class to hear.

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North Carolina Standard Course of Study Objectives Science: 4.04 Show how the human ear detects sound by having a membrane that vibrates when sound reaches it.Language Arts: 3.01 Use personal experiences and knowledge to interpret written and oral messages.Cognition: PurposeCritical Stance: Main idea and supporting detailsConnections: Text to self

Hearing ThingsBy Allan Fowler

Book FeaturesGenre: NonfictionLevels: DRA™–10; GRL–F; Lexile® Measure–510LFormat: 32 pages, informational text, photographs,diagram, glossary, indexVocabulary: human, whisper, clang, whoo, whoosh,tinkling, clapping, audience, laugh

Summary This factual Rookie Read About Science bookdiscusses different sounds that humans hear.A simple diagram shows the working partsof the ear.The book also touches on theneed to protect the ears from certain kindsof sounds.

FYI MaterialsWhistle, bell, music boxDrawing paper and crayons3 nails – large, medium, smallFoam pad, pencil

Introduce the BookRead aloud these vocabulary words and askstudents how they might all be related:whisper, clang, whoo, whoosh, tinkling, clapping,audience, laugh. Guide students in recognizingthat they are all related to sounds that peo-ple make and hear. Invite students to identifyother kinds of sounds. Ask: What are somesounds you hear at home? What are somesounds you hear at school? Tell students thatthey will be reading a book about sound.

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Read the BookWhile reading, have students do the following:Whisper. (page 6)Make a high sound and low sound. (page 7)Blow a whistle. (page 8)Ring a bell. (page 13)Play a music box. (page 16)Clap hands. (page 17)Laugh. (page 18)Cry. (page 19)

Discuss if these sounds are loud, soft, high,or low in pitch.

Revisit the BookAsk students: What is the main purpose for thisselection? If you could add another page withanother example of sound, what would it be?

Have students draw a picture of somethingthey can hear and write a sentence about it.

Extend the LessoncSCIENCEHave students try the following experiment.Stick three different size nails into a foampad. Predict which nail will make the highestsound when hit with a pencil.Which willmake the lowest sound? Then hit each nailwith a pencil and record the results.

�SOCIAL STUDIESPoint out that sounds are helpful to peoplein many ways. Give as examples a fire alarm,a train bell, a car horn, and an alarm clock.Have students make lists of ways that soundshelp them. Go over the list and talk aboutthe ways sounds help.Then pass out drawingpaper, and have students choose one waythat sounds help to illustrate. Compile thepages into a sound book.

aWRITINGAsk students to keep a sound diary for a day.Have them record the different sounds theyhear from the time they wake up until theygo to bed. Review the diaries and hold a dis-cussion about the different messages thatsounds communicate.

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North Carolina Standard Course of Study Objectives Science: 4.03 Show how the frequency can be changed by altering the size and shape of a variety of instruments.Language Arts: 1.03 Self-monitor decoding by using letter-sound knowledge of all consonants and vowels.Cognition: Text featuresInterpretation: Make predictionsConnectons: Text to self

Zin! Zin! Zin! A ViolinBy Lloyd Moss

Book FeaturesGenre: Picture Book; FictionLevels: GRL–NR; Lexile® Measure–NPFormat: 32 pages, illustrations, rhyming textVocabulary: bassoon, harp, orchestra, strings, reeds,brasses, encore, trombone, trumpet, French horn, cello,violin, flute, clarinet, oboe, duo, trio, quartet, quintet,sextet, septet, octet, nonet, chamber group, encore

Summary This 1996 Caldecott Honor Book introducesthe different kinds of instruments played inan orchestra. It also teaches readers thenumerical words for groups of differentsizes.Told in a lyrical rhyming text, the storysuggests the music created by its characters.

FYI MaterialsCD or tape player with orchestra musicFour jars of the same size, water, pencilBlackline master: How Many?, p. 78

Introduce the BookPlay a few bars of orchestra music for theclass.Ask students if they can identify any ofthe instruments they hear. Talk about thedifferent kinds of instruments, what they aremade of, the sounds they make, how they areplayed. Explain that instruments fall into dif-ferent groups; some are strings, reeds, andbrasses. Give examples of each group.Askstudents if they play an instrument or knowsomeone who does. Then tell students theywill read a book about a group of musicians.

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Read the BookRead aloud the first page so students canhear how the author has used words to cre-ate musical sounds.Then have students tryreading the page in a similar way to a part-ner.Ask one partner to point out the illus-tration of the instrument(s) mentioned inthe text. Have the other partner identify therhyming words. Point out that there arerhyming words at the ends of some lines andwithin the text as well. For example tone andtrombone are end line rhymes, whilemoan/alone and gliding/sliding are interiorrhymes. Partners should reverse tasks foreach spread.

Revisit the BookAssign a page of text to each pair of stu-dents. Have the partners practice readingaloud their page with expression.Then havethem take turns reading aloud the wholebook in order. If a number word such as solois in the text, ask students to hold up thecorresponding number of fingers when theword is read.

Make a list of the book’s rhyming words onthe board, and have students come up andunderline the parts of each rhyming set thathave the same sound.

Extend the LessoncSCIENCEPour a different amount of water into eachof four jars. Have students predict which jar,when struck, will make the highest soundand which jar will make the lowest sound.

Have students take turns “playing” the jarswith a pencil or a pen. Instruct students towrite their observations in their sciencejournals.Analyze the data by discussing whythe jars made the sounds they did.Were stu-dents’ predictions correct?

If students have an instrument at home,invite them to bring it in and share it withthe class.Talk about what kind of instrumentit is, how it is played, and the sound it makes.� VOCABULARYTo review the number words used in thebook, provide each student with a copy ofthe blackline master, How Many? on page 78.Have students write the correct word nextto each picture and numeral.

aWRITINGAsk students to write an ad for the musi-cians’ concert. Students might want toinclude mention of the instruments in thegroup, the sounds the audience will hear, andother details.They might also make up namesfor the pieces the group will play.

Name:____________________________________ Date:_____________________________

Tadpoles and FrogsCut out the pictures of frogs and tadpoles at the bottom of the page. Paste the correctpicture next to each statement.

1. It is a vegetarian.

2. It can move on land and water.

3. It makes spawn.

4. It has outside gills.

5. It hatches from an egg.

6. It wiggles its tail to swim.

7. It catches insects with its tongue.

8. It hops.

9. It swims with its legs.

10. It makes sounds.

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71

Name:____________________________________ Date:_____________________________

Measure MeWork with a partner. Find a measurement for each sentence. Fill in the sentence.

1. My waist measures inches around.

2. My head measures inches around.

3. My wrist measure inches around.

4. The highest I can reach is .

5. The widest I can stretch my arms is .

6. The longest giant step I can take is .

7. The farthest I can jump is .

8. The longest I can hop on one foot is .

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Name:____________________________________ Date:_____________________________

Butterfly WordsFill in the best word for each sentence.

caterpillar migration poisonous pupa

insect hatch antennae semihibernation

1. A butterfly has two on its head.

2. A butterfly is a kind of animal called an .

3. Milkweed is and can kill animals.

4. Butterflies make a journey called a .

5. When a butterfly is half asleep during the winter, it is in .

6. A butterfly egg will into a caterpillar.

7. A forms a hard case around its body.

8. A caterpillar becomes a before it is a butterfly.

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73

Name:____________________________________ Date:_____________________________

All About CloudsDraw the correct cloud to answer each question.

1. Which cloud is puffy?

2. Which cloud drops drizzle?

3. Which cloud is called a mare’s tail?

4. Which cloud is gray?

5. Which cloud is white?

6. Which cloud changes shape?

All About Clouds

Name:____________________________________ Date:_____________________________

Spring and FallFill in the chart to compare spring and fall.

SPRING FALL

Trees

Holidays

Weather

Clothes I Wear

What Happens on a Farm

Sports

Spring and Fall74

75

Name:____________________________________ Date:_____________________________

What Happened?Cut out each picture on the dotted lines. Paste the pictures in order on a sheet of drawingpaper. Color the pictures. Then write a sentence to tell who lost each thing to the wind.

What else might the windblow? Draw a picture here.

What Happened?

76

Name:____________________________________ Date:_____________________________

Uses for PaperWhat are some things made from paper? Draw a picture or write words to fill in the circleson the web.

PAPER

Uses for Paper

77

Name:____________________________________ Date:_____________________________

The Noisy GraphLoud noises can be harmful to your ears. This graph shows how loud some noises are.The loudness of noise is measured in units called decibels.

Study the graph. Then answer the questions.

1. About how many decibels is someone talking?

2. Which noise is about 80 decibels?

3. What is the loudest noise on this graph?

4. Ears begin to feel pain at 90 decibels.Name two noises that can be painful.

5. Where on this graph would you put a person whispering?

40 45 50 55 60 65 70 75 80 85 90 95 100 105 110 115 120

Decibels

SomeoneTalking

Telephone Ringing

Loud Traffic

Jet Plane

Motorcycle

Jackhammer

The Noisy Graph

Name:____________________________________ Date:_____________________________

How Many?Write the correct word from the box next to each number and picture.

trio septet solo quartet

nonet duo quintet octet sextet

1

2

3

4

5

6

7

8

9

How Many?78

79

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

BUTTERFLY HOUSE by Eve Bunting, illustrated by Greg Shed. Illustrations copyright © 1999 by Greg Shed. Published by Scholastic Inc.All rights reserved.

FROGS by Laura Driscoll, illustrated by Judith Moffatt. Illustrations copyright © 1998 by Judith Moffatt. Published by Scholastic Inc. byarrangement with Penguin Group (USA) Inc.All rights reserved.

FROGS by Gail Gibbons. Copyright © 1993 by Gail Gibbons. Published by Scholastic Inc. by arrangement with Holiday House, Inc.All rightsreserved.

FROM CATERPILLAR TO BUTTERFLY (LIFECYCLES) by Dr. Gerald Legg, illustrated by Carolyn Scrace. Copyright © 1997 The Salariya BookCompany Ltd. Published by Franklin Watts, a division of Scholastic Inc.All rights reserved.

GROWING UP (IT’S SCIENCE!) by Sally Hewitt. Copyright © 1998 by Franklin Watts. Published by Children’s Press, a division of ScholasticInc.All rights reserved. Cover: Ray Moller.

HOW HAVE I GROWN? by Mary Reid, illustrated by John Speirs. Illustrations copyright © 1995 by Scholastic Inc. Published by ScholasticInc.All rights reserved.

THE JOURNEY OF A BUTTERFLY (LIFECYCLES) by Carolyn Scrace. Copyright © 1999 by Salariya Book Company Ltd. Published by FranklinWatts, a division of Scholastic Inc.All rights reserved.

THE LIFE OF A BUTTERFLY by Robin Bernard. Copyright © 1995 by Scholastic Inc. Published by Scholastic Inc.All rights reserved.Cover: Gay Bumgarner/Photo/Nats, Inc.

Goal 2

THE CLOUD BOOK by Tomie de Paola. Copyright © 1975 by Tomie de Paola. Published by Scholastic Inc. by arrangement with HolidayHouse, Inc.All rights reserved.

HOW DO YOU KNOW IT’S SPRING? (ROOKIE READ-ABOUT SCIENCE) by Allan Fowler. Copyright © 1991 by Children’s Press. Published byChildren’s Press, a division of Scholastic Inc.All rights reserved. Cover: Pierre Kohler/Valan.

HOW DO YOU KNOW IT’S SUMMER? (ROOKIE READ-ABOUT SCIENCE) by Allan Fowler. Copyright © 1991 by Children’s Press. Publishedby Children’s Press, a division of Scholastic Inc.All rights reserved.

HOW DO YOU KNOW IT’S WINTER? (ROOKIE READ-ABOUT SCIENCE) by Allan Fowler. Copyright © 1991 by Children’s Press. Published byChildren’s Press, a division of Scholastic Inc.All rights reserved. Cover: Kennon Cooke/Valan.

WEATHER WORDS AND WHAT THEY MEAN by Gail Gibbons. Copyright © 1990 by Gail Gibbons. Published by Scholastic Inc. by arrangement with Holiday House, Inc.All rights reserved.

WILD WEATHER: BLIZZARDS! (HELLO READER SCIENCE) by Lorraine Jean Hopping, illustrated by Jody Wheeler. Illustrations copyright ©1998 by Jody Wheeler. Published by Scholastic Inc.All rights reserved.

WILD WEATHER: HURRICANES! (HELLO READER SCIENCE) by Lorraine Jean Hopping, illustrated by Jody Wheeler. Illustrations copyright ©1995 by Jody Wheeler. Published by Scholastic Inc.All rights reserved.

THE WIND BLEW by Pat Hutchins. Copyright © 1974 by Pat Hutchins. Published by Scholastic Inc. by arrangement with Simon & Schuster,Inc.All rights reserved.

80

Goal 3

ENERGY FROM THE SUN (ROOKIE READ-ABOUT SCIENCE) by Allan Fowler. Copyright © 1997 Children’s Press. Published by Children’sPress, a division of Scholastic Inc.All rights reserved. Cover: Paul Fletcher/Tony Stone Images/Getty Images.

MILK TO ICE CREAM (WELCOME BOOK) by Inez Snyder. Copyright © 2003 by Rosen Book Works, Inc. Published by Children’s Press,a division of Scholastic Inc.All rights reserved. Cover: Maura B. McConnell.

ORANGES TO ORANGE JUICE (WELCOME BOOK) by Inez Snyder. Copyright © 2003 by Rosen Book Works, Inc. Published by Children’sPress, a division of Scholastic Inc.All rights reserved. Cover: Maura B. McConnell.

SOLID, LIQUID, OR GAS? (IT’S SCIENCE!) by Sally Hewitt. Copyright © 1997 by Franklin Watts. Published by Children’s Press, a division ofScholastic Inc.All rights reserved. Cover: Ray Moller.

TOMATOES TO KETCHUP (WELCOME BOOK) by Inez Snyder. Copyright © 2003 by Rosen Book Works, Inc. Published by Children’s Press,a division of Scholastic Inc.All rights reserved. Cover: Maura B. McConnell.

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.

Goal 4

ALL ABOUT SOUND (ROOKIE READ-ABOUT SCIENCE) by Lisa Trumbauer. Copyright © 2004 by Scholastic Inc. Published by Children’sPress, a division of Scholastic Inc.All rights reserved. Cover: David Young-Wolff/PhotoEdit.

BEAT IT! by Ellen Tarlow, illustrated by Fian Arroyo. Copyright © 2002 by Scholastic Inc. Published by Scholastic Inc.All rights reserved.

HEARING SOUNDS (IT’S SCIENCE!) by Sally Hewitt. Copyright © 1998 by Franklin Watts. Published by Children’s Press, a division ofScholastic Inc.All rights reserved. Cover: Ray Moller.

HEARING THINGS (ROOKIE READ-ABOUT SCIENCE) by Allan Fowler. Copyright © 1991 by Children’s Press. Published by Children’s Press,a division of Scholastic Inc.All rights reserved. Cover: Johnny Johnson/Valan.

ZIN! ZIN! ZIN! A VIOLIN by Lloyd Moss, illustrated by Marjorie Priceman. Illustrations copyright © 1995 by Marjorie Priceman. Published byScholastic Inc. by arrangement with Simon & Schuster, Inc.All rights reserved.