instructional read aloud model lessons

A Seed Is Sleepy Diana Aston and Sylvia Long

Grades: K‐5 Title: A Seed Is Sleepy

Suggested Time: 2 days, 30 minutes each

Common Core ELA Standards: RI.1, RI.2, RI.4, RI.7, RI.8, RI.10, W.2, SL.1, SL.2. SL.3, L.1, L.2, L.3,

L.4

Teacher Instructions:

Before Teaching

1. Read the Big Ideas and Key Understandings and the Synopsis. Please do not read this to the students.

This is a description for teachers, about the big ideas and key understanding that students should take

away after completing this task.

Big Ideas and Key Understandings

Seeds take various journeys on their way to becoming a plant.

Synopsis

Poetic in voice and elegant in design, this book introduces children to an intriguing array of seed and plant

facts.

2. Read entire text, keeping in mind the Big Ideas and Key Understandings.

3. Re-read the text while noting the stopping points for the Text Dependent Questions and teaching

Vocabulary.


Grades: K‐5

During Teaching

1. Teacher reads the text aloud to students.

2. Teacher re-reads the text while stopping to ask and discuss the text dependent questions and returning to

the text for evidence. A variety of methods can be used to structure the reading and discussion. This can

be done as a think-pair-share and/or as a whole group discussion.

Text Dependent Questions Text-dependent Questions Evidence-based Answers What are some adjectives (words) the author uses to describe the seeds?

The author uses words such as, sleepy, secretive, fruitful, inventive, clever and hungry.

Why does the author call a seed “secretive”? A seed does not reveal itself too quickly. Most seeds sleep through a season or two, waiting for warmer temperatures.

Why do fruits have seeds inside them? Fruits keep the seeds cozy inside until they have found the right place to grow.

Are pinecones seeds?

No, the cones are not seeds. However, naked seeds hide themselves on the scales of cones.

Why does the author call the seed adventurous?

The seed has to float on its own in search for just the right place that has sunlight, water, and soil to grow.

What is photosynthesis? A process where plants make their own food, using sunlight and water.

How do roots help plants? Roots anchor or hold the plants in the soil.


Grades: K‐5

Vocabulary

Culminating Task: Reread, Think, Discuss, Write

Students will reread the story, think about the story and text-dependent questions, discuss in pairs,

and then complete the following task: Have students create a time line of a seed. Be sure they use

details from the text to create the timeline.

Additional Tasks

Have students make a fact sheet about seeds.

In order to further deepen vocabulary, have a more detailed discussion with students about

produce, scales, protective, and absorb. Revisit the text with the students, asking them to tell how

the vocabulary word is associated with the text.

KEY WORDS ESSENTIAL TO UNDERSTANDING:

produce- to make, to bring to existence scales-flake, plate like piece that come off

protective-to keep safe absorb- to soak up

A World of Wonders J. Patrick Lewis Grades: K‐2

Title: A World of Wonders Suggested Time: 2 days, 30 minutes per day Common Core ELA Standards: RI.1, RI.4, RI.6, RI.7, RI.10, W.2, W.8, SL.2, SL.4, SL.6, L.6 Teacher Instructions: Before Teaching

1. Read the Big Ideas and Key Understandings and the Synopsis. Please do not read this to the students. This is a description for teachers, about the big ideas and key understanding that students should take away after completing this task.

Big Ideas and Key Understandings We live in an amazing, wonderful world.

Synopsis This text includes facts about Geography, the world and famous explorers. The text is written in poetry format. There is also a poem that is made up of riddles that the reader has to solve and guess what city they are talking about from the clues. Some of the poems include additional facts and information under the title of the poem.


3. Re-read text while noting the stopping points for the Text Dependent Questions and teaching

Vocabulary.


During Teaching





Text Dependent Questions

Text-dependent Questions Evidence-based AnswersWhat did Ferdinand Magellan prove? Ferdinand Magellan proved that the Earth was

round.

Is the Dead Sea dead? Yes, the Dead Sea is dead because there is too much salt for anything to live in it. There are no plants or animals living in the Dead Sea.

What does the Beetle mean when it says “But since you always win, what have others lost?” in the poem “Two Animals Talking”? Use clues in the picture to help you answer the question.

I think the Beetle means that when Man takes over a new area, we are causing changes on the environment for the plants and animals that were already there. If you look at the picture you notice that trees are being cut down and pollution is being put in the air from the factory.

What clue does the poet give you to remember the difference between stalactites and stalagmites?

Stalactites have a “c” in its name and they grow down from the ceiling, which starts with a “c”. Stalagmites have a “g” in its name and they grow up from the ground, which starts with a “g”.


What does the poet mean when he suggests traveling by poem to these different places?

I think the poet means that we can use our imagination and the words that the poet uses to describe each place to help us pretend going to each location.

Vocabulary


dispatched- send off to a destination inhabitation- living permanently in a place

quest- a search for something or to achieve a goal conclusive- serving to put an end to doubt

sought- attempt to find vicious- violent

amnesia- a partial or total loss of memory unfathomable- not capable of being measured

majesty- beauty



Students will reread the story, think about the story and text-dependent questions, discuss in pairs, and then

complete the following task: What message do you think the poet is trying to tell the reader in the final poem

“Walk Lightly”? Use information from the text to support your answer. Students will be asked to display their

understanding in writing, using complete sentences. Additionally, they will be encouraged to accurately

illustrate their writing.

Additional Tasks

In order to further students understanding of the places in the poems, have students help locate the different places on a map.

To help students “travel” to the different locations through the poetry, have the class pick out a few of the locations from the poems and take a virtual vacation to some of the places through the internet and non-fiction books.

ABC Doctor Liz Murphy

Grade Level: K‐1 Title: ABC Doctor

Suggested Time: 1 day, 30-45 minutes Common Core ELA Standards: RI.1, RI.3, W.2, SL.1, SL.2-4, L.1-2, L.4


Before Teaching





The doctor isn’t scary, especially if you know what to expect.

There are a lot of ways to help yourself stay healthy.

Synopsis

This book goes through the ABC’s of visiting the doctor.

2. Read the text, keeping in mind the Big Ideas and Key Understandings.


Vocabulary.


Grade Level: K‐1 During Teaching


2. The teacher re-reads the text while stopping to discuss the questions and returning to the text. A variety

of methods can be used to structure the reading and discussion. Some examples are: think-pair-share,

whole group discussion, small group discussion, elbow partners, etc. Text Dependent Questions

Text-dependent Questions Text containing Evidence-based Answers Do doctors always give you medicine? No. Sometimes you’ll get a shot or medicine, but

sometimes the doctor will tell you that you’ll feel better in a few days.

When do you have a fever? A fever is a temperature that is over 100 degrees.

What are the two kinds of germs? Bacteria and viruses The author says it is important to have “good hand hygiene”. What does this mean?

Hand hygiene is washing your hands with soap and water often.

What is an inoculation? An inoculation is another name for a shot. It is injecting special medicine under your skin.

Why does a doctor use light during a checkup? To look into your ears and throat to check for infections

How does an otoscope help the doctor check your ears?

It has a light and a magnifying glass, so that the doctor can see your eardrum.

If your reflexes are working properly, what will happen when the doctor taps your knee?

Your lower leg will jump a little.

Based on the picture and text, what is a urine sample?

A urine sample is pee.


Grade Level: K‐1

Vocabulary

Culminating Task: Re-Read, Think, Discuss, Write:


complete the following task: Write or draw about an experience of visiting the doctor. Include at least 3 things

from the text.

Additional Tasks

Have students make their own ABC book of going to the place of their choice.

Have students research about additional things they can do to stay healthy.


checkup: a comprehensive physical exam pharmacy: a drugstore

urine: liquid waste matter, yellowish in humans

About Marsupials Cathryn Sill

Grade Level: K‐2 Title: About Marsupials

Suggested Time: 1-2 days, 30 minutes each day Common Core ELA Standards: RI.1, RI.3, W.2, SL.1, SL.2-4, L.1-2, L.4


Before Teaching





Marsupials are mammals.

Synopsis

This book gives facts about marsupials.



Vocabulary.


Grade Level: K‐2 During Teaching

1. Teacher reads the text aloud with students.



whole group discussion, small group discussion, elbow partners, etc.


Text-dependent Questions Text containing Evidence-based Answers Can marsupial babies take care of themselves? No. The text says they are tiny and helpless.

What is the purpose of a marsupial’s pouch? It keeps the babies safe as they drink milk and grow.

Do all marsupials have a pouch on their bellies? No. In the text it says that some marsupials have a pouch that opens toward the mother’s back legs and that some marsupials don’t have a pouch.

How do marsupials move? Marsupials move by jumping, climbing, gliding, or running.

Where do marsupials live? Marsupials live in trees, on the ground, or underground. There is even one marsupial that lives in water part of the time.

The author says that many marsupials are nocturnal. What does nocturnal mean?

Nocturnal means that they hunt and eat at night.

What do marsupials eat?

Some eat meat. Some eat plants. A few eat both meat and plants.

How big are marsupials? Some may be as big as a man. Others are as small as a mouse.


Grade Level: K‐2

Vocabulary


Students will reread the story, think about the story and text-dependent questions, discuss in pairs, and

respond to the following question: Write or draw at least 3 facts from the text about marsupials.

Additional Tasks

Have students research other nocturnal animals

Have students research further information about specific marsupials


mammals: have hair or fur, nurse their young, give birth to live young marsupials: mammals such as opossums, kangaroos, wombats, and bandicoots. The female of most species have a marsupium, containing

nourishment and as a receptacle for the young nocturnal: active at night

Amelia Makes a Movie By: David Milgrim

Grades: K‐2 Title: Amelia Makes a Movie Suggested Time: 1-2 days, 45 minutes per day Common Core ELA Standards: RL.3, RL.4, RL.6, RI.4, W.1, W.2, W.8, SL.2, SL.4, SL.6, L.4, L.6


Before Teaching





There are many steps and many jobs involved in making a movie.

Synopsis

This text explains the steps needed to create a movie. It is told as a story from Amelia’s point of view. It

describes the different jobs that people have when making a movie such as acting, directing, editing and

making costumes. This text is set up in a rhyming format. The final page includes a glossary of different

movie-making terms.



Vocabulary.


Grades: K‐2

During Teaching






Text-dependent Questions Evidence-based Answers Why does Amelia decide to make a movie? Amelia decides to make a movie because her

mom and dad are both busy and she is looking for something to do.

What clues tell you that Amelia can be a bossy big sister?

Amelia says that she will play the lead in the movie. She also tells her brother that he can assist and she will direct, even when he says he wants to direct.

How does Amelia change in the book? At the beginning of the book, she was in charge and told everyone what to do. However, when her brother goes off script, Amelia takes a break to listen to his ideas and rewrite the script.

What is the meaning of “cut” in the sentence, “Cut! Hold everything- my brother’s flipped. That was never in the

When a director says “cut” it means to stop.


Grades: K‐2

script!”? Who is telling the story? How do you know? I think Amelia is telling the story because it

says things like “You assist, and I’ll direct.” In that picture it shows Amelia pointing to herself and then to her brother. It also says “my brother’s flipped” which tells me Amelia is telling the story.

Name 3-4 of the different jobs that Amelia and her brother had while creating their movie.

First, Amelia needed to write a script. Next, they had to come up with a cast to act out the movie. Then, they needed someone to direct the movie. Finally, they created scenery and costumes.

Vocabulary


script- the written words that actors say in a movie assist- to help someone by doing a share of the work

respect- act in a way that shows you care about their feelings wrap- the end of filming

premiere- the first time a movie is shown reviews- an opinion of a movie, book or play that is often published in a

newspaper


Grades: K‐2 Culminating Task: Reread, Think, Discuss, Write

Students will reread the story, think about the story and text-dependent questions, discuss in pairs, and then complete the following task: What was one of Amelia’s problems in the story? Do you think Amelia handled it in a good way? Why or why not? Students will be asked to display their understanding in writing, using complete sentences. Additionally, they will be encouraged to accurately illustrate their writing. Each answer should include key details from the text. They will use specific evidence from the text to support their response.

Additional Tasks

In order to further students understanding of the movie terms used throughout the book, review the glossary with the students.

To help students learn the different roles in making a movie, have the students help put on a short play. Give students different jobs such as actors, directors, costume and scenery makers, etc. Can even invite another class to the premiere.

An Egg Is Quiet Diana Aston and Sylvia Long

Grades: K‐5 Title: An Egg Is Quiet


Common Core ELA Standards: RI.1, RI.2, RI.4, RI.7, RI.10, W.2, SL.1, SL.2. SL.3, L.1, L.2, L.3, L.4


Before Teaching





Animals and creatures come from a variety of eggs with various characteristics

Synopsis

This is an informational book about different kinds of animal eggs. It provides specific facts about eggs.

Through poetic writing and use of adjectives the author showcases different eggs and their characteristics.


3. Re-reads the text while noting the stopping points for the Text Dependent Questions and teaching

Vocabulary.


Grades: K‐5 During Teaching


2. Teacher re-read the text while stopping to ask and discuss the text dependent questions and returning to




Text-dependent Questions Evidence-based Answers What are some words the author uses to describe an egg?

The author uses words like, quite, colorful, clever, artistic, and textured.

Why is an egg quiet? An egg is quiet because it has not hatched yet.

How are some eggs kept safe and warm till they are hatched?

A penguin father keeps the eggs warm on its feet, a hummingbird egg is under its mother feathers, and a turtle egg is buried beneath the sand to keep it warm.

What are some shapes of eggs?

Some eggs are round like a sea turtle, some are oval eggs like ladybird beetle, some are pointy like seabird eggs, and some are tubular like dogfish sharks.

Why does the author call an egg “clever”? An egg is clever because the markings on some eggs help them blend in with their surroundings or camouflage. For example, a speckled egg can


Grades: K‐5

resemble the rocks or it may be grey to blend in with the mud by the lake.

Compare an ostrich egg to a hummingbird’s egg?

An ostrich egg weighs about 8 pounds and it is big and round. A hummingbird egg is the size of a jellybean and it would take about 2,000 hummingbird eggs to equal the size of one ostrich egg.

What does the word “textured”?

Visual and characteristic of how something feels. For example, the Cassowary egg is rough while a Black Vulture egg is smooth. Eggs can also be gooey, hard and soft.

Why does the author say that an “egg is giving”?

An egg is giving because it gives nourishment to the creature growing inside. The shell of the egg is its home, the yolk is the food, the egg white is its pillow and the shell is covered with tiny holes that give air to breath.

Can you predict the size of a bird by the size of the eggs? How do you know?

If the egg is large the bird will also be large. I know this because the emperor penguin egg is much larger than the hummingbird egg.


Grades: K‐5

Vocabulary



complete one of the following task:

1. Have students choose an attribute (color, size, shape)of an egg and write about it using evidence

from the text.

2. Have students compare the hatching time of a hen, salmon and a grasshopper.

Additional Tasks

Have students choose an egg write an informational/explanatory paragraph about the bird that hatches

from that egg.

In order to further deepen vocabulary, have a more detailed discussion with students about speckled,

camouflage, and hatch. Revisit the text with the students, asking them to tell how the vocabulary word

is associated with the poem.


speckled- to have dots or marks camouflage-blend in with surroundings

hatch-come out of the egg

Animals Nobody Loves Seymour Simon Grades: 3 and 4

Title: Animals Nobody Loves


Common Core ELA Standards: RI.1, RI.3, RI.4, RI.6, W.2, SL.1, SL.2. L.1, L.2, L.3, L.4, L.5


Before Teaching





Some animals have reputations that are not based on truth. Animals do what they must in order to

survive.

Synopsis

This selection describes animals that few people like and nobody loves. The information is supported by

colorful photographs.

2. Read only part of the text- the pages about the Rattlesnake, Gila Monster, and the Crocodile, keeping in

mind the Big Ideas and Key Understandings. (You may decide to read only about the animals students are

interested in and follow this same format.)


3. Re-read text while noting the stopping points for the Text Dependent Questions and teaching Vocabulary.

During Teaching






Text-dependent Questions Evidence-based Answers Why doesn’t a rattlesnake use its rattle when looking for food?

The sound of the rattle would scare the prey away.

What does a Gila monster have in common with a rattlesnake?

Both animals have a dangerous, poisonous bite.

What advice would you give to someone who encounters a Gila monster?

Do not touch a Gila monster or you might get bitten.

How does the author compare the Gila monster to a bulldog?

They both bite down hard and hold on.

How is a crocodile different from a Gila monster?

A crocodile lives in water. A Gila monster lives on land in the desert.


Vocabulary



complete the following task: Using what you have learned in the book Animals Nobody Loves, compare and

contrast all three animals in the selection. Explain two ways all three of them are alike. Then explain one way

they are different. Students will be asked to display their understanding in writing, using complete sentences.

Additional Tasks

In order to further deepen vocabulary, have a more detailed discussion with students about the words

fangs, prey, and coils. What other kinds of animals have fangs? What is an animal that would be prey for

an owl or a hawk? What are some things that can coil?


fangs- large, sharp teeth prey- animals hunted for food coils- winds around in a spiral

Bat Loves the Night Nicola Davies Grade: 3

Title: Bat Loves the Night




Before Teaching





Bats rule the night and can be found all over the world.

Synopsis

This selection shows one night in the life of a bat. It attempts to change the opinion that bats are scary by

describing bats as caring mothers. The information is supported by colorful illustrations.


3. Reread the main selection text while noting the stopping points for the Text Dependent Questions and

teaching Vocabulary.


During Teaching


2. The teacher rereads the text while stopping to discuss the questions and returning to the text. A variety of

methods can be used to structure the reading and discussion. This will be done as a think-pair-share and

as a whole group discussion.


Text-dependent Questions Evidence-based Answers What words did the author use to describe Bat’s appearance?

Bat has beady eyes, pixie ears, thistledown fur, and wings made of bony skin.

How is Bat able to safely fly through the darkness at night?

Bat can hear where she is going. She yells out, and the echo bounces off things around her, allowing her to know what is in front of her.

What does the author compare the moth’s wings to? How are the two things alike?

The author compares the moth’s wings to candy wrappers. They both fall away so you can eat what is inside.

How does Bat know that hunting time is over?

The sky starts to get light.

Give two examples of Bat being a good mother.

Bat calls to her baby and listens for her voice. Bat wraps her baby in her wings and gives her baby milk.


Vocabulary



complete the following task: Using what you have learned in the book Bat Loves the Night, explain why this is

a good title for the story. Use words from the story to support your answer. Students will be asked to display

their understanding in writing, using complete sentences.

Additional Tasks


echoes, rafter, and plunges. Where might you hear an echo? Why would a rafter be a good place for a bat

to roost? What are some words that mean the same as plunge?

Do additional research on bats.


echoes- be repeated after the original sound has stopped rafter- a beam forming part of the internal framework of a roof

plunges- dives quickly

Beetle Bop Denise Flemming Grade Level: K‐1

Title: Beetle Bop

Suggested Time: 1 day, 30 minutes to 1 hour Common Core ELA Standards: RI.1, RI.3, W.2, SL.1, SL.2-4, L.1-2, L.4


Before Teaching





Beetles are one of the largest groups of animals on earth.

Synopsis

Beetles come in all shapes and sizes and they are everywhere.



Vocabulary.


During Teaching

1. Teacher reads the text aloud.





Text-dependent Questions Text containing Evidence-based Answers What are the patterns you see on beetles? Stripes, spots, and all-over-dots

What sounds do beetles make? Beetles make sounds that sound like buzzing, humming, and drumming.

Are all beetles the same size? No, some are big and some are small. What colors are beetles? Green, brown, blue, and black What does the author say that all beetles have? All beetles have three body segments and six legs. Also,

they almost all have two sets of wings. Why do almost all beetles have two sets of wings?

The front set of wings protects the second set, which is used for flying.

What does the author mean when she says that “Some are pests, some are friends”?

Some beetles help us and some beetles hurt us.


Vocabulary



complete the following task: Write or draw at least three things you learned about beetles from the text.

Additional Tasks

Have students research beetles.


segments: the parts of the body of an animal; a division, portion or section

pests: an annoying or troublesome person or animal; nuisance

Big Bug Surprise Julia Gran

Grade Level: K‐2

Title: Big Bug Surprise

Suggested Time: 2 days, 30 minutes each day Common Core ELA Standards: RL.1, RI.1, RI.3, W.1, W.2, SL.1, SL.2-4, L.1-2, L.4


Before Teaching





It can be helpful to know about insects, dragonflies, dung beetles, spiders, and honeybees.

We can use our knowledge to help others.

Synopsis

Prunella is excited about taking her favorite bug to show-and-tell. She knows so many interesting facts

about bugs, but no one wants to hear them. But Prunella’s knowledge comes in handy when a swarm of

bees invades the classroom, just as she is about to present the bug she brought for show-and-tell. Because

Prunella knows what to do, she is able to get rid of the bees. When she finally gets to present the dung

beetle that she brought for show-and-tell, her classmates think it’s disgusting….and can’t wait to hear

more.


Grade Level: K‐2



Vocabulary.

During Teaching






Text-dependent Questions Text containing Evidence-based Answers Looking at the first two pages, can you guess which favorite bug Prunella will take to show-and-tell?

She is going to take the bug that she is hiding under the sheet.

Are spiders insects? Why or why not? No, because spiders have 8 legs, and insects always have 6 legs.

What are the fastest insects? How fast can they fly? Dragonflies are the fastest insects. They can fly up to sixty miles per hour.

Why do Prunella’s parents, bus driver, and teacher all say, “Not now, Prunella”?

They are all busy doing other things. Her mom is packing her lunch. Her dad is reading the paper. Her bus driver is driving the bus. Her teacher is getting ready to start class.


Grade Level: K‐2

Prunella says in the text, “That’s a queen bee. They never fly alone.” What can we predict from those words?

Based on those words, we can predict that more bees will come into the classroom.

Why didn’t the bees sting Prunella? They couldn’t see her, because she covered herself with the white sheet. Bees can’t sting what they don’t see.

List the steps that Prunella took to get the bees out of the classroom.

She put the white sheet over her head, grabbed her jelly sandwich, and led the bees out of the school.

Why did Prunella’s plan work? Bees like sweets, and jelly is sweet. The queen bee was attracted to the sandwich, and the other bees always follow the queen.

What favorite bug did Prunella end up bringing to school?

Dung beetle

What do her classmates think about the dung beetle? What details in the text helped you come to that conclusion?

They thought it was gross but also cool. I know this, because they said, “Yuck!” but then they wanted to hear more about it.

Vocabulary


alone: by itself/oneself dung: beetles that feed on or breed in manure (ground)

hive: a shelter for housing a colony of bees cover, covered: to protect or conceal

attract: to draw by appealing to the senses


Grade Level: K‐2



respond to the following question: Did Prunella choose the right bug for show-and-tell? Use details from

the text to support your answer. Students will be asked to display their understanding in writing, using

complete sentences. Additionally, they will be encouraged to accurately illustrate their writing and then

present their responses.

Additional Tasks

In order to further deepen understanding, have students research and discuss various bugs.

Bob and Otto Robert O. Bruel and Nick Bruel

Grade Level: K‐2 Title: Bob and Otto minutes to 1 hour Common Core ELA Standards: RI.1, RI.3, W.2, SL.1, SL.2-4, L.1-2, L.4


Before Teaching





Caterpillars go through a particular life cycle to become a butterfly.

There is an interdependence among living things.

Synopsis

Bob and Otto were two very good friends. They liked to do everything together. They would dig in the

ground, play in the grass, and eat the leaves that fell from an old tree. But everything changed on the day

that Bob decided he wanted to climb the tree, and Otto decided to stay on the ground. Bob climbed high

into the tree, and Otto dug deep underneath the tree. While Bob ate and slept, Otto dug. When Bob woke

up, he was a butterfly! He flew all around. Eventually, Bob and Otto realize how much they miss each other

and all of the fun they used to have. They find each other, and Otto is sad that all he did was dig, while Bob


Grade Level: K‐2

turned into a butterfly. But then, Bob tells Otto that all of the digging he did was to keep the tree healthy

and growing, so that he could have the leaves he needed to eat.



Vocabulary.

During Teaching






Text-dependent Questions Text containing Evidence-based Answers Looking at the first two pages, describe how Bob and Otto are the same and how they are different.

They both look like worms, but Bob is yellow with blue stripes and Otto is tan.

Why did Bob say he needed to climb the tree? He wanted to see how the world looks from up there. He also said it was important.

How did Otto feel when Bob wanted to climb the tree?

He didn’t understand why Bob would want to climb up when life was so good where they were.

After they separated, what did Bob and Otto do? Bob climbed, ate, slept, and flew. Otto dug and dug and dug.

Would Otto have been able to fly if he had climbed the tree with Bob?

No. The text tells us that Otto is a worm. Worms do not become butterflies.


Grade Level: K‐2 According to the text, why was the digging that Otto did so important?

He loosened the soil, so that the tree could grow tall, so that the leaves would be green, so that Bob could eat the leaves and become a butterfly.

Vocabulary



complete the following task: Bob started the story as a caterpillar, but at the end, he was a beautiful

butterfly. Write and draw pictures to describe and show the steps that Bob went through to become a

butterfly

Additional Tasks

In order to further deepen understanding, have students research and discuss life cycles of other

animals or examine other animals and/or plants that depend on each other.


spring: the season between winter and summer characterized by the budding of trees, growth of plants, the onset of warmer weather, etc.

important: of great significance; mattering much

Carry Me! Animal Babies on the Move Susan Stockdale

Grade: 2 Title: Carry Me! Animal Babies on the Move


Common Core ELA Standards: RI.1, R1.2, RI.3, RI.4, RI.6, W.2, W.7, SL.1, SL.2. L.1, L.2, L.3, L.4, L.5


Before Teaching





Animal babies get from place to place in different ways.

Synopsis

This selection explains all the different ways in which animal mothers hold their babies and carry them

from place to place. The information is supported by colorful illustrations.



Vocabulary.


Grade: 2 During Teaching






Text-dependent Questions Evidence-based Answers List three animals that use their mouths to carry their babies.

coyote, American alligator, African cichlid

Look at these words from the selection: riding, clinging, propped, perched, carted, braced, clutched, stretched, gripped, grasped, tucked, gathered, nestled, held Choose two words that mean the same thing. What do they mean?

Examples: nestled, held, tucked gripped, grasped propped, perched carry, carted

Compare these animal mothers to human mothers. How are they alike?

All the mothers carry their animals from place to place.

Contrast one of the animal mothers to human mothers. How are they different?

Example: Human mothers do not carry their babies in their mouths like alligators.


Grade: 2

Vocabulary



complete the following task: Using what you have learned in the book Carry Me! Animal Babies on the Move

explain two animals that carry their babies in a similar way to a human mother. Students will be asked to

display their understanding in writing, using complete sentences. Each answer should use specific evidence

from the text to support their response. Example: The golden lion tamarin props its babies on its shoulders.

Humans also do this sometimes. The European beaver holds its babies in its arms just like a human mother.

Additional Tasks


carted, grasped, and pouches. What are some other things that can be carted on your back? Think of

two more words that mean the same thing as grasped.

Are there other animals with a pouch besides a kangaroo? Research it!


carted- carried grasped- held tightly

pouches- a saclike structure on marsupials to carry their young

Comets, Stars, the Moon and Mars By: Douglas Florian

Grades: K‐2 Title: Comets, Stars, the Moon and Mars

Suggested Time: 2 days, 30 minutes per day

Common Core ELA Standards: RI.1, RI.3, RI.4, RI.10, W.2, W.8, SL.2, SL.6, L.1, L.2, L.4, L.6


Before Teaching





The universe is everything that exists in all space and time from the planets to the stars.

Synopsis

This text includes facts about the planets and space. This text is set up in a format in which the author

shares facts and information through poetry. The final page includes a glossary with additional

information about the subject of each poem. There is also a list of additional readings found in the back of

the book.



Grades: K‐2 3. Re-read the text while noting the stopping points for the Text Dependent Questions and teaching

Vocabulary.

During Teaching






Text-dependent Questions Evidence-based Answers Why are Mercury and Venus so hot? Mercury and Venus are so hot because they are

located so close to the sun.

Reread the poem “A Galaxy” on page 10. What do you think the word galore means?

After reading the poem “A Galaxy”, I think galore means many or numerous because it says “a million, billion, even more” after the word galore. Also, I know that there are a lot of stars in a galaxy.

Besides the heat, why else can’t people live on Venus?

People can not live on Venus because there are poisonous clouds of acid there. There are no trees growing there.

What words did the author use to make the Earth sound like a good place to live?

There are grand mountains and blue skies. He said he thinks he will stay.


Grades: K‐2 How is Mars similar to the Earth? Both planets have rocks, dust, and ice caps. How is Jupiter different from Earth? Jupiter is made of gas and the Earth is not.

Jupiter has sixty moons and the Earth only has one.

Why is Pluto no longer considered a planet? Pluto is no longer considered a planet because it is lacking mass, which means it is not big enough to be a planet.

Vocabulary



complete the following task: In the selection, Comets, Stars, The Moon, and Mars, you learned many facts


Mass- the amount of matter in a solid; volume Dense- crowded closely together, compact

Acid- a chemical substance that dissolves some metals Gaseous- having the characteristics of a gas

Constellation- a group of stars forming a pattern

Debris-the remains of anything broken or destroyed

Cosmic- of or relating to the universe Prolific- producing in great amount; abundant


Grades: K‐2

about the planets. Compare and contrast two planets (besides Earth and Pluto). Tell one way the planets

are alike and one way they are different. Support your answer with information from the text. Students will

be asked to display their understanding in writing, using complete sentences. Additionally, they will be

encouraged to accurately illustrate their writing.

Additional Tasks

● In order to further the students understanding of the planets, read the additional facts found in the

glossary. Have students write down questions that they have about the planets or something that they

would like additional information about after reading the poems. Assist the students with researching

through other books and websites to gather more information on the topic. (See the selected bibliography

and further reading found in the back of the book. Also has the website for the National Aeronautics and

Space Administration located there.)

Creatures Great and Small Instructional Read Aloud

Grade Level: 1‐3 Title: Creatures Great and Small

Suggested Time: 2-3 days, 45 minutes each day

Common Core ELA Standards: RI.1, RI.2, RI.4, RI.7, W.2, W.8, SL.1, SL.2, SL.3, SL.4, L.1, L.2, L.4 Teacher Instructions:

Before Teaching





Creatures within the same animal family can vary greatly both characteristics and size.

We can use information such as the standard and metric measurement systems as well as key details from the text to describe and compare animals.

Synopsis

Creatures differ in size from the Dwarf Goby at 1/3 in. to the Giant Squid with tentacles it stretches up to 59 feet. Although these creatures may belong to the same animal family they vary in many ways from their sizes to their very unique characteristics. We can use the information in this text to describe in detail the characteristics of these creatures.



Grade Level: 1‐3 3. Re-read the text while noting the stopping points for the Text Dependent Questions and teaching

Vocabulary.

During Teaching



methods can be used to structure the reading and discussion. Some examples are: think-pair-share, whole

group discussion, small group discussion, elbow partners, etc.


Text-dependent Questions Evidence-based Answers

What is the world’s largest animal? The blue whale.

Could we find red ants in Ohio? Why? Yes, it says they can be found almost anywhere on earth.

Why could we call a blue whale great? Great means big and it is the largest animal on earth.

Insects:

When are butterflies active? They are active in the day time.

How many legs do the insects on these pages have? The insects have 6 legs.


Grade Level: 1‐3 Fossils are the remains of animals that lived long ago. How is the beluga sturgeon like a living fossil?

It can live for 100 years.

What are two unique characteristics of the dwarf goby? It is almost transparent and it has no eyelids.

What are two ways the elephant uses its ears? It uses them as a fan to keep cool and for hearing.

Bumblebee bats are nocturnal, they are active at night. How do bumblebee bats find their way?

They use echolocation to find their way.

What does an artic lion’s mane not have that many creatures do have?

It has no brain, heart, bones, or blood.

Why would a thimble jelly dry up in the hot sun? It is made mostly of water.

How does the anaconda eat? Describe what happens first, next, and last.

First, it winds its body around its prey, next squeezes tightly, finally swallows it whole.

How does the dwarf gecko’s tail help it live? If you catch the dwarf gecko by the tail it drops off and he can escape.

What does it mean when it says that the Giant Chinese Salamander is nocturnal?

It is awake at night.

How does the poison dart frog’s skin help it? It is deadly if you touch it.

What can an ostrich not do that is different than most other birds according to the text?

It has splendid wings but cannot fly.

What does a hummingbird use for protection? It uses its sharp beak.


Grade Level: 1‐3 How does the spider crab camouflage itself? It attaches sponges to its shell.

What do the fairy shrimp’s eggs do when the pool they are in dries up?

They lie dormant until it rains again.

Where does the goliath tarantula live? In a burrow under the ground.

How does the rocky mountain wood tick move? It perches on a stem of grass and waits for an animal to come by and then it latches on.

Reread the passage about the Rocky Mountain Wood Tick. How does a parasite eat?

It latches on to an animal and sucks its blood.

What are 3 key characteristics of giant squids? Answers may vary: It has 8 arms and 2 feeding tentacles. It eats with a beak, it breathes with gills.

When will we see garden snails outside? In damp weathers.

How are feet and meters the same? They are both units of measure. They can be used to measure long and wide.

How are the Queen Alexandra’s Birdwing and the Goliath Tarantula similar?

They are both 1 foot wide

How much taller is an African Elephant than a human? 7 feet taller (13 ft.-6 ft.=7 ft.)


Grade Level: 1‐3

Vocabulary


After reading a book about the unique characteristics and size of different animals, write about animals

that are great and small. Describe 2 or more animals that are great and animals that are small using

information from the text.

Additional Tasks

Math Extension- This book can be used for several math concepts and lessons can extend across the curriculum. Students can compare the sizes of animals using the animal measurements, plot the animal sizes along a number line as a class or independently. Students can find the difference in the sizes of the great and small creatures, and for the upper grades, students can work to convert the feet to meters and meters to feet.


great: unusually large in size echolocation: method of locating objects by determining the time for an echo to

return and the direction from which it returns amphibians: any cold-blooded vertebrate such as frogs, toads, newts,

salamanders, etc; breathing by gills or lungs dormant: lying asleep; inactive

burrow: a hole or tunnel in the ground made by an animal meter: the fundamental unit of length in the metric system


Grade Level: 1‐3

Use information from the text to create a poster about a great and small creature from the same animal group. Include sizes and key details to describe the animals. Present your animal group to the class.

Elephants Can Paint Too! Katya Arnold

Grade Level: K‐2 Title: Elephants Can Paint Too!

Suggested Time: 1-2 days, 30 minutes each day Common Core ELA Standards: RI.1, RI.2, RI.3, W.2, SL.1, SL.2-4, L.1-2, L.4


Before Teaching





Elephants trunks are amazing and have many uses.

Elephants and children can do many of the same things.

Synopsis

The author and her husband teach elephants to paint. The paintings are then sold and the money is used

to provide a secure and healthy life for the Asian elephants. The author also teaches children to paint.

Throughout the book, she discusses similarities between her two groups of students.



Grade Level: K‐2 3. Re-read the text while noting the stopping points for the Text Dependent Questions and teaching

Vocabulary.

During Teaching




group discussion, small group discussion, elbow partners, etc. Text Dependent Questions

Text-dependent Questions Text containing Evidence-based Answers How do elephants use their trunks? The elephant’s trunk is a hand and a nose. They also

use their trunks to communicate. What do elephants eat? Grass, leaves, twigs, and fruit; also human food like ice

cream and cookies How long have elephants in Asia worked with people? What types of jobs did they do?

4,000 years; They’ve hauled huge stones and logs. They were used in wars as tanks.

How many muscles do elephants have in their trunks? How does that compare to the number of muscles in the human body?

Elephants have 150,000 muscles in their trunks. The entire human body only has 639 muscles.

What types of things do elephants paint? They paint wiggly lines, spots, and colored strokes. Some elephants paint trees and flowers.

The author says, “Young elephants can misbehave.” What does the word “misbehave” mean? How do you know?

Misbehave means doing things they shouldn’t do. I know this because after she says that, she lists some things that they do that they shouldn’t do.

Why is it surprising that elephants are good swimmers?

The text says that an elephant can weigh as much as 6 cars. It’s surprising that something that heavy would be


Grade Level: K‐2 able to swim well.

The text says, “Using their trunk as a snorkel, they can swim up to thirty miles without resting.” What is a snorkel? How does this help the elephant swim so far?

A snorkel is a tube that helps you breathe underwater. One end of the snorkel goes in your mouth, and the other end sticks up out of the water. By using its trunk as a snorkel, the elephant can breathe underwater and not come up for air.

Vocabulary



respond to the following question: Using details from the text, compare and contrast the author’s two groups

of students (children and elephants). You may write, draw pictures, or create a graphic organizer.


trunks: misbehave: to behave badly or improperly

snorkel: a rubber or plastic tube through which a swimmer can breathe while moving below the surface of the water


Grade Level: K‐2

Additional Tasks

Research reasons why money is needed to help keep the elephants secure and healthy.

Research additional ways that people can help elephants.

Research other animals that can paint.

Guess What Is Growing Inside This Egg Mia Posada Grades: K‐2

Title: Guess What Is Growing Inside This Egg


Common Core ELA Standards: RI.1, RI.2, RI.4, RI.6, RI.7, RI.8, RI.10, W.2, SL.1, SL.2. SL.3, L.1, L.2


Before Teaching





The eggs that animals hatch from come in different sizes. The animals that hatch from eggs survive in

different ways and have different habitats.

Synopsis This is a guess and check text that requires students to use picture cues and descriptive words to guess

the animal inside the egg. This text has facts and illustrations of various animals and their habitats. It

describes the many ways animals take care of their eggs and young. This text also includes the different

ways animals use body parts for survival. It also uses diagrams and labels to show a duck’s incubation

and hatching process.



3. Reread the text while noting the stopping points for the Text Dependent Questions and teaching

Vocabulary.

During Teaching






Text-dependent Questions Evidence-based Answers What are two things that alligators and turtles feed on?

Alligators feed on birds and snakes and turtles feed on plankton and jellyfish.

What are two ways mother and father penguins take care of penguin chicks?

They take turns holding their chicks on their feet to keep them warm and going to the sea to hunt for fish and squid for food.

How does a spiderling find a new home? A spiderling sends out a thread of silk form its body into the air and lets the wind catch it. The wind carries the tiny spiderling away until it lands in a new place where it will build its web.

What are two body parts that ducks and turtles use to move in water?

Ducks use their webbed feet to paddle through the water. Turtles use flippers to swim and push


through the sand. How does an octopus hide from predators? An octopus hides from its predators by changing

their color to look just like the sand or rocks around it.

What clues (from the first two pages) does the author uses for readers to guess the animal growing inside the egg?

The egg sits snugly on its father’s feet, under the feathered belly, and safe from Antarctic storm. I know that penguin fathers keep the egg warm while the mother goes to the sea to find food. I also know that penguins live in Antarctic.

What clues does the author uses for readers to guess the animal growing inside the egg?

Teachers can use other pages to have students use picture and word clues to guess the animal growing inside the egg.

Vocabulary


predators-animals that eat other animals for food prey-animals that are eaten by other carnivorous animals

spiderlings-baby spiders plankton- small sea animals




then complete the following task: Have students write an informational paragraph about how different

animals use different body parts to survive. Students should give evidence from the text to support their

writing.

And/or

Students can choose an animal featured in the text and write an informative/explanatory paragraph. Their

writing should provide facts and evidence from the text.

Additional Tasks

In order to further deepen vocabulary, have a more detailed discussion with students about predators,

prey, spiderlings, and plankton. Revisit the text with the students, asking them to tell how the

vocabulary word is associated with each animal.

Answer: A turtle and an octopus both eat plankton to survive.

Hello, Bumblebee Bat Darrin Lunde and Patricia J. Wynne

Grade Level: K‐1 Title: Hello, Bumblebee Bat

Suggested Time: 1 day, 30-45 minutes Common Core ELA Standards: RI.1, RI.3, W.2, SL.1, SL.2-4, L.1-2, L.4


Before Teaching





The Bumlebee Bat is not the same as a Bumble Bee.

We can do things to help keep animals safe.

Synopsis

This book tells about the Bumblebee Bat.



Vocabulary.


Grade Level: K‐1

During Teaching




whole group discussion, small group discussion, elbow partners, etc. Text Dependent Questions

Text-dependent Questions Text containing Evidence-based Answers How do you think the Bumblebee bat got its name? The text says that it is small like a bee.

Is the Bumblebee bat the same size as a bee? No, it is bigger. I know this because the text says that it’s body is one inch long and it is six inches wide when its wings are spread.

Do Bumblebee bats have hair or fur? Fur When does the Bumblebee bat fly? It flies before sunrise and just after dark. How does the Bumblebee bat’s hearing help it see? It sees by hearing its squeaky sound bounce back from

whatever it hits. What does the Bumblebee bat eat? Small insects

Is Bumblebee bat afraid of anything? The text says it is afraid of humans and birds.

Where does Bumblebee bat live? In a cave

How does Bumblebee bat hang on when he is sleeping upside down?

He has sharp claws on his feet.

What does endangered mean? It means they are very rare.


Grade Level: K‐1

Vocabulary



then complete the following task: Compare and contrast the Bumblebee bat with a bumblebee. Use

information from the text.

Additional Tasks:

Have students research other endangered animals and how people are working to keep them safe.

Research other types of bats.


endangered: threatened with extinction

Hibernation Margaret Hall

Grade Level: K‐2 Title: Hibernation



Before Teaching





Some animals rest through the winter months by hibernating.

Synopsis

Readers discover that bears and other hibernators store up food for fat, while other animals sleep for

weeks without eating at all. Chipmunks store food in winter beds, while groundhogs make comfortable

burrows. Spring beckons hibernators like snakes from their caves and squirrels from their nests in search

of food. The seasonal patterns provide interesting illustrations of science content for young children.

2. Read the text aloud, keeping in mind the Big Ideas and Key Understandings.


Grade Level: K‐2 3. Re-read the text while noting the stopping points for the Text Dependent Questions and teaching

Vocabulary.

During Teaching






Text-dependent Questions Text containing Evidence-based Answers How do the bodies of animals adapt for hibernation and how does this help them?

They breathe slowly. Their heart beat slows down. They need less food for energy and heat.

What are true hibernators? A hibernating animal that spends much of the winter in a sleeplike state and does not wake for weeks at a time. They have low body temperatures and heart rates.

How do animals get ready to hibernate? They eat extra food and store food next to where they will sleep.

What are burrows? A hole in the ground made and used by animals

The author says that hibernating is one of nature’s patterns. What does that mean?

Animals get ready to hibernate. Find a place to hibernate. Hibernate. Wake up and leave the den. Then, when winter comes, they do it all over again.


Grade Level: K‐2

Vocabulary



respond to the following question: Pick an animal from the book. Draw or write about their pattern of

hibernation.

Additional Tasks

Research other animals that hibernate.

Research additional examples of true hibernators.


hibernate/hibernating: to spend the winter in close quarters in a dormant condition

true hibernator: A hibernating animal that spends much of the winter in a sleeplike state and does not wake for weeks at a time. They have low body

temperatures and heart rates. energy: an adequate or abundant amount of power

pattern: tendencies; forming a consistent arrangement

Hurry and the Monarch Antoine O’ Flatharta Grade Level: 1‐3

Title: Hurry and the Monarch

Suggested Time: 2-3 days, 30-45 minutes each day Common Core ELA Standards: RI.1, RI.3, W.2, SL.1, SL.2-4, L.1-2, L.4


Before Teaching





The migration and the life cycle of the monarch butterfly are amazing.

Synopsis

One autumn day Hurry the Texas tortoise encounters a monarch butterfly making the journey to Mexico.

The butterfly goes on, while Hurry sleeps through the winter, and the life cycle of the butterfly begins again

in the spring.



Vocabulary.


During Teaching

1. Teacher reads the text aloud to the students.





Text-dependent Questions Text containing Evidence-based Answers Why does the monarch tell Hurry, “Maybe one day you’ll break out of that shell, grow wings, and fly away”?

It had happened to her.

What does Hurry do when the days get colder? What does the monarch do when the days get colder?

He sleeps. She flies south.

On one page the author says, “Sometimes a day brings danger.” What danger do the monarchs face?

The picture shows a bird chasing after them.

Where is the monarch headed? Mexico What does the word “bough” mean as used in the story?

A bough is a branch on a tree. I know this because the text says she finds a forest and hangs from a bough. The picture shows the butterflies on trees.

What is the text referring to when it says “Never fails,” thinks Hurry?

Earlier in the book, Hurry said, “Cold days always change back into warm days if you wait.” When Hurry opens up and feels the warmth of the sun, he knows it has happened again.


The author says that, “Hurry sees an amazing transformation”. What is the transformation he sees?

He sees the caterpillar turn into a chrysalis and then come out as a butterfly.

Why did the monarch cling to his empty shell? The text says that he was waiting for his wings to expand and dry in the warm sunshine.

Hurry says that his garden is a place full of astonishing things. Why do you think he says this?

He thought the caterpillar’s transformation was amazing. Amazing and astonishing mean close to the same thing.

Vocabulary



respond to the following question: Draw and label the life cycle of a monarch butterfly. Answers should

include pictures of egg, caterpillar, chrysalis, and butterfly. All parts should be labeled. Give students

credit if they label the chrysalis as “shell”, since that is what the text calls it.


tortoise: a turtle Monarch butterfly: a large deep-orange butterfly having

black and white markings bough: a branch of a tree

milkweed: plants that have a milky juice


Additional Tasks

In order to further deepen understanding, have students:

o Research the journey of a monarch butterfly

o Compare and contrast the lives of the monarch butterfly and a tortoise

I Love Bugs! Philemon Sturges

Grades: 1‐2 Title: I Love Bugs


Common Core ELA Standards: RI.1, RI.3, RI.4, RI.6, W.1, W.4, W.5, SL.1, SL.2. L.1, L.2, L.3, L.4, L.5


Before Teaching





Bugs have various characteristics

Synopsis

This selection discusses the different characteristics of bugs. It compares bugs in different ways. The

information is supported by colorful illustrations.



Vocabulary.


Grades: 1‐2 During Teaching

1. Teacher reads the main selection text aloud to students.





Text-dependent Questions Evidence-based Answers Explain two ways that bugs can move from place to place.

Bugs creep, crawl, hop, or fly.

Write two places bugs can be found in this story.

Bugs can be found under rocks, in the sky, underground.

Why do you think some insects look like bark and twigs? How would this help them?

Bugs can look like bark and twigs to camouflage and hide from predators.

How are cicadas and crickets different? Cicadas buzz a song. Crickets dance a jig. What do all bugs have in common? Answers will vary. Example: They all move.


Grades: 1‐2

Vocabulary



then complete the following task: Using what you have learned in the book I Love Bugs, explain one way

that all bugs are alike and one way that bugs are different. Students will be asked to display their

understanding in writing, using complete sentences.

Example: All bugs move. Some bugs crawl and some bugs fly.

Additional Tasks


creep, burrow, and swoop. Make a list of animals or insects that creep. Make a list of animals or insects

that burrow underground. When would a bird swoop?


creep- move slowly burrow- tunnel through the ground swoop- dive down rapidly in the air

In Arctic Waters Laura Crawford Grades: K‐2

Title: In Arctic Waters


Common Core ELA Standards: RI.1, RI.2, RI.4, RI.6, RI.7, RI.10, W.2, W.7, SL.1, SL.2. SL.3, L.1, L.2


Before Teaching





The various animals that live in the Arctic waters have unique characteristics.

Synopsis

This book is about animals that live in the Arctic waters. In this cumulative tale, the author recounts a tale

of animals having fun in the arctic waters. Also included in this text is supplemental educational

information about animal facts and adaptations.



Vocabulary.


During Teaching


2. Teacher rereads the text while stopping to ask and discuss the text dependent questions and returning to





Text-dependent Questions Evidence-based Answers Is the Arctic Ocean a warm or cold place? How do you know?

The Arctic Ocean is a cold place. I know this by looking at the ice floating in the waters.

What are some animals that live in the Arctic Ocean?

Some animals that live in the Arctic Ocean are walruses, beluga whales, narwhal, seals, and polar bears.

What pattern do you notice in the author’s writing style?

The author uses a rhythmic and repeated pattern to tell the story. It is a cumulative tale. The author keeps adding animals to the tale.

How do animals adapt to live in the very cold waters?

Animals have thick fur or blubber to keep them warm.

*Who are the Inuit? The Inuit are Natives who live in Canada’s coastal Arctic. Inuit means real people.

*What is the diet of the Inuit? The Inuit hunt marine mammals for their diet.

*Who are the biggest predators for all these animals?

The predators for all these animals are the Native Hunters.

*What do the Native Hunters use these animals for?

The Native Hunters use the meat and blubber for food, and make the skin into rope, slippers and many other things.

*These questions are from the additional information pages located at the back of the book.


Vocabulary



complete one of the following task:

1. Have students choose two animals featured in this text and do a compare and contrast activity.

2. Using the additional information in the back of the book, have students choose an animal and write

an informative/explanatory paragraph. Their writing should provide facts and evidence from the

text.

Additional Tasks

In order to further deepen vocabulary, have a more detailed discussion with students about

predators, blubber, mammal, and carnivore. Revisit the text with the students, asking them to tell

how the vocabulary word is associated with each animal.

Have students choose one of the animals from the text and do additional research on that animal.


predators-animals that eat other animals for food blubber-layer of fat to keep animals warm

mammals- animals that give live birth carnivore- animals that eat meat

In My Backyard By: Margriet Ruurs

Grades: K‐2 Title: In My Backyard

Suggested Time: 1-2 days, 45 minutes per day

Common Core ELA Standards: RI.1, RI.4, RI.6, RI.7, RI.10, W.2, W.8, SL.2, SL.6, L.4, L.6


Before Teaching





There are various animals that can be found right in in the back yard throughout the seasons.

Synopsis

This text introduces animals active in the author’s backyard throughout the different seasons. It also

includes additional information about the animals in the back of the book, gives suggestions on how you

can make your backyard more inviting for animals and asks you to find certain animals hidden on each

page.



Grades: K‐2 3. Re-read the text while noting the stopping points for the Text Dependent Questions and teaching

Vocabulary.

During Teaching






Text-dependent Questions Evidence-based Answers The author wrote about baby animals that live in her backyard. Explain what she observes about two of these baby animals.

Baby spiders fly away from their web on threads. Paper wasps build a nest for their babies. Baby swallows wait for their mothers to bring them food. Baby mice sleep.

What are some things that happen at night in the author’s backyard?

Toads look for other toads at night. Bats catch insects. Opossums dig for food. Baby mice sleep.

To what does the author compare a hummingbird? How are these two things alike?

The author compares the hummingbird to a helicopter because they both hover.

Why does the author say “Careful not to get to close” when she is talking about the nest of a paper wasp?

Paper wasps will sting you if you get too close to their nests.


Grades: K‐2 The author said that a butterfly dances. Does the butterfly actually dance? Why do you think the author used these words to describe how a butterfly moves?

A butterfly does not really dance. I think the author used these words because a butterfly flutters around as if it is dancing.

Vocabulary



complete the following task: In the selection, In My Backyard, the author describes her backyard as a busy

place. Explain how the author made her backyard seem busy and active. Support your answer with words

from the text that the author used to describe the animals that live in her backyard. Students will be asked to

display their understanding in writing, using complete sentences. Additionally, they will be encouraged to

accurately illustrate their writing.


spiderlings- baby spiders larvae- young insect

compost- decayed plants used as fertilizer hovers- remains in one place in the air


Grades: K‐2

Additional Tasks

● In order to further deepen students understanding and knowledge of the animals found in the book,

research additional information online with the class. (National Geographic for kids has great facts,

pictures and video clips. http://kids.nationalgeographic.com/kids/animals/creaturefeature/) After

researching online, have students write down a new fact that they learned about one of the animals from

the site.

● Read page 32 on how you can invite animals to your backyard. Invite students to try one of these ideas in

their own backyard. If you are able, do one or two of these ideas on your school property.

● Take students outside. Have them observe what living things surround them in the school yard or

playground. Have students write a descriptive paragraph of what they observed.

In the Garden: Who’s Been Here Lindsay Barrett George

Grade Level: K‐1 Title: In the Garden: Who’s Been Here

Suggested Time: 1 day, 30-45 minutes Common Core ELA Standards: RI.1, RI.3, W.2, W.4, W.8, SL.1, SL.2-4, L.1-2, L.4


Before Teaching





Through observation we can discover many things.

Synopsis

Christina and Jeremy have been sent to the garden to gather vegetables for dinner. But they quickly realize

that they are not the first visitors to the garden today. Christina and Jeremy follow the clues to discover

which birds, animals, and insects have been in their garden.

2. Read aloud the text, keeping in mind the Big Ideas and Key Understandings.


Vocabulary.


Grade Level: K‐1

During Teaching






Text-dependent Questions Text containing Evidence-based Answers Why couldn’t mom go to the garden? She was baking.

Are bunnies good for gardens? No. The text says that bunnies eat everything that’s green in the garden. If the bunnies eat it, the people can’t.

How did Christina and Jeremy know that other things had been in the garden?

They noticed that seeds were gone, parts of leaves had been eaten, some leaves were slimy, plants are missing or chewed on, and there is a hole in the ground.

Who is Sonny? How do you know? Sonny is their dog. I know this, because Mom tells them to put Sonny outside and near the end of the story it says that Sonny wags his tail.

Who left three plates and a pitcher of milk on the table?

Mom- I know this because in the last picture Mom is carrying out cookies too.

The author used the word ‘drizzling’. What does this word mean?

Drizzling means a light rain. I know this because it wasn’t raining hard enough to keep Christina and Jeremy inside, but when the text says it stops drizzling, it also says “Raindrops cling to the poppies.”


Grade Level: K‐1 The text says, “A visitor darts from blossom to blossom, sucking nectar from the flowers.” Who is the vistor?

The picture shows that it is a bee.

Vocabulary



complete the following task: Christina and Jeremy use their observation skills to notice all of the animals that

have visited the garden. Pick one of the animals from the book. Draw a picture of it and then write a sentence

that tells what that animal ate in the garden.

Additional Tasks

In order to further deepen understanding, have students take an observation walk. Before you go, make

sure to explain that they are looking for clues that show what may have happened/ be happening.

When you return make a list of all of your observations, and what the students think they mean.


garden: a plot of ground usually near a house where flowers, and vegetables are grown

drizzling: to rain gently; sprinkle wonder/wonders: to think or speculate curiously

Knucklehead Jon Scieszka

Grade Level: 4‐6 Title: Knucklehead

Chapters 1-3, pages 1-16

Suggested Time: 2-3 days, 30-45 minutes each day

Common Core ELA Standards: RI.1, RI.3, W.2, SL.1, SL.2-4, L.1-2, L.4


Before Teaching





Many of Jon Sciezka’s ideas for his stories come from his childhood and family.

Synopsis

Knucklehead is a memoir of Jon’s life as a child. It mostly consists of all the crazy and random ways Jon

and his five brothers got into trouble. It also provides insight into what it was like to grow up in the 1960’s.



Vocabulary.


Grade Level: 4‐6

During Teaching






Text-dependent Questions Text containing Evidence-based Answers Where did Jon grow up? Flint, Michigan How many brothers did Jon have? 5

What did his parents do? Hid dad was an elementary-school principal. His mom was a nurse.

The author says that his mom being a nurse came in handy. Why did he say that?

“Because she could tape us up when we ran through windows, fell out of trees, crashed our bikes, stuck a dart in Tom’s leg, or broke Gregg’s collarbone.” Since she was a nurse, she knew what to do to help them.

Where does Jon say he gets his ideas for the things he writes?

He gets his ideas “from all the strange things that happened growing up with five brothers.”

Why was the broken couch a problem? His mom had told them not to wrestle in the living room, and they weren’t able to fix it.

Who did they blame for the broken couch? Each brother blamed the brother next in age. The youngest brother blamed the dog.

What does the author mean when he says “That’s where I learned it’s good to be the one telling the

He writes stories for children. He is saying that this is when he learned that telling stories is good. The last line


Grade Level: 4‐6 story. Especially if you didn’t do it.”? is funny, because they all told a story that they “didn’t

do it.” How was their house different from the other houses on their block?

It had a big fancy metal S on the front screen door.

Why did the author think that it was great to live in a neighborhood that was still being built?

There were a lot of empty lots and construction sites to play in and around.

Why did the fact that there were six children mean that they always had a roommate?

He said on the previous page that their house was small. With six kids, there weren’t enough rooms for everyone to have their own, so they had to share.

What did his brother Jim do that was annoying?

He would kick the mattress of the top bunk, while the author was on it.

Based on the text, do you think Jon and Jim told their mom what happened to the heater?

No. The text says that when she asked about the heater, they just said that they didn’t really need it anymore.

Vocabulary


construction: the act of building roommate: a person who is assigned to share a room or

apartment with another or others


Grade Level: 4‐6 Culminating Task: Re-Read, Think, Discuss, Write:


respond to the following question: Explain how the author feels and thinks about his family and the way he

grew up. Use information from the text to support your response.

Additional Tasks

In order to further deepen understanding, have students research:

o Biographies of other authors

o The 60’s.

Little Green Frogs Frances Barry

Grade Level: K‐2

Title: Little Green Frogs

Suggested Time: 1 day, 30 minutes to 1 hour Common Core ELA Standards: RI.1, RI.3, W.2, SL.1, SL.2-4, L.1-2, L.4


Before Teaching





Life cycle of frogs

Synopsis

Unfold the pages and see the frogs develop from eggs to tadpoles to frogs!



Vocabulary.


Grade Level: K‐2

During Teaching






Text-dependent Questions Text containing Evidence-based Answers How does the life cycle of a frog begin? The frog begins as an egg.

What happens to the frog eggs? They hatch and tadpoles come out.

Which legs on the frog grow first? The back legs After the legs grow, what happens The tails shrink

Vocabulary


pond: a body of water smaller than a lake tadpoles: the immature form of a frog or toad


Grade Level: K‐2



complete the following task: Draw and label the life cycle of a frog.

Additional Tasks

In order to further deepen understanding, have students research and discuss life cycles of other

animals.

Little Skink’s Tail Janet Halfmann Grades: K‐2

Title: Little Skink’s Tail


Common Core ELA Standards: RI.1, RI.2, RI.3, RI.4, RI.6, RI.7, RI.10, W.2, SL.1, SL.2. SL.3, L.1, L.2,

L.4


Before Teaching





Everyone is different. Be happy with who you are.

Synopsis: Little Skink’s Tail is a story about a lizard that loses its tail to a predator. Little Skink encounters animals

in the forest and imagines what it would be like to have their tails on her. When her own tail grows back

she realizes she is happy with her own tail. Also included in this text is supplemental educational

information about animal footprints and tails.




Vocabulary.

During Teaching






Text-dependent Questions Evidence-based Answers Is a lizard a nocturnal animal? How do you know?

A lizard is not a nocturnal animal. I know it because nocturnal animals sleep during the day and is active at night. In the book it says, “The little lizard is ready to start her day”, and she is warming herself in the sunshine.

What is a lizard’s diet and where does it find its food?

A lizard eats ants and it finds its food in a forest.

Little skink was trapped. How do you think it is feeling right now?

Little skink is feeling afraid and wants to escape.

How did little skink’s tail save her from the crow?

When little skink snapped off her tail, the crow went after it and forgot about little skink. She was able to hide under a log.


Why do animals have tails? An animal uses its tail for protection, balancing and attracting other animals.

Who is little skink’s predator?

Little skink’s predator is the crow.

Why was little skink not happy with any of the other tails?

After imagining herself with different tails, she realizes she is happy with her own tail.

What facts can we learn about different animal tails?

A rabbit’s tail is fluffy and puffy, squirrel- bushy, deer-short and stubby, skunk-stinky, porcupine- prickly, turtle-pointy

Vocabulary



complete the following task: Write a paragraph describing how Slinks tail is different from the other animals

in the story.


imagined- dream or visualize bounced- means to fly back and forth, jumped or leap

slinked- hide, take cover or shelter trapped- to be caught and hard to escape. Or to be cornered


Additional Tasks

Students write an informative/explanatory paragraph about ways animals use their tails.

In order to further deepen vocabulary, have a more detailed discussion with students about imagined,

bounced, slinked, and trapped. Revisit the text with the students, asking them to tell how the

vocabulary word is associated with each animal.

Martin’s Big Words: The Life of Dr. Martin Luther King, Jr. Doreen Rappaport and Bryan Collier

Grade Level: 2‐3 Title: Martin’s Big Words: The Life of Dr. Martin Luther King, Jr.



Before Teaching





We honor Martin Luther King, Jr. for all he did to help America become a better place for everyone to live.

Violence isn’t the way to handle disagreements.

Synopsis

This book tells the life story of Dr. Martin Luther King, Jr. in simple words and pictures. It also introduces

children to Dr. King's teachings about nonviolence. Throughout the book, key words from Dr. King's

teachings appear as part of the art. At the beginning of the story, young Martin is reading a "White Only"

sign in his hometown. Martin grows up, becomes a preacher and studies the writing of Mahatma Gandhi.

He puts his ideas into practice at the Montgomery bus boycott and other civil rights demonstrations. He


Grade Level: 2‐3

speaks to the nation, and more and more people listen to him. The book ends with some of the "big words"

for which Dr. King is remembered: peace, love, freedom, together and dream.



Vocabulary.

During Teaching

1. Teacher reads the main selection text aloud to the students.





Text-dependent Questions Text containing Evidence-based Answers What did Martin’s mother tell him when he felt bad about the signs that said “White Only”?

She would tell him that he was as good as anyone.

Where did Martin get the big words that he used? He used big words that he had heard as a child from his parents and from the Bible.

Whose teachings did Martin study? What did he learn from these teachings?

He studied the teachings of Mahatma Gandhi and learned how the Indian nation won freedom without ever firing a gun.

Why were the black citizens of Montgomery angry They were angry because they should be able to sit


Grade Level: 2‐3 about Rosa Park’s arrest? What did they do? anywhere they wanted. They decided not to ride the

buses until the laws were changed. How did Martin help the people of Montgomery?

“He walked with them and talked with them and sang with them and prayed with them until the white city leaders had to agree they could sit anywhere they wanted.”

According to Martin’s words, what did he think people would say when they looked back on the Montgomery bus boycott?

“There lived black people who had the courage to stand up for their rights.”

Why were black Americans protesting? They were protesting for equal rights.

How was the way Martin wanted to fight back different from the way others wanted to fight back?

“Some black Americans wanted to fight back with their fists, but Martin convinced them not to, by reminding them of the power of love.” Martin said, “Love is the key to the problems of the world.”

What dangers did Martin face?

People threatened to kill him and his family. His house was bombed. His brother’s house was bombed.

How many years did they protest?

According to the text, after ten years of protests, the lawmakers in Washington voted to end segregation.

In 1964, Martin won the Nobel Peace Prize. Why?

He won it because he taught others to fight with words, not fists.

Why did Martin go to Memphis, Tennessee in April, 1968?

He went to help garbage collectors who were on strike.

What happened on his second day there?

He was shot and he died.

The author says “His big words are alive for us today.” What does that mean?

The other words on that page are “freedom”, “peace”, “together”, “I have a dream”, and “love”. I think the author means that we can still read the words he said and they can change the way we live.


Grade Level: 2‐3

Vocabulary



respond to the following question: Write about Martin Luther King, Jr. Be sure to use facts from the text.

Additional Tasks


o More about Martin Luther King, Jr., Rosa Parks, and other heroes of the Civil Rights movement


minister: pastor courage: without fear: brave

protests/protested: an expression of disapproval or objection segregation: to separate or set apart from others; isolate

Mites to Mastodons Maxine Kumin Grades: K‐5

Title: Mites to Mastodons


Common Core ELA Standards: RI.1, RI.2, RI.4, RI.10, W.2, SL.1, SL.2. SL.3, L.1, L.2, L.3, L.4


Before Teaching





All animals are unique and have specials qualities or talents.

Synopsis

This is a poetry book about animals. The illustrations are visually appealing and add meaning to the text.

Through poetic writing and use of adjectives the author showcases different animals and their

characteristics.

2. Read entire text or a poem, keeping in mind the Big Ideas and Key Understandings.

3. Reread text or poem while noting the stopping points for the Text Dependent Questions and teaching

Vocabulary.


During Teaching





Teacher Note: This book contains nineteen poems. This lesson focuses on the Squirrel (page 6).

Teachers can use the same format and text dependent questions for the other poems.


Text-dependent Questions

Evidence-based Answers

What words does the author use to describe a squirrel?

An acrobat, a chatterer, jumper and playful.

Why is a squirrel called an acrobat They can jump high from branch to rooftops.

How do squirrels jump so high? They use their bushy tails to jump high.

What do squirrels eat

They eat green shoots, small fruits, berries and nuts.


In what ways does a squirrel use its tail? A squirrel uses its tail to jump, keep it warm,

and to communicate.

Where does a squirrel sleep in the winter?

In nooks in stone walls.

Do ground squirrels hibernate in winters? How do you know?

Yes, squirrels do hibernate in winters. I know this because it says in the book that it seeks little nooks for a bedroom in winter.

Vocabulary



complete the following task: Have students write an informational/explanatory paragraph about an animal

featured in the text.


chatter- make noises seek- find

nooks- sheltered spots or corner


Additional Tasks

Students can use Mites to Mastodons, as a mentor text and write a poem about an animal.

In order to further deepen vocabulary, have a more detailed discussion with students about seek,

chatter, and nook. Revisit the text with the students, asking them to tell how the vocabulary word is

associated with the poem.

Ocean Seasons Ron Hirschi Grade: 2‐3

Title: Ocean Seasons


Common Core ELA Standards: RI.1, RI.3, RI.4, RI.6, W.2, W.4, SL.1, SL.2. L.1, L.2, L.3, L.1, L.2, L.4


Before Teaching





Seasons change in the ocean much as they do on land.

Synopsis

This selection explains the changes that take place through the different seasons and how animals adapt

to these changes. The information is supported by colorful illustrations.



Vocabulary.


During Teaching






Text-dependent Questions Evidence-based Answers What words did the author use to help you picture what spring is like under the sea?

“a burst of color”, “undersea forest of many colors”

How does the author let you know that spring is a good time to find food in the ocean?

The text says that hungry sea otters eat urchins. And many fish, crabs, and shrimp hide and feast in the kelp.

“The whales put on layers of fat as they feast.” Why do you think whales need to put on fat in the summer?

Whales put on fat to prepare for the long, cold winter.

Compare and contrast summer in the ocean to autumn in the ocean.

Autumn is colder. There is more food in the summer. Salmon travel away from the ocean to rivers in the fall.

What changes happen in the ocean in winter?

It gets much colder. Some whales travel south. The oceans are quieter.


Vocabulary



complete the following task: Using what you have learned in the book Ocean Seasons, explain how the oceans

go through changes throughout the year. Use facts from the story to explain. Students will be asked to

display their understanding in writing, using complete sentences. Students should explain at least one

change that happens each season in the ocean. Each answer should use specific evidence from the text to

support their response.

Additional Tasks


kelp, burrows, and tropical.

Research some animals that survive by eating kelp.

Research and list some animals that live in burrows.

Make a list of things you would expect to find in a tropical place.


kelp- brown, large seaweed burrows- holes or tunnels dug into the ground by an animal

tropical- in the hot, humid tropics

Owen & Mzee Told by, Isabella Hatkoff, Craig Hatkoff and Dr. Paula Kahumbu

Grades: 3‐5 Title: Owen and Mzee


Common Core ELA Standards: RI.1, RI.2, RI.3, RI.4, R1.10, W.2, SL.1, SL.2. SL.3, L.1, L.2, L.3, L.4


Before Teaching





Our most important friends are sometimes those we lease expect.

Synopsis Owen and Mzee is a true and touching story about a baby hippo and a 130 year old giant tortoise. The authors skillfully bring this unique tale of friendship between these unusual animals. Through photographs and factual information the authors give information about the animals, the Tsunami of 2004 and about Kenya and Malindi.



Vocabulary.


Grades: 3‐5

During Teaching






Text-dependent Questions Evidence-based Answers How did the hippo end up stranded alone in the sea? What happened to his family?

On December 26, 2004, large sea waves (tsunami) came up on the shores. Many of boats were damaged and people had to be rescued. After the sea was calmed, when the people came to check on the hippos there was only one baby hippo unable to reach the shore alone. The rest of his family was probably killed by the high waves of the tsunami.

The text says, “the hippo was alarmed by all the human commotion. Alarmed means fear caused by an awareness of danger. Commotion is a noisy disturbance. What did the hippo do to let you know that he was alarmed by all that was going on?

The hippo became angry. He broke through their nets and escaped from their ropes.


Grades: 3‐5 Why was the hippo given the name “Owen?” A man named Owen Sobien tackled the hippo

and stopped him long enough so the others could secure a stronger net on him. They named the hippo after the man.

How did the people feel when Owen was rescued? What evidence from the text make you know that?

The villagers were happy. A loud, joyous cheer went up from the thousand men, women, boys, and girls that could be heard almost a mile away.

Why was it decided not to return Owen to the wild?

Because Owen was a baby he had not learned how to defend himself. Also, he would not be welcomed in to another hippo pod and may be attached by the other hippos.

How did Dr. Paula Kahumbu, Stephen Tuei, and Sabin Baer and others help Owen?

Dr. Paula offered Owen a place to live and drove to Malindi to get him. She took Stephen with her because he has a special way with animals. Sabine with other started preparing a large enclosure at Haller Park for Owen’s arrival.

Explain Owen’s and Mzee relationship when Owen first got to the enclosure. How did that change over time?

Immediately, Owen crouched behind Mzee, the way baby hippos hide behind their mother for protection. At first Mzee wasn’t happy about this. Mzee hissed and moved away from Owen. After awhile this changed and Mzee would even follow Owen.

What inference can we make about Owen’s special relationship with Mzee?

Perhaps Owen looks upon Mzee as a mother figure. Mzee was kind and nurturing to Owen when he first came.


Grades: 3‐5

Vocabulary


Exhausted- very tired Commotion- noisy disturbance, agitation

Tackled-stop and holding on, grasping



complete the following task: The authors state, “Our most important friends are sometimes those we least

expected.” In a paragraph, describe the friendship that Owen and Mzee have and how this statement applies

to them. Be sure to use details from the text to support this statement.

Additional Tasks

Do research and find additional information on the friendship of Owen and Mzee. Compare the

information from this story with the addition information you find.

Have students write an informative report about the Tsunami of 2004 and how it affected animal ife.

In order to further deepen vocabulary, have a more detailed discussion with students about exhausted,

commotion, and tackle. Revisit the text with the students, asking them to tell how the vocabulary

word is associated with the poem.

Penguins, Penguins, Everywhere! Bob Barner Grades: K‐2

Title: Penguins, Penguins, Everywhere

Suggested Time: 1 day, 1-1.5 hours

Common Core ELA Standards: RI.1, RI.2, RI.4, RI.6, RI.7, RI.8, RI.10, W.2, SL.1, SL.2. SL.3, L.1, L.2


Before Teaching





Penguins behave in various ways.

Synopsis: Penguins, Penguins, Everywhere is an introductory book about penguins. In simplistic language and bright illustrations the author gives some basic facts about penguins.



Vocabulary.


During Teaching


2. The teacher rereads the text while stopping to respond to and discuss the questions and returning to the

text. A variety of methods can be used to structure the reading and discussion. This will be done as a

think-pair-share and as a whole group discussion.

Text Dependent Questions Text-dependent Questions


Where do penguins live? Penguins live in hot and cold places.

How do colors help penguins hide from predators?

Penguins black and white body helps them to blend in with other sea creatures and confuse the predators.

How do male penguins care for the eggs? Male penguins take care of the eggs by keeping them warm using their blubber and body heat.

Why do penguins fluff their feathers?

To cool off when they become too warm.

How do penguins move? Penguins waddle. How do penguins keep warm? Penguins huddle close to keep warm.

What are some activities penguins do in a group?

Penguins swim together to keep safe, waddle and toboggan to the sea and they watch for sneaky seals as they play.


Vocabulary



complete the following task: Have students use ideas from the text to write an informational paragraph about

penguins.

Additional Tasks In order to further deepen vocabulary, have a more detailed discussion with students about fragile,

waddle, mate, and sneaky. Revisit the text with the students, asking them to tell how the vocabulary

word is associated with each animal.

Research more information about penguins.


fragile-delicate and easily broken waddle-to walk with short steps, to sway from side to side

mate- partner sneaky- underhand or lurking

Pumpkins Ken Robbins Grade: 2‐3

Title: Pumpkins




Before Teaching





The growing cycle of a plant goes from seed, to sprout, to flower, to fully fledged fruit, and back again.

Synopsis

This text explains the importance of pumpkins in the fall. It shows the various steps involved in the life

cycle of pumpkin. This text contains colored photographs of the life cycle of a pumpkin as well as how

pumpkins are used.



Vocabulary.


During Teaching

1. Teacher reads the text aloud with to students.





Text-dependent Questions Evidence-based Answers Explain three signs that tell us that fall has arrived.

The air turns cool. The cornstalks turn brown. The leaves are falling.

List the steps of the life cycle of a pumpkin. Farmers plant seeds. Small leaves grow. Vines spread out. Flower buds appear. Soon flowers grow into green pumpkins before growing larger and different colors.

List two details to support this central idea: Not all pumpkins look alike.

Some pumpkins are orange, and others are yellow, tan, green, and blue. Some pumpkins are round, and others are flattened. Some pumpkins are small, and others are huge.

Use facts from the selection to explain two things people do with pumpkins.

People enter contests to find the biggest pumpkin. People carve pumpkins into jack-o-lanterns. People pick pumpkins from farms.

What steps are involved in creating a jack-o- Draw a face on the pumpkin. Have an adult cut


lantern? around the top, remove it, and scoop out the

seeds. Have an adult cut the face of the pumpkin. Then put a candle inside.

Not all pumpkins are picked. What happens to the pumpkins that are not selected?

They rot or are eaten by animals.

Vocabulary



complete the following task: Using what you have learned in the book Pumpkins, support this central idea

with three facts: Pumpkins are a big part of the fall season. Students will be asked to display their



vine- a climbing plant forklift- a vehicle used to lift and carry heavy loads

traditional- something done for a long time


Additional Tasks


vine, forklift, and traditional. What are some other plants that grow on vines? What are some other jobs

that a forklift can do? What are some traditions your family has in the fall?

Since this book is written in a sequence text structure, students can write about another sequence that

happens in the fall.

Satchel Paige: Striking Out Jim Crow James Sturm

Grade Level: 4‐8

Title: Satchel Paige: Striking Out Jim Crow

1929, pages 1-23



Before Teaching





African-Americans were not always allowed to play professional sports with white players.

Satchel Paige played for many years in the Negro League, and eventually played in the major leagues.

Synopsis

This graphic novel is told from the point of view of a sharecropper. It follows Paige from game to game as

he travels throughout the segregated South.



Grade Level: 4‐8 3. Reread the text while noting the stopping points for the Text Dependent Questions and teaching

Vocabulary.

During Teaching




group discussion, small group discussion, elbow partners, etc. Text Dependent Questions

Text-dependent Questions Text containing Evidence-based Answers On page 1, the narrator says, “she knows when I get back, my pockets will be full.” What does this mean?

In that same panel, the narrator says that his wife can spend all of her time raising their baby and not taking care of a white man’s kids. In the next panel, he says he’ll be making more money that both of their daddies put together. These things tell me that he means when he comes home, he will have a lot of money.

Why were the share-croppers’ shacks poorly built? According to the text, no one cared if they were built well, because they were being built for negroes.

Does the narrator play for a good team? No. In the top panel on page 3, the narrator says that his team loses more games than they win.

What are the Chicago Defender and the Pittsburgh Courier?

Based on the picture and the text, they are newspapers.

Thinking about page 4, why did the narrator want a lot of people at the game that day?

He knew he was going to play Satchel Paige, the best pitcher, and he felt confident that he could beat him and show everyone that he was the best.


Grade Level: 4‐8 Based on the text and pictures, what is the umpire talking to the manager about on page 5?

He is asking him where Satchel Paige is. The manager doesn’t know.

In the middle of page 6, the narrator says “Perkins still ain’t takin’ his crouch.” What does it mean and what information does it give us?

I know from page 5 that Perkins is the catcher. The catcher crouches down while the pitcher is pitching. We know from this sentence that Paige isn’t ready to pitch yet, because Perkins isn’t ready to catch.

On page 9, the narrator says “Two can play at that game.” What game is he talking about?

Paige was messing with his shoelaces to make the batter wait. He says, “Two can play at that game” and then calls for a time out. In the last panel on page 9, he says he steps back into the box after making Paige wait on him.

In the final panel on page 10, the narrator says that the ball “looks like an aspirin tablet streakin’ across the plate”. Based on this, what do we know about how Satchel Paige pitched?

The ball had to moving really fast to look as small as an aspirin tablet. This tells us that Satchel Paige pitched very fast balls.

What is Satchel Paige doing when it says his mouth is “now movin’ as quick as his pitches”?

He is giving the batter a hard time.

Why is the narrator upset with Paige for congratulating him on a foul ball?

The text says that he felt like Paige was playing to the crowd and trying to show him up. A foul ball isn’t good, so it was insulting to be congratulated for hitting one. Paige was making fun of him.

The narrator says on page 13 “Paige takin’ his time, makin’ my blood hotter and hotter.” What does this mean?

Paige is making him wait again, when he is ready to hit. It is making him really angry.

Why does the narrator call for time at the bottom of page 14?

The text says “Got to get out of Paige’s way of doin’ things and back to my own.” This means he needs to calm down and get his mind back on the game.

What is the narrator’s name?

The text tells us on page 18 that the narrator’s name is Emmet Wilson.

How does the narrator feel about hitting a double? He is really excited, because he hit off of Satchel Paige. I


Grade Level: 4‐8 Why?

know this, because in the text he says, “I earned my right to do some shoutin’!”

The narrator knows he scored a run before the ump makes the call? How does he know this?

He sees the ball on the ground. The ump can’t call him out when the catcher doesn’t have the ball.

Looking at the pictures on page 22, what happened to the narrator?

He hurt his knee.

In the final panel on page 23, Satchel Paige says, “Here you go, Boy, a souvenir of your playin’ days.” What can we infer from this?

The narrator hurt his knee so badly that he isn’t able to play anymore.

Vocabulary



respond to the following question: Based on the text, write a description of Satchel Paige. Use evidence

from the text.


Jim Crow laws: state laws discriminating against black people

share-cropper: a farmer who pays as rent a share or part of the crop


Grade Level: 4‐8 Additional Tasks


o Jim Crow laws

o The history of the Negro League

o Jackie Robinson

o Further information on Satchel Paige

Sea Stars Avis Harley Grades: K‐5

Title: Sea Stars


Common Core ELA Standards: RI.1, RI.2, RI.4, RI.7, RI.10, W.2, W.7, W.8, SL.1, SL.2. SL.3, SL.6,

L.1, L.2, L.3, L.4


Before Teaching





Various sea creatures have very unique characteristics

Synopsis

This text includes facts about different ocean creatures. The text is set up in traditional poetic forms such

as haiku and tanka. The final page includes additional child friendly facts about the different ocean

animals found throughout the book.



Vocabulary.


During Teaching






Text-dependent Questions


What animal reminds the poet of a straw? The pipe fish reminds the poet of a straw.

Why do you think the poet named the poem about the turtle “A Swimming Stone”?

I think the poet called the poem about the turtle “A Swimming Stone” because the turtle has a hard shell on it’s back which looks and feels like a stone.

How does the poet describe the suckers of the octopus?

The poet compares the suckers of the octopus to moon sequins.

According to the poet, why is a clown fish blue?

The poet thinks the clown fish is blue because he has trouble living up to his name and making people laugh like a clown.

In the poem “The Patient Doctor”, why does the doctor become ill?

I think the doctor becomes ill because the Beluga whale’s breath smells from eating all that fish.


Vocabulary



complete the following task: In the poem “An Enemy”, who is the enemy? What is the problem in the poem?

What is a possible solution to this problem? Students will be asked to display their understanding in writing,

using complete sentences. Additionally, they will be encouraged to accurately illustrate their writing.


stalwart- reliable converse- to have a conversation

frenzied- wild or uncontrolled unfurled- to spread out, unfold

tampered- reduce in thickness toward one end to spread out, unfold ails- to feel pain or be ill

anoints- smear or rub something with another substance plumes- a long, soft feather pristine- clean and fresh colossal- extremely large

sublime- of such excellence or beauty


Additional Tasks

● In order to further students understanding of the animals in the poems, read the “Looking Deeper” pages

with the students. Have them share additional facts that they learned. If they have questions, have them

write them down and work together as a class to read informational books and search the internet to

gather the answers to these questions.

● Have students pick one of the animals in the book and write their own poem about the animal. (Or have

them pick a different environment and write poems about animals found in that habitat.) Can make a

class poetry book when done.

Vulture View April Pulley Sayre and Steve Jenkins

Grade Level: 1‐3 Title: Vulture View

Suggested Time: 1 day, 45 minutes Common Core ELA Standards: RI.1, RI.3, W.2, SL.1, SL.2-4, L.1-2, L.4


Before Teaching





Turkey vultures do not hunt. They look for food that is already dead.

Synopsis

This poetic picture book is an introduction to the lives of turkey vultures.



Vocabulary.


Grade Level: 1‐3 During Teaching

1. The teacher reads the text aloud to the students.





Text-dependent Questions Text containing Evidence-based Answers The text says, “Vultures smell the air. They sniff, search, seek for foods that reek.” What does the word “reek” mean?

It means something that smells really bad. I know this because it shows something dead and on the next page it says a stinky dead deer is what it wants to eat. Then on the next page it says it is rotten. When something is rotten, it smells really bad.

In the section, “Get to Know Vultures” it says that thermals are pockets of warmed air. How does this help the vultures?

They can fly higher on the thermals.

Turkey vultures are scavengers. What does that mean?

They do not hunt and kill animals. They eat animals that were killed by accidents, diseases, or other predators.


Grade Level: 1‐3

Vocabulary



respond to the following: Write a paragraph telling at least 3 things that you learned about vultures from

this book. Answer: Use your professional judgment

Additional Tasks

In order to further deepen understanding, have students:

o Research other scavengers

o Compare and contrast of scavengers, predators, and prey


reek: a strong unpleasant smell thermals: designed to keep in body heat

scavengers: animals that feeds on dead animals

We Are the Ship: The Story of Negro League Baseball Kadir Nelson

Grade Level: 4‐6 Title: We Are the Ship

Inning 1, pages 1-15

Suggested Time: 2-3 days, 30-45 minutes each day

Common Core ELA Standards: RI.1, RI.3, W.2, SL.1, SL.2-4, L.1-2, L.4


Before Teaching





African-Americans persisted in the face of discrimination.

Despite segregation, African-Americans formed their own successful baseball league.

Synopsis

The Story of Negro League Baseball is the story of gifted athletes and determined owners; of racial discrimination and international sportsmanship; of fortunes won and lost; of triumphs and defeats on and off the field. It is a perfect mirror for the social and political history of black America in the first half of the twentieth century. But most of all, the story of the Negro Leagues is about hundreds of unsung heroes who overcame segregation, hatred, terrible conditions, and low pay to do the one thing they loved more than anything else in the world: play ball. (Taken from www.wearetheship.com)


Grade Level: 4‐6



Vocabulary.

During Teaching






Text-dependent Questions Text containing Evidence-based Answers Why does the author say “Baseball’s the best game there ever was”?

“It’s a beautifully designed game that requires a quick wit, a strong body, and a cool head.”

According to the text, who invented baseball? Some people say it was Abner Doubleday, but no one really knows for sure.

How popular was baseball in the mid-1800s? People of all types loved to play and watch the game. Every neighborhood and every town had a team.

The author states that African-Americans who played professional baseball in the mid-1860’s were treated downright disgracefully. What evidence did he offer to support that claim?

They were called horrible names. Some teams would refuse to play teams that had an African-American on the roster. In some states, African-Americans weren’t allowed to play at all. They were given wrong directions to games and were targets for opposing pitchers and


Grade Level: 4‐6

base runners. Who does the author credit with being the first to use shin guards and protective gear in baseball?

Bud Fowler- He was also “the first Negro to play professional baseball”.

“Despite the cruel treatment Negroes received, there were a few who became quite good ballplayers….These fellows were great ballplayers by any measure.” Why does the author say that it didn’t matter?

“They were still Negroes, and most white ballplayers didn’t want to play alongside them.”

Why does the author say that African-Americans began to disappear from professional baseball teams by the late 1800s?

“The white owners had gotten together in secret and decided to do away with Negroes in professional baseball.”

The author says, “We had no choice but to start our own professional teams—our own leagues.” According to the text, why was that so?

The guys loved to play baseball. A lot of them had genuine talent. They could have taken jobs that paid less, but they had already experienced what it was like to play ball for a living.

What issues did African-Americans face in trying to organize professional leagues?

“They didn’t have the money or the leadership to stay in business.”

What does the author mean when he says that “they’d put a racehorse on first base”?

He means that they would get someone on first base who was a really fast runner.

How was the team that “Rube” Foster put together different from other African-American teams of the time?

“They were always well equipped, with clean, new uniforms, bats, and balls.” They also arrived all together from a train, dressed in suits and hats. “They were big-leaguers.”

What made Rube decide to organize an entire Negro baseball league?

He had so much success with the American Giants.

What did Rube mean when he said, “We are the ship; all else the sea”?

Because the author quotes this after saying “Rube knew that if Negroes were to play in a professional league, we’d have to organize it ourselves,” I think this means that they were setting their own course and controlling their own destiny.

How many teams were in the Negro National League 8


Grade Level: 4‐6 formed in 1920?

Would the Negro National League have been as successful without Rube Foster?

No. According to the text, he “took it upon himself to keep the league going.” He helped out with cash and settling arguments.

How much did ticket to the First Colored World Series cost and when was it held?

It cost $1.56 and was held on October 11, 1924.

Vocabulary



respond to the following question: Write about the history of African-Americans in baseball. Be sure to

include facts and details from the text

Additional Tasks


o “Rube” Foster, Bud Fowler, and other early African-American baseball players

o Further investigate the history of the Negro League


leagues: a group of athletic teams umpire/umpires/umpiring: a person selected to rule on the

plays in the game

What Is Science? By: Rebecca Kai Dotlich

Grades: K‐2 Title: What Is Science?


Common Core ELA Standards: RL.4, RI.1, RI.6, RI.7, RI.10, W.2, SL.2, SL.6, L.6


Before Teaching





Science is stars and planets, rocks and soil, hurricanes and airplanes and so much more.

Synopsis

This text answers the question “What is science”. It gives students different examples of what science is

such as the study of rocks, the planets, and weather. It explains that is it also about curiosity and asking

questions. Science is all these things and so much more. This text is set up as a poetic picture book for

young readers.



Grades: K‐2 3. Reread the text while noting the stopping points for the Text Dependent Questions and teaching

Vocabulary.

During Teaching






Text-dependent Questions Evidence-based Answers What are three things you can learn about in science?

Example: You can learn about fossils, weather and animals in science.

What three types of weather are discussed in this poem?

Hurricanes, tornadoes and snow are three types of weather discussed in the poem.

Explain what the author means when she says, “We question the how, the where, when and why.”

Science is all about asking questions and trying to figure out the answers to these questions.

How can you tell this selection is a poem? The words at the end of each line rhyme. The poem is written with a rhythm.

What are some of the scientific tools the students are using in the book?

Throughout the book, I noticed the students using a magnifying glass to help them observe things closer, I saw many students reading


Grades: K‐2

books about the different topics they were studying, and I saw students writing and drawing what they observed and learned in notebooks.

Vocabulary



complete the following task: How can you tell that the author of What Is Science?, enjoys science? Using your

answers from the class discussion and the text, explain how the author proves that she likes science.


geodes- a small cavity in rock lined with crystals or other minerals fossils- the remains of a prehistoric organism preserved in rock

geysers- hot springs in which water intermittently steams into the air tombs- large vaults for burying the dead


Grades: K‐2 Additional Tasks

● In order to further deepen students understanding and knowledge of science, have the students pick one

of the topics mentioned in the text and research more about it. Have the students write an informative

paragraph about the topic, including some of the new facts that they learned.

● Have students write their answer to “What is science?” and share with the class.

What the Sea Saw Stephanie St. Pierre

Grades: 3‐4 Title: What the Sea Saw


Common Core ELA Standards: RI.1, RI.2, RI.3, RI.4, RI.6, W.2, W.4, SL.1, SL.2. L.1, L.2, L.3, L.4, L.5


Before Teaching





There is a vital relationship between sea creatures, other animals, plants, and the ecosystems in which

they live.

Synopsis

This selection describes the ocean with words that appeal to the senses. Written in poetic form, this

selection gives the perspective of the sky, birds, and fish when observing the ocean. The information is

supported by colorful illustrations. There is additional information in the back of the book that describes

how plants and animals exist together in nature.


Grades: 3‐4 2. Read entire text, keeping in mind the Big Ideas and Key Understandings.


Vocabulary.

During Teaching






Grades: 3‐4


Text-dependent Questions Evidence-based Answers Use the selection to list some animals that live in or around the sea.

Gulls, fish, lobsters, crabs, oysters, sharks

Give two examples of words from the selection that appeal to your sense of hearing.

Example: The sea crashed against giant rocks. The gull screeched.

“Clouds gathered and burst, sending the sky falling over the rocks.” What does the author mean by this?

It is raining at the beach.

According to the poet, why is a clown fish blue?

The clouds gathered. The sea saw. The sky saw.

Can the sea and the sky really see? Why did the author say that it could?

No, the author was trying to explain what the sky looks like from the sea’s perspective and what the sea looks like from the sky’s perspective.


Grades: 3‐4

Vocabulary

Culminating Task: Think, Discuss, Write:

Students will reread the story, think about the story and text-dependent questions, discuss in pairs, and complete the following task: After reading and discussing the book and using the information in the back of the book, write a paragraph about the relationship of plants and animals and the places they live. Additional Tasks

Using what you have learned in the book What the Sea Saw, how would you explain what the ocean is

like for someone who has never been there? Use sensory words to help you describe sea life.


scales, dune, and scuttling. What animals have scales? Where would you find sand dunes besides on

a beach? Think of some words that are synonyms for scuttling.


scales: a thin, flat, horny plates forming the covering of certain animals, as fish, snakes, etc… dune: a sand hill or ridge formed by the wind

scuttling: to run with quick hasty steps; scurry

Where in the Wild? David M. Schwartz

Grades: 3‐4 Title: Where in the Wild?




Before Teaching





Animals do various things to survive in the wild, such as camouflage or pretend to have a broken wing.

Synopsis

This selection combines nonfiction information with poetry to describe animals and how they survive in the

wild. The information is supported by colorful illustrations.

2. Read part of the text- Spots, Fawns, Serpentine, and Green Snake, keeping in mind the Big Ideas and Key

Understandings.


Grades: 3‐4 3. Reread that part of the text while noting the stopping points for the Text Dependent Questions and

teaching Vocabulary.

During Teaching






Text-dependent Questions Evidence-based Answers Look at the poem called spots. In which stanza does it describe why it is important for baby deer to use camouflage? What words tell you this?

The fourth stanza says that their legs are too weak to run away so they have to hide.

Baby deer have spots on their fur. Why don’t adults need these spots?

They are very fast runners and do not need to hide as much as babies do.

How do fawns and green snakes use Fawns only use camouflage to hide from


Grades: 3‐4

Vocabulary



complete the following task: Using what you have learned in the book, Where in the Wild, explain two

characteristics that help fawns survive in the wild. Then explain two characteristics that help green snakes

camouflage in different ways? predators, but green snakes use it to hide from predators AND find food.

A baby green snake has an egg tooth to cut through its hard shell. Which words from the selection show why this is important?

Parents do not guard their eggs or look after their young.

Which words from the poem “Serpentine” show you that a green snake is a good hunter?

silently, in the grass hiding, cunning, swift


clover- a plant from the pea family camouflage- hide or disguise to blend in with surroundings

hibernate- spend winter in a dormant state


Grades: 3‐4 survive in the wild. Students will be asked to display their understanding in writing, using complete

sentences.

Additional Tasks


clover, camouflage, and hibernate. Where might you find clover? What do you know about clover? How

can animals use camouflage to survive? What animals use it? What must animals do to prepare for

hibernation?

Who Likes the Rain? By: Etta Kaner Grades: K‐2

Title: Who Likes the Rain?


Common Core ELA Standards: RI.1, RI.2, RI.4, RI.7, W.2, W.8, SL.2, SL.6, L.6


Before Teaching





Rain transforms the world around us.

Synopsis

This text includes facts about rain. It describes why it rains, what raindrops look like, where puddles come

from, why is thunders and other questions about rain. This text is set up in a question/answer format in

which the child makes an, “I wonder” statement and then opens the flap to find the scientific concepts

explained for the reader.




Vocabulary.

During Teaching



the text for evidence. A variety of methods can be used to structure the reading and discussion. (i.e.:

whole class discussion, think-pair-share, independent written response, group work, etc.)


Text-dependent Questions Evidence-based Answers What three things have to happen in order for puddles to form?

First, it needs to rain a lot. Second, the rain needs to fall into a shallow hole. Third, the bottom and sides of the hole need to be hard.

Why does it thunder? Lightning is very hot and heats up the air around it, which causes an explosion called thunder.

Do you think the author likes the rain? Why or why not?

Students should refer to the text as he or she gives his or her opinion.

Do you feel the same way the author feels about the rain? Refer back to the selection to support your answer.

Students should refer to the text as he or she gives his or her opinion.

Rain helps much more than plants. Explain two other reasons why rain is good for living

Rain gives birds a way to clean their feathers. Rain helps clean the air. Worms need rain to


things. keep their skin wet. It always feels cooler after it rains. Do you agree or disagree? Use words from the selection to help you explain.

It doesn’t always feel cooler after it rains, only when a cool wind blows before it rains. The cool wind stays around after the rain to make the air cooler.

Vocabulary



complete the following task: Rain causes many things to happen. Using your answers from the questions from

the class discussion, explain two ways how the rain transforms the world around you. Be sure to clearly cite

evidence from the text to support your answer.


droplets- a very small drop of liquid fluff- make something appear fuller and softer by shaking it

sewer- an underground areas for drainage water calcium- a white metallic element

shallow- not deep coiled- wound up in the shape of a circle


Additional Tasks

● In order to further deepen students understanding of the information presented in the book, have students

write an opinion piece answering the question “Do you like the rain?”. Students will need to support their

opinion with information from the text.

Why Why Why Does the Earth Spin Round? Mason Crest Publishers

Grade: 3‐4 Title: Why Why Why Does the Earth Spin Round?




Before Teaching





There are many fascinating things that we can learn about the planet earth where we live.

Synopsis

This selection explains a number of facts about the Earth, both inside and on the surface. The text is

written in a question and answer format. The information is supported by colorful illustrations and

labeled diagrams.

2. Read the text (or only read pages 4-11, which are the pages that will be the focus during questioning),

keeping in mind the Big Ideas and Key Understandings.


Grade: 3‐4 3. Reread the text while noting the stopping points for the Text Dependent Questions and teaching

Vocabulary.

During Teaching





Text Dependent Questions over pages 4-11

Text-dependent Questions Evidence-based Answers Explain the sequence of how the Earth was formed.

1. A cloud of dust whizzed around the sun at high speed. 2. It started to stick together to form lumps of rock. 3. The rocks crashed into each other to make the planets.

Why do we have day and night? The Earth spins and leans off to one side. Each day, one part of the Earth spins towards the sun, and the other part faces the sun.

Name and describe the three layers of the Earth.

The inner core is made of solid metal. The outer core is made of hot liquid metal. The mantle is a thin rocky crust.

Use facts from the selection to explain two things people do with pumpkins.

People enter contests to find the biggest pumpkin. People carve pumpkins into jack-o-


Grade: 3‐4 lanterns. People pick pumpkins from farms. When fossils are forming, what step happens right before the mud turns to stone?

The animal gets covered with mud.

Read this section of text: One way that mountains are formed is when the Earth’s plates crash together. The crust at the edge of the plates slowly crumples and folds. Over millions of years this pushes up mountains. The Himalayan Mountains in Asia were made this way. Does this paragraph show an example of cause an effect, sequence, or compare and contrast? Explain.

A correct answer states one of these answers: It shows cause and effect because it talks

about what happens when the plates crash together.

It shows sequence because it explains how mountains are formed.

Students can also state that it shows both cause and effect and sequence.

Vocabulary


meteorite- big rocks from space mantle- a thin, rocky crust of solid area inside the earth

magma- hot, liquid rock that comes out of a volcano


Grade: 3‐4 Culminating Task: Reread, Think, Discuss, Write


complete the following task: Using what you have learned in the book Why, Why Why Does the Earth Spin

Round, explain two examples of sequence that occur on our Earth. Students will be asked to display their


Example: Fossils go through a sequence as they are formed. First, an animal dies, and then it gets covered with mud. Then the mud turns to stone around the animal. The fossil forms.

Additional Tasks


meteorite, mantle, and magma. What happens when a meteorite hits the moon? Draw a diagram of the

sun, labeled with the inner core, outer core, and mantle. Display some photos of an erupting volcano and

magma.

You Forgot Your Skirt, Amelia Bloomer! Shana Corey and Chesley Mclaren

Grade Level: 3‐6 Title: You Forgot Your Skirt, Amelia Bloomer!



Before Teaching





-Amelia Bloomer worked to change how women were viewed in society and challenged societal norms

regarding how women should act and dress.

-Amelia made a style of clothing for women so popular that they became known as “bloomers”.

Synopsis

Amelia Bloomer doesn’t understand why proper ladies can’t vote, can’t work, and have to wear such heavy

dresses. Amelia works to help ladies get the right to vote and work, but still isn’t sure about how to change

what they wear. Then she meets Libby, and Libby is wearing an outfit that is comfortable and practical.

Amelia copies the outfit and then uses her newspaper to tell other women about it. This style becomes very


Grade Level: 3‐6

popular, and some people even start calling the costume “bloomers”. Women don’t wear “bloomers”

anymore, but thanks to Amelia Bloomer, women today can wear whatever they want.



Vocabulary.

During Teaching






Text-dependent Questions Text containing Evidence-based Answers What had to happen for women to be allowed to vote?

Laws had to be changed.

How did Amelia challenge the idea that proper ladies were not supposed to work?

She started a newspaper. She worked for the newspaper and hired other women to work on the paper too.

Why did the author say that proper ladies looked and acted like “walking broomsticks”?

Their dresses were so long that they swept up the mud and trash from the street as they walked

What is a corset? Why did they cause women to faint?

A corset was worn under a woman’s dress to make her look smaller. Women fainted when they wore them,


Grade Level: 3‐6

because they were very tight. How did the hoops in the dresses cause problems for women?

They were so wide that women would get stuck in doorways.

Why does Amelia think that Libby’s outfit is “brilliant”?

Libby could move and breathe in it.

The author says that, “The townspeople were aghast.” What does “aghast” mean? What clues can you use to help you determine the meaning of that word?

Aghast means shocked or very surprised. Some clues in the text are the things people said and the expressions on their faces in the pictures. Also, the text says that everyone said it was shocking.

Based on the text, how do you think Amelia felt in her new clothes?

Examples: Free- She was able to do all the things she had always wanted to do, but couldn’t because she was trapped in the dress. Happy- In all of the pictures she is smiling. Also, she ran, jumped, and twirled. Those are things I do when I’m happy.

“They all wanted patterns so they could make the new clothes themselves.” What does the word “patterns” mean as used in the text?

A pattern is used when sewing clothes. It tells people what shapes the fabric should be cut into before they are sewn together.

Why did most people call the new style of clothes “bloomers”?

Amelia Bloomer wasn’t the first to wear them, but she made them popular. People called them “bloomers” after her.


Grade Level: 3‐6

Vocabulary



respond to the following question: Did people really forget about Amelia Bloomer and her improper ideas?

Use details from the text to support your answer. Students will be asked to display their understanding in

writing, using complete sentences. Additionally, they will be encouraged to accurately illustrate their

writing and then present their responses.

Additional Tasks


o the women’s rights movement

o women like Elizabeth Cady Stanton or Susan B. Anthony

o how fashion for women has changed through the years


proper: appropriate to the purpose or circumstance improper: inappropriate or unsuitable

aghast: struck with overwhelming shock or amazement patterns: a distinctive style, model or form

instructional read aloud model lessons

Documents