Developed by North Carolina Teachers

for North Carolina Classrooms

Teacher HandbookGrade 1

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

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

KINDERGARTEN

Kelly Hughes Kristin Hilkert

GRADE ONE

Dee Cochran Andi Matysek

GRADE TWO

Jerilyn Hilse Jodi Osborn

GRADE THREE

Kim Parker Caron Wickline

GRADE FOUR

Amy Sutton Michele Martin

GRADE FIVE

Debbie Lipscomb Jodi Hindes

Scholastic Inc. grants teachers permission to photocopy the contents of this book for classroom use only. No otherpart of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in anyform or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission ofthe publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012.

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

Cynthia Benjamin, Marcia Miller, Martin Lee

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

ISBN: 0-439-79746-2Copyright © 2005 Scholastic Inc.All rights reserved.

Printed in the U.S.A.

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

CONTENTS. . . . . . . . . . . . . . . . The North Carolina Science and Reading Kits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6The Importance of Nonfiction Text in the Classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . 7How the Books Were Selected. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Using the Science Kits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Read-Aloud and Guided Reading Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10North Carolina Standard Course of Study: Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12North Carolina Standard Course of Study: Language Arts. . . . . . . . . . . . . . . . . . . . . . . . 14The Teaching Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

GOAL 1: The learner will conduct investigations and make observations to build anunderstanding of the needs of living organisms.

Amazing Animals by Betsy Franco . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Objective: 1.05/Guided Reading

Apples and Pumpkins by Anne Rockwell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Objective: 1.01/Read Aloud

Apples, Apples, Apples by Nancy Elizabeth Wallace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Objective: 1.01/Read Aloud

Arms and Legs and Other Limbs by Allan Fowler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Objective: 1.03/Guided Reading

Bat Loves the Night by Nicola Davies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Objective: 1.02/Read Aloud

Bats by Lily Wood. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Objective: 1.02/Guided Reading

The Biggest Animal Ever by Allan Fowler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Objective: 1.05/Read Aloud

Carrots by Gail Saunders-Smith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Objective: 1.01/Guided Reading

Chickens Aren’t the Only Ones by Ruth Heller . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Objective: 1.02/Read Aloud

Creepy Beetles by Fay Robinson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Objective: 1.05/Guided Reading

A Dandelion’s Life by John Himmelman. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Objective: 1.01/Guided Reading

David McPhail’s Animals A to Z by David McPhail. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Objective: 1.05/Read Aloud

Fantastic Frogs by Fay Robinson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Objective: 1.05/Read Aloud

From Seed to Pumpkin by Jan Kottke . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Objective: 1.01/Guided Reading

From Tadpole to Frog by Kathleen Weidner Zoehfeld. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Objective: 1.02/Guided Reading

CONTENTSc o n t i n u e d . . . . . . . . . . . . . . . . . .Hello Ocean by Pam Munoz Ryan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Objective: 1.04/Read AloudThe Icky Bug Alphabet Book by Jerry Pallotta . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Objective: 1.05/Read AloudIt’s Pumpkin Time! by Zoe Hall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Objective: 1.01/Read AloudKnowing About Noses by Allan Fowler. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Objective: 1.03/Guided ReadingLet’s Talk About Tongues by Allan Fowler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Objective: 1.03/Read AloudLife in a Tide Pool by Allan Fowler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Objective: 1.04/Read AloudA Look at Teeth by Allan Fowler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Objective: 1.03/Guided ReadingPatty’s Pumpkin Patch by Teri Sloat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Objective: 1.01/Read AloudQuick as a Cricket by Audrey Wood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Objective: 1.03/Read AloudReally Big Cats by Allan Fowler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Objective: 1.05/Read AloudSassafras by Audrey Penn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Objective: 1.04/Read AloudSea Sums by Joy N. Hulme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Objective: 1.05/Read AloudA Tree Can Be… by Judy Nayer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Objective: 1.04/Guided ReadingZoo-Looking by Mem Fox . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Objective: 1.05/Guided Reading

GOAL 2: The learner will make observations and use student-made rules to build anunderstanding of solid earth materials.

I Am a Rock by Jean Marzollo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76Objective: 2.02/Guided Reading

I Love Mud and Mud Loves Me by Vicki Stephens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78Objective: 2.01/Guided Reading

Liz Sorts It Out by Tracey West . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80Objective: 2.01/Read Aloud

Mud! by Wendy Cheyette Lewison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Objective: 2.01/Guided Reading

CONTENTSc o n t i n u e d . . . . . . . . . . . . . . . . . .GOAL 3: The learner will make observations and conduct investigations to build an

understanding of the properties and relationship of objects.How Is a Crayon Made? by Oz Charles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Objective: 3.03/Read AloudIt Could Still Be Water by Allan Fowler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

Objective: 3.01/Guided ReadingThe Magic School Bus Ups and Downs by Jane B. Mason . . . . . . . . . . . . . . . . . . . . . . . . . . 88

Objective: 3.04/Read AloudSolid, Liquid, or Gas? by Fay Robinson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Objective: 3.01/Guided ReadingWater by Susan Canizares and Pamela Chanko . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Objective: 3.01/Guided Reading

GOAL 4: The learner will make observations and conduct investigations to build anunderstanding of balance, motion and weighing of objects.

Around and Around by Patricia J. Murphy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94Objectives: 4.01, 4.02, 4.03/Read Aloud

Back and Forth by Patricia J. Murphy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96Objectives: 4.01, 4.02, 4.03/Read Aloud

Push and Pull by Patricia J. Murphy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98Objective: 4.02/Read Aloud

Up and Down by Patricia J. Murphy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100Objective: 4.02/Read Aloud

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

6

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

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

NORTH CAROLINA SCIENCEand READING KITS

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

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

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

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

7

TEACHING WITH TRADE BOOKS

The Importance of NonfictionText in the Classroom

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

programs and to introduce them at earlier grades.As students move throughthe grades,“reading to learn” becomes amajor focus inschool (Chall,1983). Students areexpected to learnby reading text-books, referencematerials, andother informationalsources such as theInternet.As theyprogress throughhigh school and college, they willencounter increasingly more difficult texts.Introducing them to nonfiction as early aspossible can only help them succeed lateron in both their academic and adult lives.

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

Children, like adults, have different prefer-ences in what they choose to read. Some likefiction, while others prefer nonfiction, and

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

How the Books Were Selected

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

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

engaging for the intended learner.

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

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

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

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

8

Using the Science Kits

The program is designed to be flexibleso that it can meet the requirementsof a variety of instructional plans

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

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

The Books

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

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

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

■ the content and vocabulary are unfamiliarand need explanation;

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

The majority ofbooks, especially inthe upper grades,are appropriate forguided reading insmall groups. Thechart on page 10lists the read-aloudand guided readingtitles for grade one.

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

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

9

Teaching the Lesson

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

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

with the teacher eliciting students’ priorknowledge or relevant experiences;

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

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

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

■ instructions for important questions orideas to pay attention to while reading oractivities to complete.

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

After students finish reading, discuss themain idea of the text, following up on ques-

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

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

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

Blackline Masters

Blackline masters for many of thelessons are included at the end ofthe teacher’s handbook.

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

Classroom LibrariesA list of additional nonfiction books on

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

TEACHING WITH TRADE BOOKS

10

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

READ-ALOUD BOOKSApples and Pumpkins Anne Rockwell 16 I 550LApples, Apples, Apples Nancy Elizabeth Wallace 18-20 J 260LAround and Around Patricia J. Murphy 12 G 550LBack and Forth Patricia J. Murphy 12 G 590LBat Loves the Night Nicola Davies 18-20 J 560LThe Biggest Animal Ever Allan Fowler 12 G 420LChickens Aren’t the Only Ones Ruth Heller 18-20 K 620LDavid McPhail’s Animals A to Z David McPhail 18-20 K NPFantastic Frogs Fay Robinson 18-20 J 190LHello Ocean Pam Munoz Ryan NPHow Is a Crayon Made? Oz Charles 30 N 970LThe Icky Bug Alphabet Book Jerry Pallotta 14 H 530LIt’s Pumpkin Time! Zoe Hall 16 I 530LLet’s Talk About Tongues Allan Fowler 14 H 500LLife In a Tide Pool Allan Fowler 14 H 520LLiz Sorts It Out Tracey West 30 I 440LThe Magic School Bus Ups Jane B. Mason 24-28 M 460L

and DownsPatty’s Pumpkin Patch Teri Sloat 18-20 J NPPush and Pull Patricia J. Murphy 12 G 600LQuick as a Cricket Audrey Wood 16 I 240LReally Big Cats Allan Fowler 16 I 610LSassafras Audrey Penn 24-28 M 570LSea Sums Joy N. Hulme 24-28 L 330LUp and Down Patricia J. Murphy 12 G 490L

GUIDED READING BOOKSAmazing Animals Betsy Franco 14 H 400LArms and Legs and Other Allan Fowler 14 H NA

Limbs

DRA™ GRL Lexile®

11

Title Author Readabilty Levels

Bats Lily Wood 16 I 220LCarrots Gail Saunders-Smith 1-2 B 180LCreepy Beetles Fay Robinson 14 H 300LA Dandelion’s Life John Himmelman 14 H NAFrom Seed to Pumpkin Jan Kottke 12 G BRFrom Tadpole to Frog Kathleen W. Zoehfeld 18-20 J 520LI Am a Rock Jean Marzollo 16 I 70LI Love Mud and Mud Loves Me Vicki Stephens 4 D 660LIt Could Still Be Water Allan Fowler 10 F 590LKnowing About Noses Allan Fowler 12 G NAA Look at Teeth Allan Fowler 16 I NAMud! Wendy C. Lewison 1-2 B BRSolid, Liquid, or Gas? Fay Robinson 16 I 430LA Tree Can Be… Judy Nayer 6-8 E BRWater Susan Canizares and 1-2 B 180L

Pamela ChankoZoo-Looking Mem Fox 12 G 580L

DRA™ GRL Lexile®

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

12

GOALS AND OBJECTIVES

Science Curriculum

The focus for first grade is on students using their senses to make observationsand using their own rules to classify living and nonliving objects. Identifying typesand levels of organization helps students find useful ways of describing objects

and organisms. Guide student learning to continue to emphasize the unifying conceptsintroduced in kindergarten, including evidence, explanation and measurement as well asthe introduction at grade one of order and organization.The strands provide a contextfor teaching the content goals.

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

1.01 Investigate the needs of a variety ofdifferent plants: air, water, light, space.

1.02 Investigate the needs of a variety ofdifferent animals: air, water, food, shelter,space.

1.03 Observe the ways in which humansare similar to other organisms.

1.04 Identify local environments thatsupport the needs of common NorthCarolina plants and animals.

1.05 Discuss the wide variety of livingthings on Earth.

SCIENCE COMPETENCY GOAL 1: The learner will conduct investigations and makeobservations to build an understanding of the needs of living organisms.

2.01 Describe and sort a variety of earthmaterials based on their properties: color,hardness, shape, size.

2.02 Describe rocks and other earthmaterials in more than one way, usingstudent-made rules.

2.03 Observe the various componentsthat combine to make soil.

2.04 Compare the components of soilsamples from different places.

2.05 Explore where useful earth materialsare found and how they are used.

SCIENCE COMPETENCY GOAL 2: The learner will make observations and use student-made rules to build an understanding of solid earth materials.

3.01 Describe the differences in theproperties of solids and liquids.

3.02 Investigate several ways in whichobjects can be described, sorted orclassified.

3.03 Classify solids according to theirproperties: color, texture, shape (ability to roll or stack), ability to float or sink inwater.

SCIENCE COMPETENCY GOAL 3: The learner will make observations and conductinvestigations to build an understanding of the properties and relationship of objects.

13

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

1.01 Develop phonemic awareness anddemonstrate knowledge of alphabeticprinciple: count syllables in a word; blendthe phonemes of one-syllable words;segment the phonemes of one-syllablewords; change the beginning, middle, andending sounds to produce new words;create and state a series of rhymingwords that may include consonant blends(e.g., flag, brag).

1.02 Demonstrate decoding and wordrecognition strategies and skills:

Generate the sounds from all theletters and appropriate letter patternswhich should include consonantblends and long and short vowelpatterns

Use phonics knowledge and sound-letter relationships to decode regularone-syllable words when reading wordsand text

Recognize many high frequency and/orcommon irregularly spelled words intext (e.g., have said, where, two).

Read compound words andcontractions

Read inflectional forms (e.g., -s, -ed,-ing) and root words (e.g., looks,looked, looking)

Read appropriate word families

1.03 Use pronunciation, sentence meaning,story meaning, and syntax to confirmaccurate decoding or to self-correct errors.

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

4.01 Describe different ways in whichobjects can be moved.

4.02 Observe that movement of an objectcan be affected by pushing or pulling.

4.03 Investigate and observe that objectscan move steadily or change direction.

4.04 Observe and describe balance as afunction of position and weight.

4.05 Describe and observe systems thatare unstable and modify them to reachequilibrium.

SCIENCE COMPETENCY GOAL 4: The learner will make observations and conductinvestigations to build an understanding of balance, motion and weighing of objects.

3.04 Determine the properties of liquids:color, ability to float or sink in water,tendency to flow.

3.05 Observe mixtures including: solidswith solids, liquids with liquids, solidswith liquids.

14

GOALS AND OBJECTIVES

3.01 Elaborate on how information andevents connect to life experiences.

3.02 Recognize and relate similarvocabulary use and concepts acrossexperiences with texts.

3.03 Discuss unfamiliar oral and/orwritten vocabulary after listening to orreading texts.

3.04 Share personal experiences andresponses to experiences with text:publishing non-print texts, discussinginterpretations; recording personalresponses.

3.05 Recognize how particular authorsuse vocabulary and language to developan individual, recognizable voice.

3.06 Discuss authors’/speakers’ use ofdifferent kinds of sentences to interest aread/listener and communicate a message.

3.07 Compare authors’ uses ofconventions of language that aid readersincluding: kinds of sentences,capitalization of first word in a sentenceand proper names, punctuation to end adeclarative and interrogative sentence.

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

1.04 Self-monitor decoding by using oneor two decoding strategies (e.g.,beginning letters, rimes, length of word,ending letters).

1.05 Increase vocabulary, concepts, andreading stamina by reading self-selectedtexts independently for 15 minutes daily.Self-selected texts should be consistentwith the student’s independent readinglevel.

2.01 Read aloud independently withfluency and comprehension any text thatis appropriately designed for emergentreaders.

2.02 Demonstrate familiarity with avariety of texts (storybooks, short chapterbooks, newspapers, telephone books, andeveryday print such as signs and labels,poems, word plays using alliteration andrhyme, skits and short plays).

2.03 Read and comprehend both fictionand nonfiction text appropriate for gradeone using: prior knowledge, summary,questions, graphic organizers.

2.04 Use preparation strategies toanticipate vocabulary of a text and to

connect prior knowledge andexperiences to a new text.

2.05 Predict and explain what willhappen next in stories.

2.06 Self-monitor comprehension byusing one or two strategies (questions,retelling, summarizing).

2.07 Respond and elaborate in answering what, when, where, and how questions.

2.08 Discuss and explain response tohow, why, and what if questions in sharing narrative and expository texts.

2.09 Read and understand simple writteninstructions.

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

15

4.01 Select and use new vocabulary andlanguage structures in both speech andwriting contexts (e.g., oral retelling usingexclamatory phrases to accent an idea orevent).

4.02 Use words that describe, namecharacters and settings (who, where), andtell action and events (what happened,what did ___ do) in simple texts.

4.03 Use specific words to name and tellaction in oral and written language (e.g.,using words such as frog and toad whendiscussing a nonfiction text).

4.04 Extend skills in using oral andwritten language: clarifying purposes forengaging in communication, using clearand precise language to paraphrasemessages, engaging in more extendedoral discussions, producing writtenproducts, completing graphic organizers.

4.05 Write and/or participate in writingby using an author’s model of languageand extending the model (e.g., writingdifferent ending for a story, composing aninnovation of a poem).

4.06 Compose a variety of products (e.g.,stories, journal entries, letters, responselogs, simple poems, oral retellings) usinga writing process.

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

5.01 Use phonic knowledge and basicpatterns (e.g., an, ee, ake) to spellcorrectly three-and four-letter words.

5.02 Apply phonics to writeindependently, using temporary and/orconventional spelling.

5.03 Write all upper and lower caseletters of the alphabet, using correctletter formation.

5.04 Use complete sentences to writesimple texts.

5.05 Use basic capitalization andpunctuation: first word in a sentence,proper names; period to end declarativesentence; question mark to endinterrogative sentence.

5.06 Self-monitor composition by usingone or two strategies (e.g., rereading,peer conferences).

5.07 Use legible manuscript handwriting.

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

16

THE TEACHING PLAN

54

North Carolina Standard Course of Study ObjectivesScience: 1.03 Observe the ways in which humans are similar to other organisms.Language Arts: 2.06 Self-monitor comprehension by using one or two strategies (questions, retelling,summarizing).Cognition: Summarize main pointsInterpretation: Make predictionsConnections: Text to self

Knowing About Noses

By Allan Fowler

Book FeaturesGenre: NonfictionLevels: DRA™–12; GRL–G; Lexile® Measure–NAFormat: 32 pages, information text, colorphotographs, labeled photographs in Words You Know,Index,About the AuthorVocabulary: proboscis, smell, breathe, trumpet,

SummaryThis Rookie Read About Science bookdescribes the many types of noses found onall kinds of animals—including people.Youngreaders will learn how important noses arefor smelling, breathing, identifying scents—even squirting water.

FYIWrite vocabulary words on chart paper.

Put scented pieces of cotton inside the filmcontainers for students to identify. Possiblescents to include: vanilla, lemon juice, vinegar,perfume, cinnamon, baby powder. Numbereach container.

MaterialsChart paperDrawing paperCrayonsVariety of textured fabric swatchesScratch ’n’ sniff stickersSix to eight empty film containersBalls of cotton

GUIDED READINGBooks are designated foreither reading aloud or

guided reading.

The genre, reading levels, pagecount and vocabulary words are

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

such as photographs, charts, or diagrams are also noted.

Each lesson begins with abrief description of thebook so teachers can

familiarize themselves withthe content and features.

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

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

book features.

This special section alerts teachersto materials or preparations neces-

sary for teaching the lesson andmay also offer background informa-

tion to support the content.

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

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

identified for each lesson.

17

55

Introduce the BookInvite students to share what they knowabout how different animals use their noses.Then display the cover of the book. Read thetitle and discuss the cover photograph.Encourage students to predict what thebook will be about.To confirm theirpredictions, encourage them to page throughthe book and look at the photographs.

Read the vocabulary words on the charttogether, and ask students to be alert for thewords as they read. Point out text features,such as the phonetic respellings on pages 3and 21; also note the labeled photographs inWords You Know, the index, and the Aboutthe Author. Discuss how each feature helpsstudents better understand the book.

Read the BookRead the first page as students follow along.Then have students read the book.Aftereach two-page spread, use the RCRR (Read,Cover, Remember, Retell) strategy. Havestudents stop and cover what they’ve justread.Then have them remember what theyread and tell it to the class or to a partner.Have them continue using this strategy asthey read the rest of the book.

Revisit the BookDirect students to the index on page 32 anddiscuss its use.Ask pairs of students to lookup terms in the index, read the pages, andsummarize the information they find. Call ondifferent students to retell their summariesto the group.

Extend the LessonaWRITING Draw a two-column chart on the board or apiece of chart paper.Write the followingheadings on the chart: Number, Smell. Displaythe film containers filled with scentedcotton.Write the number of the firstcontainer on the chart.Then remove thecotton and encourage students to sniff it andidentify the scent. Record their answers inthe second column. Repeat with theremaining containers. Next distribute writingpaper and ask students to identify whichscent they liked the best and the least. Havethem provide reasons for their choice.

cSCIENCE Talk about the five senses.Then distributedrawing paper and crayons to students.Askthem to draw pictures of things they like tosee, taste, and hear. Display the texturedfabrics for students to draw and describe.Give students some scratch ’n’ sniff stickersfor their “smell” page.Assemble the pagesinto a class book about the five senses.� VOCABULARY Have different students pantomime thevocabulary words on the chart and in theWords You Know section.Ask otherstudents to identify the word beingpantomimed and identify it on the chart oron pages 30 and 31.

The last section of theteaching plan focuses oncross-curricular activities

in writing, vocabularydevelopment, science,

social studies, math, andtechnology.These

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

their skills.

This section offers questionsand strategies to support

comprehension and vocabularydevelopment and points out

book features that help makethe text accessible.

Additional teaching strategiesreinforce what students have

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

practice newly acquired skills andexpand content-area knowledge.

18

North Carolina Standard Course of Study ObjectivesScience: 1.05 Discuss the wide variety of living things on Earth.Language Arts: 2.03 Read and comprehend nonfiction text appropriate for grade one using prior knowledge,summary, questions, and graphic organizers. 4.04 Extend skills in using oral and written language by engaging inmore extended oral discussions.Cognition: Vocabulary in contextInterpretation: Make predictionsCritical Stance: Determine the effect of author’s word choice

Amazing AnimalsBy Betsy Franco

Book FeaturesGenre: NonfictionLevels: DRA™–14; GRL–H; Lexile® Measure–400LFormat: 32 pages, informational text, words list,biographical information about the author andillustratorVocabulary: insects, tongue, sticky, grasshopper,special, walrus, whiskers, squirts, hose, feelers, amazing

SummaryThis rhyming book introduces beginningreaders to a variety of animals and explainshow they use their senses and body parts toexplore the world.

FYIWrite the following headings on chart paper:Land, Water, Air, Land and Water.

MaterialsChart paperDrawing paperCrayonsIndex cardsSticky notesBlackline master:Two-Column Chart, p. 102Tape

GUIDED READING

19

Introduce the BookShow students the book cover and read thetitle aloud with them. Brainstorm themeaning of amazing.Ask if students can thinkof any animals that are “amazing.” Havestudents describe the cover illustration andpredict what the book is about.Then take apicture walk through the book to confirmthat students can read the names of theanimals.As you show students the pictures,talk about the different senses used by eachanimal. Point out key text features: the use ofrhyming words, a Word List on page 32, andinformation about the author and illustratoron page 32. Discuss how these features helpreaders better understand the text.

Read the BookRead the first page of the book as studentsfollow along in their copies.Then call onvolunteers to read each page out loud.Asstudents read, point to the vocabulary wordsand encourage them to use context clues inthe surrounding words and pictures toidentify the word’s meaning. Monitor students’comprehension by asking questions at the endof each two-page spread. On page 21, askstudents to identify the two things that arebeing compared in the sentence. (Elephant’smouth, hose) Introduce the term “simile.”

Revisit the BookDistribute copies of the blackline master,Two-Column chart on page 102. Havestudents write the word Animal over the firstcolumn and Body Part over the secondcolumn. Discuss how animals use variousbody parts in amazing ways.Then have pairs

of students go through their books andwrite each animal’s name under the firstcolumn. Students should then identify thebody part used by the animal to explore theworld under the second heading. Call onstudent pairs to read their charts out loud.

Extend the LessonaWRITINGHave each student choose one animal to doadditional research on by using classroombooks and the Internet.Ask students todesign a poster advertising this “amazing”animal by including one or two facts and a picture.� VOCABULARY Reread the simile on page 21 with the class.Then work with students to write two moresimiles about the animals in the book.Writeout the following format on the board:

The _____ [animal’s name] _____ [whatanimal does] is like _____ [name or objectof thing] _____ [what object or thing does].

cSCIENCE Distribute index cards and have studentswrite the name of one animal from the bookon a card.Then call on volunteers to tapetheir index cards on a piece of chart paperunder the heading identifying where theiranimal lives: Land, Water, Air, and Land andWater.Talk about students’ choices with the class.

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North Carolina Standard Course of Study ObjectivesScience: 1.01 Investigate the needs of a variety of different plants: air, water, light, and space.Language Arts: 4.04 Extend skills in using oral and written language by engaging in more extended oraldiscussions.Interpretation: Make predictionsConnections: Text to self

Apples and PumpkinsBy Anne Rockwell

Book FeaturesGenre: NonfictionLevels: DRA™–16; GRL–I; Lexile® Measure–550LFormat: 22 pages, informational textVocabulary: bushel, orchard, shiny, pumpkin, vine,jack-o’-lantern, trick-or-treating

SummaryWhen red and yellow leaves are on thetrees, it’s time to pick apples and pumpkins!This fall story emphasizes picking apples andpumpkins, while its illustrations are perfectfor children to use in identifying safety issuesaround a farm and while trick-or-treating.

FYIPreview the book to identify the safetyissues illustrated in the pictures.

MaterialsDrawing paperCrayons or colored pencilsBushel basket or a one quart measuring cupColored yarn and scissors

Introduce the BookShow students the book cover. Read the title,author, and illustrator’s names together. Pagethrough the book and look at the illustrationswith students. Encourage them to predict whatthe story is about.Ask if anyone has ever beento an apple orchard or a pumpkin patch, andallow time to discuss personal experiences.Tellthe students that the little girl in the story mayhave an experience similar to theirs.

Read the BookRead the book, pointing out the variousevents in the family’s visit to the orchard.Asyou read, explain that a bushel is used tomeasure how many apples people pick.Display a bushel basket or fill a quart-measuring cup with water, and explain that abushel is equal to 32 quarts.

READ ALOUD

21

Encourage students to use completesentences to describe what is happening inthe book’s illustrations. Use the pictures todiscuss safety issues. For example, point tothe picture of a pitchfork leaning against thebarn and ask what it is.Ask: Is it safe to leaveit outside where anyone can play with it? Pointto the pictures of the jack-o’-lanterns anddiscuss who should carve the pumpkin andlight the candle.Ask: Is it safe to leave anopen box of matches? Why or why not?

Revisit the BookEncourage students to discuss how the storyin the book was similar to and different fromtheir own experiences picking apples andpumpkins.Then write the questions wordsWho? What? Where? When? and Why? on theboard. Help students make up questionsabout the book using the five questionwords.Write students’ questions on theboard and encourage the class to answer the questions by referring to the events inthe story.

Extend the LessonaWRITING Distribute drawing paper, crayons and pencilsto the class. Discuss with the class theimportance of trick-or-treating safely.Thenhave students write two or three rules forsafe trick-or-treating on a sheet of drawingpaper.Ask them to draw a picture toaccompany their list.� VOCABULARY Have students draw an outline of an apple orpumpkin on colored drawing paper and cut itout. Encourage students to write wordsdescribing each fruit on their cut-outs. Make amaster list of the descriptive words on a two-column chart on the chalkboard.Then helpstudents attach colored yarn to their cut-outsand attach them to a classroom mobile.

�SOCIAL STUDIES Visit an apple orchard or a pumpkin patchon a classroom field trip. Prepare for the tripby helping students write questions to askthe orchard owner about growing andharvesting apples and pumpkins.

22

North Carolina Standard Course of Study ObjectivesScience: 1.01 Investigate the needs of a variety of different plants: air, water, light and space.Language Arts: 3.01 Elaborate on how information and events connect to life experiences.Cognition: Text features (diagrams, insets, labels)Interpretation: Draw conclusionsConnections: Text to self

Apples,Apples,Apples

By Nancy Elizabeth Wallace

Book FeaturesGenre: Picture book, nonfictionLevels: DRA™–18-20; GRL–J; Lexile® Measure–260LFormat: 32 pages, informational text, paintings by theauthor, labeled, chart, diagram labeled drawingsVocabulary: autumn, orchard, varieties, stem, skin,core, flesh, seed, bud, root, rootstock, grafted, simmer

SummaryIn this engagingly illustrated picture book afamily of rabbits spends a day picking applesat an orchard.The author uses diagrams andlabeled charts to teach students how to pickapples and how to identify the different partsof this fruit.A recipe for making applesauceand a crafts project are included.

FYIThe book refers to Johnny Appleseed, thenickname of John Chapman (1774–1845), anAmerican folk hero. He is celebrated in manypoems and stories for planting apple seedsthat developed into orchards in severalstates, including Ohio, Illinois, andPennsylvania.

MaterialsUnited States map (9 by 12 inches)List of apple growing statesChildren’s atlas or classroom map of the

United StatesVarious types of apples (red delicious, gold

delicious, etc.)Blackline master: K-W-L Chart, p. 103

Introduce the BookLook at the book cover with students andread the title. Point out that the author alsoillustrated the book. Have students identifywhat they see (rabbit, apples) and what therabbit is doing. Page through the book andask students to predict what the story mightbe about.

Distribute copies of the blackline master, K-W-L (What We Know; What We Want to Know;

READ ALOUD

23

What We Learned) chart on page 103. Havestudents fill in what they know about applesand what they want to learn by reading the book.

Read the BookRead the book aloud to the class, stoppingto discuss unfamiliar words and concepts.Direct students to the charts, diagrams, andstep-by-step instructions. Point to the chartcomparing the varieties of apples and helpstudents read the names.Ask severalquestions that students can answer byreferring to the information in the differentchart categories.

Explain that many orchards allow visitors topick apples just the way the family of rabbitsdid in the book. Encourage students to talkabout what they might learn during a visit toan orchard.

Revisit the BookInvite students to describe their ownexperience picking, buying, or cooking apples.Have them compare and contrast theirpersonal experiences with those of therabbit family in the book. Encourage studentsto describe, in sequence, the rabbit family’strip to the orchard.Ask one student to beginretelling the story using time order words(first, next, then, last) and then tap anotherstudent to continue. Continue thisprocedure until the entire story has been retold.

Refer students to the K-W-L chart theybegan, and help them complete the lastsection with information from the book.

Extend the LessonaWRITING Have students draw a picture illustrating theirfavorite scene from the story. Have themlabel or write a sentence about their picture.� VOCABULARYPlan a special apple tasting day in class. Bringin examples of different varieties of applesfeatured in the book for children to tasteand describe.Write the words used todescribe the apples in the book on theboard: sweet, tart, soft, crisp. Help studentsread the words and make sure theyunderstand what each means. Encouragestudents to try different apples and describehow each one tastes. Compare theirdescriptions with those in the book.

�SOCIAL STUDIES Photocopy and distribute copies of theUnited States map to each student.Thenpoint to the major apple producing states ona large classroom map or in a children’satlas. Have students color the states on theirindividual maps and add a symbol for applesto each one. Discuss how the state’s climateaffects apple production.

24

North Carolina Standard Course of Study ObjectivesScience: 1.03 Observe the ways in which humans are similar to other organisms.Language Arts: 2.06 Self-monitor comprehension by using one or two strategies (questions, retelling,summarizing). 4.03 Use specific words to name and tell action in oral and written language.Cognition: Summarize main pointsInterpretation: Make predictionsCritical Stance: Compare and contrast

Arms and Legs andOther Limbs

By Allan Fowler

Book FeaturesGenre: NonfictionLevels: DRA™–14; GRL–H; Lexile® Measure–NAFormat: 32 pages, informational text, photographs,labeled photographs in Words You Know, captions,indexVocabulary: limbs, tentacles, grasping, centipede,millipedes

SummaryThis fact-filled Rookie Read About Sciencebook introduces beginning readers to thevarious limbs used by different animals,including people.The color photographs andinformative text explain how these differentlimbs are used for walking, swinging, eating,flying, and swimming.

FYIWrite the names of the different animalsdiscussed in the book on chart paper.

Create a six-column chart with the followingheadings: 0 Limbs, 4 Limbs, 6 Limbs, 8 Limbs,10 Limbs, More than 10 Limbs.

MaterialsChart paperDrawing paperCrayonsPhotographs of animals not discussed in

bookBlackline master:Venn Diagram, p. 104

Introduce the BookWrite the word limbs on the chalkboard, andread it aloud. Brainstorm with students whatthe word means and the kinds of limbs thatpeople have.Then display the book coverand read the title and author’s name withstudents. Encourage them to discuss thecover photograph.Ask students to page

GUIDED READING

25

through their books and look at thephotographs.Then invite volunteers topredict what the book will be about.Introduce the vocabulary words and readthem with students. Point out key textfeatures such as captions, labeledphotographs in “Words You Know,” and theindex. Discuss how each feature helpsstudents better understand what they read.

Read the BookRead the first page as students follow along.Then have students read the story together.After every two-page spread, ask studentsquestions to monitor their comprehension.When students read a page with avocabulary word, talk about the word’smeaning by using context clues in the textand in photographs. Encourage students toanswer in complete sentences.

Revisit the BookPoint to the six-column chart and havestudents read the headings.Ask students touse the index to find information aboutdifferent animals, reread the pages, andidentify the number of limbs that each animalhas.Write students’ responses on the chart.

Extend the LessonaWRITING Distribute copies of the blackline master,Venn Diagram on page 104 to each student.Have pairs of students work together tocompare and contrast two of the animalsdiscussed in the book. Remind students tolook for information about the animals in thetext and the photographs. Call on studentsto use their Venn diagrams to talk about thetwo animals they compared.� VOCABULARY Distribute writing paper and pencils tostudents.Ask students to make up sentencesfor three of the vocabulary words in the“Words You Know” section on pages 30 and31. Call on volunteers to read theirsentences aloud, leaving out the vocabularyword. Have other students identify thevocabulary word based on context clues inthe sentence.

Distribute drawing paper and crayons to eachstudent. Invite students to draw a picture of anew animal, name it, describe it, and tell howthe imaginary animal uses its limbs.

cSCIENCE Direct students’ attention to thephotographs of different animals you havedisplayed in the classroom. Have studentslocate the animal’s limbs, describe them, andpredict how the animal uses them.

26

North Carolina Standard Course of Study ObjectivesScience: 1.02 Investigate the needs of a variety of different animals: air, water, food, shelter, space.Language Arts: 3.03 Discuss unfamiliar oral and/or written vocabulary after listening to or reading texts. 4.03Use specific words to name and tell action in oral and written language.Cognition: Vocabulary in context; reference materials

Bat Loves the Night

By Nicola Davies

Book FeaturesGenre: Informational fictionLevels: DRA™–18-20; GRL–J; Lexile® Measure–560LFormat: 32 pages, informational text, captions, index,colored illustrationsVocabulary: thistledown, unfurls, tangled, hedge,swoops, squeak, slippery, slithers, echolocation

SummaryBat Loves the Night tells the story of one ofthe world’s smallest mammals, the pipistrellebat.This vividly descriptive narrative takesyoung readers along on the tiny bat’snocturnal journey to find food and her safereturn home to her young.

FYIThis book includes a discussion ofecholocation.You may want to preview thebook before reading it aloud to the class andprepare a phonetic respelling of the wordpipistrelle for students.

MaterialsChart paperCrayonsOther books about bats that include

photographs or illustrations

Introduce the BookBring in several books about bats and displaythem in the classroom.Then invite studentsto share what they already know about bats.Next display the cover and read the title andauthor’s name together. Page through thebook and show students the illustrations,captions, and index on page 30.Ask them topredict what they will be learning about inthe book.Write the words pipistrelle bat withits phonetic spelling on the chalkboard andhelp students pronounce it. Explain thatalthough this book is a fiction story about apipistrelle bat, it includes facts about this baton each page.

Introduce the vocabulary words by writingthem on the board and reading themtogether.Tell students to listen for thesewords and for other describing words aboutbats and their actions.

READ ALOUD

27

Read the BookRead the book aloud to the class, stopping totalk about unfamiliar vocabulary words andconcepts. Point to the captions as you readthem so students understand that they are notpart of the main body of text.After readingeach spread, pause and record the describingwords and the action words in two columnson chart paper or on the board.

Revisit the BookCreate a large bat shape on a piece of chartpaper or on the chalkboard.Then reread thebook, stopping at the end of each two-pagespread.Ask students to recall facts aboutbats and add them to the bat shape. Call onvolunteers to read the facts aloud to the group.

Extend the LessonaWRITING Review the action and describing words onthe chart paper with the class. Divide theclass into small groups of three to fourstudents. Explain that each group will createa line for a poem about bats.Write the titleBats on the board.Then write the followingformat to be filled in by each group: _____,_____, _____ bats. Explain that all threewords on the line must begin with the sameletter.The words must all describe a waybats look or act. Examples of words are:small, swooping, spotted.

After each group has completed its line forthe poem, write all the lines on a piece ofchart paper. Have students copy the poemson their papers and create pictures of batsto illustrate the poem.

cSCIENCE To help students understand how bats usesound to help them fly, play a game similar to “Marco Polo.” Blindfold one student to be the bat.The other students will be moths and will call out “moth, moth.” Theblindfolded student moves to where thesound is coming from and tries to catch amoth by touching the student. If a student is touched, he or she becomes a bat.

TECHNOLOGYStudents might go online to access additionalinformation about bats.A Web site toconsider is:www.enchantedlearning.com/subjects/bats

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North Carolina Standard Course of Study ObjectivesScience: 1.02 Investigate the needs of a variety of different animals: air, water, food, shelter, and space.Language Arts: 2.01 Read aloud independently with fluency and comprehension any text that is appropriatelydesigned for emergent readers.Cognition: Text featuresConnections: Text to text (Bat Loves the Night)

BatsBy Lily Wood

Book FeaturesGenre: NonfictionLevels: DRA™–16; GRL–I; Lexile® Measure–220LFormat: 32 pages, informational text, photographs,glossaryVocabulary: mammals, echolocation, colonies,migrate, hibernate, pollen

SummaryEmergent readers will learn all about bats inthis fact-filled book that includes beautiful,color photographs, some in close-up. Bats isa perfect compliment to another book ingrade one, Bat Loves the Night.

FYIYou may want to preview the book tofamiliarize yourself with the text features andvocabulary words.

MaterialsDrawing paperCrayonsA copy of Bat Loves the Night by

Nicola Davies

Introduce the BookInvite students to tell you what they knowabout bats.Then display the cover of thebook and read the title and author’s namewith students. Invite volunteers to predictwhat they think the book will be about. Havestudents take a picture walk through thebook, looking at the photographs on eachpage. Point out key text features, such as thecaptioned photographs with the heading“Take a Closer Look,” the words in bold-face, the phonetic respellings of some words,and the glossary on page 31. Discuss howeach feature helps readers better understandthe text.

GUIDED READING

29

Read the BookRead the first page as students follow alongin their books.Then have students read thestory together. Call on different students to read aloud to the group.After every two-page spread, use the Read, Cover,Remember, Retell (RCRR) strategy to checkcomprehension. Using this method, studentsread a paragraph, either silently or to thegroup, cover the paragraph with their hand,remember what they have read, and retell itto the class.As students read the text thatincludes phonetic respellings, help themblend the sounds and read the wordcorrectly. Help students’ comprehension ofthe vocabulary words by having them useinformation in the text and in photographsto understand the word’s meaning.

Revisit the BookRead Bat Loves the Night aloud to the class.Talk about the ways this book is similar toand different from Bats. Draw a Venn diagramon the board or on chart paper and workwith students to compare and contrast thebooks by completing the diagram.

Extend the LessonaWRITING Have pairs of students work together to findout more information about bats by usingclassroom resources or the Internet. Havestudents make a poster with informationabout bats. Encourage them to include adrawing. Display the posters in class. Invitevolunteers to discuss their posters with the group.� VOCABULARY Ask small groups of students to choose aword from the glossary on page 31, andwrite two sentence clues that would helpanother group identify the word. Call oneach group to read their clues aloud, andhave the other groups try to guess the word.

cSCIENCE Take a field trip to a nature museum or azoo in your community so students canlearn more about bats. Before the field tripencourage students to make up a list ofquestions to ask the curator or tour guide.

TECHNOLOGYStudents might go online to access additionalinformation about bats.A Web site toconsider is:www.bats4kids.com

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North Carolina Standard Course of Study ObjectivesScience: 1.05 Discuss the wide variety of living things on Earth.Language Arts: 2.06 Self-monitor comprehension by using one or two strategies (questioning, retelling,summarizing).Cognition: Summarize main pointsInterpretation: Make predictions

The Biggest AnimalEver

By Allan Fowler

Book FeaturesGenre: NonfictionLevels: DRA™–12; GRL–G; Lexile® Measure–420LFormat: 32 pages, informational text, photographs,illustrations, photographs with labeled, indexVocabulary: blue whale, dinosaur, mammals, calf,breathe, blowhole, dolphins, grunt

SummaryYoung whale watchers will be delighted bythe photographs and illustrations in thisRookie Read About Science book.The simpletext provides a wealth of information aboutthe physical characteristics and behavior ofthe biggest animal ever—the blue whale.

FYIMaterialsBlackline master: Who, What, When, Where,

Why Chart, p. 105Books about whalesDrawing paperCrayons

Introduce the BookDisplay books about whales in the classroom,and encourage students to look at the coversand page through the photographs.Then invitestudents to predict what is the biggest animalin the world—ever! Write their predictions onthe board. Show students the cover of thebook and read the title and the author’s nametogether. Discuss the cover photograph andencourage students to confirm or change theirpredictions. Page through the book, pointingout text features, such as photographs, labeledphotographs that illustrate vocabulary words,and the index. Discuss how these text featureshelp readers better understand theinformation in the book.

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31

Read the BookRead the book aloud to the class, stoppingafter every two-page spread. Use the RCRRstrategy to help students understand thematerial. After reading two pages, stop andcover what you have read with a piece ofpaper. Call on students to remember whatyou just read and retell it to a partner.Remind them that their summaries shouldinclude the main or most important idea onthe page and one or two supporting details.Continue the procedure as you read the restof the book.

Revisit the BookPhotocopy the blackline master, Who? What?When? Where? Why? chart on page 105, anddistribute a copy to each student.Work withstudents to answer each question on thechart with information from the text. Havestudents use the information on the chart tosummarize important facts about whales.

Extend the LessonaWRITING Distribute drawing paper, crayons, and apencil to each student. Have students writeone or two facts about whales that theyremember from the book.Then ask studentsto draw a picture illustrating the fact. Collectstudents’ papers and bind them togetherinto a class book about whales. Display thebook in class; it can be used in a year-longunit about ocean life.� VOCABULARY Write the vocabulary words on the boardand ask students to read each one. Point tothe photographs on page 30 that illustratesome of the words.Then ask students tocategorize the words as either naming wordsor action words.1+2MATH Help students research the weight and/orlength of four species of whales andporpoises. Make a bar graph that comparesthe weight and/or lengths of these mammals.Display the graph in the classroom anddiscuss the results.

TECHNOLOGYStudents might go online to access additionalinformation about whales.A Web site toconsider is:www.enchantedlearning.com/whales

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North Carolina Standard Course of Study ObjectivesScience: 1.01 Investigate the needs of a variety of different plants: air, water, light, and space.Language Arts: 2.01 Read aloud independently with fluency and comprehension any text that is appropriatelydesigned for emergent readers.Cognition: Main idea, text featuresInterpretation: Make predictionsConnections: Text to world

CarrotsBy Gail Saunders-Smith

Book FeaturesGenre: NonfictionLevels: DRA™–1-2; GRL–B; Lexile® Measure–180LFormat: 24 pages, informational text, colorphotographs, index/Word List,Table of ContentsVocabulary: cook, peel, plant, slice, water, weed

SummaryCarrots uses patterned text to describe howcarrots are planted, nurtured, and harvested.The second chapter explains how carrotsare prepared in the kitchen.

FYIMaterialsPaper cups, soil, carrot seedsChart paperBlackline master: Sequence Chart, p. 106Rulers

Introduce the BookInvite students to share what comes to mindwhen they think about carrots.Then displaythe book cover and read the title andauthor’s name.Ask if anyone has ever planteda garden or helped to take care of one.Invite students to predict what the book willbe about.Take a picture walk through thebook and encourage students to describesome of the photographs. Point out key textfeatures, such as the table of contents,Words to Know, Read More, Internet sites,and the index/word list. Discuss how eachfeature helps students better understand themain ideas in the book.

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Read the BookHave students read the book aloud.Whenthey read pages 5 and 15, refer them to thetable of contents and discuss how the bookis divided into two parts. As students read,have them identify each action word on thepage.Then write the verb on the board.Pause at various points in the book, and askstudents to think about what they have justread and what they saw in the photographs.Then have them predict what will happennext to the carrots.

Revisit the BookHave students read the table of contents onpage 3 and find the different text features intheir books. Point to the vocabulary wordson the board, and ask students to read theirdefinitions in Words to Know on page 22.Ask: Where would you find other books to readabout carrots? Where would you find Internetsites on carrots?

Point to the photographs and ask differentstudents to summarize the main idea in eachin order to retell the story.

Extend the LessonaWRITING Have students write two sentencesexplaining what they like best about thebook. Call on volunteers to read theirsentences aloud to the group.� VOCABULARY Distribute a copy of the blackline master,Sequence Chart on page 106 to pairs ofstudents. Ask students to write the stepsinvolved in Planting, Growing, Harvesting, andCooking carrots using the vocabulary wordsfrom page 22.

cSCIENCE Divide the students into small groups. Haveeach group fill a paper cup with soil. Plantcarrot seeds in the soil and care for them byfollowing the steps in the book. Have thestudents in each group keep a log of theplant’s growth over a six-week period.1+2MATH Have students in each group measure thegrowth of their plants each week.Write theresults on chart paper. Ask studentsquestions that require them to compare andcontrast the results.

TECHNOLOGY Refer to Internet sites listed on page 23 of Carrots.

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North Carolina Standard Course of Study ObjectivesScience: 1.02 Investigate the needs of a variety of different animals: air, water, food, shelter, and space.Language Arts: 2.06 Self-monitor comprehension by using one or two strategies (questions, retelling,summarizing).Cognition: Main ideaInterpretation: Make predictions

Chickens Aren’t theOnly Ones

By Ruth Heller

Book FeaturesGenre: NonfictionLevels: DRA™–18-20; GRL–K; Lexile® Measure–620LFormat: 42 pages, informational text, paintings by theauthorVocabulary: extinct, reptiles, amphibians, chrysalis,spiny anteater, duckbill, platypus, oviparous

SummaryYoung readers will be surprised to find outthe number of animals who lay eggs.As thisbeautifully illustrated book points out—chickens aren’t the only ones. Reptiles,amphibians, large and small fish, insects andeven two kinds of mammals lay eggs too.

FYIYou should identify rhyming words in thetext so you can discuss some examples withstudents.

Hard-boil several eggs for use in one of theextension activities.

MaterialsChart paperDrawing paperWriting paperCrayons

Raw and hardboiled eggsBlackline master:Venn diagram, p. 104

Introduce the BookDisplay the cover of the book, talk about theillustration, and help students read the title.Ask them to predict what the book will beabout. Page through the book and showstudents the illustrations. Encourage them toconfirm or change their predictions. Explainthat some of the words in the book rhyme,and ask students to listen for the rhymingwords as you read.

Introduce the vocabulary words by listingthem on chart paper and reading them withstudents.Tell them to be on the alert forthese words as you read the book.

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Read the BookBefore beginning to read the book, write thequestion “Who lays eggs?” on the board.Askstudents to listen for the names of differentanimals who lay eggs as you read the book,and add these names to the chart asstudents suggest them.Then begin readingthe book aloud to the class, pausing todiscuss unfamiliar words. Stop periodically toask comprehension questions based on thetext. For example, at the end of page 14, ask:Which bird lays the biggest egg? Which bird laysthe smallest egg? Encourage students toanswer in complete sentences.

Write some examples of rhyming words onthe board as you read the book, and askstudents to read them aloud.

Revisit the BookAsk students to draw an egg shape on apiece of drawing paper.Then have them referto the book and identify one example of ananimal that lays eggs.They should write thatanimal’s name in the sentence format“______ lay eggs.” Students can check theiranswers by referring to the class chart onthe board. Have students draw pictures toillustrate their sentences. Collect students’papers and bind them together into a classbook titled Who Lays Eggs?

Extend the LessonaWRITING Distribute writing paper and pencils tostudents.Ask students to write one factthey learned about animals who lay eggs ontheir papers. Call on students to read theirpapers aloud.

aVOCABULARY Show students different illustrations fromthe book. Encourage them to talk about theillustrations by using words that describe thecolors, shapes, animals, etc.Write some ofthe descriptive words that they use on the board.

cSCIENCE Pass out copies of the blackline master,VennDiagram, on page 104.Above the left-handcircle, have the class write Raw Egg.Abovethe right-hand circle, have the class writeHardboiled Egg.Above the intersecting circles,have them write Both Eggs. Show the classsome raw and hardboiled eggs. Call onstudents to describe the eggs, and writetheir descriptions in the intersecting circleon the diagram.Then crack open a raw eggand ask students to describe what they see.Have them record their observations underthe heading Raw Egg. Repeat this procedurewith the hardboiled egg.

To illustrate that the distribution of weight isdifferent in a hardboiled egg and a raw egg,twirl a raw and a cooked egg on a tabletop.Ask students to describe how each egg moves.

�SOCIAL STUDIES Dye some hardboiled eggs and have pairs ofstudents decorate them. Hide the eggs in theclassroom and have an egg hunt. Use thedirectional words north, south, east, and westto help students find the eggs.

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North Carolina Standard Course of Study ObjectivesScience: 1.05 Discuss the wide variety of living things on Earth.Language Arts: 3.02 Recognize and relate similar vocabulary use and concepts across experiences with texts.Cognition: Vocabulary in context, summarize main pointsInterpretation: Make predictions

Creepy Beetles!By Fay Robinson

Book FeaturesGenre: NonfictionLevels: DRA™–14; GRL–H; Lexile® Measure–300LFormat: 32 pages, informational text, colorillustrations, rhyming text, labeled drawings of allbeetles in the bookVocabulary: strolling, crept, awesome, larvae, whirling,yore

SummaryCreepy Beetles! introduces beginning readersto a variety of beetles through the use ofrhymed text and colorful illustrations.

FYIPreview the text to familiarize yourself withthe rhyming patterns, the names of thebeetles on pages 30 and 32, and the wordsarranged in spelling patterns on the insideback cover.

Put sticky notes next to the vocabularywords.

Beginning on page 10, cover the 2nd word insome of the rhyming pairs with a sticky note.

MaterialsChart paper

Introduce the BookAsk students to share any information theyhave about beetles.Then display the bookcover and read the title with the class.Discuss the meaning of the word creepy.Takea picture walk through the book, discussingwhat different beetles look like and what theyare doing in the illustrations. Read one pagewith students and talk about the rhymingpattern. Explain that some words in students’books are covered with sticky notes.They willhave to pay attention to the rhyming patternand use context clues to figure out thewords. Introduce the vocabulary words byreading the chart paper to the class. Point outthe labeled pictures of different beetles andthe page numbers where each one is foundon pages 30 and 32. Discuss how this featurehelps readers better understand the book.

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Read the BookHave students read pages 4 through 9.Aftereach two-page spread, have students identifythe rhyming words.Ask questions to testtheir comprehension of the text.As studentscontinue reading, have them stop at eachcovered word.Ask them to use contextclues in the surrounding text and pictureclues to predict what the covered wordmight be. Have students uncover the wordand check their predictions. Repeat theprocedure as students continue to read the book.

Revisit the BookDraw a word web on the board or a pieceof chart paper.Write Beetles in the center ofthe graphic organizer.Then ask students toreview the illustrations in the book.Brainstorm various words that describe thebeetles discussed in the book.Write thedescriptive words in the word web.

Extend the LessonaWRITING Write some of the rhyming word pairs fromthe book on the board, and call on studentsto read them aloud. Brainstorm other pairsof words that rhyme. Distribute paper andpencils to students. Encourage students tomake up silly rhyming sentences about someof the beetles they’ve read about in thebook.They can use the names of the beetleson pages 30 and 32.

� VOCABULARY Write the following spelling patterns on theboard: /nd/ nd; /igh/ long i; and /ow/ long o.Tellstudents to close their books. Read one wordfrom each column on page 33 to the class,and write it under the appropriate heading.Then read aloud in random order the rest ofthe words on the inside back cover. Call ondifferent students to write one word underthe appropriate column on the board.

cSCIENCE Take a nature walk with the class, and lookfor some of the beetles discussed in thebook. Have students observe them anddiscuss their observations in class.

TECHNOLOGYStudents might go online to access additionalinformation about beetles. One Web site toconsider is:www.enchantedlearning.com/subjects/beetles

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North Carolina Standard Course of Study ObjectivesScience: 1.01 Investigate the needs of a variety of different plants: air, water, light, and space.Language Arts: 3.03 Discuss unfamiliar oral and/or written vocabulary after listening to or reading text.Cognition: Vocabulary in context; text featuresInterpretation: Summarize main pointsCritical Stance: Determine the effect of author’s word choice

A Dandelion’s Life

By John Himmelman

Book FeaturesGenre: NonfictionLevels: DRA™–14; GRL–HFormat: 32 pages, informational text, illustrations byauthor, glossary, author’s note, biography ofauthor/illustratorVocabulary: dandelion, hitches, thirsty, dozens, lawnmower, fuzzy, withers, seasons

SummaryHave you ever wondered how some ofnature’s smallest creatures spend their days?Here’s your chance to take a scientificallyaccurate peek at the world from their pointof view.With striking illustrations and a livelystoryline, follow the lifecycle of a dandelionplant from germination, the growth of itsflower, visits by different insects, and thewithering of its stem in winter.

FYIPreview the book to familiarize yourself withsome technical terms that will be new tostudents.

Put sticky notes next to descriptive words inthe book.

MaterialsDandelionsChart paperStudent dictionariesWorld map

Introduce the BookBring some dandelions to class and showthem to students.Allow time for discussion.Then display the cover of the book and readthe title and author’s name with students.Encourage students to predict what thebook will be about. Page through the bookand preview the illustrations. Read thevocabulary words on the chart paper andask students to be alert for these words asthey read.

Read the Book

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Read the author’s note on the inside frontcover to the class and discuss any unfamiliarconcepts.Then ask students to read the book.Periodically call on volunteers to read parts ofthe text aloud. On the second page discusswhy the author used the word hitches. Helpstudents see that this word is simply moredescriptive than saying “the chipmunk carriedthe seed in his fur.” As students continuereading, ask questions about the main ideas totest their comprehension of the material.When students read a page with an italicizedword, discuss its meaning using context cluesin the text and picture clues.Then askstudents to look up the word in the WordsYou Know section.

Revisit the BookStart a sequence chart on the board or apiece of chart paper.Work with students tocomplete the chart by filling in the steps of adandelion plant’s life cycle. Help students findthe information in the book.

Extend the LessonaWRITING Distribute writing paper and pencils.Thentalk about the words used by the author tocreate vivid pictures in his readers’ minds.Have students look at the dandelions youbrought to class and brainstorm some wordsthat describe the flowers.Ask students towrite one or two sentences about theflowers. Call on volunteers to read theirpapers in class. Have other students identifythe descriptive words.� VOCABULARY Choose other words from the book that thestudents had difficulty with, and write themon the board. Help students use a classroomdictionary to find the meanings of eachword.Ask pairs of students to create theirown Words We Know page.

�SOCIAL STUDIES Reread information from the author’s notedescribing how dandelion seeds were firstbrought to America. Point to a classroommap and invite students to trace a routefrom Europe to America. Explain that this ishow the sailors came to America long ago.Help students identify the name of the oceanthat they crossed.

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North Carolina Standard Course of Study ObjectivesScience: 1.05 Discuss the wide variety of living things on Earth.Language Arts: 2.04 Use preparation strategies to anticipate vocabulary of a text and to connect priorknowledge and experiences to a new text.Cognition: Summarize main pointsInterpretation: Make predictions

David McPhail’sAnimals A to Z

By David McPhail

Book FeaturesGenre: Nonfiction; humorLevels: DRA™–18-20; GRL–K; Lexile® Measure–NPFormat: 28 pages, informational text, paintings by theauthor, list of objects to search for in illustrations Vocabulary: armadillo, egret, iguana, quail, rhinoceros,unicorn, upside-down, walrus, xenops, yak

SummaryDavid McPhail’s Animals A to Z introducesbeginning readers to the alphabet by listingat least one animal for each letter.The full-page illustrations are so richly detailed thatstudents are encouraged to look for otherobjects beginning with different letters of thealphabet in each picture.

FYICover five to six animal names throughoutthe book with sticky notes.

Create an alphabet chart by dividing a sheetof poster paper into 26 squares. Startingwith the letter A, write one letter at the topof each box.

Write all the animal names from the bookon index cards that can be sorted bystudents.

Review the list of words on pages 27 and 28and find eight to ten items in theillustrations.

MaterialsIndex cardsFour large pieces of colored paperAlphabet chart

Introduce the BookInvite students to repeat the letters of thealphabet while you point to the alphabetchart.Then display the book cover and readthe title aloud with the class. Point out thatthe author, David McPhail, is also theillustrator. Help students identify the animalson the cover. (anteater, zebra) Write theirnames on the board and underline the firstletter of each name. Encourage students tobrainstorm some of the animals that might

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be included in the book. Have them revisetheir predictions as you read.

Read the BookRead the book aloud to the students.As youread each page, show students the illustrationand ask them to identify the letter of thealphabet that begins each name.When youcome to a covered word, have studentspredict what the animal name might be basedon the illustration and their prior knowledge.

Revisit the BookPoint to the alphabet chart.Ask students torecall the names of animals from the book.Add the names to the chart under thecorresponding initial letter sound.Then callon volunteers to read several animal namesat a time until all the letters and names havebeen read.

Extend the LessonaWRITING Ask pairs of students to brainstorm thenames of four or five school items that beginwith different letters of the alphabet.Students should write the name of eachobject and illustrate it on a different piece ofpaper. Collect the papers and create a classalphabet book.

� VOCABULARYPoint to the list of words on pages 27 and28, and explain that these are items that arealso pictured in the book and they beginwith same letters as the animals. Read thewords to the class and for each one askthem on which page they think they wouldfind this item. Have them identify the letterand sound that begins each one.

cSCIENCE Give each student two or three animal namecards. Make sure students can read theircards. On each of four colored sheets ofpaper write one of the following habitatnames: Land, Water, Land and Water, and Air.Place the four pieces of paper on the floorand discuss the different habitats with thechildren.Then have children take turnsidentifying the animal names on their cardsand placing the cards on the paper wherethat animal lives.

TECHNOLOGYStudents might go online to access additionalinformation about animal habitats.Two Websites to consider are:www.enchantedlearning.com/animalhabitswww.kidzone.ws/animalhabitats

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North Carolina Standard Course of Study ObjectivesScience: 1.05 Discuss the wide variety of living things on Earth.Language Arts: 2.07 Respond and elaborate in answering what, when, where, and how questions.Cognition: Summarize main pointsInterpretation: Make predictions

Fantastic FrogsBy Fay Robinson

Book FeaturesGenre: NonfictionLevels: DRA™–18-20; GRL–J; Lexile® Measure–190LFormat: 32 pages, informational text, illustrations,labeled drawings of all frogs in the bookVocabulary: squat, turquoise, droopy, lumpy

SummaryThis book introduces students to a widevariety of frogs that come in many differentsizes, shapes, and colors, and are all—fantastic.The rhyming text presents factualinformation in an engaging way that willappeal to beginning readers’ imaginations.Allthe names of the frogs in the book arereferenced on pages 30 and 32.

FYIPreview the book to familiarize yourself withthe rhyming text and the words arranged inspelling patterns on the inside back cover.

Prepare an alphabet chart on poster paper.

MaterialsCrayonsPoster paperFrog and small aquariumBlackline master: K-W-L Chart, p. 103

Introduce the BookDistribute copies of the K-W-L (What WeKnow;What We Want to Know;What WeLearned) chart on page 103 to students.Encourage them to identify what theyalready know about frogs and what theywould like to find out while reading thebook.Allow time to fill in the first twocolumns of the chart.Then display the coverof the book and read the title and author’s

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name with students. Discuss the coverillustration and point to various illustrationsthroughout the book. Invite students topredict whether this will be a fiction ornonfiction book. Have them give reasons fortheir predictions.

Direct student’s attention to the illustratedlist of the frogs on pages 30 and 32 anddiscuss how this feature conveys importantinformation about the text.Write thevocabulary words on the board, read them together, and discuss their meaningwith students.

Read the BookRead the book aloud, stopping to discussnew words and concepts while showingstudents the illustrations.After each two-page spread, ask students what, where, when,why and how questions that can be answeredby information in the text. Encouragestudents to respond in complete sentences.

Revisit the BookDisplay the alphabet chart in class. Directstudents’ attention to the alphabetized list offrogs on pages 30 and 32 of the book. Havestudents refer to the page in the bookwhere the frog is discussed. Call onvolunteers to tell one fact about the frog,and then add the frog’s name to the alphabetchart under its beginning letter.

Allow time for students to complete the lastcolumn of their K-W-L charts.

Extend the LessonaWRITING Write some of the rhyming words from thebook on the board, and call on students toread them aloud. Brainstorm other pairs ofwords that rhyme. Distribute paper andpencils to students. Encourage students tomake up silly rhyming sentences about someof the frogs they’re read about and seen inthe book.� VOCABULARY Write the following spelling patterns on theboard: /o/ short o; /ay/ long a; /igh/ long iwith an example from the book for eachone.Then read aloud in random order thelist of words on page 33. Have studentsrepeat the word and identify which soundthe words makes.Then have them write theword under the correct heading. Providehelp when necessary.

cSCIENCE Bring in a frog and put it in an aquarium inthe classroom. Show students how to feedand care for the frog. Have them observe thefrog and record their observations on aword web on the board or a piece of posterpaper.

TECHNOLOGYStudents might go online to access additionalinformation about frogs. One Web site toconsider is:www.enchantedlearning.com/frogs

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North Carolina Standard Course of Study ObjectivesScience: 1.01 Investigate the needs of a variety of different plants: air, water, light, and space.Language Arts: 2.06 Self-monitor comprehension by using one or two strategies (questions, retelling,summarizing).Cognition: Text featuresInterpretation: Make predictionsConnections: Text to world

From Seed toPumpkin

By Jan Kottke

Book FeaturesGenre: NonfictionLevels: DRA™–12; GRL–G; Lexile® Measure–BRFormat: 24 pages, informational text, colorphotographs, glossary, information about books andwebsites, index, author’s biographyVocabulary: pumpkin, leaves, flower, grow, orange,

SummaryFrom Seed to Pumpkin takes young readersthrough the growing stages of a pumpkin,from a small white seed to a large orangepumpkin. Photographs, including close-ups ofa seed sprouting and a bee on a flower,illustrate each step.Vocabulary words arehighlighted and additional resources are cited.

FYIPlace sticky notes next to the words endingin –ing: p. 4, sitting, growing; p. 14, changing,getting; p. 16, becoming; p. 18, growing.

Display copies of It’s Pumpkin Time! and Patty’sPumpkin Patch.

Write the vocabulary words on chart paper.

MaterialsThree pumpkins of different sizesPumpkin seedsScaleChart paperWriting paperDrawing paperCrayonsYarn or tape measureBlackline master:Venn Diagram, p. 104

Introduce the BookInvite students to share what they alreadyknow about pumpkins.Then display thecover, read the title and discuss the coverphotograph. Encourage students to predictwhat the book will be about.Take a picturewalk though the book and invite students totalk about several photographs. Read the

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vocabulary words on the chart paper withstudents. Point out key text features like thecontents page and About the Author. Discusshow each feature helps readers betterunderstand the book.

Read the BookHave students read the book together. Callon volunteers to read individual sentencesaloud. Pause periodically to ask studentsquestions about the text and photographs tomonitor their comprehension. Encouragethem to answer in complete questions.

Revisit the BookAsk students to review the steps in theplanting, growing, and harvesting of pumpkinsby asking: What happens from the time apumpkin seed is planted to the time a pumpkinis picked? Have students point to each step inthe process described in their book and readthe sentence aloud. Encourage students touse the contents page and index to find the information.

Extend the LessonaWRITING Distribute a copy of the blackline master,Venn Diagram on page 104 and a pencil toeach student. Show students a copy of Patty’sPumpkin Patch and It’s Pumpkin Time! Readone of the books aloud.Ask if the book isfiction or nonfiction. Encourage students tocompare the book with From Seed toPumpkin by recording similarities anddifferences on their Venn Diagrams. Helpthem label the graphic organizers beforethey begin to write.

� VOCABULARY Refer students to words ending in -ing intheir books.Write the words on the board.Highlight the base word in each.Ask studentsto identify which words just add the -ingending to the base word, which double thefinal consonant before adding -ing, and whichdrop the final -e before adding -ing.

cSCIENCE Distribute pumpkin seeds to pairs ofstudents. Help students plant the seeds in aclass garden and put an identifying marker orflag next to each seed. Place the seeds in awarm suuny place and have students taketurns watering them when needed.Askstudents to observe what happens to theirplants and record their observations in ajournal. Each journal entry should include thedate and a brief description.

Ask students to make a poster withinformation about pumpkins. Encouragethem to use information from the Web siteson page 23 of the book.They can decoratethe posters with jack-o’-lantern faces.1+2MATH Have students weigh the pumpkins youbrought to class. Record the results on chartpaper and ask students to compare theweights.Also ask students to find thecircumference of each pumpkin by using atape measure or a piece of yarn. Students canmeasure the yarn with a ruler afterwards.

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North Carolina Standard Course of Study ObjectivesScience: 1.02 Investigate the needs of a variety of different animals: air, water, food, shelter, space.Language Arts: 2.03 Read and comprehend both fiction and nonfiction text appropriate for grade one usingquestions.Cognition: Summarize main pointsConnections: Text to world

From Tadpole to Frog

By Kathleen Weidner Zoehfeld

Book FeaturesGenre: NonfictionLevels: DRA™–18-20; GRL–J; Lexile® Measure–520LFormat: 32 pages, informational text, colorphotographs with captions, close-up photographs,glossary, note to parents, suggested activityVocabulary: spawn, tadpoles, gills, hind legs, lungs,webbed feet

Summary From Tadpole to Frog explains to youngreaders how a tiny tadpole grows into anadult frog.The color photographs illustrateeach step in this fascinating cycle.

FYIPut sticky notes next to the words listed inthe glossary.

Display the book Fantastic Frogs!

Write glossary words on poster paper.

MaterialsPoster paperDrawing paperCrayons

Introduce the BookInvite students to share prior knowledgeabout frogs. Create a K-W-L (What We Know;What We Want to Know;What We Learned)chart on poster paper or use the blacklinemaster on page 103, and ask students tocomplete the first two columns.Allow timefor discussion. Display the cover and readthe title with students. Discuss the coverphotograph.Take a picture walk through thebook and encourage students to talk aboutthe photographs. Introduce the vocabularywords by reading the poster paper. Explainthat these important words are printed inboldface or very dark type in the book tomake them stand out. Point to another textfeature, the inset photographs, which magnify

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certain images for readers. Discuss howthese close-up photographs are helpful to students.

Read the BookRead the first page as students follow along.Then ask students to read the book. Call onvolunteers to read some pages aloud.Asstudents read, ask them comprehensionquestions about the main points in the text.Remind them to look for answers both inthe text and the photographs. Encouragethem to answer in complete sentences.

Revisit the BookHave students complete the last column onthe K-W-L chart with information from thebook. Remind students to look up thedefinitions of any boldfaced words that theyused in the glossary on page 31.

Extend the LessonaWRITING Distribute writing paper and pencils tostudents. Have small groups of studentswrite about the sequence of a frog’s lifecycle.Each student in the group can list two orthree steps in the process. Students shouldrefer to their books for information. Call ondifferent groups to read aloud their papersto the class.� VOCABULARY Brainstorm exciting words that describefrogs.Write them on the board and readthem with students.Then ask them to draw

a picture of a frog with lines radiating fromit. On each line students should write adescriptive word.They can use vocabularyfrom the class list or other words that apply.Have students read aloud their descriptionsto the group.

Read Fantastic Frogs! to students.Then askthem to compare the information in eachbook. How is the information the same? How isit different? Which one did they enjoy more?Encourage students to provide reasons fortheir choice.

cSCIENCE Ask small groups of students to researchadditional information about frogs by usingclassroom resources or the Web sites below.Have students make a poster that includesboth text and pictures. Display the posters inan “All I Know About Frogs” corner of theclassroom.

If possible, arrange a field trip to a localscience museum or aquarium so studentscan observe frogs and tadpoles.

TECHNOLOGYStudents might go online to access additionalinformation about frogs.Two Web sites toconsider are:www.exploratorium.edu/frogs/index.html www.enchantedlearning.com/subjects/frogs

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North Carolina Standard Course of Study ObjectivesScience: 1.04 Identify local environments that support the needs of common North Carolina plants and animals.Language Arts: 3.01 Elaborate on how information and events connect to life experiences. 3.04 Share personalexperiences and responses to experiences with text by recording personal responses.Cognition: Summarize main pointsInterpretation: Make predictionsConnections: Text to self

Hello OceanBy Pam Munoz Ryan

Book FeaturesGenre: FictionFormat: 32 pages, narrative text, acrylic illustrationsVocabulary: chameleon, hue, speckled, reflected,nooks, shushing, screak, embrace, pounce, squishy,soggy, wafting, aromas, reeky, fragrant, musty, briny

SummarySparkling, evocative illustrations and joyfultext describe a young girl’s journey ofdiscovery as she experiences the ocean’streasures through each of her five senses.Attimes exuberantly crashing through waves, attimes quietly awed by their taste, sheuncovers the secrets of the sea and findssomething new to love with each encounter.

FYIWrite the vocabulary words on index cardsto be used in the word sort activity.

MaterialsWriting paperCrayonsIndex cards for vocabulary wordsPoster paper Objects associated with the ocean such as:

shells, buckets, shovels, suntan lotion,beach toys, and an audiotape of oceansounds

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Introduce the BookDisplay the cover of the book and read thetitle and author’s name. Page through thebook and show students the differentillustrations.Ask them to predict what thestory might be about.Write their predictionson the board, and encourage them to revisetheir predictions as you read. Explain thatthe little girl in the story experiences theocean with her five senses.The words inblack type throughout the book refer toeach of these senses. Point to the words andread them with students.

Read the BookRead the book aloud to the class, stopping atthe end of every two-page spread to discussnew or unfamiliar concepts and vocabularywords. Point out that “I’m here with the five ofme, again!” on page 3 refers to the girl’s fivesenses.Ask students to summarize the mainor most important idea before continuing withthe next two-page spread. Encourage studentsto discuss any trips they have taken to thebeach with family or friends, and have themcompare and contrast their feelings with thoseof the girl in the story.

Revisit the BookDivide the class into small groups, and giveeach group some index cards withvocabulary words from the book. Referstudents to each word in the book, and readthe word out loud with the group.Tapeposter paper with the following categoryheadings on the board: Sight, Touch, Hearing,

Smell, Taste. Read the headings with thestudents.Then ask students to sort theirvocabulary words according to the headings.

Extend the LessonaWRITING Ask students to write one sentence about avisit to the beach that shows what they saw,heard, touched, smelled, or tasted there.(Note: If students have never been to thebeach, they can write about a school activitythat involved the class.) Ask students todraw a picture illustrating the sentence.

cSCIENCE If you live close to the beach, take a field tripand encourage students to observe andrecord the experience using their five senses.� VOCABULARY Bring in a collection of objects associatedwith the ocean and display them on a table.Suggestions include: seashells, buckets,shovels, towels, suntan lotion, and beachtoys. In the background play a tape of oceansounds. Invite students to walk around thedisplay, point to specific objects, and describehow each one affects one of their fivesenses.Write the descriptive words they useon the board under the appropriate heading.

TECHNOLOGYStudents might go online to access additionalinformation about the ocean. One Web siteto consider is:www.enchantedlearning.com/ocean

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North Carolina Standard Course of Study ObjectivesScience: 1.05 Discuss the wide variety of living things on Earth.Language Arts: 2.02 Demonstrate familiarity with a variety of texts. 5.03 Write all upper and lower case lettersof the alphabet, using correct letter formation.Cognition: Main ideas and supporting detailsInterpretation: Make predictionsCritical Stance: Compare and contrastConnections: Text to world

The Icky BugAlphabet Book

By Jerry Pallotta

Book FeaturesGenre: NonfictionLevels: DRA™–14; GRL–H; Lexile® Measure–530LFormat: 32 pages, informational text, paintings by theauthor, alphabet book formatVocabulary: nectar, earwig, startled, migrating, orb,pesty, erratically, climates

SummaryThis colorful, fact-filled alphabet bookintroduces readers to wide variety of bugs,most of which will be new to young readers.

FYIPut sticky notes next to the vocabularywords and write them on chart paper.

Write the following headings (see author’snote, page 31) on chart paper: Bug, Spider,Arachnid, Insect.

MaterialsChart paperDrawing PaperCrayons

Magnifying glassesBlackline master:Venn Diagram, p. 104

Introduce the BookInvite students to share what comes to mindwhen they think about bugs.Then display thecover of the book. Read the title and author’sname. Brainstorm the meaning of icky. Invitestudents to predict what the book will beabout. Introduce the vocabulary words byreading aloud the list on the chart paper.Then take a picture walk through the bookand show students illustrations from thebeginning, middle, and end of the text.Discuss the alphabet book format andencourage students to talk about other

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alphabet books they have read. Point out keytext features, such as the color illustrations,the upper and lowercase letters, and thesupplemental information about the creaturesin the book on page 31. Discuss how eachspecial feature conveys information.

Read the BookDistribute writing paper and pencils.Thenread the book aloud, stopping to discussunfamiliar terms and concepts.As you readeach alphabet entry, ask students to writethe upper and lower case alphabet letter ontheir papers.At the end of each two-pagespread, ask students questions to test theircomprehension of the main ideas andsupporting details. Once students are familiarwith the alphabet format, ask them topredict what letter of the alphabet they willlearn about next. Before reading the text,show students the illustration and encouragethem to guess the name of the bug.

Revisit the BookPoint to different entries in the book andhave students retell, in their own words, themost important characteristics of each bug.Then show students the chart paper withthe four headings: Bug, Spider, Arachnid, Insect.Invite students to help you list the variousbugs under their appropriate category.

Extend the LessonaWRITING Distribute copies of the blackline master,Venn Diagram on page 104 to pairs ofstudents.Ask students to choose two bugsfrom the book to compare and contrast.Help students write the names of the twobugs above the left and right circles and theword both above the intersecting circle. Callon student pairs to share their completeddiagrams with the group.� VOCABULARYWrite the compound words from the texton the board. Call on students to identifythe words that make up the compound.

cSCIENCE Distribute magnifying glasses to small groupsof students.Then take students on a fieldtrip to a nearby park or community garden.Point to different bugs in bushes, in thegrass, or on trees. Let students examinethem with and without the magnifying glass,and have them describe what they observe.Distribute drawing paper and crayons. Havestudents draw pictures of the magnified bugsand label them.

TECHNOLOGYStudents might go online to access additionalinformation about different bugs. One Website to consider is:www.enchantedlearning.com/subject

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North Carolina Standard Course of Study ObjectivesScience: 1.01 Investigate the needs of a variety of different plants: air, water, light, and space.Language Arts: 2.05 Predict and explain what will happen next in stories.Cognition: Summarize main pointsInterpretation: Make predictions

It’s Pumpkin Time!By Zoe Hall

Book FeaturesGenre: Fiction/picture bookLevels: DRA™–16; GRL–I; Lexile® Measure–530LFormat: 32 pages, narrative text, painted papercollage illustrations, labeled diagrams with captionsVocabulary: Halloween, jack-o’-lantern, patch, soil,seeds, roots, shoots, vines, weeds, buds, pumpkins,candles, costumes, trick-or-treat

SummaryIt’s Pumpkin Time! describes the adventures oftwo children who plant a jack-o’-lanternpatch in the summer and harvest theirpumpkins in the fall, just in time forHalloween.The simple text and beautiful,brightly-colored, paper collage illustrationsdescribe the steps involved in planting,growing, and harvesting pumpkins.

FYIPreview the book to identify places to stopduring reading and ask students tosummarize and predict what will happennext.

Prepare two or three sets of word cardswith the key vocabulary words.

MaterialsChart paperDrawing paperCrayonsThree or four pumpkins of various sizesA small scale

Introduce the BookDraw a word web on the board with theword Pumpkin in the center. Invite studentsto suggest other words that come to mindwhen they think about pumpkins and addthem to the spokes of the web.Then displaythe book cover and read the title andauthor’s name.Take a picture walk throughthe book and invite students to predict whatthe book will be about. Introduce thevocabulary words by displaying the word

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cards and reading them together. Point tothe labeled diagrams with captions on page32 of the book, and talk about theinformation that this feature conveys.

Read the BookRead the book aloud to the class, stoppingperiodically to ask students to summarizethe main idea.Also at logical points in thestory, have students use clues from the textand the illustrations to predict what willhappen next. For example, at the end of page1, ask students to predict what the children’sfavorite holiday is.Again, at the end of page9, ask: What will happen after the shoots comeup out of the ground? When you read thecaptions on page 32, show students thelabeled diagrams.

Revisit the BookHave students participate in a “round robin”retelling of the story. One student begins theretelling; each student in the group continuesthe retelling by adding another key plotpoint, in sequence. Continue the activity untilthe entire book has been summarized.Asstudents retell the story, point toillustrations in the text to help them identifythe sequence of events.

Extend the LessonaWRITING Ask students to complete one of thefollowing sentences with information fromthe story: “In the summer we _____”; or, “Inthe fall we _____.” After students read theirsentences, ask them to illustrate them withcolorful pictures.� VOCABULARY Distribute the vocabulary word cards tosmall groups of students.Ask the groups tosort the words according to the categoriesGrowing Pumpkins or Halloween. Call onstudents from different groups to read thewords they have sorted aloud.Then invitestudents to sort the cards according to adifferent set of categories.1+2MATH Display three or four pumpkins of differentsizes.Weigh the pumpkins, write the weightof each one on chart paper, and helpstudents compare the results.Whichpumpkin weighs the most? The least?

Have students count the lines on eachpumpkin and determine if it is an odd oreven number.

cSCIENCE Have each student draw a picture of a jack-o’-lantern face. Under the drawing askstudents to write one fact from the bookabout growing and harvesting pumpkins.Display the pictures and facts in a classroompumpkin patch.

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North Carolina Standard Course of Study ObjectivesScience: 1.03 Observe the ways in which humans are similar to other organisms.Language Arts: 2.06 Self-monitor comprehension by using one or two strategies (questions, retelling,summarizing).Cognition: Summarize main pointsInterpretation: Make predictionsConnections: Text to self

Knowing About Noses

By Allan Fowler

Book FeaturesGenre: NonfictionLevels: DRA™–12; GRL–GFormat: 32 pages, information text, colorphotographs, labeled photographs in Words You Know,index,About the AuthorVocabulary: proboscis, smell, breathe, trumpet, squirt

SummaryThis Rookie Read About Science bookdescribes the many types of noses found onall kinds of animals—including people.Youngreaders will learn how important noses arefor smelling, breathing, identifying scents—even squirting water.

FYIWrite vocabulary words on chart paper.

Put scented pieces of cotton inside the filmcontainers for students to identify. Possiblescents to include: vanilla, lemon juice, vinegar,perfume, cinnamon, baby powder. Numbereach container.

MaterialsChart paperDrawing paperCrayonsVariety of textured fabric swatchesScratch ’n’ sniff stickersSix to eight empty film containersBalls of cotton

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Introduce the BookInvite students to share what they knowabout how different animals use their noses.Then display the cover of the book. Read thetitle and discuss the cover photograph.Encourage students to predict what thebook will be about.To confirm theirpredictions, encourage them to page throughthe book and look at the photographs.

Read the vocabulary words on the charttogether, and ask students to be alert for thewords as they read. Point out text features,such as the phonetic respellings on pages 3and 21; also note the labeled photographs inWords You Know, the index, and the Aboutthe Author. Discuss how each feature helpsstudents better understand the book.

Read the BookRead the first page as students follow along.Then have students read the book.Aftereach two-page spread, use the RCRR (Read,Cover, Remember, Retell) strategy. Havestudents stop and cover what they’ve justread.Then have them remember what theyread and tell it to the class or to a partner.Have them continue using this strategy asthey read the rest of the book.

Revisit the BookDirect students to the index on page 32 anddiscuss its use.Ask pairs of students to lookup terms in the index, read the pages, andsummarize the information they find. Call ondifferent students to retell their summariesto the group.

Extend the LessonaWRITING Draw a two-column chart on the board or apiece of chart paper.Write the followingheadings on the chart: Number, Smell. Displaythe film containers filled with scentedcotton.Write the number of the firstcontainer on the chart.Then remove thecotton and encourage students to sniff it andidentify the scent. Record their answers inthe second column. Repeat with theremaining containers. Next distribute writingpaper and ask students to identify whichscent they liked the best and the least. Havethem provide reasons for their choice.

cSCIENCE Talk about the five senses.Then distributedrawing paper and crayons to students.Askthem to draw pictures of things they like tosee, taste, and hear. Display the texturedfabrics for students to draw and describe.Give students some scratch ’n’ sniff stickersfor their “smell” page.Assemble the pagesinto a class book about the five senses.� VOCABULARY Have different students pantomime thevocabulary words on the chart and in theWords You Know section.Ask otherstudents to identify the word beingpantomimed and identify it on the chart oron pages 30 and 31.

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North Carolina Standard Course of Study ObjectivesScience: 1.03 Observe the ways in which humans are similar to other organismsLanguage Arts: 2.03 Read and comprehend both narrative and expository text appropriate for grade one usingprior knowledge and graphic organizers. 4.04 Extend skills in using oral and written language completing graphicorganizers.Cognition: Identify main ideas, understand multiple meaningsCritical Stance: Compare and contrastConnections: Text to self

Let’s Talk AboutTonguesBy Allan Fowler

Book FeaturesGenre: Nonfiction Levels: DRA™–14, GRL–H, Lexile ® Measure –500LFormat: 32 pages, informational text, colorphotographs, captions, labeled photographs in WordsYou Know, index,About the AuthorVocabulary: flavor, dull, sour, bitter, delicious, windinstruments, trumpets, mammals, zap, forked

SummaryThis fact-filled Rookie Read-About Sciencebook discusses the physical characteristics oftongues and how they are used by bothpeople and animals.

FYIWrite the vocabulary words on chart paper.

Assemble a variety of foods to illustratesweet, bitter, sour, and salty tastes. (Make surestudents do not have dietary restrictions.)

Preview the book to familiarize yourself withthe concepts and text features.

Draw a diagram of the tongue on chartpaper with the areas that recognize sweet,salty, bitter, and sour tastes indicated.

MaterialsChart paperDrawing paperCrayons Blackline master: K-W-L Chart, p. 103Variety of foods (sweet, sour, bitter, salty) to

be used in extension activity. Suggestions:sweet fruit; sour apple; salty pretzel, bitterchocolate.

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Introduce the BookDistribute copies of the K-W-L chart onpage 103 and have students fill in the firsttwo columns. Display the book cover, readthe title, and discuss the photograph. Havestudents predict what the book is about.Take a picture walk through the book andtalk about the photographs. Read aloud thevocabulary words on chart paper and askstudents to be alert for these terms in thebook. Point out key text features, such as thephotographs with captions; the labeledphotographs in the “Words You Know”section, the index, and About the Author.Discuss how each feature helps readersbetter understand the book.

Read the BookRead the book aloud to the class stopping totalk about key concepts and to discuss thephotographs.After each two-page spread, askcomprehension questions to test students’understanding of the material.After readingpage 12, have students hold their tongueswhile saying “My name is ____” todemonstrate that their tongues have tomove when they speak.As you read pages 17through 24, ask students to compare howdifferent animals use their tongues. How arethey similar to and different from people?Before reading page 25, explain that wordscan have more than one meaning.

Revisit the BookHave students complete the last column ontheir K-W-L Charts and read them aloud.Show students how to look up theinformation they learned in the index tolocate the page where it is found in thebook. Demonstrate by rereading the page tothe class.

Extend the LessonaWRITINGDistribute writing paper, pencils, drawingpaper, and crayons. Have students write oneor two sentences identifying the foods theylike best and whether each food is sweet,sour, bitter, or salty.Ask them to drawpictures of the foods.� VOCABULARY Talk about different meanings of the wordtongue.Then write the tongue twister onpage 14 on the board and ask students topractice saying it aloud. Help students identifythe similar consonant sounds in the beginningof the words.Work with students to make uptwo or three tongue-twisters that describesome of the animals in the book.

cSCIENCE Display different foods and allow students totaste them and identify them as sweet, sour,bitter, or salty. Point to the diagram of thetongue and ask volunteers to find the part ofthe tongue that tastes each food.

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North Carolina Standard Course of Study ObjectivesScience: 1.04 Identify local environments that support the needs of common North Carolina plants and animals.Language Arts: 2.07 Respond and elaborate in answering what, when, where, and how questions.Cognition: Summarize main pointsConnections: Text to world

Life in a Tide Pool

By Allan Fowler

Book FeaturesGenre: NonfictionLevels: DRA™–14; GRL–H; Lexile® Measure–520L Format: 32 pages, informational text, photographswith captions, indexVocabulary: barnacles, mussels, pilings, limpets, seaanemones, plankton, algae

SummaryThis colorful, fact-filled Rookie Read-AboutScience book introduces beginning readers toa tide pool’s physical characteristics andanimal life.A special, two-page Words YouKnow feature includes labeled photographsof important vocabulary words.

FYIPreview the book to identify the vocabularywords. Put sticky notes next to these wordsand write the words on chart paper.Alsoidentify examples of six to eight compoundwords in the book.

Cut down several plastic cups for thescience activity at the end of the lesson.

MaterialsSmall dish tubPlastic cups

Vegetable oilChart paper

Introduce the BookAsk how many students have been to theocean and observed a tide pool.Allow timefor discussion.Then display the book coverand read the title and author’s name withthe class.Talk about the cover photographand invite students to predict what the bookwill be about. Introduce the vocabularywords by showing students the chart paperand reading the words together. Point outthe vocabulary words that name things thatlive in tide pools. Show students a picture ofpilings on page 16.Talk about key textfeatures such as photographs with captionsand the labeled photographs on pages 30 and 31.

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Read the BookRead the book aloud with the class, stoppingto talk about unfamiliar words and concepts.After each two-page spread, have studentssummarize the main ideas.Ask students avariety of what, when, where, and howquestions to test their comprehension

Revisit the BookPoint to the vocabulary words on the chartpaper and point to each one in the book.Show students the photograph thatillustrates each word. Have students read theword aloud and describe what they see inthe photographs.

Extend the LessonaWRITING Ask students to imagine they are taking atrip to a tide pool. Have them identify onething they would like to see there andexplain their choice. Point to the animal orplant that students identified in the book.

Create an example of acrostic poetry withthe class based on the words Tide Pool.Anexample might be:

Tide rushesIn and outDrops creatures in poolsEven in low tidePlankton is foodOnly for someOcean waterLook for living things!

� VOCABULARY Write several examples of compound wordsfrom the book on the board. Call onvolunteers to identify the two words thatmake up each compound.

cSCIENCE To demonstrate how waves flow in and out ofa tide pool, pour water into a small dish tuband slightly tilt one end. Gently lower the dishtub to demonstrate how water continues tomove in an in-and-out pattern. Explain thatwaves move this way regularly every twelvehours.When the tide comes in, the water getshigher and higher on the shore.

Create tide pools in the tub of water by usingseveral plastic cups cut down to collect waterin different areas.Tilt the tub so the water fills the cups.Then lower the end of the tubso the water recedes leaving the cups filled.Encourage students to describe what they seeas the water level rises and falls in the tub.

Add several teaspoons of oil to the water tosimulate the effects of an oil spill on thewater and the tide pools. Discuss the effectswith students.

TECHNOLOGYStudents might go online to access additionalinformation about tide pools. One Web siteto consider is:www.enchantedlearning.com/tidepools

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North Carolina Standard Course of Study ObjectivesScience: 1.03 Observe the ways in which humans are similar to other organisms.Language Arts: 4.03 Use specific words to name and tell action in oral and written language.Interpretation: Summarize main points, identify detailsCritical Stance: Compare and contrast

A Look at TeethBy Allan Fowler

Book FeaturesGenre: NonficitonLevels: DRA™–16; GRL–IFormat: 32 pages, informational text, colorphotographs, labeled photographs in Words You Know,index,About the AuthorVocabulary: solid, chew, tongue, wisdom, grind,pointed, elephants, tusks, fangs, dams, dentist

SummaryThis Rookie Read About Science book enablesyoung readers to look at teeth in a variety ofanimals—including people.They will learnthat teeth have many uses from tearing meatto fighting and even injecting poison.Thebook concludes with information about howstudents can take care of their teeth.

FYIThe book includes a graphic photograph of awolf tearing into the meat of an animal.

MaterialsChart paperDrawing paperCrayonsYardstickBlackline master:Word Web, p. 107

Introduce the BookBrainstorm what students already knowabout taking care of their teeth and losingbaby teeth.Then display the book cover andread the title with students. Discuss thecover photograph. Have students predictwhat the book will be about. Invite studentsto look through their books and talk aboutthe photographs. Review their predictionsabout the subject of the book. Read thevocabulary words on the chart and tellstudents to be alert for them as they read.Point out key text features, such as thelabeled words in Words You Know, the index,and the About the Author sections.

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Read the BookHave students read the book both silently andaloud to the group.After reading each two-page spread, ask a variety of questions to teststudents’ comprehension of the main ideasand supporting details. Focus on how differentanimals use their teeth. Encourage students touse the animal’s name in their answers.Theyshould answer in complete sentences.

Revisit the BookDistribute the blackline master,Word Web onpage 107 to pairs of students. Have themwrite the word Teeth in the center circle andthen fill in the surrounding circles with factsabout teeth. Remind them to use the indexto find information to fill in their diagrams.Then have them share what they found withthe class.You may want to combine thedifferent information from all the studentword webs into one class word web.

Extend the LessonaWRITING Distribute drawing paper, pencils, andcrayons.Ask students to create a poster withsimple instructions for taking care of theirteeth, based on the information in the book.Encourage them to draw pictures and createa title that sums up the most important ideain their posters.

� VOCABULARY Distribute writing paper and pencils.Askstudent pairs to make up riddles for three ofthe words in the Words You Know sectionon pages 30 and 31. Each riddle shouldinclude two or three clues that provideinformation about the word.The riddleshould end with the question, “What am I?”Have different pairs share their riddle withthe class. Other students should try to guessthe answers.1+2MATH Use a yardstick on the floor of theclassroom to show students the length of anelephant’s tusk.Then use classroomreferences or Internet resources to find thesizes of different animal’s teeth. (for example,sharks, beavers, wild boars) Write theanswers on the board.Then work withstudents to list the information on chartpaper in order of size from smallest to largest.

cSCIENCE Invite a speech/language pathologist to talkto the class about how people use theirteeth and tongues to make a variety ofsounds when they speak. Suggest that he orshe demonstrates the different sounds andencourage students to mimic them.

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North Carolina Standard Course of Study ObjectivesScience: 1.01 Investigate the needs of a variety of different plants: air, water, light, and space.Language Arts: 1.04 Self-monitor decoding by using one or two decoding strategies.Cognition: Text featuresInterpretation: Make predictions, identify sequenceConnection: Text to world

Patty’s PumpkinPatchBy Teri Sloat

Book FeaturesGenre: FictionLevels: DRA™–18-20; GRL–J; Lexile® Measure–NPFormat: 32 pages, narrative, rhyming text, paintings bythe authorVocabulary: patch, pumpkin, frost, blossoms, ripe,scoop, junco, nuthatch, vixen, xylem

SummaryCome look inside Patty’s Pumpkin Patch anddiscover a world of life from A to Z.Thisalphabet book introduces readers to thedifferent animals that would be found in apumpkin patch, while the rhyming textdescribes the planting, growing, andharvesting of a pumpkin.

FYIPut sticky notes next to events that could beadded to the sequence chart.

Prepare phonetic respellings of words thatmight be unfamiliar to students (junco andxylem).

Display a copy of It’s Pumpkin Time! in theclassroom.

MaterialsChart paperDrawing paperCrayons

Introduce the BookCover the title and display the book.Tellstudents that there are three words in thetitle and the author used the same beginningsound for each.Talk about the coverillustration and ask students to guess whatthe title might be. Uncover the word pumpkinonce students guess it.Then have thembrainstorm other words that begin with pthat would complete the title. Give clues asnecessary. Finally uncover the title and readit. Page through the book and point to thedifferent letters of the alphabet.Ask studentswhere the animal is located in each alphabetinset and in the illustration. Help students

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understand that this pattern is repeatedthroughout the book.

Then write several examples of rhymingwords on the board and ask students toidentify the sounds in each pair that rhyme.Explain that there are rhyming wordsthroughout this book. Introduce thevocabulary words you wrote on chart paperand read them aloud.

Read the BookRead the book aloud, emphasizing therhyming word patterns on each page.Afterreading the text on page 8 (E page), omit therhyming word unfold on page 9 (F page).Have students use the rhyming pattern topredict what the covered word is. Provideclues as necessary. Repeat this strategy untilyou finish reading the story.

Revisit the BookOutline a sequence chart on board.Thenreread the key events from the book youhad marked with sticky notes.Work withstudents to write these events, in order,on the sequence chart next to theappropriate number.

Extend the LessonaWRITING Display this book and a copy of It’s PumpkinTime in the classroom. Show studentsillustrations from both books to spark theirimaginations.Then write examples of rhymingwords from this book on the board. Havepairs of students work together to write tworhyming sentences about pumpkins, using oneof the word pairs you identified.� VOCABULARYBrainstorm other naming words that beginwith different letters of the alphabet.Writethem on the board. Have students write theletter, the word, and a picture on drawingpaper. Students can talk about their alphabetpictures in class. Bind the pages together in aclass alphabet book.1+2MATH Ask students to count the number of animalsin the illustrations on each page of the book.Graph the results on chart paper.Askstudents questions that require them tocompare the totals.

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North Carolina Standard Course of Study ObjectivesScience: 1.03 Observe the ways in which humans are similar to other organisms.Language Arts: 2.04 Use preparation strategies to anticipate vocabulary of a text and to connect priorknowledge and experiences to a new text.Cognition: Vocabulary in contextInterpretation: Make predictionsCritical Stance: Determine the effect of author’s word choice, purposeConnection: Text to self

Quick as a CricketBy Audrey Wood

Book Features:Genre: FictionLevels: DRA™–16; GRL–I; Lexile® Measure–240LFormat: 32 pages, narrative text, color illustrations,use of similesVocabulary: lark, basset, quiet, tough, tame, shy

SummaryThis beautifully illustrated picture book usessimiles to compare a young boy to a varietyof animals that are familiar to readers.

FYIPreview the book to familiarize yourself withthe author’s use of similes.

Write the vocabulary words on chart paper.

MaterialsIndex cardChart paperWriting paperDrawing paperBlackline master:Word Web, p. 107

Introduce the BookRead the title and the author’s name withstudents.Then encourage them to talk aboutthe cover illustration. Have students previewthe book by looking at illustrations from thebeginning, middle, and end of the book. Readone page to students and write the text onthe board. Circle the word as and talk aboutcomparisons with the class. (If appropriate,introduce the word simile.) Discuss thecomparison in the sentence from the book,using context clues in the illustration. Sharesome familiar similes with students (“cold asice,” “white as snow,” “slow as molasses”).Introduce the vocabulary words by readingthem to students.Ask students to be alertfor these words when you read them in the

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story. Point out the use of picture clues in all the illustrations. Discuss how this textfeature helps students better understand the story.

Read the BookRead the first few spreads to the class andshow students the illustrations.Ask studentscomprehension questions to monitor theirunderstanding of the text and thecomparisons.Then use a large index card tocover all the letters in the name of theanimal on the next page in the book. Leavethe first letter of the animal’s name visible.Read the text and stop at the animal’s name.Show students the illustration and the firstletter of the word. Encourage them to usecontext clues in the text and picture clues inthe illustration to figure out the word.Uncover the word to check their answer.Continue using this procedure as you readthe book.

Revisit the BookPoint to different illustrations in the bookand read the text, leaving out either theadjective or the name of the animal.Encourage students to identify the missingtext.Then ask different students to tell howthey are like some of the animals in the story.

Extend the LessonaWRITING Distribute writing paper and pencils. Haveeach student write one simile comparingthemselves to an animal.They should followthe format: “I am _____ (describing word) asa/an _____ (animal name).” Students shouldthen draw pictures of themselves thatincorporate the description in the simile.Bind the paper and pictures in a class book.The last page should read, “Put it all togetherand you’ve got us.”� VOCABULARY Distribute copies of the blackline master,Word Web on page 107 and have studentsfill in the center of the word web with theirown names. Have them complete the spokesof the word web with describing wordsabout themselves.

TECHNOLOGYStudents might go online to access additionalinformation about one of the animals in thestory.A Web site to consider is:www.enchantedlearning.com/subject/nameofanimal

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North Carolina Standard Course of Study ObjectivesScience: 1.05 Discuss the wide variety of living things on Earth.Language Arts: 2.03 Read and comprehend both fiction and nonfiction text appropriate for grade one usingprior knowledge, summary, questions, and graphic organizers. 4.04 Extend skills in using oral and written languageby engaging in more extended oral discussions.Cognition: Summarize main pointsInterpretation: Make predictionsConnections: Text to self

Really Big CatsBy Allan Fowler

Book FeaturesGenre: NonfictionLevels: DRA™–16; GRL–I; Lexile® Measure–610LFormat: 32 pages, informational text, colorphotographs, labeled photographs, indexVocabulary: rosettes, prides, territory, nocturnal,mammals, reptiles, game reserve

SummaryWild cats such as lions, tigers, and jaguars,don’t make good pets, and this colorful, fact-filled Rookie Read About Science book explainswhy.Young cat lovers will learn informationabout each wild animal, including its naturalhabitat and eating habits.

FYIPreview the book and underline the habitatof each animal that is discussed.

Identify vocabulary words in the book andwrite them on chart paper.

MaterialsChart paperCrayons

Classroom world map or globeCopies of world mapBlackline master:Venn Diagram, p. 104

Introduce the BookInvite students to share information theyknow about cats.Then display the cover ofthe book, read the title and author’s namewith students, and talk about thephotograph.Take a picture walk through thebook, and ask if students can identify any ofthe cats they see. Based on the title andphotographs, ask them to predict what theywill learn by reading the book. Read thevocabulary words to the class, and discusstheir meanings by referring to thephotographs in the book. Point to special

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text features, such as Words You Know onpages 30 and 31 and the Index on page 32.Discuss how each feature helps readersbetter understand the book.

Read the BookRead the book to the class.After each two-page spread, pause and ask questions thattest students’ comprehension of the mainpoints in the text. Encourage students toanswer in complete sentences.

Revisit the BookDiscuss the Words You Know and indexfeatures. Help students use the index to findinformation in the book.Write the followingformat of a “Definition Poem” on chartpaper:

Name the animal.

Describe the animal.

Tell me more about the animal.

Use emotion words to tell how you feelabout this animal.

Work together to complete the poem withinformation about one of the animalsdiscussed in the book. Repeat the activity forsome of the other animals in the book.

Extend the LessonaWRITING Show students the photographs in the booka second time. Invite students to talk aboutthem.Then have pairs of students select twoanimals from the book to compare andcontrast. Hand out a copy of the blacklinemaster, Venn Diagram on page 104 for eachpair to fill out.Ask pairs to talk to the classabout what they found.� VOCABULARY Write the names of the big cats discussed inthe book on the board.Ask small groups ofstudents to select one cat, and use the nameto write an acrostic poem about the animal.

�SOCIAL STUDIES Distribute a copy of the blank world map toeach student. On the classroom map orglobe, show students the habitat of eachanimal discussed in the book. Have studentscolor the animal’s natural habitat on theirindividual maps by using different colors foreach cat. For example: Jaguar, black; leopard,yellow; panther, brown; lion, orange.Askstudents to add a symbol for the cat on thearea they have colored. Discuss students’maps in class.

TECHNOLOGYStudents might go online to access additionalinformation about individual wild cats.A Website to consider is:www.enchantedlearning.com/subject/nameofanimal

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North Carolina Standard Course of Study ObjectivesScience: 1.04 Identify local environments that support the needs of common North Carolina plants and animals.Language Arts: 2.03 Read and comprehend both fiction and nonfiction text appropriate for grade one usingprior knowledge, summary, questions, and graphic organizers.Cognition: Summarize main pointsInterpretation: Make predictions, understand charactersConnections: Text to world

SassafrasBy Audrey Penn

Book FeaturesGenre: FictionLevels: DRA™–24-28; GRL–M; Lexile® Measure–570LFormat: 32 pages, narrative text, color illustrationsVocabulary: sassafras, camouflage, porcupine, screechowl, quill, alarm

SummaryThis delightful story about a little skunk andhis problems introduces students to theconcept of animal camouflage as well asillustrating an important moral about self-esteem.The illustrations lend themselves toa discussion about North Carolina’s forest habitats.

FYIPreview the text to familiarize yourself withthe story and text features.

Write vocabulary words on chart paper.

MaterialsChart paperDrawing paperCrayonsBlackline master: Story Map, p. 108

Introduce the BookInvite students to discuss what they alreadyknow about skunks.Ask if any of them haveever smelled a skunk? Talk about how askunk might feel if it was embarrassed aboutsmelling bad.Then display the book cover,and read the title and author’s name. Havestudents predict what the story will beabout.Ask students to tell if the book isfiction or nonfiction and to give reasons fortheir answers.Take a picture walk throughthe book and talk about illustrations in thebeginning, middle, and end of the book.

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Encourage students to identify the animalsthey know.

Read the vocabulary words on the chartpaper aloud and help the students to readthem. Have them be alert for the wordswhen they appear in the book. Point out keytext features such as the illustrations andquotation marks that set off dialogue.Discuss how these things help readersunderstand the book.

Read the BookRead the book aloud to the class, stoppingto ask comprehension questions at the endof every two-page spread. Some questionsshould require students to think about howSassafras and the other characters feel. Showstudents the illustrations as you read.

Revisit the BookDistribute copies of the blackline master,Story Map on page 108 to each student.Then help students complete each entry inthe story map with information from thebook.As students work, point to theillustrations to help them recall events.

Extend the LessonaWRITING Discuss how Sassafras felt about how hesmelled.Ask: What are some things you couldtell Sassafras to make him feel better?Distribute writing paper and pencils and havestudents write their answers. Call onvolunteers to read their papers aloud.� VOCABULARY Point to different illustrations in the book.Encourage volunteers to describe thepictures using adjectives that create excitingword pictures.Write the adjectives on theboard and read them aloud with the class.

cSCIENCE On the board draw a two-column chart andwrite the following headings: Animal, HowAnimal Stays Safe. Have pairs of studentscome up and complete the chart by writingan animal’s name under the first column and how the animal stays safe under thesecond heading.

Have students draw a picture of one of theanimals using its special way of keeping itselfsafe.Ask students to label their pictures anddiscuss them in class.

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North Carolina Standard Course of Study ObjectivesScience: 1.05 Discuss the wide variety of living things on Earth.Language Arts: 3.03 Discuss unfamiliar oral and/or written vocabulary after listening to or reading texts.Cognition: Vocabulary in contextInterpretation: Draw conclusions, make generalizations, make predictions

Sea SumsBy Joy N. Hulme

Book FeaturesGenre: NonfictionLevels: DRA™–24-28; GRL–L; Lexile® Measure–330LFormat: 32 pages, informational rhymed text, colorillustrations, supplemental information about coralreefs Vocabulary: encounter, siphon, filtered, prey, foes,nourishment, caverns, bristling, lagoon, tentacles, ebbing,polyps, fraction, grottoes

SummaryThis colorful, fact-filled rhyming bookintroduces readers to many animals found ina coral reef, while creating simple additionand subtraction word problems for studentsto solve on each two-page spread.A specialtext feature at the end of the book is anexcellent source of supplemental informationabout coral reefs.

FYIPreview the book to become familiar withthe rhyme and the different addition andsubtraction problems.

Use sticky notes to identify each vocabularyword.

Prepare a set of manipulatives for each pairof students

MaterialsDrawing paperCrayonsDictionaryThirty math manipulatives for each student

pair

Introduce the BookDisplay the book cover and read the title andauthor’s name. Brainstorm what a sum is andhow this could relate to life in the sea. Showstudents illustrations from the book.Ask themto predict what the book is about. Point tokey features in the text, such as the additionand subtraction problems at the bottom ofeach two-page spread and the numbers inbold-face type. Help students draw aconclusion about these problems and the titleof the book. Point to the information about

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coral reefs on pages 28 and 30 and theidentification of other coral-reef animals onpage 31. Discuss how these features helpstudents better understand the book.

Read the BookRead the book aloud to the class,emphasizing the rhyming words.At the endof each text page, ask students questions totest their comprehension of the material.After reading the number sentence on theright-hand page, help students conclude thatthis sentence refers to the word problempresented in the two-page spread. Discusseach vocabulary word as you read it. Showstudents how to use context clues to figureout the meaning of the unknown word.Write the meanings of the words on theboard or on chart paper.

Revisit the BookPoint to five or six vocabulary words in thetext that you discussed when you read thebook. Have different students read thedefinition of the word on chart paper or theboard.Then look up the word in adictionary, and discuss the definition withstudents. Point out that some authorsinclude definitions of more difficult words atthe end of the book. Depending on students’comprehension ability, read part of thesupplemental information about coral reefsfrom pages 28 and 30.

Extend the LessonaWRITING Distribute drawing paper, pencils, andcrayons.Ask pairs of students to researchcoral reefs by using classroom references orthe Web sites below. Have students create aposter with two or three facts about thecoral reefs and a picture of the animals andplants that live there.1+2MATH Distribute the manipulatives, writing paper,and pencils to pairs of students.Then rereadthe word problems in the book a secondtime. Pause before reading the answers. Havestudent pairs use their manipulatives to solvethe problem. Review their answers.Thenpoint to three different page spreads and askstudent pairs to create their own sea sumsbased on the pictures. Call on students toread their problems aloud to the class.

TECHNOLOGYStudents might go online to access additionalinformation about coral reefs, the ocean, orsome of the animals in the book.Three Websites to look at are:www.kidzone.ws/subject/www.enchantedlearning.com/subject/www.oceanofk.org/subject

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North Carolina Standard Course of Study ObjectivesScience: 1.04 Identify local environments that support the needs of common North Carolina plants and animals.Language Arts: 1.02 Demonstrate decoding and word recognition strategies and skills by using phonics knowledgeof sound-letter relationships to decode regular one-syllable words when reading words and text. 2.04 Use preparationstrategies to anticipate vocabulary of a text and to connect prior knowledge and experiences to a new text.Interpretation: Make generalizationsConnections: Text to self

A Tree Can Be…By Judy Nayer

Book FeaturesGenre: FictionLevels: DRA™–6-8; GRL–E; Lexile® Measure–BRFormat: 16 pages, narrative text, color illustrations,some rhyming text, labeled diagram of parts of treeVocabulary: place, climb, sound, changes, year-round

SummaryA Tree Can Be… demonstrates the many waysthat trees play a part in our lives. Studentswill enjoy the colorful illustrations, whichprovide excellent story clues, and the simple,easy-to-read patterned text.

FYICover the following words on pages 5through 14 with sticky notes: rest, hide, nest,swing, fly, climb, dry, food, sound, life.

Write the vocabulary words on chart paper.

Create a large, leaf shape on a piece ofdrawing paper with the words “A tree canbe …” and make a copy for each student.

Draw the outline of a tree on chart paper.

MaterialsSticky notesChart paperDrawing paperCrayons

Introduce the BookEncourage students to tell you what comes tomind when they think about trees.Thendisplay the cover of the book and read thetitle with students.Ask: How would youcomplete the sentence? Picture walk throughthe story and encourage students to discussthe illustrations.Write an example of tworhyming words from the story on the board,and help students identify the rhyming sounds.(For example, rest on p. 5, nest on p. 7) Explainthat there will be other rhyming words in the

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story. Point to the diagram of the tree onpage 16. Discuss how it helps studentsunderstand what the parts of a tree are.

Read the BookCall on a volunteer to read the first pagealoud.Then, using the teacher’s copy of thebook, have students read the story together.Discuss the illustrations and help studentsidentify the words that are the same in thesentences. Point to the sticky note coveringrest on page 5.Ask students to use pictureclues to figure out the word. If students havedifficulty, write the first letter on the board.Uncover the text to check students’predictions. Repeat the process as studentsread pages 6 through 14.Then have studentsread pages 15 and 16.Ask questions to testtheir comprehension of the oak tree diagram.

Revisit the BookGive each student a copy of the book.Askstudents: What can a tree be? Have themanswer by reading sentences from theirbooks.After students read each sentence,ask them to describe what is happening inthe corresponding illustration.

Extend the LessonaWRITING Encourage students to share their ownexperiences with trees. Distribute thedrawing paper with a leaf shape, pencils, andcrayons.Ask students to complete thesentence and draw a picture. Cut out theleaf shapes and display them on the outlineof a tree on chart paper. Label the display, “ATree Can Be A Place For Me!”� VOCABULARY Use words from the book to review thefollowing: -st blend (rest on p. 5), /ay/ long i(play on p. 4), /i/ long i (fly on p. 9 and dry onp. 11).

cSCIENCE Take students on a nature walk in a nearbypark. Have them describe the different treesand identify the parts of a tree in the diagramon page 16. Encourage them to talk aboutthe uses of a tree, how to care for them, andhow they can save trees by recycling.

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North Carolina Standard Course of Study ObjectivesScience: 1.05 Discuss the wide variety of living things on Earth.Language Arts: 1.02 Demonstrate decoding and word recognition strategies and skills by using phonicsknowledge of sound-letter relationships to decode regular one-syllable words when reading words and text.Cognition: Identify sequence of eventsInterpretation: Make predictions

Zoo-LookingBy Mem Fox

Book FeaturesGenre: FictionLevels: DRA™–12; GRL–G; Lexile® Measure–580LFormat: 32 pages, narrative text, collage paintingsVocabulary: silky, slithered, gobbled, humps, next,smiled

SummaryFollow along as Flora and her dad have afun-filled day looking at all the animals in thezoo.The collage illustrations are especiallyappealing to young readers.

FYIWrite vocabulary words on chart paper.

Write the names of all the animals on posterpaper strips.

Before reading the words put a sticky noteover the letters ack in the following words:back, black, crack, smack, whack, snack, yak.

MaterialsChart paperPoster paper stripsDrawing paperCrayons

Introduce the BookAsk if any students have ever visited a zoo,and encourage them to share theirexperiences with the group.Then display thecover, read the title, and talk about theillustration.Ask if students can identify theanimal. Have students predict what the storywill be about. Picture walk through the bookand talk about the illustrations.

Read the vocabulary words on the chartpaper with the group.Tell students to bealert for these words in the book.Thenwrite the word snack on the board and havestudents read it aloud. Underline the lettersack and help students read the sound theletters make. Explain that many words in thebook will end in this sound.

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Read the BookRead the first page as students follow along.Then, using the teacher’s copy of the book,have students read the story together. Usepicture clues to help identify the names ofthe animals.Alert students to words that arethe same on different spreads, so theyrecognize the sentence pattern.When theycome to a covered word, have studentsidentify the initial letter or letters and thesound they make. Point to the letters ack onthe board. Using this phonics clue, the initialletter or letters, and the picture, havestudents predict the word.Then uncover theword and read it.

Revisit the BookGive each student a copy of the book. Havethem read the story out loud, pointing to eachword as they read. Help them use pictureclues to read the names of the animals.

Set up a sequence chart on chart paper, andask students to name the animals that Florasaw at the zoo in order.As they answercorrectly record the names on the chart.

Extend the LessonaWRITING Distribute drawing paper, pencils andcrayons.Ask each student to choose ananimal from the book, write a sentenceabout it, and draw a picture.� VOCABULARY Give each student a paper strip with ananimal’s name. Make sure students can readthe name.Then invite students to describe theanimal without naming it. Have other studentsguess which animal is being described.

cSCIENCE Ask pairs of students to choose one of theanimals in the book to research. Studentscan find out where the animal lives, what iteats, its size, etc. Students can use theinformation to make a poster about theanimal with both text and pictures.

TECHNOLOGYStudents might go online to access additionalinformation about various animals in thestory.Two Web sites to look at are:www.enchantedlearning.com/subject/animal’sname www.kidzone.ws/nameofanimal

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North Carolina Standard Course of Study ObjectivesScience: 2.02 Describe rocks and other earth materials in more than one way, using student-made rules.Language Arts: 2.02 Demonstrate familiarity with a variety of texts.Cognition: Use context cluesInterpretation: Make predictions

I Am a RockBy Jean Marzollo

Book FeaturesGenre: NonfictionLevels: DRA™–16; GRL–I; Lexile® Measure–70L Format: 30 pages, informational text, riddle format,color illustrations, labeled photographs of all rocks inbookVocabulary: sprinkle, jewelry, glassblowers, dazzle,sparkle, jewel, wood-burning, rust, strike, spark

SummaryI Am a Rock uses riddles to provideinformation about a variety of rocks andminerals, including granite, sandstone, salt,and gold.

FYIPreview the book to familiarize yourself withthe format and different kinds of rocks.

Write the vocabulary words on chart paper.

MaterialsMagnifying glassesSticky notesChart paper

Introduce the BookWrite the word rock on the board. Havestudents read it and share any informationthey know about rocks.Then show them thebook cover, read the title and author’s name,and talk about the illustration. Have thempredict what the book will be about. Pagethrough the book with students and look atdifferent illustrations. Read one page aloudand talk about the riddle format. Read thevocabulary words on the chart paper withstudents. Point out other key features,such as the color illustrations, and thephotographs and captions on the last spreadin the book. Discuss how each feature helpsreaders better understand the book.

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Read the BookRead the first page while students follow intheir books. Discuss the “Rock Hall of Fame”and make sure that students understand theconcept.Then have students read the book.Encourage students to answer the riddlesand guess the name of the rock by usingcontext clues in the text and illustrations.

Revisit the BookPoint to the photographs of different rockson the last spread of the book.Ask studentsto identify one or two important facts abouteach rock by rereading the correspondingpage and recalling the information.

Extend the LessonaWRITING Ask pairs of students to choose one rockfrom the list on the last spread, reread thetext about the rock, and made up a newriddle, using information from the book andthe illustration. Call on different studentpairs to say their riddle. Have other studentstry to guess the answer.

� VOCABULARY Brainstorm different ways to sort the rocksin the photographs (i.e., by shape, size,color). Have small groups choose one of thesorting methods listed on the board, write itas a heading on a piece of paper, and thenlist the names of the rocks that areappropriate under the heading.

cSCIENCE If possible, plan a class field trip to theNorth Carolina Museum of Natural Sciencesin Raleigh, and visit the rock exhibit there.Alternatively take the class on a field trip toa nearby park, and encourage them toexamine the rocks they find there. Distributemagnifying glasses and have students usethem to observe the rocks more closely anddescribe what they see.

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North Carolina Standard Course of Study ObjectivesScience: 2.01 Describe and sort a variety of earth materials based on their propertiesLanguage Arts: 1.04 Self-monitor decoding by using one or two decoding strategies. 2.05 Predict and explainwhat will happen next in stories.Interpretation: Make predictionsConnections: Text to self

I Love Mud and Mud Loves Me

By Vicki Stephens

Book FeaturesGenre: FictionLevels: DRA™–4; GRL–D; Lexile® Measure–660LFormat: 16 pages, narrative text, color illustrationsVocabulary: why, mud, sorry, loves, worms, paint, jam,sand, sneakers, gum, bath

SummaryIn this delightful story, Sam’s bemusedmother is always asking her why she ismuddy, has paint on her arms, or worms inher pockets.The answer is always the same-the mud, paint and worms all love Sam andSam loves them.Young readers will have funpredicting what Sam will say and do next.

FYIPreview the story to familiarize yourself withthe question and answer pattern.

MaterialsChart paperDrawing paperCrayons

Introduce the BookDisplay the cover of the book and read thetitle with the class. Invite students to talkabout the cover illustration.Then ask them to predict what the story might be about.Next take a picture walk through the bookand encourage students to describe theillustrations.Ask: Is this story fiction or nonfiction?Have students explain their answers.

Point out key text features, such as thespeech bubbles, the use of question marks,and the recurring sentence patterns on eachtwo-page spread. Introduce the vocabularywords by reading them together withstudents.Ask students to be alert for these words when they read them in the book.

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Read the BookRead the first page of the book as studentsfollow along.Talk about the question andanswer format. Before students continuereading pages 4 and 5, ask them to look atthe pictures, think about the question andanswer on pages 2 and 3, and then predictwhat Sam loves and what loves Sam. Nextidentify the letter sound that the wordbegins with (i.e., the /w/ in worms). Helpstudents associate picture clues with thisinitial letter sound to decode the word. Havethem read the spread to check theirpredictions. Repeat the procedure asstudents continue reading the book.

Revisit the BookRead the questions that Sam’s mother asksher daughter. Call on students to find theanswers in their books and read them aloudto you.

Extend the LessonaWRITING Distribute drawing paper and crayons toeach student. Have students fold the paper inhalf. On the left side, students should draw apicture of a parent or family member. On theright side, they should draw themselves.Askstudents to write a “why” question that theadult might ask.Then have students answerthe question on the right side of the page.Remind students to enclose both thequestion and answer in speech bubbles. Pointout that the question should always end witha question mark.� VOCABULARY On chart paper write the beginning lettersounds of the words students identified asthey read the story: /w/ w, worms; /p/ p, paint;/j/ j, jam/ /s/ s, sand/ /g/ g, gum; /b/, b, bath.Brainstorm other words that begin with eachsound.Write students’ responses on thechart paper under the appropriate heading.

�SOCIAL STUDIES Ask students to think of some other thingsthat might make Sam dirty in her house, herneighborhood, or her school. List them onthe chalkboard.Then distribute drawingpaper and crayons, and ask students tochoose one of the items on the class list anddraw a picture. Encourage students to adddialogue in speech bubbles that follows thesentence patterns in the text.

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North Carolina Standard Course of Study ObjectivesScience: 2.01 Describe and sort a variety of earth materials based on their properties: color, hardness, shape,and size.Language Arts: 2.05 Predict and explain what will happen next in stories.Cognition: Identify the main purposeInterpretation: Make predictionsConnections: Text to world

Liz Sorts It OutBy Tracey West

Book FeaturesGenre: Fiction Levels: DRA™–30; GRL–I; Lexile® Measure–440LFormat: 24 pages, narrative text, color illustrationsVocabulary: collection, convention, booth, sort,round, straight, color, group, together, size, texture,rough, smooth

SummaryIn this Magic School Bus story, it’s Arnold’sturn to take care of Liz, the class pet, for theweekend. He and Keesha are taking Liz to arock collecting convention, but Arnold has somany rocks that he can’t decide how toorganize them! Leave it to Liz to come upwith some really fun ways to sort out hisproblem!

FYIPrepare bags of small objects for students tosort in an extension activity.

Write the vocabulary words on chart paper.

MaterialsChart paperBags of small objects for each student pairRocks of different sizes and shapes

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Introduce the BookDisplay several rocks on a table andencourage students to examine them.Discuss different characteristics, such as size,color, shape, and texture.Ask what is thesame and what is different about the rocks.Then show students the cover of the bookand read the title aloud. Encourage studentsto talk about the cover. Page through thebook and show the class illustrations fromthe beginning, middle, and end of the story.Have students predict what Liz is going todo in this Magic School Bus series adventure.Write their predictions on the board, andtell students to correct them as they listento the story.

Read aloud the vocabulary words listed onthe chart paper. Point to the questions onpages 7, 11, and 15, and discuss the purposeof this special text feature. Explain that thequestions will help students predict whathappens next in the story.

Read the BookRead the book aloud to the class. Stop ateach sorting time, and ask different studentsto recap the story events up to that point inthe narrative.After reading the questions atthe bottom of pages 7, 11, and 15, askstudents to predict how Liz will guide Arnoldto sort the rocks next. Remind students torevise their predictions, if necessary, afteryou read the next few pages.As you read,have students identify the clues that Liz usedto help the characters.

Revisit the BookAsk students to review the different sortingtechniques that Liz used in the story.Writetheir answers on chart paper. Point tospecific pictures in the book that illustrateeach sorting method. Encourage students todescribe the rocks that are being sorted ineach picture.Ask students to think of otherways to sort the rocks in the collection.

Extend the LessonaWRITING Have students write a sentence describingthe rocks they examined at the start of thelesson. Call on students to read theirsentences aloud.� VOCABULARY Ask students to describe items in theclassroom that illustrate some of thevocabulary words: round, straight, rough,smooth, color, size. List their answers on theboard under each vocabulary word.

cSCIENCE Pass out bags of small objects.Ask studentpairs to sort the items in each bag in one way.When students have finished sorting, eachpair of students moves to the right and triesto identify the sorting method used by theirneighbors. If they identify the methodcorrectly, they resort the objects in a differentway. Continue the process until all studentpairs have sorted all the bags of objects.

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North Carolina Standard Course of Study ObjectivesScience: 2.01 Describe and sort a variety of earth materials based on their properties: color, hardness, shape, size.Language Arts: 1.02 Demonstrate decoding and word recognition strategies and skills and use phonicsknowledge of sound-letter relationships to decode regular one-syllable words when reading words and text.Interpretation: Make predictionsConnections: Text to self

Mud!By Wendy Cheyette Lewison

Book FeaturesGenre: NonfictionLevels: DRA™–1-2; GRL–B; Lexile® Measure–BRFormat: 32 pages, narrative text, color illustrationsVocabulary: puddle, here, there, air, everywhere

SummaryThe characters in this Hello Reader! bookhave lots of fun playing in the mud—and firstgrade students will have a lot of fun readingabout them. Colorful illustrations, repetitiveword patterns, and the use of rhyming wordswill appeal to beginning readers.

FYIIdentify the vocabulary and rhyming words inthe book with sticky notes.

Write vocabulary words on chart paper.

Cover some of the following words withsticky notes before students begin reading:hands, toes, cheeks, nose, elbows, hair, chin, ear.

Display a copy of I Love Mud and Mud Loves Me.

MaterialsI Love Mud and Mud Loves MeSticky notesChart paperDrawing paperCrayonsPlastic containersDirtWater

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Introduce the BookAsk if students have ever played in the mud.Allow time for discussion.Then display thebook cover, read the title, and talk about theillustration. Have students predict what thebook will be about and whether it’s fictionor nonfiction.Then take a picture walkthrough the book and invite students to talkabout the illustrations.

Introduce the vocabulary words by readingthem with students, using decoding and wordrecognition skills. Read an example of therhyming text from the book.Then write therhyming words on the board and helpstudents identify the sounds that rhyme.

Read the BookHave students read the book. Call onvolunteers to read the first three spreadsaloud. Discuss how the pictures show whatis happening in the story.As studentsprepare to read the next spread, ask them topredict what the covered word might be bylooking for clues in the picture.To checktheir predictions, ask students to remove thesticky note and read the word hands. Repeatthe procedure.As students read, point to theexamples of rhyming words in the text andhelp students identify them.

Revisit the BookAsk students to reread their books andidentify, in order, the different places wherethe children in the story found mud.Writetheir answers on the chalkboard and call onvolunteers to read them aloud.

Extend the LessonaWRITING Ask students to write two sentences thatfollow the format: “Mud on the _____.” Havestudents illustrate their sentences ondrawing paper.� VOCABULARY Ask students to pantomime the placeswhere the children in the book find mud.After each pantomime, have other studentsidentify the word and find it in their books.

If time permits, read I Love Mud and Mud LovesMe. Before reading the noun in the sentencepattern: I love _____ and _____ loves me,show students the illustrations, and have themuse picture clues to identify the word.

cSCIENCE Distribute plastic containers, dirt, and waterto small groups of students. Have studentsmake mud out of dirt and water.Ask: Whenyou add more water, what happens? When youadd less water, what happens? Leave somecontainers with mud in a sunny part of theclassroom for a day.Ask students to observewhat happens to the mud.

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North Carolina Standard Course of Study ObjectivesScience: 3.03 Classify solids according to their properties: color, texture, shape, or ability to float or sink inwater.Language Arts: 2.06 Self-monitor comprehension by using one or two strategies (questions, retelling,summarizing).Cognition: Summarize main pointsInterpretation: Make predictions

How Is a CrayonMade?By Oz Charles

Book FeaturesGenre: NonfictionLevels: DRA™–30; GRL–N; Lexile® Measure–970LFormat: 32 pages, informational text, photographsVocabulary: kiln, pigment, pulverize, paraffin wax, vat,conveyer belt, transverse breaking machine, sleeves,boxing machine

SummaryYoung students who frequently use crayonsin their daily work will be delighted to findout how they’re made.This book describesthe process in detail, beginning with thecreation of the color and ending with theboxing machine that packs assortments intocrayon boxes. Color photographscompliment the text.

FYIPut sticky notes next to the text thatdescribes the sequence of steps in theproduction of crayons.

MaterialsChart paperScissorsBoxes of crayonsPaper bagDouble boiler, mini-muffin pansFood coloring packets, ice cube trays

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Introduce the BookHide a crayon in a paper bag and invitestudents to try to guess the identity of theobject by asking yes and no questions. Showstudents the crayon and display the cover ofthe book.Talk about the cover photograph.Invite students to predict what the book will be about. Introduce the vocabularywords by writing them on chart paper andpronouncing them for students.Tell studentsto be on the alert for these words as youread the book to them.

Read the BookRead the book aloud to the class, stoppingto explain unfamiliar terms and concepts.Atthe end of each two-page spread, askstudents questions about the main ideas inthe text. Show students the photographs andcall on volunteers to summarize what ishappening in each one.

Revisit the BookReread the text that identifies specific stepsin the process of making crayons.Write thesteps out of order on the board.Then worktogether with students to list the steps insequence on a piece of chart paper.Then cutyour master list of steps into strips of chartpaper and mix them up.Ask students to rearrange the strips in the correctsequence again.

Extend the LessonaWRITING Distribute writing paper, pencils and crayonsto the students. Have students write onestep in the production of a crayon on a pieceof drawing paper.Ask students to draw apicture illustrating that step in the process.� VOCABULARY Show students a box of crayons and talkabout the design on the front. Distributedrawing paper and crayons. Have studentsmake up their own designs for a new crayonbox. Call on students to talk to the classabout their designs and the colors they used.Encourage them to use descriptive wordswhen they describe the colors.

cSCIENCE Have students peel the protective paperfrom several old crayons. Melt the crayonstogether in a double boiler.Then pour themelted crayons into mini-muffin tins tocreate new colors. Have students think of animaginative, descriptive name for the newcolor. Students can observe what happens tothe solid as it melts. (Note: If cookingfacilities aren’t available in your school, adddifferent packets of food coloring to waterand freeze the colored water in ice cubetrays. Students can observe that happens tothe liquid as it solidifies.)

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North Carolina Standard Course of Study ObjectivesScience: 3.01 Describe the differences in the properties of solids and liquids.Language Arts: 3.01 Elaborate on how information and events connect to life experiences.Cognition: Text FeaturesConnections: Text to world

It Could Still Be Water

By Allan Fowler

Book FeaturesGenre: NonfictionLevels: DRA™–10; GRL–F; Lexile® Measure–590LFormat: 32 pages, informational text, colorphotographs, labeled photographs of vocabulary words,index,About the AuthorVocabulary: fact, covered, globe, freeze, mist, frozen,invisible

SummaryThis Rookie Read About Science bookintroduces young readers to the differentproperties of water. Colorful photos andsimple text encourage students to read ontheir own and find out about water in itsmany forms.

FYIWrite vocabulary words on chart paper.

MaterialsMarkerChart paperClear plastic soda bottle (any size)Teakettle or panGlass jar or cupAccess to a freezerAccess to a stove

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Introduce the BookDisplay the cover of the book and read thetitle with students. Discuss the coverphotograph and encourage students topredict what the book is about.Take apicture walk through the book and talkabout some of the photographs. Read thevocabulary words on the chart paper and tellstudents to be alert for these words as theyread the book.

Point out key text features such as the useof ellipsis after certain words or at the endof some pages. Explain that this mark is usedto indicate that some words were left out or to interrupt a thought and make thereader pause.

Read the BookHave students read the book. Call onvolunteers to read some pages aloud.At theend of each two-page spread ask studentsquestions to test their comprehension of thematerial.The questions should also encouragethem to connect the text to their ownexperiences with various forms of water.

Revisit the BookHave pairs of students read the words in theWords You Know section on pages 30 and31 and find a fact about each one in the text.Point out that students can look up most ofthe words in the index on page 32. Call onvolunteers to read the information they findaloud to the group.

Extend the LessonaWRITING Ask students to write two or three sentencesdescribing how they use water each day,either at school, at home, or when they play.Call on volunteers to read their papers aloud.� VOCABULARY Boil water in a teakettle or pan. Use a glassjar or cup to cover the spout and catch thesteam. Have students describe whathappened to the water.Ask: What does thewater vapor look like? Write studentsresponses on the board and read thedescribing words they used.

cSCIENCE Fill the soda bottle almost to the rim andleave it uncapped. Draw a line with themarker to show the water level. Put thebottle in the freezer overnight. Have studentspredict what will happen to the water.Thenext day show students the bottle and discusswhat has happened to the water. Showstudents that the water expanded when itfroze. Have students revise their predictions.Then allow the water to defrost and discussthe effect on the water level in the bottle.

Fill the bottle with water and leave it in asunny place in the classroom. Do not cap thebottle. Have students predict what willhappen to the water level in the bottle.Askstudents to check the water level in thebottle every two days to monitor what ishappening.Ask different students to use themarker to show how the water level isdecreasing. Discuss that the water ischanging into vapor and can’t be seen.

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North Carolina Standard Course of Study ObjectivesScience: 3.04 Determine the properties of liquids: color, ability to float or sink in water, and tendency to flow.Language Arts: 2.08 Discuss and explain response to how, why, and what if questions in sharing narrative andexpository texts.Cognition: Summarize main pointsInterpretation: Draw conclusionsCritical Stance: Evaluate the accuracy of information and ideas

The Magic School BusUps and Downs

By Jane B. Mason

Book FeaturesGenre: Fiction Levels: DRA™–24-28; GRL–M; Lexile® Measure–460LFormat: 32 pages, narrative text, color illustrations,classroom experiment providedVocabulary: underwater video camera, mouthpiece,crumple, pontoons

SummaryIs there a monster living in Walker Lake?That’s what Ms. Frizzle’s class is trying to findout.The kids have a real problem—how toturn their Magic School Busfloater into asinker so they can solve the mystery fast.Take a dive with the Magic School Bus andlearn why things float and sink!

FYIUse sticky notes at the beginning of passagesthat describe each story problem.

Identify the objects you will need for thescience extension activity about sinking andfloating.

MaterialsChart paperBlackline master:Three-Column Chart,

p. 109A variety of objects that can sink and float.

(i.e., a ball, eraser, toy boat, cube, papercup)

One 20 oz. soda bottle and cork for eachgroup

One tub of water for each groupLarge bowlTwo balls of clay

READ ALOUD

89

Introduce the BookDistribute a copy of the blackline master,Three-Column chart on p. 109 to students.Have students write the headings Object,Prediction, and Result. Display the objects thatwill be used in the science extension activity.Invite students to predict which ones willsink or float, and complete the first twocolumns.Then display the book cover, readthe title, and discuss the illustration with theclass. Page through the book and showstudents the illustrations.Ask: Is this storyfiction or nonfiction? Have students givereasons for their answers. Point to theexperiment on page 32. Explain that it willhelp students understand why certain thingsfloat or sink.

Read the BookRead the book aloud to the class. Stop todiscuss unfamiliar concepts and terms andshow students the illustrations.At the end ofevery two-page spread, ask a variety of how,why, and what if questions to evaluatestudents’ comprehension of the material.Show students the illustrations, andencourage them to use the picture clues tohelp answer the questions.

Revisit the BookWrite the words “Problem” and “Solution”on the board, and discuss the concepts withstudents. Point out that Ms. Frizzle and herstudents faced several problems in the story

and they solved each of them. Show studentsthe pictures in the book that illustrate eachproblem and solution.Then ask students toidentify the problem and explain how it was solved.

Extend the LessonaWRITING Have students write a sentence describingtheir favorite event from the story. Call onstudents to read their sentences aloud.� VOCABULARYFill one of the tubs with water, andexperiment with the objects that studentspredicted would sink or float before readingthe book.Ask students to observe theexperiment and complete their chart. Call onstudents to discuss the reasons for theiroriginal predictions.

cSCIENCE Perform the experiment described on page32 of the book.Ask students to predict whatwill happen to the clay ball and the clay boat.After the experiment discuss why the ballsank and the boat floated.

Help students test the pontoons theorydescribed in the book. Give one corkedbottle filled with water to each group ofstudents. Have students experiment withtrying to float the bottle in a tub of water.What happens? Then empty the water fromeach bottle and cork it.What happens?

90

North Carolina Standard Course of Study ObjectivesScience: 3.01 Describe the differences in the properties of solids and liquids.Language Arts: 2.06 Self-monitor comprehension by using one or two strategies (questions, retelling,summarizing).Cognition: Summarize main pointsInterpretation: Make predictions

Solid, Liquid,or Gas?

By Fay Robinson

Book FeaturesGenre: NonfictionLevels: DRA™–16; GRL–I; Lexile® Measure–430LFormat: 32 pages, informational text, colorphotographs, labeled photographs in Words You Know,index,About the AuthorVocabulary: scientists, matter, container, poured,gooey, gasoline, helium, balloon

SummaryThis introductory physical science bookdescribes the three main groups of matter—solids, liquids, and gases.The text describesthe properties of each group and providesexamples that are familiar to students.

FYIPreview the book to familiarize yourself withthe vocabulary, which is sophisticated forfirst grade students.

Write vocabulary words on chart paper.

Write the names of several solids, liquids,and gases on paper strips.

Bring in examples of solids, liquids, and gases(an inflated balloon, a soft drink todemonstrate carbon dioxide bubbles, etc).

MaterialsChart paperExamples of solids liquids, and gases

Ice cube tray and access to a refrigeratorSmall scaleBalloons

GUIDED READING

91

Introduce the BookDistribute the paper strips and have smallgroups of students sort them into groupsand explain their choices. In reviewing theirwork, talk about the differences betweensolids, liquids, and gases.Then display thecover of the book and read the title withstudents.Ask: What do you think the book isabout? Have students page through theirbooks, look at the photographs and discussthem. Read the words on chart paper to theclass. Point out key text features, such as thecolor photographs, the Words You Knowsection, the index, and About the Author.Discuss how each feature helps studentsbetter understand the book.

Read the BookHave students read the book.To monitortheir comprehension of the material, askquestions after each two-page spread.Asthey read about solids, liquids, and gasesencourage students to talk about the wordson their paper strips.

Revisit the BookDraw a three-column chart on the board ordistribute copies of the blackline master onpage 109.Write in the headings, Solid, Liquid,and Gas.Ask students to find examples ofeach form of matter discussed in the book.Remind them to use the index and the WordsYou Know feature to help them locate theexamples. Fill in the chart together.

Extend the LessonaWRITING Brainstorm the different ways of describing asolid, liquid or gas—by size, shape, touch, etc.Then ask students to identify examples of asolid, liquid, and gas in their classroom orschool, and have them write one sentencedescribing it. Call on volunteers to read theirsentences aloud to the group.

cSCIENCE Have students observe the examples ofsolids, liquids, and gases you have displayed inthe classroom.Ask students to worktogether and sort the materials into threedifferent groups. Discuss their choices andask them to identify the ways objects in eachgroup are the same and different.

Distribute balloons.Ask: Does the balloon takeup much space? Then help students blow upsome balloons and repeat your question.Ask: Why does the full balloon take up morespace than the empty balloon?1+2MATH Ask small groups of students to pour waterinto the ice cube trays.Weigh the trays on asmall scale. Record the results on chartpaper.Then freeze the ice cubes. Havestudents predict whether the frozen icecubes will weigh the same as the liquid.Thenext day weigh the frozen ice cubes, recordthe result, and have students compare the weights.

92

North Carolina Standard Course of Study ObjectivesScience: 3.01 Describe the differences in the properties of solids and liquids.Language Arts: 1.04 Self-monitor decoding by using one or two decoding strategies.Interpretation: Make predictionsConnections: Text to self

WaterBy Susan Canizares and

Pamela Chanko

Book FeaturesGenre: NonfictionLevels: DRA™–1-2; GRL–B; Lexile® Measure–180LFormat: 16 pages, color photographsVocabulary: everywhere, frost

SummaryThis nonfiction patterned text describessome of the many liquid and frozen solidforms of water. Clear and detailedphotographs illustrate the text.

FYIBefore reading the book, place a sticky noteover the parts of the words that are notunderlined: river, rain, frost, snow, ice.

Write the vocabulary words on chart paper.

MaterialsMap of the United StatesPasteDrawing paperPoster paperCrayons

Introduce the BookLook at the cover of the book with thestudents, and have them discuss what theysee. (A drop of water) Ask them what theythink the book is about.Take a picture walkthrough the book pointing out the differentforms of water in each and identifying themwith the students. (River, rain, frost, snow, ice)Then go back to the cover and read the title.Point out key text features, such as thephotographs and the information about wateron pages 15 and 16. Read the vocabularywords on the chart paper with students.

GUIDED READING

93

Read the BookRead the first page as students follow along.Then, using the teacher’s copy of the book,have students read the story together.Whenthey come to a covered word, have themidentify the letter and its sound. Using thebeginning letter and the picture as a clue,have students predict what each word is.Then uncover the word and read it to checktheir predictions.

Revisit the BookGive each student a copy of the book. Havethem read the story out loud, pointing toeach word as they read.Ask volunteers toidentify the words that are the same on eachtwo-page spread to introduce the concept ofa pattern in the text.Talk about the differentforms of water and ask students to sharetheir experiences with water, snow, ice, orfrost. Encourage them by asking if they haveever gone swimming in a river, gone iceskating, or built a snowperson. Invitestudents to answer the question on page 14.

Extend the LessonaWRITING Have students draw or cut out a picture thatrelates to the different forms of waterdiscussed in the book. Have them label orwrite a sentence about their picture.� VOCABULARY Invite students to express their opinionsabout whether or not they enjoy snow.Thenencourage them to describe what snow andplaying in the snow is like. Next have themdescribe what it is like to play in the water.Write some of their describing words on the board.

cSCIENCE Draw a two-column chart on a piece ofposter paper, and write the headings Solid andLiquid on the chart. Discuss the differentforms of water in the book. Help themidentify which are solid and which are liquid.Provide examples by saying things such as:Juice is a liquid. A rock is a solid. Ask students todescribe the differences between a solid and aliquid.Then hand out pictures of solids andliquids, and have them paste their picturesunder the correct heading on the chart.

�SOCIAL STUDIES Using a map of the United States, helpstudents locate the state of North Carolina.Identify the body of water that borders it.(Atlantic Ocean)

94

North Caroline Standard Course of Study ObjectivesScience: 4.01 Describe different ways in which objects can be moved. 4.02 Observe that movement of an objectcan be affected by pushing or pulling. 4.03 Investigate and observe that objects can move steadily or changedirection.Language Arts: 2.06 Self-monitor comprehension by using one or two strategies (questions, retelling,summarizing).Cognition: Summarize main pointsInterpretation: Make predictions

Around and AroundBy Patricia J. Murphy

Book FeatureGenre: NonfictionLevels: DRA™–12; GRL–G; Lexile® Measure–550LFormat: 32 pages, informational text, labeledphotographs, indexVocabulary: carnival rides, ballerinas, somersault,gravity, globe, pinwheels, centrifugal force

SummaryThis Rookie Read About Science bookintroduces students to the concept ofcircular movement. Colorful photos andsimple text encourage children to read ontheir own as they learn how objects areaffected by centrifugal force and gravity.

FYIThe book discusses gravity and centrifugalforce.

MaterialsBicycle, pinwheel, yo-yo, ball, bowl and

spoon, globe, topDrawing paperCrayonsBlackline master: Circle Map, p. 110

Introduce the BookPreview the book by reading the title withstudents and discussing the coverphotograph.Ask: What is the boy in thephotograph doing? (Spinning) Encouragestudents to predict what they think the bookwill be about.

Point to specific text features such asphotographs, phonetic respelling ofimportant words, and the index. Discuss howstudents can use these features to betterunderstand the information in the book.Direct students’ attention to the keyvocabulary words and their pictures onpages 30 and 31. Read the words withstudents, and remind them to be alert forthese terms and their correspondingphotographs in the book.

READ ALOUD

95

Read the BookRead the book aloud to students and discussthe photographs. Encourage students todescribe in complete sentences what ishappening in each photo.

After each two-page spread, use the readingstrategy RCRR (Read, Cover, Remember,Retell). First stop and cover what you’ve justread.Then call on different students toremember what you just read and retell itorally to the class or a partner. Continueusing this comprehension strategy as youread the rest of the book.

Revisit the BookGive each student a copy of the blacklinemaster, Circle Map on page 110. In thecenter circle write Things that Go Around.As agroup complete the map by writing in theouter circle examples of things from thebook that go around and around.Add otherexamples as students think of them.

Extend the LessonaWRITING Distribute drawing paper, crayons, and apencil to each student. Encourage them totalk about some of the objects that theyread about in the book.Ask: How do theseobjects move? Have students draw a pictureof one of the things that moves in a circle.Ask them to write a label for the picture ora sentence that describes what is happeningto the object.� VOCABULARY Direct students’ attention to the vocabularywords on pages 30 and 31. Call on differentstudents to explain what each word means,using clues in the photograph.Then write thewords on index cards, and ask differentstudents to select one of the cards and readthe vocabulary word silently.Then askstudents to act out a pantomime for theword they selected. Invite other students toidentify the word.

cSCIENCE Display a bicycle, pinwheel, yo-yo, ball, globe,and children’s toy top in class. Invite studentsto be scientists and observe what happenswhen you make each object move.Encourage students to choose two objectsto compare and contrast.Ask: What are thesimilarities and differences between the waythese objects move? Discuss how centrifugalforce keeps each object traveling around andaround in a circle.

96

North Carolina Standard Course of Study ObjectivesScience: 4.01 Describe different ways in which objects can be moved. 4.02 Observe that movement of an object canbe affected by pushing or pulling. 4.03 Investigate and observe that objects can move steadily or change direction.Language Arts: 1.02 Demonstrate decoding and word recognition strategies and skills while reading inflectionalforms and root words.Cognition: Use context cluesConnections: Text to world

Back and ForthBy Patricia J. Murphy

Book FeaturesGenre: NonfictionLevels: DRA™–12; GRL–G; Lexile® Measure–590LFormat: 32 pages, informational text, labeledphotographs, indexVocabulary: back, forth, rock, windshield wipers,lumberjacks, saws, snow angels, flagpoles, pushes, pulls,sway, pendulums

SummaryThis Rookie Read About Science bookintroduces students to the concept ofbackward and forward motion. Colorfulphotos and simple text encourage studentsto read on their own and find out how theseforces are used in everyday life.

FYIIf possible, borrow a metronome from themusic department in preparation for ascience extension activity.

MaterialsChart paperDowel rodSeveral pieces of string at various lengths Washer for each piece of stringsDrawing paperCrayonsMetronome

Introduce the BookPreview the book with students by readingthe title and author’s name together. Discusswhat the students on the cover are doing.(Swinging back and forth at the playground)Page through the book and encouragestudents to talk about the pictures.Askstudents to predict what they think the bookwill be about.

Write the words Back and Forth in thecenter of an idea web. Invite students toidentify objects that move back and forthand write the names on the outer spokes ofthe web.

READ ALOUD

97

Introduce the vocabulary words by writingthem on chart paper. Read the wordstogether, and ask students to be alert forthese words as you read the book aloud.Point out text features such as photographs,labeled photographs that illustrate words,phonetic respelling, and an index. Discusshow these features help students betterunderstand the information in the book.

Read the BookRead the book aloud to the students. Pointto each photograph and ask students aquestion that relates the photo to the textyou have just read. For example, afterreading page 4, ask: What are the children inthe photograph on page 5 doing?

As you come to each vocabulary word, havestudents use context clues in thesurrounding sentence and photographs tofigure out the meaning.

Revisit the BookHave each student use the vocabulary wordson the chart paper to tell what they havelearned about objects that move back andforth.As each student uses a vocabularyword in a sentence, have the student pointto a photograph in the book that illustratesthe word.

Extend the LessonaWRITING Distribute drawing paper, crayons, andpencils to the class. Have each student drawa picture of an object either in school or intheir home that goes back and forth.Askstudents to write a one-sentence caption for

their pictures. Call on volunteers to sharetheir pictures and sentences with the group.� VOCABULARY Ask students to use the vocabulary wordson the chart paper in original sentences.Have students read their sentences to apartner; student partners should raise theirhands when they hear a vocabulary word.

cSCIENCE Set up an experiment with a dowel rod,several pieces of string that vary in length,and a washer for each piece of string.Tieone end of the string to the dowel rod andthe other end around the washer. Make sureeach piece of string is far enough away fromthe other pieces so they don’t collide whilein motion.

Have students gently move the strings backand forth and observe their motion.Askstudents to compare the back and forthmotion in strings of different lengths.Ask:What happens to the washers on strings ofdifferent lengths? How do the longer stringsmove? How do the shorter strings move?

Bring in a metronome to class. Havestudents describe what happens as it movesfaster and slower in response to differentbeats of music.

98

North Carolina Standard Course of Study ObjectivesScience: 4.02 Observe that movement of an object can be affected by pushing or pulling.Language Arts: 2.04 Use preparation strategies to anticipate vocabulary of a text and to connect priorknowledge and experiences to a new text.Cognition: Text features, main ideasInterpretation: Make predictionsConnections: Text to world

Push and PullBy Patricia J. Murphy

Book FeaturesGenre: NonfictionLevels: DRA™–12; GRL–G; Lexile® Measure–600LFormat: 32 pages, informational text, colorphotographs, photographs with labels, indexVocabulary: gravity, inertia, friction

SummaryThis Rookie Read About Science bookintroduces students to the concepts ofpushing and pulling. Colorful photographsand simple text help students to learn aboutthese forces and how they affect themovement of different objects.

FYIMake sure a flat table, a hard floor, and acarpeted area are available.

MaterialsBlackline master:Three-Column Chart,p. 109

Chart paperWriting paperMarblesYardstick

Introduce the BookDisplay the cover of the book and read thetitle and author’s name with students.Discuss the photograph.Then take a picturewalk through the book.As students look ateach photograph, encourage them to predictsome of the words they might hear as youread it aloud.Write their responses on chartpaper. Point to the three vocabulary wordsand show students the phonetic spellings inparenthesis. Explain that authors use thisfeature to help readers pronounce moredifficult words. Discuss the words’ meaningswith students. Point out other text featureslike the Words You Know on pages 30 and31 and the index on page 32. Discuss howeach feature presents information.

READ ALOUD

99

Read the BookBegin reading the story aloud.Tell studentsto listen for the words on the chart paperthat they predicted would be in the story.Asyou come to one of these words, put acheck mark beside it. Encourage students toadd words to their prediction list as youcontinue to read the book. For example, atthe end of page 11, ask: What are some thingsthat need a pull? At the end of every two-page spread, ask students questions aboutthe main ideas.They should use informationfrom the text and photographs to answerthe questions.

Revisit the BookWrite the words Push and Pull on the board.Then encourage students to name objectsfrom the book that can be pushed or pulled.Write their responses on the board underthe appropriate heading.As studentsrespond, show them a photograph of theobject in the book.

Extend the LessonaWRITING Page through the book again and showstudents the photographs. Distribute writingpaper and pencils to the class.Ask studentsto write one fact they learned about pushand pull from the book. Call on students toread their sentences aloud.� VOCABULARYDistribute copies of the blackline master,Three-Column chart on page 109.Askstudents to write the following headings atthe top of their charts: Push, Pull, Push andPull.Then ask small groups of students toidentify objects in the classroom and theirhomes that they can push, pull, or push andpull. (Examples: push a doorbell; pull a stringon a fan; push and pull on a door to openand close it.) Have different groups readtheir charts and talk about their choices.

cSCIENCE Put a marble on a flat table to show that itcan’t move without some force to push it.Then gently push it off the table todemonstrate gravity.To show students theaffect of friction, first push the marble on ahard surface, next push the marble on acarpeted area. Help students use theyardstick to measure how far the marblerolled each time. Compare the two distancesand discuss the results of the experiment.Point out that the friction of the carpetcaused the marble to stop rolling.

100

North Carolina Standard Course of Study ObjectivesScience: 4.02 Observe that movement of an object can be affected by pushing or pulling.Language Arts: 2.06 Self-monitor comprehension by using one or two strategies (questions, retelling,summarizing).Cognition: Summarize main pointsInterpretation: Make predictions

Up and DownBy Patricia J. Murphy

Book FeaturesGenre: NonfictionLevels: DRA™–12; GRL–G; Lexile® Measure–490L Format: 32 pages, informational text, photographs,labeled photographs in Words You Know feature, indexVocabulary: switches, elevators, force, carpenter,pound, gravity, lift

SummaryThe color photographs and simple text inthis Rookie Read About Science bookintroduce students to the concept of upwardand downward motion.This book is a perfectcompliment to Push and Pull.

FYIPut sticky notes next to the vocabularywords in the book and write them on chartpaper.

Collect assorted materials such as balls, ahammer and nails, a jump rope, and a pogostick for use in an extension activity.

MaterialsChart paperIndex cards for Words You Know vocabulary

(pages 30 and 31)

READ ALOUD

101

Introduce the BookWrite the words up and down on the board.Encourage students to name some thingsthat go up and down.Then display the coverof the book and read the title and author’sname. Invite students to talk about the coverphotograph and predict what the book willbe about.Take a picture walk through thebook and discuss some of the photographs.

Introduce the vocabulary words you havewritten on chart paper. Point to special textfeatures like the phonetic respelling of gravityon page 16, the labeled photographs in theWords You Know feature, and the index.Discuss how each feature helps readersbetter understand the book.

Read the BookRead the book aloud to students. Stop at theend of every two-page spread and use thereading strategy RCRR (Read, Cover,Remember, Retell).After you cover the text,show students the photographs, and askthem to remember and retell the mainpoints. Repeat the procedure as youcontinue reading the book.

Revisit the BookPoint to each of the labeled photographs inthe Words You Know feature on pages 30and 31.Ask students who, what, where, when,or why questions about each photograph.Encourage students to use the vocabularywords in their answers. Students shouldrespond in complete sentences.

Extend the LessonaWRITING Page through the book again and showstudents the photographs.Ask students towrite one fact they learned about “up” andone fact they learned about “down” from thebook. Call on students to read theirsentences aloud.� VOCABULARY Write the Words You Know words on indexcards, and give one card to each student.Make sure the student can read the word.Then ask the student to pantomime theword for the rest of the class.After theother students have guessed the word, callon another student to present a pantomime.Repeat until all the students have had anopportunity to participate.

cSCIENCE Draw a three-column chart on the board.Write the following headings on the chart:Up, Down, Up and Down.Then display variousobjects (see “Materials” list) on a table.Talkabout the objects with the students, andexperiment with them to identify which onesgo up, down, or up and down. Include thewords gravity and lift in your discussion.Invite students to go around the classroomand identify other objects (light switches,windows) that go up and down too. Discussand record what they have observed on the chart.

Name:____________________________________ Date:_____________________________

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

Two-Column Chart102

K-W-L Chart 103

Name:____________________________________ Date:_____________________________

What We KnowAbout_____________

What We Wantto Know About_____________

What We Learned_____________

Name:____________________________________ Date:_____________________________

Venn Diagram104

Name:____________________________________ Date:_____________________________

Who?

What?

When?

Where?

Why?

Who,What,When,Where,Why Chart 105

Name:____________________________________ Date:_____________________________

Sequence Chart106

Name:____________________________________ Date:_____________________________

Word Web 107

Name:____________________________________ Date:_____________________________

Solution

Problem

Events

1.

2.

3.

4.

Characters

Setting

Story Map108

Name:____________________________________ Date:_____________________________

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

Three-Column Chart 109

Name:____________________________________ Date:_____________________________

Circle Map110

Bibliography

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

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

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

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

Book Cover CreditsGoal 1

AMAZING ANIMALS by Betsy Franco, illustrated by Jesse Reisch. Illustrations copyright © 2002 by Jesse Reisch. Published by Children’sPress, a division of Scholastic Inc.All rights reserved.

APPLES AND PUMPKINS by Anne Rockwell, illustrated by Lizzy Rockwell. Illustrations copyright © 1989 by Lizzy Rockwell. Published byScholastic Inc. by arrangement with Simon & Schuster, Inc.All rights reserved.

APPLES,APPLES,APPLES by Nancy Elizabeth Wallace. Copyright © 2000 by Winslow Press. Published by Scholastic Inc. by arrangement withWinslow Press.All rights reserved.

ARMS AND LEGS AND OTHER LIMBS by Allan Fowler. Copyright © 1999 by Children’s Press. Published by Children’s Press, a division ofScholastic Inc.All rights reserved. Cover: Gerry Ellis/ENP Images.

BAT LOVES THE NIGHT by Nicola Davies, illustrated by Sarah Fox-Davies. Illustrations copyright © 2001 by Sarah Fox-Davies. Published byScholastic Inc. by arrangement with Candlewick Press.All rights reserved.

BATS by Lily Wood. Copyright © 2000 by Lily Wood. Published by Scholastic Inc.All rights reserved. Cover: Hans Christoph Kappel/BritishBroadcasting Corporation Natural History Unit.

THE BIGGEST ANIMAL EVER by Allan Fowler. Copyright © 1992 by Children’s Press, Inc. Published by Children’s Press, a division ofScholastic Inc.All rights reserved. Cover: Richard Sears/Valan.

CARROTS by Gail Saunders-Smith. Copyright © 1998 by Capstone Press. Published by Scholastic Inc. by arrangement with Pebble Books, animprint of Capstone Press.All rights reserved. Cover:Winston Fraser.

CHICKENS AREN’T THE ONLY ONES by Ruth Heller. Copyright © 1991 by Ruth Heller. Published by Scholastic Inc. by arrangement withGrosset & Dunlap, a member of Penguin Group (USA) Inc.All rights reserved.

CREEPY BEETLES (HELLO READER SCIENCE) by Fay Robinson, illustrated by Jean Cassels. Illustrations copyright © 2000 by Jean Cassels.Published by Scholastic Inc.All rights reserved.

A DANDELION’S LIFE by John Himmelman. Copyright © 1998 by Children’s Press. Published by Children’s Press, a division of Scholastic Inc.All rights reserved.

DAVID MCPHAIL’S ANIMAL’S A TO Z by David McPhail. Copyright © 1989 by David McPhail. Published by Scholastic Inc.All rights reserved.

FANTASTIC FROGS! by Fay Robinson, illustrated by Jean Cassels. Illustrations copyright © 1999 by Jean Cassels. Published by Scholastic Inc.All rights reserved.

FROM SEED TO PUMPKIN (WELCOME BOOK) by Jan Kottke. Copyright © 2000 by Rosen Book Works, Inc. Published by Children’s Press, adivision of Scholastic Inc.All rights reserved. Cover: Dwight Kuhn.

FROM TADPOLE TO FROG by Kathleen Weidner Zoehfeld. Photographs copyright © 2001 by Dwight Kuhn. Published by Scholastic Inc.All rights reserved.

HELLO OCEAN by Pam Muñoz Ryan, illustrated by Mark Astrella. Illustrations copyright © 2001 by Mark Astrella. Published by Scholastic Inc.by arrangement with Charlesbridge Publishing.All rights reserved.

THE ICKY BUG ALPHABET BOOK by Jerry Pallotta, illustrated by Ralph Masiello. Copyright © 1986 by Jerry Pallotta. Published by ScholasticInc. by arrangement with Charlesbridge Publishing.All rights reserved.

IT’S PUMPKIN TIME! by Zoe Hall, illustrated by Shari Halpern. Illustrations copyright © 1994 by Shari Halpern. Published by Scholastic Inc.All rights reserved.

111

112

KNOWING ABOUT NOSES (ROOKIE READ-ABOUT SCIENCE) by Allan Fowler. Copyright © 1999 by Children’s Press, Inc. Published byChildren’s Press, a division of Scholastic Inc.All rights reserved. Cover: Holt Studios International Andrew Morant/Photo Researchers.

LET’S TALK ABOUT TONGUES (ROOKIE READ-ABOUT SCIENCE) by Allan Fowler. Copyright © 1997 by Children’s Press. Published byChildren’s Press, a division of Scholastic Inc.All rights reserved. Cover: Stephen Dalton/Photo Researchers, Inc.

LIFE IN A TIDE POOL (ROOKIE READ-ABOUT SCIENCE) by Allan Fowler. Copyright © 1996 by Children’s Press. Published by Children’sPress, a division of Scholastic Inc.All rights reserved. Cover: Dave B. Fleetham/Visuals Unlimited.

A LOOK AT TEETH (ROOKIE READ-ABOUT SCIENCE) by Allan Fowler. Copyright © 1999 by Children’s Press. Published by Children’s Press,a division of Scholastic Inc.All rights reserved. Cover: Steven Bly/Tony Stone Images/Getty Images.

PATTY’S PUMPKIN PATCH by Teri Sloat. Copyright © 1999 by Teri Sloat. Published by Scholastic Inc. by arrangement with G. P. Putnam’sSons, a member of Penguin Group (USA) Inc.All rights reserved.

QUICK AS A CRICKET by Audrey Wood, illustrated by Don Wood. Copyright © 1982 by M Twinn. Published by Scholastic Inc. by arrangementwith Child’s Play (International) Ltd.All rights reserved.

REALLY BIG CATS by Allan Fowler. Copyright © 1998 by Children’s Press. Published by Children’s Press, a division of Scholastic Inc.All rights reserved. Cover:Alan D. Carey/Photo Researchers.

SASSAFRAS by Audrey Penn, illustrated by Ruth E. Harper. Copyright © 1995 by Child Welfare League of America, Inc. Published by ScholasticInc. by arrangement with Child & Family Press, an imprint of the Child Welfare League of America, Inc.All rights reserved.

SEA SUMS by Joy N. Hulme, illustrated by Carol Schwartz. Illustrations copyright © 1996 by Carol Schwartz. Published by Scholastic Inc. byarrangement with Hyperion Books for Children, an imprint of Buena Vista Books, Inc.All rights reserved.

A TREE CAN BE . . . by Judy Nayer, illustrated by Anna Vojtech. Copyright © 1994 by Scholastic Inc. Published by Scholastic Inc.All rights reserved.

ZOO-LOOKING by Mem Fox, illustrated by Candace Whitman. Illustrations copyright © 1996 by Mondo Publishing. Published by ScholasticInc. by arrangement with Mondo Publishing.All rights reserved.

Goal 2

I AM A ROCK by Jean Marzollo, illustrated by Judith Moffatt. Illustrations copyright © 1998 by Judith Moffatt. Published by Scholastic Inc.All rights reserved.

I LOVE MUD AND MUD LOVES ME by Vicki Stephens, illustrated by Rowan Barnes-Murphy. Copyright © 1994 by Scholastic Inc. Published byScholastic Inc.All rights reserved.

LIZ SORTS IT OUT (THE MAGIC SCHOOL BUS) by Tracy West, illustrated by Carolyn Bracken. Copyright © 1998 by Joanna Cole and BruceDegen. Published by Scholastic Inc.All rights reserved.

MUD! by Wendy Cheyette Lewison, illustrated by Bill Basso. Illustrations copyright © 2001 by Bill Basso. Published by Scholastic Inc.All rights reserved.

Goal 3

HOW IS A CRAYON MADE? by Oz Charles. Copyright © 1988 by Oz Charles. Published by Scholastic Inc. by arrangement with Simon &Schuster Books for Young Readers, a division of Simon & Schuster, Inc.All rights reserved.

IT COULD STILL BE WATER by Allan Fowler. Copyright © 1992 by Children’s Press. Published by Children’s Press, a division of ScholasticInc.All rights reserved. Cover:Anna Zuckerman/PhotoEdit.

THE MAGIC SCHOOL BUS UPS AND DOWNS by Joanna Cole, illustrated by Bruce Degen. Copyright © 1997 by Joanna Cole and BruceDegen. Published by Scholastic Inc.All rights reserved.

SOLID, LIQUID, OR GAS? (ROOKIE READ-ABOUT SCIENCE) by Fay Robinson. Copyright © 1995 by Children’s Press. Published by Children’sPress, a division of Scholastic Inc.All rights reserved. Cover: Gail Nachel/Root Resources.

WATER by Susan Canizares and Pamela Chanko. Copyright © 1998 by Scholastic Inc. Published by Scholastic Inc.All rights reserved.Cover: Kim Taylor/Bruce Coleman, Inc.

Goal 4

AROUND AND AROUND (ROOKIE READ-ABOUT SCIENCE) by Patricia J. Murphy. Copyright © 2002 by Children’s Press. Published byChildren’s Press, a division of Scholastic Inc.All rights reserved. Cover: Peter Hvizdak/The Image Works.

BACK AND FORTH by Patricia J. Murphy. Copyright © 2002 by Children’s Press. Published by Children’s Press, a division of Scholastic Inc.All rights reserved. Cover: Michael Newman/PhotoEdit.

PUSH AND PULL (ROOKIE READ-ABOUT SCIENCE) by Patricia J. Murphy. Copyright © 2002 by Children’s Press. Published by Children’sPress, a division of Scholastic Inc.All rights reserved. Cover: Barbara Stitzer/PhotoEdit.

UP AND DOWN (ROOKIE READ-ABOUT SCIENCE) by Patricia J. Murphy. Copyright © 2002 by Children’s Press. Published by Children’sPress, a division of Scholastic Inc.All rights reserved. Cover: Norbert Schafer/Corbis.