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T E A C H I N G G U I D E
2nd Grade Reading Level
TEACHING
CommunityHelpers
ISBN 978-0-8225-2334-5 Blue
T E A C H I N G C O M M U N I T Y H E L P E R S2
StandardsHistory • Understands how democratic values came to be and how they have been
exemplified by people, events, and symbols.
Geography • Understands the characteristics and uses of spatial organization of the Earth’s surface.• Understands the physical and human characteristics of a place.• Knows the location of places, geographic features, and patterns of the environment.
Language Arts— • Demonstrates competence in the stylistic and rhetorical aspects of writing.Writing • Uses grammatical and mechanical conventions in written compositions.
• Gathers and uses information for research purposes.
Language Arts— • Demonstrates competence in the general skills and strategies of the reading process.Reading • Demonstrates competence in the general skills and strategies for reading a variety of
informational texts.
Visual Arts • Understands the characteristics and merits of one’s own artwork and the artwork ofothers.
Multiple Intelligences Utilized• Spatial, linguistic, logical-mathematical, interpersonal, and intrapersonal
Copyright © 2005 by Lerner Publishing Group, Inc.
All rights reserved. International copyright secured. Student pages may bereproduced by the classroom teacher for classroom use only, not for commercialresale. No other part of this teaching guide may be reproduced, stored in aretrieval system, or transmitted in any form or by any means—electronic,mechanical, photocopying, recording, or otherwise—without the prior writtenpermission of Lerner Publishing Group, Inc., except for the inclusion of briefquotations in an acknowledged review.
LernerClassroomA division of Lerner Publishing Group, Inc.241 First Avenue NorthMinneapolis, MN 55401 U.S.A.800-328-4929Website address: www.lernerclassroom.com
Manufactured in the United States of America2 3 4 5 6 7 — IG — 12 11 10 09 08 07
Go to www.lernerclassroom.comfor a complete list of titles inthe Community Helpers series.
Model (teacher)• Discuss the buildings, landmarks, and people found in
a community.• On the board, list the places and people found in a
community.
Practice (students)• Each student will be assigned a location in the
community from the class-generated list.• Students will decorate boxes to represent their
assigned locations.
Discuss (teacher, students)• Discuss the buildings and landmarks the students
made.• Place the student-made buildings together on a
table to make a model of a community.• Give the community a name and discuss the people
who work in each location or building.
Evaluate (teacher)• Evaluate the student-made community to make sure
it contains all of the assigned elements.• Students will draw a map of their community using
My Community Map p. 8.
Lesson 1Building a CommunityPurpose: Students will learn about the buildings andlandmarks in a community, as well as the people wholive and work there.
Objectives• Define community.• Describe the parts of a community.• Construct a model of a community.• Identify some of the people and places in a
community.• Explain how people in a community interact.• Compare buildings and landmarks in a community.
Activity Procedures
Prepare (teacher)• Copy My Community Map p. 8 for each student.
Pretest (students)• What is a community?• Who lives and works in a community?
Read (students)• Each student should read one book from the
Community Helpers series.
Materials• Community Helpersbooks
• My Community Mapp. 8
• boxes (various sizes)• construction paper• scissors• tape• markers
T E A C H I N G C O M M U N I T Y H E L P E R S 3
Model (teacher)• Show students how to interview someone. Interview
a student or an adult to demonstrate goodinterviewing techniques.
• Discuss what kinds of questions make good interviewquestions.
Practice (students)• Students will interview a local community helper
using My Interview p. 9.• Students will draw a picture of the community helper
they interviewed on My Community Helper p. 10.
Discuss (teacher, students)• Students will share their community helper interviews
with the class.
Evaluate (teacher)• Teacher will evaluate interviews for complete
sentences and content.
T E A C H I N G C O M M U N I T Y H E L P E R S4
Lesson 2Interview Me!Purpose: Students will learn about a real-lifecommunity helper from their area.
Objectives• Identify a community helper.• Distinguish between various community helpers.• Interview a community helper.• Compare and contrast the jobs of different
community helpers.• Create a picture of a community helper.• Evaluate the jobs of different community helpers.
Activity Procedures
Prepare (teacher)• Copy My Interview p. 9 and My Community Helper
p. 10 for each student.
Pretest (teacher, students)• What is a community helper?• List different kinds of community helpers.
Read (students)• Read one of the books in the Community Helpers
series.
Materials• Community Helpersbooks
• My Interview p. 9• My CommunityHelper p. 10
• pencils• crayons, markers, orcolored pencils
Read (students)• Each student should choose and read one of the
Community Helpers books.
Model (teacher)• Explain My Favorite Community Helper pp. 11–14 to
the students.• Show students how to fold My Favorite Community
Helper pp. 11–14 to make a mini-book.• Demonstrate how to find information in the
Community Helpers books to help them completeMy Favorite Community Helper pp. 11–14.
Practice (students)• Make a mini-book using My Favorite Community
Helper pp. 11–14.• Use information from the Community Helpers books
to complete My Favorite Community Helperpp. 11–14.
Discuss (students, teacher)• Students will share their mini-books with the class.
Evaluate (teacher)• Evaluate each student’s mini-book using Mini-book
Rubric p. 16.• Display mini-books in the classroom.
T E A C H I N G C O M M U N I T Y H E L P E R S 5
Lesson 3My FavoriteCommunity HelperPurpose: Students will share information aboutcommunity helpers with others by creating a mini-book.
Objectives• Name a community helper.• Describe the characteristics of a specific community
helper.• Construct a book describing a community helper.• Illustrate a book describing a community helper.• Summarize the interesting facts about a community
helper.• Compare and contrast different community helpers.
Activity Procedures
Prepare (teacher)• Copy My Favorite Community Helper pp. 11–14 and
Mini-book Rubric p. 16 for each student.
Pretest (teacher, students) • What is a community helper?• What are some of the different kinds of community
helpers?
Materials• Community Helpersbooks
• My FavoriteCommunity Helperpp. 11–14
• Mini-book Rubricp. 16
• pencils• crayons, markers, orcolored pencils
Read (students)• Have students choose and read a Community Helpers
book.
Model (teacher)• Show students how to label and attach Mobile
Headers p. 15 to their wire hangers.• Show students how to draw and label index cards
with the tools used by a particular community helper. • Show students how to tie yarn through the hole on
each card and tie it to the wire hanger to make amobile.
Practice (students)• Each student will complete a mobile for a chosen
community helper.
Discuss (teacher, students)• Students will share their completed mobiles with the
class.• Students will compare the different tools used by
different community helpers.
Evaluate (teacher)• The teacher will evaluate the completed mobiles for
accuracy of information.• The teacher will display the mobiles in the classroom.
T E A C H I N G C O M M U N I T Y H E L P E R S6
Lesson 4Tools of the TradePurpose: Students will recognize a community helperand the tools required to do his or her job.
Objectives• Define community helper.• Explain what a specific community helper does.• Build a mobile representing a community helper and
his or her tools.• Classify the tools needed for a particular community
helper’s job.• Create pictures of the tools a specific community
helper needs to do his/her job.• Compare the tools used by different community
helpers.
Activity Procedures
Prepare (teacher)• Copy two Mobile Headers p. 15 for each student.• Gather project materials.• Punch a hole in each index card or tag board piece.
Pretest (teacher, students)• What is a community helper?• List some different community helpers.• What are some tools that these community helpers
use?
Materials• Community Helpersbooks
• Mobile Header p. 15• wire hangers• yarn• pencils
• crayons, markers, orcolored pencils
• 4x6 index cards orpieces of tag board
• scissors• glue • tape
Parks, Peggy J. Police Officer. Farmington Hills, MI:Gale Group, 2003.This book explains what police officers do on the job.
Schomp, Virginia. Farmer. New York: BenchmarkBooks, 2000.This book describes the daily work of farmers atdifferent times throughout the year. Colorphotos and ethnically diverse subjects make thisa great classroom book.
Schomp, Virginia. If You Were a Doctor. New York:Marshall Cavendish, 2000.The training, education, skills, and duties of adoctor are described in this book.
Schomp, Virginia. If You Were a Police Officer. NewYork: Marshall Cavendish, 1997.This book explains the many important tasksperformed by police officers.
Simon, Charnon. Dentists. Plymouth, MN: The Child’sWorld, Incorporated, 2003.This book describes different kinds of dentists(including orthodontists and veterinary dentists)and what they do.
WEBSITESKids and Community
http://www.planning.org/kidsandcommunity/This site helps kids understand how we createcommunities. It features a variety of interestingactivities.
Scholastic Community Club http://teacher.scholastic.com/commclub/Students can learn about neighborhood workers.Includes a book list, interactive questions, andbadges to print.
What’s My Job?http://www.hud.gov/kids/whatsjob.htmlThis site contains information about people,places and things in a community. It also has aninteractive matching game.
T E A C H I N G C O M M U N I T Y H E L P E R S 7
AAddddiittiioonnaall RReessoouurrcceessBOOKSAbraham, Philip. Firefighter. New York: Children’s
Press, 2003.This book shows the work and training requiredof firefighters.
Flanagan, Alice K. Ask Nurse Pfaff, She’ll Help You!New York: Children’s Press, 1998.This book describes the work of a nurse.
Flanagan, Alice K. Coach John and His Soccer Team.New York: Children’s Press, 1999.Coach John teaches his players how to playsoccer and how to work as a team.
Flanagan, Alice K. Riding the School Bus with Mrs.Kramer. New York: Children’s Press, 1999.Follow a safe and careful school bus driverthrough her daily routine.
Kalman, Bobbie. Emergency Workers Are on TheirWay! New York: Crabtree Publishing Company,2004.This interesting book explores the work of variousemergency personnel helping in various(including some atypical) emergencies.
Klingel, Cynthia Fitterer. School Custodians. VeroBeach, FL: Rourke Publishing, 2001.Read all about the many duties of a schoolcustodian.
Maass, Rob. Firefighters. New York: Scholastic, 2002.This informative book shows the daily life anddifferent jobs of a firefighter.
Miller, Heather. Librarian. Crystal Lake, IL:Heinemann Library, 2002.The job of a librarian is described in this book.
Morris, Ann. That’s Our Custodian! Minneapolis:Lerner Publications, 2003.Students will enjoy learning what a schoolcustodian does. Complete with colorphotographs. Other titles in the That’s OurSchool series include That’s our Principal!, That’sour Librarian!, and That’s Our Nurse!
My Community Map
Name
Community Name
8
Teaching Community Helpers
9
My Interview
Name Date
1. What is your job?
2. How long have you done this job?
3. How does your job help the community?
4. What tools do you use for your job?
5. What do you like about being a community helper?
6. What don’t you like about being a community helper?
7. What else can you tell me about your job?
Teaching Community Helpers
10
Teaching Community Helpers
My Community Helper
My Community Helper was
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Mobile H
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Teaching Community Helpers
Mini-book Rubric
Student ____________________________________________________________________Title of mini-book____________________________________________________________
Score Elements
3 Excellent• The cover includes a creative and attractive picture, a title, and the
author’s name.• The book was constructed carefully and neatly. The artwork is colorful and
neat. The text clearly explains the drawings.• The pictures and text directly relate to the topic of the book.
2 Satisfactory• The cover includes a picture, a title, and the name of the author.• Some artwork is colorful and neat, and some may be incomplete or pencil
sketches. Some text may not explain the drawings or photos.• Most pictures and text directly relate to the book’s topic.
1 Beginning• The cover is incomplete.• Artwork is incomplete. Single-word labels are used in place of text.• Pictures and text may not directly relate to the topic.
Score: _____
Comments: ________________________________________________________________
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