2 Decker Tartick Language Arts Charts

A-art CI-community involvement CC-collaboration with colleagues CL-cultural literacy and diversity CM-communication CZ-citizenship DA-differentiation/accomodation E-evaluation GA-group activity L-literacy LA-language arts LI-listening LS-life skills H-health HS-home/school connection HW-homework M-math MA-manipulative activity MO-movement/physical education MU-music OL-oral language/public speaking PS-problem solving/critical thinking R-reading S-science SS-social studies T-technology TH-theater TX-text W-writing

Language Arts Charts Day 1 Monday MJ E 2.1 Stories LA/LI: The teacher will introduce stories and the steps used to tell stories. CL/LA/LI/R: The teacher will read “Little Fox and the Tiger” by Elizabeth McKinnon. A/E/LA/W: The students will create a map and write sentences about the steps used to create stories. DA: For students who have difficulties remembering the steps used to tell a story, the teacher tape a small piece of paper with the steps listed onto their desk for reference.

T.T. Folktales, p. 7

Day 2 Tuesday MJ E 2.1 Stories LA/LI/OL/R: The teacher will read Me Too! The teacher will pause while she is reading for the students to insert the phrase “me too” where it is suppose to be. A/E/L/LA/W: The students will draw a picture illustrating their favorite part of the book and write a caption on the bottom to describe the illustration. The teacher will use the pictures each student drew to create a class mural.

Story Stretchers, p. 26

Day 3 Wednesday MJ E 2.1 Stories CM/GA/L /LA/LI/R: The teacher will break the students into groups. The teacher will assign the groups to reread specific pages of Me Too!. CM/E/GA /LA/LI/TH: Each group will work together and pantomime in front of the class the specific part of the book they read. E/L/LA/W: The students will begin writing their own personal story to share with the class on Day 4.

Day 4 Thursday MJ E 2.1 Stories E/L/LA/W: The students will continue to work on their stories they began on Day 3. A/LA: The students will work on creating an illustration for their story. A/E/L/LA/LI/ OL/R: Each student will go to the front of the classroom and read their story to the class. The students will show the class their illustrations of their personal story.

Day 5 Friday MJ E 2.1 Stories A/E/L/LA/ LI/OL/R: The remaining students from Day 4 will go to the front of the classroom and read their stories to the class. The students will also show the class their illustrations of their stories. L/LA/W: Each student will write in their journal about a story they heard from one classmate that they really enjoyed.

Day 6 Monday MJ E 2.1 Skits CL/LA/LI/R: The teacher will read “The Three Sillies” by Elizabeth McKinnon. LA/LI/TH: The teacher will provide props and the students will act out the story while the teacher reads it a second time. LA/LI: The teacher will explain the steps to creating a short skit. CM/GA/LI/LA /L/W: The students will be placed in groups and they will each be given a topic. Each group will discuss and write a short skit to present to the class.

T.T. Folktales, p. 11

Day 7 Tuesday MJ E 2.1 Skits CM/E/GA/LA /LI/OL: Each group will present their short skit they created on Day 6 to the class. CM/GA/L/LA /LI/OL/R: After each group has presented their short skit, the groups will switch their script for the skit to another group. As a group, the students will read the script aloud the script. L/LA/W: The students will write in their journal about the skit they saw and read about. DA: For students who have difficulty writing, the teacher will allow the student to orally tell her about what they saw and read.

Day 8 Wednesday MJ E 2.1 Narrative LA/LI/R: The teacher will explain what a narrative is. The teacher will read The Mixed-up Chameleon by Eric Carle. E/L/LA/LI/W: The students will write down and define the vocabulary words the teacher gives them from the book. CM/GA/LA /LI/OL: The students will then break into groups and use a vocabulary word to tell a short story.

Day 9 Thursday MJ E 2.1 Narratives CM/L/LA/ LI/R: The students will read “Fun Animal Facts: Chameleons as a class. LI/S: The teacher will explain how chameleons change colors to hide. The teacher will also explain the various ways other animals hide. A/CM/E/L/ LA/S/W: The students will create a mobile titled “How Animals Hide”. On each index card on the mobile, the students will draw and write a sentence describing how that animal hides.

Harcourt, p. 51

Day 10 Friday MJ E 2.1 Narratives L/LA/LI/R: The students will reread The Mixedup Chameleon aloud for fluency. L/LA/LI/LS /SS/W: The teacher will explain how the chameleon in the book wanted to be like other animals. The students will write down the name of a person they admire and reasons why they admire this person. CM/GA/LI/OL: The students will get into groups and discuss who they want to be like and why.

Harcourt, p. 51

Day 11 Monday MJ E 2.2 Group Activities

Day 12 Tuesday MJ E 2.2 Group Activities

Day 13 Wednesday MJ E 2.2 Group Activities

LA/LI/R: The teacher will introduce George and Martha One Fine Day and read various selections from the book. The teacher will explain that for the next few days, the class will be reading various stories within the book. The teacher will give the students vocabulary words that will show up in the reading.

CM/GA/L/LA /LI/OL/R: In small groups, the class will read “The Tight Rope” by James Marshall.

CM/L/LA/ LI/OL/R: The class will read “The Icky Story” by James Marshall and discuss the chapter in the book.

E/L/LA/W: The students will write down and define the vocabulary words from the reading selection.

CM/GA/LI/ OL/PS: As a group, the students will discuss confidence and how they can choose to have confidence. A/GA/L/LA/W: The group will create a poster about confidence and write captions about confidence on the bottom of the poster.

Story Stretchers, p.

CM/GA/L/LA /LI/OL/R: In small groups, the class will read “The Big Scare” by James Marshall. And discuss a time when they experienced a big scare in their life. E/L/LA/W: The students will each return to their desk and write about the a big scare they have had before.

Day 14 Thursday MJ E 2.2 Groups Activities CM/L/LA/ LI/R: The class will read “The Diary” by James Marshall. CM/GA/LA/ LI/PL: The students will split into their groups and discuss the chapter and the book as a whole. L/LA/W: The students will each be given a small paper diary and write in their diary like Martha. DA: For students who have trouble writing, the teacher will allow the student to create illustrations in their diary.

Day 15 Friday MJ E 2.3 Communicate using Synonyms* LA/LI: The teacher will define and explain what a synonym is. CM//GA/L /LA/LI/R: The students will break into pairs and read Pitch and Throw, Grasp and Know: What is a Synonym? E/GA/L/LA /PS/R/W: Once the students have finished reading the book, the pairs will use the book and write out the synonyms they can find in the book. A/E/LA: For homework, the students will draw pictures to illustrate the various synonyms.

36-37 Day 16 Monday MJ E 2.3 Communicate using Synonyms LA/MU: As a class, the students will sing the song Synonyms from www.canteach.ca. E/L/LA/ PS/R/W: The teacher will provide each student a copy of a paragraph that the teacher creates. The students will read the paragraph silently and then use words on the board as a word bank and write the synonyms to replace the words in the paragraph. CM/GA/LA/ LI/PS: The students will pair up with another student and make a sentence to say. The other student will use synonyms to say the same sentence replacing specific words.

Day 17 Tuesday MJ E 2.3 Communicate using Antonyms LA/LI: The teacher will define and explain what an antonym is. CM//GA/L /LA/LI/R: The students will break into pairs and read Stop and Go, Yes and No: What is an Antonym E/GA/L/LA /PS/R/W: Once the students have finished reading the book, the pairs will use the book and write out the antonyms they can find in the book. A/E/LA: For homework, the students will draw pictures to illustrate the various antonyms.

Day 18 Wednesday MJ E 2.3 Communicate using Antonyms LA/MO/MU: The students will listen to The Antonym Song from www.janet and judy.com. The students will dance and do the movements to the song. GA/LA/W: The students will get in pairs. One student will write a list of words the teacher gives them and the other student will write the other list the teacher gives them. E/GA/L/LA/ LI/OL/PS/R: One student will say a word from his/her list. The other students will respond by reading the word that is the antonym from his/her list.

Day 19 Thursday English Test

Day 20 Friday MJ E 2.4 Inform

E/LA: The students will complete a test over stories, skits, narratives, synonyms, and antonyms.

LI/LA: The teacher will explain that people use their knowledge to inform others in writing and speech. L/LA/LI/R/S: The students will read “Mother Nature’s Gift” by Jean Warren. DA: For students who have difficulties following along reading, the teacher will provide them with wikki sticks. L/LA/HS/W: The students will write a letter to their parents explaining the information they learned in class today.

T.T. Folktales, p.

21 Day 21 Monday MJ E 2.4 Inform CM/L/LA /LI/LS/R: The class will read I Know a Lady by Charlotte Zolotow. CM/LI/LS/OL: The class will discuss friendship and what it means to be a friend. A/CM/L/LA /S/W: The students will create a book titled “The Most Precious Gift”. The students will draw pictures of gifts found in nature and use captions to explain what they have learned.

Day 22 Tuesday MJ E 2.4 Inform CL/CM/L/ LA/LI/R: The students will read various folktales from the book Teeny-Tiny Folktales that the teacher approves. CM/GA/ LI/LS/OL: The students will break into pairs and retell the folktale they read about. The students will use their ability to inform the other student of the information they gained. E/L/LA/W: The students will write three sentences explaining the information they gained from another student.

Day 23 Wednesday MJ E 2.4 Inform LA/LI/M/R: The teacher will read How Big is Big? CM/LI/M/ OL/PS: The students will discuss measurement and how it is used to distinguish the size of things. A/L/LA/PS/W: The students will think of the biggest thing they have ever seen. The students will draw an miniature outline of the object and write sentences to describe the object. CM/E/LI/ OL/PS: The students will then go to the front of the classroom and inform the students of the biggest thing they have ever seen.

Day 24 Thursday MJ E 2.4 Persuade LA/LI/LS: The teacher will explain what the word persuade means and how various people persuade others to do either right or wrong. CM/GA/L /LA/LI/R: In pairs, the students will read The True Story of the Three Little Pigs. E/LA/PS/W: The students will write in their journals about what the wolf is trying to persuade them to believe.

Day 25 Friday MJ E 2.4 Persuade CM/L/LA/ LI/R: As a class, the students will read The Three Little Pigs. DA: For students who have visual processing problems, the teacher will provide clear transparencies to help the student interact with the text. CM/LA/LI/ OL/PS: The class will compare and contrast the wolf’s story to the original story. E/L/LA/PS/W: The students will write in their journals about which story they were persuaded to believe was true.

U.F.P.B., p. 114115

L.L.W., p. 197 Day 26 Monday MJ E 2.4 Persuade LA/PS/R: The students will read a paragraph with a fictional scenario. In this paragraph, the teacher will explain that the students get to determine how long recess should be each school day. CM/E/L/ LA/PS/W: The students will be asked to write a paragraph persuading the teacher to believe that their plan for the amount of recess is best. DA: For students with difficulties with motor processing skills, the teacher will provide ample space and time for the student to write.

Day 27 Tuesday MJ E 2.4 Persuade CM/L/LA /LI/OL/R: Each student will go to the front of the room and read their paragraph that they wrote on Day 26 to the class and teacher. E/L/LA/W: The students will write in their journals about recess and what they like to do at recess.

Day 28 Wednesday MJ E 2.4 Entertain LA/LI/R: The teacher will read the short folktale “Why Mr. Bear Has a Short Tail” to the class.

Day 29 Thursday MJ E 2.4 Entertain CM/L/LA/ LI/OL/R: The students will read Where the Wild Things Are for entertainment.

CM/GA/LA /LI/TH: The teacher will call on specific students to role play and make up a different ending to the folktale. The students will use communication skills to entertain the class.

A/LA: The students will paint a picture of their favorite character in the book.

A/E/L/LA/W: The students will create a flip book for the folktale. The students will write and illustrate the specific things that happened in the original folktale.

CM/E/L/ LA/W: The students will write a paragraph to connect to the back of their picture explaining why the specific character was entertaining to them. A/HS/HWL/ LA/LI/OL/ R/W: The student will take home their painted picture and paragraph to read to and entertain their parents with.

Day 30 Friday MJ E 2.4 Entertain CC/CM/L/ LA/LI/TH: The teacher will collaborate with the fifth grade teacher. The fifth graders will put on a short drama for the second graders. CM/L/LA /LI/R/TH: The fifth graders will read specific sections from Where the Wild Things Are during the drama. E/L/LA/LS/W: The second grade students will write thank you notes to the fifth grade class for entertaining them.

T.T. Folktales, p. 23 Day 31 Monday MJ E 2.4 Entertain LA/LI/HS: The students will be asked to bring in their favorite book from home. CI/CM/L/ LA/LS/OL/R: The students will go to a kindergarten classroom and buddy read to the students. The students will use expression and entertain the students. The students will also use communication skills to talk to the students. CM/E/L/LA/W: The students will come back to the classroom and write a paragraph about the book they read.

Day 32 Tuesday MJ E 2.5 Share CC/L/LA /LI/PS/R: The teacher will ask the reading specialist to come to her classroom and share a book of his/her choice with the students. The reading specialist will share her thoughts and opinions about the book with the students. CM/E/L/LA/ LI/OL/W: The teacher will explain how the reading specialist was able to share information about a book with the students. The students will write a letter to their friend sharing the information they gained through the reading specialist.

Day 33 Wednesday MJ E 2.5 Share CM/L/LA/LI/ OL/PS/R/S: As a class, the students will read My Favorite Time of the Year and discuss the book. E/LA/S/W: Each student will write three sentences about their favorite times of the year. CI/CM/CA/L /LA/LI/LS/OL /PS/S: The class will then take a field trip to the local assisted living home. (The Language Arts field trip will run into Art time.) The students will meet with and share what they learned from the book with patients. The students and patients will discuss their favorite time of the year.

Day 34 Thursday MJ E 2.5 Analyze CM/LA/LI: The teacher will explain how to analyze information with others. LALI/R/SS: The teacher will read pages 1-20 of So You Want to be an Inventor? A/CM/L/LA /HS/SS/W: The students will write out an invitation and give their parents an invitation to analyze information on inventions with them. CM/L/LA/LO /HS/HW/OL /PS/SS: The parents and students will discuss information they learned about inventions. They will analyze inventions and come up with ideas for future inventions.

Day 35 Friday MJ E 2.5 Analyze LA/LI/R/SS: The teacher will read pages 21-41 of So You Want to be an Inventor? CM/LA/ LI/OL/PS/SS: The class will discuss and analyze the specific inventions mentioned in the book. The students will try to imagine life without that invention. CM/L/LA/ LS/PS/SS/W: The students will write a fictional thankyou letter to an inventor of their choice. The students will include what their life would be like if without the invention. DA: For students with difficulties understanding, the teacher will clarify direction.

Day 36 Monday MJ E 2.5 Analyze LA/LI/R/SS: The teacher will read 42-56 of So You Want to be an Inventor? CI/CC/CM/LI /OL/PS/S: A local inventor will come to the class and describe the process used to invent something. CM/L/LA/LI /OL/PS: The students will analyze the process described and ask questions regarding inventions. CM/L/LA/W: The students will write in their journals about an invention they would like to create. DA: For students with difficulties writing, the teacher will allow them to illustrate their response.

Day 37 Tuesday MJ E 2.5 Summarize CM/LA/LI: The teacher will explain how to summarize with others through communication. CM/GA/L/LA /LI/H/R/S: The students will break into pairs and read “Fueling the Body” from How the Body Works. CM/LA/LI/OL: One of the students will speak to the other student and summarize the information they read about. A/E/GA/LA/ H/PS/S/W: The two students will use magazines to cut out foods that help fuel the body and make a collage titled “Power Food”. The students will write two sentences each describing foods that fuel their body.

Day 38 Wednesday MJ E 2.5 Summarize CM/LA/LI: The teacher will review how to summarize information with others. CM/GA/L/LA /LI/H/R/S: The students will break into pairs and read “The Oxygen Supply”. CM/LA/LI/OL: The student who listened on Day 37 will summarize the information they read about. H/MO/S: The teacher will take the students outside and let the students run around outside. The students will inhale and exhale to feel the strength in their lungs. E/L/LA/H/W: The students will come inside and write in their journals about the importance of oxygen.

Day 39 Thursday English Test E/LA: The students will complete a test over informing, persuading, entertaining, sharing, analyzing, and summarizing.

Day 40 Friday MJ E 2.6 Phonics LA/LI: The teacher will review phonics rules with the students. CM/L/LA/R: The teacher will write various words on the board and the students will read them aloud. Then, the teacher will write longer words on the board. The teacher will move her hand under each word and the students will read the words by blending them. E/L/LA/W: The students will write sentences using the blended words they said.

Harcourt, p. 366R Day 41 Monday MJ E 2.6 Phonics LA/LI: *The teacher will review short and long vowels with the students.

Day 42 Tuesday MJ E 2.6 Phonics LA/LI: *The teacher will review digraphs and rcontrolled vowels with the students.

E/L/LA/R: The teacher will show cards with vowels written on them and the students will read and say the vowel sounds from the cards.

E/L/LA/R: The teacher will show cards with digraphs and rcontrolled vowels written on them and the students will read and say the sounds from the cards.

CM/E/L/LA /PS/R/W: The teacher will write sentences on the board and the students will read each sentence. The students will copy the sentences onto paper and underline the specific vowels in each word.

CM/E/L/LA /PS/R/W: The students will build and read words new words by replacing letters to create new words. Each student will build 10 new words and write them down. The students will then use the words to write sentences.

Day 43 Wednesday MJ E 2.6 Phonics L/LA/R: The teacher will write words on the board containing various vowels and digraphs. The students will use their phonics knowledge to read the words. E/L/LA/PS /R/W: The students will use the words on the board as a word bank and complete a worksheet. The students will write the words to make complete sentences. DA: For students with visual problems, the teacher will provide a paper with word bank. L/LA/R: The class will read aloud the completed sentences as a class.

Day 44 Thursday MJ E 2.6 Phonics CL/CM/L/LA /LI: The class will read Corn is Maize aloud. A/E/L/LA/LI /PS/R: The teacher will prepare a bulletin board like a cornfield. The teacher will create pieces of corn with words written on them. The students will create stalks and leaves from green paper. The cornstalks be labeled with a phonics category and the students will place the pieces of corn into the categories. E/L/LA/W: The students will write sentences using the phonics words on the various pieces of corn.

Day 45 Friday MJ E 2.6 Phonics A/MA: Each student will be given a piece of modeling clay. The student will be given time to experiment with the clay. A/CM/E/LA/LI/ MA/PS/R/W: The teacher will read aloud a sentence and emphasize words. The students must use their fingers and write the phonics word in the clay. The students will use their knowledge of phonics to spell the words. The teacher will walk around the room and make sure the words are spelled correctly. The students will also write the words in their journals.

Harcourt, p. I3-I11

Harcourt, p. I12I31

Harcourt, p. I32I33

S.P. for Spelling, p. 33

S.P. for Spelling, p. 66-67

Day 46 Monday MJ E 2.6 Phonics CM/L/LA/LI/R: Various students will be asked to read aloud words pertaining to the phonics rules that the teacher picks out from the book. CM/E/L/ LA/LI/OL/PS /R/S/W: The teacher will read The Clover and the Bee. Each time the students hear one of the phonics words, they will write it down on a piece of paper. After the book is finished, the class will go over each word on their list and check their spelling.

Day 47 Tuesday MJ E 2.7 Using sentence structure A/LI/MA/PS: Using the magazine pieces, the teacher will show the students the various pieces. The students will understand one must see the whole picture in order to fully comprehend it. CM/L/LA/ LI/PS/R: The teacher will explain what a complete sentence is to the class. The teacher will call on students to read phrases that the teacher makes up. Each student will make a “c” with their hand if it is a complete idea.

A/HS/HW: The students will search through a magazine with their parents and cut a picture into pieces to bring to class for Day 47.

CM/E/L/LA/W: The students will write three complete sentences on a piece of paper.

S.P. for Spelling, p. 52

S.P. for Grammar, p. 19-20.

Day 48 Wednesday MJ E 2.7 Using sentence structure LA/LI/PS/R: The teacher will review nouns with the students. The class will read a list of words and discuss which words are nouns. A/E/L/LA/W: The teacher will cut up pieces of paper with nouns written on them and put them in a box. The teacher will walk around to each desk and the students will pick out two nouns from the box. The students will use the two nouns and create three sentences.

Day 49 Thursday MJ E 2.7 Using sentence structure LA/LI: The teacher will review verbs.

Day 50 Friday MJ E 2.7 Using sentence structure LA/LI: The teacher will review what a verb is.

CM/CZ/GA/ L/LA/LI: The teacher will explain that the class is going to get a chance to make up some wacky rules, but each rule must contain a verb.

L/LA/W: The students will write an “N” and “V’ and the definition of a noun and verb on the two index cards.

LA/LI/R: The students will read their sentences aloud.

A/L/LA/R/W: The students will write out five wacky rules and underline each verb. The students will illustrate their rules on each page. The teacher will collect and make a “Wacky Rule Book” and read the sentences within the book to the class.

S.P. for Grammar, p. 47

S.P. for Grammar, p. 72

CM/E/LA /LI/R: The teacher will read Days with Frog and Toad. The students will raise an index card with the “N” of “V’ on it every time they hear either a noun or verb. DA: For students with auditory problems, the teacher will provide visual supports when errors are made.

Day 51 Monday MJ E 2.7 Using sentence structure LA/LI/R: The teacher will define an adjective and read Hairy, Scary, Ordinary: What is an Adjective? A/CM/E/L/LA /PS/W: The teacher will pass out magazines to the students. Each student will cut out a picture and paste the picture in their journal. The students will write adjectives to describe the picture. DA: For students with attention problems, the teacher will provide a quiet space to work when needed.

S.P. for Grammar, p. 88

Day 52 Tuesday MJ E 2.7 Using sentence structure L/LA/LI/R: The class will read aloud If You Were an Adjective. L/LA/MA/W: The teacher will put several objects at the front of the room. Each student will write down several adjectives to describe the various objects. CM/E/L/LA/ MA/OL/PS: The teacher will find a small, soft, stuffed animal to toss to the students. The teacher will toss the animal and the students must say an adjective for the object and toss it back to the teacher. The teacher will repeat this activity.

Day 53 Wednesday MJ E 2.7 Using story structure and sequence LA/LI/MA: The teacher will explain story structure. The teacher will focus on rising action and use a sketch of a mountain to help explain. H/LA/LI/PS/R: The teacher will read The Magic School Bus: Inside the Human Body until the rising action is finished. The class will discuss what the rising action in the story is. A/CM/L/LA/W: The students will draw a picture illustrating the rising action in the story. The students will also write a sentence describing the rising action.

Day 54 Thursday MJ E 2.7 Using story structure and sequence LA/LI: The teacher will explain what the climaxes of stories are.

Day 55 Friday MJ E 2.7 Using story structure and sequence LA/LI: The teacher will explain what the climax of the book truly was.

H/LA/LI/R: The teacher will continue to read The Magic School Bus: Inside the Human Body from the rising action to a little after the climax.

CM/H/LA /PS/R: The teacher will ask various students to come to the front of the room and read the important health facts throughout the book. The class will discuss why it is important to take care of the human body.

CM/LA/PS/W: The students will write in their journals about what they think the climax of the story is. CM/E/LA/LI /PS: The teacher will pass around a “King of the Mountain” hat. The student with the hat will be able to give their opinions on what the climax of the story is.

CM/L/LA/H/W: The students will write a note to Ms. Frizzle explaining the ways they are going to work on helping take care of their bodies now.

U.F.P.B., p. 69

Day 56 Monday MJ E 2.7 Using story structure and sequence H/LA/LI/R: The teacher will continue to read The Magic School Bus: Inside the Human Body from the climax to the falling action. CM/LA/LI /OL/PS: The class will discuss what the falling action is and try to hypothesis the ending of the book. A/CM/E/L /LA/W: The students will compile an illustrated glossary of terms from the information presented in the book.

Day 57 Tuesday MJ E 2.7 Using story structure and sequence H/LA/LI/PS/R: The teacher will finish reading The Magic School Bus: Inside the Human Body to the class. The students will understand how the story was resolved. H/S/T: The students will watch The Magic School Bus: Inside the Human Body movie. CM/E/L /LA/PS/W: The students will write in their journals about whether the rising action, climax, falling action, or resolution was their favorite part of the book.

Day 58 Wednesday English Test

E/LA: The students will complete a test over phonics, sentence structure, story structure, and story sequence.

Day 59 Thursday Field Trip

CI: The students will be on a field trip to the local children’s museum.

Day 60 Friday MJ E 2.7 Using information in stories LA/LI: The teacher will explain what it means to infer. CM/L/LA/ MU/OL/R: The students will listen to the song Inference by Matilda Gilbert. After the students listen to the song, the class will read the lyrics provided. This will help the students remember the steps used when inferring. E/LA/W: Each student will write in their journal about the steps used to infer. DA: For students who have trouble writing, the teacher will provide ample space and time for journal writing.

U.F.P.B., p. 69 Day 61 Monday MJ E 2.7 Using information in stories

Day 62 Tuesday MJ E 2.7 Using information in stories

CM/L/LA/LI /OL/R/SS: The class will read aloud Dandelions.

A/LI/PS/SS: The class will look at a map and the teacher will show the trail that the characters took in Dandelions.

E.L/LA/PS/ SS/W: The students will pick a character and write a character sketch using important information within the story. CM/E/L/LA /KI/OL/R: The teacher will call on individuals to stand up and share their character sketches with the class.

L/LA/LI/R: The teacher will reread the parts in the book that discuss the setting and plot of the story. A/L/LA/SS/W: The students will illustrate a picture by pretending they had taken a snapshot at the location of the story. The students will write a paragraph explaining their “snapshot”.

Day 63 Wednesday MJ 2.8 Decoding multisyllable words LA/LI/T: The teacher will use the website www. Manatee.k.12.fl. Us/sites/elem Entary/palmaso La/Gr2Decoding Tips1.htm to assist her with introducing how to decode multisyllable words. CM/L/LA/LI/ OL/PS/R: The students will read each tip and discuss the rule the website told them. E/L/LA/W: The students will each write down the tips and rules for decoding multisyllable words.

Day 64 Thursday MJ 2.8 Decoding multisyllable words CM/L/LA/ LI/MA/R: The teacher will distribute small mirrors and the students will read aloud a series of words. The teacher will explain to count how many time their mouth opens to find how many syllables there are. DA: For students who are kinesthetic learners and are having difficulties, the teacher will tell them to put their hand on their jaw and feel how many times their jaw opens. GA/L/LA/LI/W: The students will then write multisyllable words on a piece of paper and their partner will decode them with them. www.scholastic.com

Day 65 Friday MJ 2.8 Decoding multisyllable words CM/E/L/LA /LI/PS/R: The teacher will write words on the board syllable by syllable. The students will use their knowledge of syllable patterns to decode the words. L/LA/MA: The teacher will pass out note cards with syllables written on them. The students will manipulate the cards and produce the words. E/L/LA/MA /R/W: The students will read the words and write them down on a piece of paper to turn in. www.teacher. Scholastic.com/ Reading/bestp Ractices/phonics/ Syllabication.pdf

Day 66 Monday MJ 2.8 Decoding multisyllable words CM/L/LA/MAT: The teacher will explain and show examples of how to “clap and count” to decode multisyllable words. The teacher will use www. Manatee.k.12.fl. Us/sites/elem Entary/palmaso La/ccparent.htm. E.L/LA/LI/R: The students will read aloud the words and clap to count the syllables in each word. E/L/LA/PS/W: The students will then write down their spelling words for the week and count how many syllables they can find in each word. DA: For students who are having difficulty, the teacher will provide either a mirror or a manipulative to assist them.

Day 67 Tuesday MJ 2.8 Decoding multisyllable words CC/CM/LI/ MU: The teacher and music teacher will collaborate. The music teacher will come into the classroom with many different instruments (sticks, cymbals, etc.) The teacher will explain that the students will be able to play an instrument to the syllables. CM/E/L/LA/LI /MA/MU/R: The students will read words on the board and tap their instruments for each syllable with the music teacher. E/L/LA/PS/W: The students will write each word down in their journal and break the words up into syllables.

Day 68 Wednesday MJ E 2.8 Expound vocabulary

Day 69 Thursday MJ E 2.8 Expound vocabulary

CM/GA/L/LA: The teacher will take the students to the library. Each student will be allowed to pick out one short picture book to read.

CM/LA/LI/PS: The teacher will explain how to create a word web and the uses of a word web. The class will also do an example of a word web.

L/LA/R: The class will read the books silently at the library. L/LA/PS/R/W: Each time the student comes across a word they are unfamiliar with, the student will write it on a piece of paper. L/LA/PS: The class will return to their classroom and pass in their sheets to the teacher. As a class, the students will define each unknown word.

CM/GA/L/LA /LI/R: In groups, the students will read the first half of Pull, Lift, and Lower. CM/E/GA/L/ LA/OL/PS/W: Each group will be given a large piece of paper. The group will choose one of the vocabulary words from the book. The students will write words and create a word web from the word.

Day 70 Friday MJ E 2.8 Expound vocabulary CM/LA/R: The students will read the rest of Pull, Lift, and Lower aloud. CM/E/L/ LA/LI/PS/W: When the students find a word that is a vocab. or an unknown word, the students will write the word in their own personal dictionaries. CM/L/LA/W: The students will write the word and as a class, the students will make up definitions for the words. CM/E/L/ LA/PS/W: *The students will record unknown or important words in their dictionaries throughout the year.

S.P. for Vocabulary, p. 90 Day 71 Monday MJ E 2.8 Expound vocabulary LA/LI: The teacher will provide the class with a wide variety of sources about insects. The teacher will explain that the students are going to find out some facts about specific insects and search the sources for specific vocabulary words. L/LA/R/W: The students will choose an insect, read some of the sources, find at least five facts, and write each of the facts in sentence form. The students will be encouraged to use their vocabulary words in context.

Day 72 Tuesday MJ E 2.9 Preview text

Day 73 Wednesday MJ E 2.9 Preview text

LA/LI/PS: The teacher will explain how authors use illustrations on book covers to help a person get an idea of what the book is about. The teacher will show the class the book If You Give a Mouse a Cookie.

LA/LI/PS: The teacher will review with the students how many people can preview text to get an idea about the book.

CM/L/LA/LI/ PS/R: The class will discuss the front cover. The teacher will also read summaries or reviews about the book that do not give away the story but entice their interest in the story. L/LA/PS/W: The students will each get out their journals and hypothesize what they believe will happen in the story.

A/L/LA/PS: The class will get in a circle on the floor. The teacher will show the illustrations on each page to the students. A/LA/W: The students will then illustrate their favorite picture in the book and write captions for the page. A/L/LA/LI/R: The students will each show their illustration and read their hypothesis for the caption of the page.

Day 74 Thursday MJ E 2.9 Set purpose LA/LI: The teacher will explain the exact steps for K-W-L charts. LA/LI/W: The students will use the book If You Give a Mouse a Cookie to draw and fill out K and W in their chart. DA: For students who struggle, the teacher will provide a K-W-L template for their responses. E/LA/LI/PS/ R/W: The teacher will read aloud to the class. The students will then continue to finish writing in the L of their chart. LA/PS: The students will understand that by using the K-W-L chart, they set a purpose to read the book.

Day 75 Friday MJ E 2.9 Set Purpose LA/LI/PS: The teacher will explain the steps of SQP2RS to the class. The students will understand that these steps will help them set a purpose for reading. L/LA/PS/R: The teacher will show the students The Very Busy Spider. The students will survey the book, produce questions about the book, and make predictions about the book. CM/E/L/LA/ R/W: The class will read The Very Busy Spider and summarize the information they gained from the book.

S.P. for Vocab., p. 78 Day 76 Monday MJ E 2.9 Reread and selfcorrect CM/L/LA /LI/R/SS: The class will reread The Very Busy Spider aloud as a class. DA: For students who have difficulties following along in the story, the teacher will provide the student with wikki sticks to interact with the story. L/LA/PS/R/W: The students will reread their summaries of the book. The students will write in corrections where needed and they will also add important aspects they might have left out.

Day 77 Tuesday MJ E 2.9 Set Purpose L/LA/PS/SS: The class will go to the library and pick out a short biography about a person they would like to learn about. The students will use SQP2RS independently and set a purpose for reading. L/LA/R/SS: The students will read the short biography they chose. L/LA/W: The students will write out specific facts about the person they read about.

Day 78 Wednesday MJ E 2.9 Reread and selfcorrect L/LA/R/SS: The students will reread the short biography they read on Day 77. L/LA/PS/R/W: The students will reread the facts they wrote down about the person to ensure accuracy. The students will also be given the chance to include information they gained by reading the book another time.

Day 79 Thursday English Test E/LA: The students will complete a test over using information within stories, decoding multisyllable words, vocabulary, previewing text, setting a purpose for reading, and self-correcting.

Day 80 Friday MJ E 2.10 Comprehension skills LA/LI: The teacher will explain the importance of comprehension. CM/L/LALI/ R/S: The class will read Change It!. CM/E/L/LA/ LI/PS/W: Together as a class, the students will create an acronym for the word change to help them remember important information they learned about solids, liquids, and gases. Each student will write the acronym on a piece of paper.

Day 81 Monday MJ E 2.10 Comprehension skills LA/LI: The teacher will review how to use acronyms. CL/CM/L/ LA/LI/R: The students will read Pablo’s Tree. DA: For students with difficulties following along, the teacher will provide wikki sticks to help interact with the story. E/L/LA/PS/W: The students will individually create an acronym using the word “Pablo” to remember important information in the book. CM/E/L/LA/ LI/OL/R: The teacher will call on various students to share their answers with the class.

Day 82 Tuesday MJ E 2.10 Read and Comprehend poetry LA/LI/R: The teacher will read “Can’t” by Edgar Gust.

Day 83 Wednesday MJ E 2.10 Read and Comprehend nonfiction L/LA/S/R: The students will read The Secret Life of Trees silently.

CM/LI/LS/OL: The class will discuss things they thought they could not do, but ended up being able to accomplish.

CM/E/L/LA/ LI/OL/PS/S: The teacher will ask the students whether the book was fact of fiction.

LA/R: The students will then read “Try, Try Again” which is an anonymous poem. L/LA/LS/W: The students will write in their journals about what the poem meant to them. http://trivium academy.blogs pot.com/2007/ 04/2nd-gradepoetrymemorization .html

A/E/L/LA/PS /R/W/S: The students will be asked to look through the book and make a list of phrases and sentences that prove the story is fact. The students will draw illustrations to go along with their list of phrases.

Day 84 Thursday MJ E 2.10 Read and Comprehend nonfiction LA/PS/R/S/T: In the computer lab, the students will read and research to find interesting facts about trees that could be added to the book The Secret Life of Trees. A/CM/E/L/LA /PS/S/W: The student will create two pages with text and illustrations that resemble the facts found. When the students are finished, they will share their facts pages with another student. L/LA/S/W: The teacher will staple the all of the student’s pages together to create a class book about the secret life of trees.

Day 85 Friday MJ E 2.10 Read and Comprehend drama LA/LI/R: The students will read aloud a short abridged version of “Cheaper by the Dozen”. Each of the students will be given a script and a character’s name to act as. The class will line up in chairs in the front of the room. The students will play the popcorn game. Every time it is their turn to read, they will pop up from their chair and read it. A/L/LA/W:The students will draw a picture of their character. On the back, the students will write a summary of the play. www.creative drama.com/pla ys.htm

Day 86 Monday MJ E 2.10 Identify problems CL/LA/LI/R/SS: The teacher will read The Story about Ping to the class. CL/CM/LI/LS /PS/R/SS: The students will discuss the setting of the book and identifying the problem in the book. The students will realize that if Ping would have been obedient, he would not have gotten in the trouble he got himself into. E/L/LA/LI/ LS/W: The teacher will give the students the prompt, “I will be obedient because”. The students will each write down the reasons why they will not be like Ping and they will show obedience.

Day 87 Tuesday MJ E 2.10 Identify problems LA/LI: The teacher will explain that many stories contain problems in them and the reader is supposed to identify them. L/LA/W: The class will write the definition of a problem. LA/LI/R: The teacher will read Alfie Gives a Hand by Shirley Hughes. CM/LI/OL/PS: The class will discuss the problem in the story.

Harcourt, p. S82

Harcourt, p. S83

Day 88 Wednesday MJ E 2.10 Identify solutions LA/LI: The teacher will explain that many stories contain solutions within the story.

Day 89 Thursday MJ E 2.10 Identify solutions CM/L/LA /LI/OL/R: The class will reread Alfie Gives A Hand by Shirley Hughes.

CL/L/LA/LI/ PS/R/W: The class will read aloud various folktales in the book TeenyTiny Folktales. The class will read half of the folktale and identify the problem. The students will each write down a hypothesis for how it will be solved.

DA: For students who have paying attention to the story, the teacher will provide clear transparencies to assist them in interacting with the text.

L/LA/LI/PS/R: The students will continue to read the rest of the folktale and determine the solution to the problem and decide whether their hypothesis was correct.

E/L/LA/W: The students will write a paragraph about the problem in the story and what the solution to the problem was.

Day 90 Friday MJ E 2.10 Identify solutions CM/L/LA/W: Each student will pretend to be a fictional character. The students will write a personal letter about a problem they are having. CM/L/LA/ PS/R/W: The students will pass around their letters and respond to another student’s fictional letter. The students will write a solution to the problem and return it back to the student to read.

Day 91 Monday MJ E 2.10 Identify Main Idea R: Olivia W: Main idea paragraph LA/LI: The teacher will explain that the main idea or theme of a book is an expression of what the book is really about. LA/R: The students will read Olivia. LA/W: The students will write a five sentence paragraph about the main idea of Olivia.

Day 92 Tuesday MJ E 2.10 Identify Main Idea R: The Giving Tree W: Journal entry LA/R: The students will read The Giving Tree. The class will discuss the main idea or theme of the book. A/LA/W: The students will write a journal entry about one circumstance in which they gave something to someone and one circumstance in which they received something. The students will write about how each situation made them feel. The students will illustrate their journal entry.

Day 93 Wednesday MJ E 2.10 Identify Main Idea R: Comic strips W: Main idea sentences LA/R/W: Each student will be given copies of ten comic strips. They will read the comic strips and write the main idea of each. They will write one complete sentence for each comic strip. A/LA/W: The students will draw their own comic strip and write the main idea in one sentence under it. DA: The teacher will instruct students who struggle with drawing to cut pictures out of magazines to create their comic strip.

Day 94 Thursday English Test

E: The students will take a language arts test covering comprehension skills, problems, solutions, and main ideas.

Day 95 Friday MJ E 2.10a Make predictions R: Two Dog Biscuits W: Prediction paragraph A/LA/LI/PS/R/W: The teacher will read the beginning of Two Dog Biscuits to the students. The students will write a paragraph of at least five sentences predicting the ending of the story. The students should also draw a picture of their prediction. GA/LA/OL/TH: The teacher will divide the students into groups. Each group will choose one prediction to act out. The groups will present their story ending to the class. LA/LI/PS/R: The teacher will read the ending of Two Dog Biscuits to the class. The class will compare their predictions with the true ending of the story.

www.lessonplanspage.co m

Day 96 Monday MJ E 2.10a Make predictions R: Two Old Potatoes and Me W: Potato prediction LA/PS/R: The students will read the beginning of Two Old Potatoes and Me. The students will predict the ending of the story. The teacher will write the students’ predictions on the board. GA/S: Groups of students will plant old potatoes in pots. The class will discuss what they think will happen to the potatoes. LA/W: Each student will write a journal entry predicting what will happen to the potato they planted.

Day 97 Tuesday MJ E 2.10a Make predictions

Fun with the Funnies, p. 7 Day 98 Wednesday MJ E 2.10a Make predictions

Day 99 Thursday MJ E 2.10b Read to confirm predictions

Day 100 Friday MJ E 2.10b Read to confirm predictions

R: The Water Hole W: Prediction

R: Frog and Toad Together W: Prediction

R: Prince Cinder W: Prediction frames

LA/PS/R: The students will read the beginning of The Water Hole. The students will predict the ending of the story. The teacher will write the students’ predictions on the board.

A/LA/PS/W: The teacher will show the students several pictures from Frog and Toad Together. The students will write a paragraph predicting what will happen in the book based on the pictures they saw. The students will draw a picture of their prediction.

R: The Bears on Hemlock Mountain W: Predictions The teacher will give the students five theme related statements about The Bears on Hemlock Mountain. They will predict whether each statement is true or false. The students will write predictions for what they believe is true about the theme. The class will discuss their predictions.

LA/PS/W: The students will predict what would have happened if the water in the water hole had completely disappeared. They will write their predictions down and compare with a partner.

LA/R: The students will read Frog and Toad Together. The class will compare their predictions with the actual events of the book.

DA: The teacher will allow students who are struggling with prediction to preview the pictures in The Bears on Hemlock Mountain. The students will read The Bears on Hemlock Mountain. The class will compare their predictions with the actual

LA/LI/PS: The teacher will ask the students what they think a book entitled Prince Cinder might be about. Next, she will show them the cover of the book and again ask them to predict what the book is about. LA/PS/W: The teacher will give each student a posterboard strip divided into five frames. The first three frames will be filled in with events from Prince Cinder and the last two will be blank. Each student will fill in the blank frames with events they think might happen in the story. The class will discuss their predictions. LA/LI/R: The teacher will read Prince Cinder to the class. The class will compare their

Cornett, p. 208 Day 101 Monday MJ E 2.10b Read to confirm predictions

Day 102 Tuesday MJ E 2.10c Ask and answer questions

Day 103 Wednesday MJ E 2.10c Ask and answer questions

R: Elena’s Serenade W: Prediction story

R: Surprising Sharks W: Questions

R: Mammals W: KWL chart

LA/PS/W: The teacher will provide a chart with columns for setting, characters, problem, and solution. She will also give the students ten words from Elena’s Serenade. The students will predict where the words fit in the chart. Once they have placed the words in the chart, the students will write their own short story based on the chart.

LA/W: The students will write ten questions they would like to answer when reading Surprising Sharks.

LA/LI: The teacher will introduce the KWL chart. She will model how to use the chart.

LA/LI/OL: The students will share their short stories with the class. LA/R: The teacher will read Elena’s Serenade to the class. The students will compare their predictions with the actual story.

LA/R: The students will read Surprising Sharks and write down the answers to their questions. LA/T: The class will watch a short movie clip on sharks.

LA/W: The students will make their own KWL charts for Mammals. They will fill in the “Know” and “Want to know” columns before reading the book. LA/R: The students will read Mammals. They will fill in the “Learned” column after they have read the book. DA: The teacher will provide paper with three columns for students who struggle with

theme of the story.

predicted endings with the author’s ending for the book.

Cornett, p. 144

www.lessonplanspage.com

Day 104 Thursday MJ E 2.10c Ask and answer questions

Day 105 Friday MJ E 2.10d Important aspects

R: Sequoyah: The Cherokee Man Who Gave His People Writing W: Interview questions LA/R: The students will read Sequoyah: The Cherokee Man Who Gave His People Writing.

R: Where the Wild Things Are W: Story map

LA/OL/TH/W: Pairs of students will work together to create ten questions and answers about Sequoyah: The Cherokee Man Who Gave His People Writing.. One student will act as the interviewer while the other acts as the interviewee. The pairs of students will present their interviews to the class.

LA/R/W: The students will read Where the Wild Things Are and complete a story map for the book.

LA/LI: The teacher will introduce story maps to the students. She will explain each part and demonstrate filling in a story map.

A/LA: The students will draw a scene from Where the Wild Things Are.

organization.

Cornett, p. 144

www.lessonplanspage.com

www.lessonplanspage.co m

Day 106 Monday MJ E 2.10d Important aspects R: Don’t Forget Winona W: Story about you LA/R: The students will read Don’t Forget Winona. GA/LA/LI/OL: The students will play “character twenty questions.” One student will assume the role of a character from the book while the others ask questions and try to determine the identity of the character. LA/W: The students will write a short story with themselves as the main character. Before writing the story, they will create a story map about themselves to aid in organization.

Day 107 Tuesday MJ E 2.10d Important aspects R: Comic strips W: Character description LA/R: The teacher will give the students copies of several comic strips. The students will read the comic strips and choose their favorite character. LA/W: The students will write a one paragraph description of a character from the comic strips they read. A/LA/W: The students will create a comic strip with the character they described as the main character.

Day 108 Wednesday MJ E 2.11 Reference Materials R: Atlantic W: Definitions

Day 109 Thursday MJ E 2.11 Reference Materials R: Bitter Bananas W: Definitions

LA/LI: The class will discuss different types of reference materials. The teacher will show several examples and demonstrate how to use them (dictionary, encyclopedia, thesaurus, etc.).

LA/LI/W: The teacher will give groups of students five unusual words. The students will look up the words in the dictionary and write the definition on an index card. They will also write several creative false definitions for each word on index cards. The groups will present their words, and the other students will try to guess the actual definition of the words.

LA/R: The students will read Atlantic. LA: The students will use the dictionary to look up unfamiliar words from the story. They will write down at least five definitions. LA: The students will practice alphabetizing words by completing a worksheet. DA: The teacher will provide

LA/R: The students will read Bitter Bananas. They will use the dictionary to look up any unfamiliar words.

Day 110 Friday MJ E 2.11 Reference Materials R: Emma’s Strange Pet W: Class description LA/R: The students will read Emma’s Strange Pet. The students will write down several interesting words found in Emma’s Strange Pet. They will use a thesaurus to make a word web of synonyms for each word. DA: The teacher will provide word web organizers (bubbles and lines already drawn) for students who struggle with organization. A/GA/LA: The class will work together to create a word web describing themselves. The words “our class” will be written in the center, and words describing the class will be written around the

dictionaries for students who are struggling with alphabetizing words.

Cornett, p. 145

outside. LA/W: The students will write a journal entry describing their class based on the word web they created.

Fun with the Funnies, p. 11

Cornett, p. 213 Cornett, p. 264

Day 111 Monday MJ E 2.11 Reference Materials R: Move! W: Journal entry LA/LI: The class will have a “dictionary drill.” The teacher will give a word which the students will look up in their dictionaries. The first student to find the word will stand up and read the definition. DA: The teacher will tape notecards with instructions for using the thesaurus and dictionary to students’ desks who are struggling with using reference materials. LA/W: The students will write a journal entry in which they make up their own word and define it. The students must use their new word in a sentence.

Day 112 Tuesday MJ E 2.11 Reference Materials R: Good Night, Good Knight W: Instructions LA/R: The teacher will read Good Night, Good Knight to the students. GA/LA/PS: The students will complete a reference material scavenger hunt. The teacher will give pairs of students a list of things to search for. The students will use a variety of reference materials to locate the items. LA/W: The students will write instructions for using either a dictionary or a thesaurus.

Day 113 Wednesday MJ E 2.11 Reference Materials R: Too Many Frogs W: Sentences LA/R: The class will read Too Many Frogs. They will use a dictionary to look up any unfamiliar words. The teacher will also have the students use a thesaurus to look up synonyms for several words. LA/T: The class will go to the computer lab. The teacher will demonstrate using reference tools on the computer (encyclopedia, dictionary, etc.). The teacher will give the students a list of ten words to look up using the dictionary on the computer. LA/W: The students will write creative sentences for the words they looked up.

Day 114 Thursday English Test

E: The students will take a language arts test on making predictions, asking questions, and using reference materials.

Day 115 Friday MJ E 2.12 Cursive writing* R: The Diary of a Worm W: Diary entry LA/W: The teacher will introduce cursive handwriting to the students. The students will practice writing cursive letters on their dry erase boards. LA/R: The students will read The Diary of a Worm. A/LA/S/W: The students will write a diary entry from the perspective of an animal of their choice. The students will research the animal in books, encyclopedias, and magazines to make the diary entry as accurate as possible. The students should also draw a picture to accompany the entry.

LA/R/S: The teacher will read Move! to the class. The class will discuss the ways in which different animals move. The class will look up the definitions of some of the words in the book.

LA/LI: The class will review for the language arts test.

Cornett, p. 209 Day 116 Monday MJ E 2.12 Cursive writing* R: Night Driving W: Journal Entry

Day 117 Tuesday MJ E 2.12 Cursive writing* R: Aesop’s Fables W: Fable

Day 118 Wednesday MJ E 2.12 Cursive writing* R: Cluck-OClock W: Journal entry

Day 119 Thursday MJ E 2.12 Cursive writing* R: Leaf Jumpers W: Descriptions

LA/W: The students will learn several more cursive letters. The students will practice their cursive handwriting using a worksheet.

LA/W: The students will learn several more cursive letters. They will practice writing cursive letters on their dry erase boards.

LA/W: The students will learn several more cursive letters. They will practice drawing the letters in sand in plastic containers.

LA/W: The students will learn several more cursive letters. They will practice their cursive handwriting by completing a worksheet.

LA/R: The teacher will read several of Aesop’s Fables. The class will discuss fables and morals.

DA: The teacher will provide extra worksheets and cursive practice for students who are struggling with cursive handwriting.

LA/R/S: The students will read Leaf Jumpers. The class will discuss the different kinds of leaves mentioned in the book.

LA/M/R: The students will read Cluck-O-Clock. The class will review telling time.

LA/MO/S/W: The class will go on a nature walk to collect leaves. The students will make a leaf booklet. The students will write a description for each leaf that they place in their book.

LA/R: The students will read Night Driving. GA/LA: The class will play the “Alphabet Game.” Each student must name an object starting with the next letter of the alphabet. The class will play this game several times using different categories (eg. food, books, etc.). LA/W: The students will write a journal entry about a trip they have taken.

LA/W: The students will write their own story with a moral. The students will share their stories with the class. DA: The teacher will provide a list of morals for students who are struggling with deciding on a

LA/M/W: The students will write a journal entry describing their day. The journal entry should include

Day 120 Friday MJ E 2.12 Cursive writing* R: The Best Teacher in Second Grade W: LA/W: The students will learn several more cursive letters. They will begin to trace short words in cursive. The students will continue to work on their cursive handwriting throughout the year. LA/R: The students will read The Best Teacher in Second Grade. LA/W: The students will write a journal entry describing what they like best about school. The journal entry will also include what they like least about school.

topic for their story.

specific times they do things such as wake up or eat dinner.

www.minnesotahumanities.org

Day 121 Monday MJ E 2.13 Stories R: Swamp Angel W: Journal entry LA/LI/R/SS: The teacher will read from Swamp Angel. The class will discuss the story from a historical perspective. LA/LI/PS: The class will discuss stories. The teacher will ask the students what makes a good story. She will write the students’ ideas on the board. The class will discuss what makes Swamp Angel a good story. GA/LA/OL:The class will write a story together. Each students will give a sentence which the teacher will write down. Once each student has given a sentence, the

Day 122 Tuesday MJ E 2.13 Stories R: Swamp Angel W: Sequel LA/LI/R: The teacher will finish reading Swamp Angel. The class will discuss the parts of Swamp Angel (beginning, characters, ending, etc.). LA/W: The students will make a story map for Swamp Angel. LA/W: The students will write a sequel to Swamp Angel. The teacher will instruct the class to maintain the story elements (characters, setting, etc.) introduced in the book.

Day 123 Wednesday MJ E 2.13 Stories R: Leaf Man W: Leaf story LA/R: The students will read Leaf Man. The class will discuss the components of the story. LA/W: The students will write their own leaf person or animal story. LA/MO/S/W: The class will go on a nature walk to collect leaves. After collecting leaves, each student will make their own leaf person or animal to go along with the story they wrote.

Day 124 Thursday MJ E 2.13 Stories R: Madlenka’s Dog W: Creative story LA/R: The students will read Madlenka’s Dog.

Day 125 Friday MJ E 2.13 Stories R: Amazing Grace W: Play LA/R: The students will read Amazing Grace.

GA/LA/W: The students will work in pairs to create short stories based in the imaginary places in Madlenka’s Dog.

GA/LA/W: The students will work in groups to write short plays.

DA: The teacher will provide creative prompts to help students who are struggling with determining a main idea for their story. LA/OL/TH: The pairs of students will act out their creative stories for the class.

GA/LA/OL/TH: Each group will act out their play.

teacher will read the story to the class. LA/W: The students will write a journal entry on their favorite story. They will summarize the story and explain why they like it. Cornett, p. 143144

www.harcourt.com

www.fsgkidsbooks.co m

Day 126 Monday MJ E 2.13 Letters R: Messages in the Mailbox W: Friendly letter

Day 127 Tuesday MJ E 2.13 Letters R: The Rough Face Girl W: Friendly letter

Day 128 Wednesday MJ E 2.13 Letters R: The Gardner W: Friendly letter

Day 129 Thursday MJ E 2.13 Letters R: Dear Mr. Henshaw W: Friendly letter

LA/R: The students will read Messages in the Mailbox. The class will compare the different types of letters and discuss the parts of letters. The class will discuss the many purposes of letters.

LA/R: The students will read The Rough Face Girl. The class will discuss the book and its Native American elements.

LA/R: The students will read The Gardner. The class will discuss the letters included in the book.

LA/R: The teacher will read from Dear Mr. Henshaw. The class will discuss the book. The teacher will emphasize that the entire book is written as a series of letters. The students will predict what they think will happen in the book.

CI/LA/W: Each student will compose a thank you letter to someone in the school (custodian, cafeteria worker, bus driver, etc.)

LA/LI: The teacher will review the parts of letters with the class. LA/W: The students will write a letter to the main character of the book. The letter could inquire about Native American culture or contain encouragement for the girl.

LA/W: The students will write a letter to a friend or family member that lives far away. The students will write about what has been happening in their lives. DA: The teacher will allow students who struggle with handwriting to type their letters.

LA/W: The students will draw a classmate’s name from a hat. They will write a letter to that classmate recommending a book they have read. Their recommendation should include a description of the book and the reason they liked

Day 130 Friday MJ E 2.13 Letters R: Dear Mr. Henshaw W: Persuasive letter LA/R: The teacher will read from Dear Mr. Henshaw. LA/LI: The teacher will discuss the purpose of persuasive letters and show several examples of persuasive letters. LA/W: The students will write a letter to an alien to persuade them that life on Earth is better than life in space.

the book.

Cornett, p. 144 Day 131 Monday MJ E 2.13 Letters R: Dear Mr. Henshaw W: Business letter LA/R: The teacher will read from Dear Mr. Henshaw.

Day 132 Tuesday MJ E 2.13 Letters R: Dear Mr. Henshaw W: Postcard

Day 133 Wednesday MJ E 2.13 Letters R: Crazy Hair Day W: Letter to the author

LA/R: The teacher will read from Dear Mr. Henshaw.

A/LA/W: The students will write a business letter to a company attempting to convince them that the student has an important invention. The students will include a drawing of their invention with the letter. The students will share their letters with the class.

LA/LI: The teacher will review the types and parts of letters. She will introduce postcards to the students.

LA/R: The teacher will read Crazy Hair Day to the students. The class will discuss how the situations in the book are based on things that could happen in school.

A/LA/W: Each student will make a postcard using construction paper and art supplies. DA: The teacher will allow students who have difficulty with drawing to decorate their postcard by cutting out

Day 134 Thursday English Test

E: The students will take a language arts test covering cursive writing, stories, and letters.

Day 135 Friday MJ E 2.13 Explanations R: Open Wide: Tooth School Inside W: Tooth care explanation H/LA/R: The teacher will read Open Wide: Tooth School Inside to the students. The class will discuss how the book teaches about tooth care.

A/LA/T/W: The students will each write a letter to Barney Saltzberg giving him ideas for another book. The students will type their letters using Microsoft Word. They will include a drawing of their idea with their letter.

A/H/LA/W: The students will write an explanation of tooth care. When writing the explanation, the students will research tooth care in books, magazines, and encyclopedias. The students should draw pictures to accompany their explanations.

A: The students will create their own person with crazy hair using paper plates, yarn, construction paper,

H/MO/MU: The students will sing a song about brushing, rinsing, and flossing their teeth (Brush, Brush, Brush Your

pictures from magazines and gluing them on the construction paper.

crayons, etc.

Teeth). They will come up with actions to accompany the song. H/HS: The students will fill out teeth brushing charts each night.

www.candlewick.co m Day 136 Monday MJ E 2.13 Explanations R: What Happened to Patrick’s Dinosaurs? W: Extinction explanation LA/R: The students will read What Happened to Patrick’s Dinosaurs. LA/PS/W: The students will write their own creative explanations for the extinction of dinosaurs. LA/OL: The students will present their explanations of dinosaur extinction to the class.

www.lessonplanspage.com

Day 137 Tuesday MJ E 2.13 Explanations R: Forces Make Things Move W: Science explanation

Day 138 Wednesday MJ E 2.13 Explanations R: The Emperor’s Egg W: Explanation

Day 139 Thursday MJ E 2.13 Explanations R: Recipes W: Recipe explanation

Day 140 Friday MJ E 2.13 Explanations R: Gus and Grandpa and Show-and-Tell W: Clothing explanation

LA/R/S: The teacher will read Forces Make Things Move to the class. The class will discuss forces and how the author explained them in the book.

LA/R/S: The students will read The Emperor’s Egg. The class will discuss how the author explained how the emperor penguin cares for its young.

LA/R: The students will read Gus and Grandpa and Show-andTell.

LA/W/S: Each student will choose a science topic to explain (planting a seed, mixing colors, etc.). The students will research their topic write a one paragraph explanation about it.

LA/S/T: The teacher will show a short clip from March of the Penguins.

LA/R: The teacher will give the students copies of several recipes (cookies, punch, etc.). The students will read the recipes and try to guess what they make. The teacher will write the students’ ideas on the board. The teacher will reveal the mystery foods.

LA/S/W: Each student will write an explanation of how an animal of their choice cares for its young. The students will research using books and

A/LA/W: The students will write an explanation of how to make their favorite food. They will draw a picture of the food to accompany the explanation.

HS/LA/LI/OL: The students will present their showand-tell items. A/LA/W: The students will write about their favorite piece of clothing. They will draw the piece of clothing and describe why they like it.

magazines to make the explanation as accurate as possible.

DA: The teacher will allow students who are struggling with this activity to summarize the recipes they read earlier. HS/HW: The teacher will instruct the students to bring something from home for showand-tell the next day. December Journal Jumpstarts, p. 7

Day 141 Monday MJ E 2.13 Poems R: Light in the Attic W: Poem adaptation

Day 142 Tuesday MJ E 2.13 Poems R: Light in the Attic W: Rhyming riddle

Day 143 Wednesday MJ E 2.13 Poems R: Light in the Attic W: Poem

LA/LI/R: The teacher will read several poems from Light in the Attic. The class will discuss poems. The teacher will point out that not all poems rhyme.

LA/LI/R: The teacher will read several poems from Light in the Attic. The class will discuss the rhyming words in each poem.

LA/LI/R: The teacher will read several poems from Light in the Attic. The class will discuss the descriptive words in the poem.

LA/R: The class will read several of the poems as a group out loud. LA/LI: The teacher will review parts of speech. LA/OL/W: The teacher will give each student a copy of one of Shel Silverstein’s poems with blanks for specific parts of

LA/LI/PS: The teacher will say a word and the students will come up with words that rhyme with it. GA/LA/W: The teacher will give several examples of rhyming riddles (eg. What is a wet canine? A soggy doggy). The students will write their own rhyming riddles. The students will exchange riddles

LA/R: The teacher will give the class a poem to read. The students will write down descriptive interesting words from the poem. They will sort the

Day 144 Thursday MJ E 2.13 Poems R: Tie Your Socks and Clap Your Feet: Mixed Up Poems W: Silly poem LA/R: The students will read Tie Your Socks and Clap Your Feet: Mixed Up Poems. The class will discuss what makes the poems funny. LA/MA/W: The students will use words beads to come up with ideas for silly poems. Once they have the word beads in order, each student will write a silly poem. DA: The teacher will allow students who struggle with handwriting to type their silly poem.

Day 145 Friday MJ E 2.13 Poems R: Zoo’s Who W: Animal poem LA/R: The students will read Zoo’s Who. The class will discuss the poems in the book. LA/S/W: Each student will choose an animal not included in the book and write a short poem about that animal. The students will research their animals using books, encyclopedias, and magazines before writing the poem. A: The students will use objects (paper clips, construction paper,

speech. The students will write their own version of the poem by placing words in the blanks. The students will share their poems, and the teacher will read the original poem.

www.lessonplanspage.co m

Day 146 Monday MJ E 2.13 Poems R: The Pot that Juan Built W: Poem about a pot LA/R/SS: The students will read The Pot that Juan Built. The class will discuss how the author used poetry to tell a true story. The class will discuss the accomplishments of Juan Quesazada. The class will discuss the alliteration and rhyme scheme in the book. A/LA/W: The students will make clay pots. The students will write a poem describing their pot.

with other classmates and solve each others’ riddles.

words into categories (main ideas, feelings, etc.).

ribbon, etc.) to make collages depicting their animals.

LA/W: Each student will write their own poem using the descriptive words they wrote down from the poem.

www.lessonplanspage.co m

Cornett, p. 144

www.lessonplanspage.co m

www.harcourt.com

Day 147 Tuesday MJ E 2.13 Poems R: Joyful Noise: Poems for Two Voices W: Cooperative poem GA/LA/R: The class will read several poems from Joyful Noise: Poems for Two Voices out loud together. Pairs of students will finish the book together.

Day 148 Wednesday MJ E 2.13 Poems R: Where the Sidewalk Ends W: Poem about themselves

Day 149 Thursday MJ E 2.13 Book reports R: Sarah, Plain and Tall W: Introduction

Day 150 Friday MJ E 2.13 Book reports R: Sarah, Plain and Tall W: Journal entry

LA/R: The teacher will read several poems from Where the Sidewalk Ends.

LA/R: The teacher will read from Sarah, Plain and Tall.

LA/R: The teacher will read from Sarah, Plain and Tall.

LA/W: The students will write a poem about themselves.

GA/LA/W: Pairs of students will write a poem together.

A/E/LA/W: The students will combine all the poetry they have written over the last week into a booklet. They will make illustrations for each poem they have not already illustrated.

LA/W: The students will write a paragraph introducing Sarah, Plain and Tall. The students will also predict what will happen in the story.

LA/W: The students will write a journal entry describing what they like about Sarah, Plain and Tall.

LA/LI/OL: The students will share

DA: The teacher will allow students who struggle with remembering the details of the story to look at the beginning of the book when writing their introductions.

A/LA: The students will begin making dioramas for Sarah, Plain and Tall.

their poem books with the class.

Day 151 Monday MJ E 2.13 Book reports R: Sarah, Plain and Tall W: Journal entry

Day 152 Tuesday MJ E 2.13 Book reports R: Sarah, Plain and Tall W: Plot summary

Day 153 Wednesday MJ E 2.13 Book reports R: Journal entry W: Journal entry

LA/R: The teacher will read from Sarah, Plain and Tall.

LA/R: The teacher will read from Sarah, Plain and Tall.

LA/W: The students will write a journal entry from the perspective of the main character of Sarah, Plain and Tall.

LA/W: The students will write a summary of the main events of the story.

LA/LI/OL: The students will present their book reports to the class. These book reports will include the introduction, journal entries, plot summary, and diorama.

A/LA: The students will continue making dioramas for Sarah, Plain and Tall.

A/LA: The class will complete their dioramas for Sarah, Plain and Tall.

LA/R/W: The students will write a journal entry comparing themselves to the main character of Sarah, Plain and Tall. The students will switch journals with a partner and read each other’s

Day 154 Thursday English Test

E: The students will take a language arts test covering explanations and poetry.

Day 155 Friday MJ E 2.15 Technology R: Click, Clack, Moo: Cows that Type W: When I grow up…. LA/R: The teacher will read Click, Clack, Moo: Cows that Type to the class. LA/W: The students will write a journal entry describing what they want to be when they grow up. LA/T/W: The students will go to the computer lab. The teacher will introduce Microsoft Word. The students will type their journal entry.

journal entries. A: The students will make a crystal ball (yellow construction paper circle) with a drawing of their dream occupation in the center. DA: The teacher will allow students who struggle with drawing to cut a picture out of a magazine for their crystal ball.

Day 156 Monday MJ E 2.15 Technology R: Muscial computer story W: Musical computer story

Day 157 Tuesday MJ E 2.15 Technology R: I Live in Tokyo W: Travel brochure

LA/R/T/W: The class will go to the computer lab to play “Musical Computers.” The teacher will have a starter sentence on each computer. The students will continue the story until the music changes and they move to the next computer. The students continue around the computer lab, continuing each other’s stories until they arrive back at their original computer. The students read the

LA/R: The students will read I Live in Tokyo. LA/LI: The teacher will show several examples of travel brochures. She will explain the different information included in a good travel brochure. GA/LA/T/W: The students will make a travel brochure poster based on I Live in Tokyo. The students will use Microsoft word to type information for the poster.

Day 158 Wednesday MJ E 2.15 Technology R: Little Red Riding Hood: A Newfangled Prairie Tale W: Weather forecast LA/R: The teacher will read part of Little Red Riding Hood: A Newfangled Prairie Tale to the class. LA/LI/S: The class will discuss weather forecasts. The teacher will show the students several examples of weather forecasts. LA/S/T/W: The students will create a weather forecast based on

Day 159 Thursday MJ E 2.15 Technology R: Little Red Riding Hood: A Newfangled Prairie Tale W: Newspaper article LA/R: The teacher will read the end of Little Red Riding Hood: A Newfangled Prairie Tale to the class. LA/LI: The class will discuss newspaper articles. The teacher will show the students several examples of newspaper articles. LA/T/W: The students will write a

Day 160 Friday MJ E 2.15 Technology R: Newspaper articles W: Newspaper article LA/R: The students will read several newspaper articles that the teacher provides. A/LA/T/W: The students will write a newspaper article about something that has happened in their life. The students will type the newspaper article using Microsoft Word. The students will draw a picture to accompany their article.

completed story and make any corrections necessary.

www.lessonplanspage.co m

newspaper article based on Little Red Riding Hood: A Newfangled Prairie Tale. The students will type their newspaper article using Microsoft Word.

DA: The teacher will allow students who struggle with drawing to use clip art as the picture for their newspaper article.

Cornett, p. 144

Cornett, p. 144

Cornett, p. 144

www.lessonplanspage.co m

Day 161 Monday MJ E 2.15 Technology

Day 162 Tuesday MJ E 2.15 Technology

R: Abe Lincoln: The Boy Who Loved Books W: Powerpoint LA/LI/T: The teacher will introduce Microsoft Powerpoint to the students. The teacher will show several examples of ways Powerpoint can be used.

R: Abe Lincoln: The Boy Who Loved Books W: Powerpoint LA/OL/T/W: The students will finish the powerpoint about themselves. The students will share their powerpoints with the class.

LA/T/W: The students will create a powerpoint about themselves. The powerpoint should include their age, favorite subject, favorite food, favorite animal,

Little Red Riding Hood: A Newfangled Prairie Tale. The students will type their weather forecast using Microsoft Word.

DA: The teacher will provide a fillin-the-blank powerpoint template for students who are struggling with making their own powerpoint. LA/R/SS: The teacher will finish reading Abe

Day 163 Wednesday MJ E 2.15 Writing processrevisions R: Paragraph W: Paragraph

Day 164 Thursday MJ E 2.15 Writing processrevisions R: Ants W: Research paper choice

Day 165 Friday MJ E 2.15 Writing processrevisions R: Research paper book W: Introduction

LA/LI: The teacher will review sentences, capitalization, and punctuation.

LA/LI/W: The teacher will explain that the students are going to write a research paper on an animal of their choice. The students will choose an animal and write a paragraph explaining why they chose that animal for their research paper.

LA/R: The class will go to the library and check out books for their research paper. Independently, the students will begin reading the books they checked out.

LA/R: The teacher will give pairs of students a paragraph on chart paper. The paragraph will have no capitalization or punctuation. The students will read the paragraph. The students will place stop signs on the chart paper where they think the periods should be placed. The students will correct the

LA/R/S: The teacher will read Ants to the class. The class will discuss the book.

LA/W: The students will write an introduction to their research paper. This introduction should include the name of the animal they chose and a basic description of that animal.

favorite color, etc.

Lincoln: The Boy Who Loved Books.

LA/R/SS: The teacher will read from Abe Lincoln: The Boy Who Loved Books. The class will discuss the life of Abe Lincoln. The students will share what they think might be on a powerpoint Abe Lincoln would make about himself.

capitalization errors with a red pen. The students will copy the corrected paragraph onto their own paper.

GA/LA: The students will switch introductions with a classmate and correct each other’s mistakes.

www.lessonplanspage.co m

Day 166 Monday MJ E 2.15 Writing processrevisions R: Research paper book W: Paragraph LA/R: The students will continue to read the books they checked out from the library. A/LA/W: The students will write a paragraph on where the animal they chose lives. The student will also draw a picture of the animal’s habitat. GA/LA: The students will switch paragraphs with another

Day 167 Tuesday MJ E 2.15 Writing processrevisions R: Encyclopedia article W: Paragraph LA/R: The students will continue to read the books they checked out from the library. The students will also read an encyclopedia article about their animal. LA/W: The students will write a paragraph on what their animal eats. GA/LA: The students will switch paragraphs

Day 168 Wednesday MJ E 2.15 Writing processrevisions R: Research paper book W: Paragraph LA/R: The students will continue to read the books they checked out from the library. LA/W: The students will write a paragraph on the daily activities of their animal. GA/LA: The students will switch paragraphs and correct each other’s mistakes.

Day 169 Thursday MJ E 2.15 Writing processrevisions R: Website article W: Research paper LA/R: The class will go to the computer lab to look up online articles on the animals they chose for their research papers. The students will read online articles on their animals.

Day 170 Friday MJ E 2.15 Writing processrevisions R: There’s a Zoo in Room 22 W: Conclusion LA/R: The students will read their introduction and three paragraphs. They will look for any mistakes or missing information.

LA/W: The students will add any important information to their research paper that they may have left out.

LA/W: The students will write a conclusion for their research paper. The conclusion could explain why they find the animal interesting.

DA: The teacher

LA/R: The class

student and correct each other’s mistakes.

with another student and correct each other’s mistakes.

Day 171 Monday MJ E 2.15 Writing processrevisions R: There’s a Zoo in Room 22 W: Research paper LA/LI: The teacher will remind the students of the need for good writing. The class will discuss the steps they took to create their research paper.

Day 172 Tuesday MJ E 2.15 Writing processrevisions R: Research paper W: Research paper LA/T/W: The students will go to the computer lab and type their research papers.

Day 173 Wednesday MJ E 2.15 Writing processrevisions R: Book by local author W: Questions LA/LI/OL: The students will present their research papers to the class.

LA/R: The students will switch research papers with another student and read each other’s papers. The students will check again for any punctuation or capitalization mistakes.

LA/R/W: The teacher will read a book by the local author who will be visiting the class to the students. The students will write a list of questions they would like to ask the author.

LA/W: The students will put the finishing touches on their research papers. The students will create a cover page for the paper. The cover page should have the animals

DA: The teacher will tape notecards

will have extra books available for students who finish their work early.

LA/LI: The class will review for the language arts test.

will read from There’s a Zoo in Room 22.

Day 174 Thursday English Test

Day 175 Friday Special SpeakerAuthor

E: The students will take a language arts test covering technology and the writing process.

CI/LA/LI: A local author will come and speak to the students about reading and writing. The students will be given a chance to ask the author questions.

name, a drawing of the animal, and the student’s name. LA/R: The teacher will read from There’s a Zoo in Room 22.

Day 176 Monday SOL Testing E: The students will take end of the year testing.

with punctuation and capitalization rules to the desks of students who struggle with these concepts.

Day 177 Tuesday SOL Testing E: The students will take end of the year testing.

Day 178 Wednesday SOL Testing E: The students will take end of the year testing.

Day 179 Thursday SOL Testing E: The students will take end of the year testing.

Day 180 Friday Class Party The students will participate in an end of the year class party.

* Skills or subjects that will continue to be covered throughout the year Resources Ada, A., Beck, I., Brechtel, M., Farr, R., McKeown, M., Roser, N., Strickland, D. & Yopp, H. (2007). Harcourt Trophies: Just for you. Florida: Harcourt. Andrews-Goebel, N. (2002). The pot that Juan built. New York: Lee & Low Books. Barden, C. (2000). December journal jumpstarts: A month of creative writing prompts. Torrance, CA: Frank Schaffer Publications. Brandenburg, A. (1986). Corn is Maize. New York: HarperCollins. Bunting, E. & Shed, G. (1995). Dandelions. Florida: Harcourt. Callighan, C. (2000). Starting Points for Grammar. California: Monday Morning Books. Callighan, C. (2000). Starting Points for Spelling. California: Monday Morning Books. Callighan, C. (2000). Starting Points for Vocabulary. California: Monday Morning Books. Carle, E. (1988). The Mixed-up Chameleon. New York: Harper Collins. Carle, E. (1984). The Very Busy Spider. Hong Kong: Philomel Books.

Chevallier, C. (1999). The Secret Life of Trees. New York: DK Children. Cleary, B. and O’Zelinsky, P. (1999). Dear Mr. Henshaw. Cleary, B. (2001). Hairy, Scary, Ordinary: What is an Adjective? Minnesota: Millbrook Press. Cleary, B. & Gable, B. (2007). Pitch and Throw, Grasp and Know: What is a Synonym? Minnesota: Millbrook Press. Cleary, B. & Gable, B. (2006). Stop and Go, Yes and No: What is an Antonym? Minnesota: Millbrook Press. Cole, J. (1993). Magic School Bus: Inside the Human Body. New York: Scholastic. Cook, S. & Carl, K. (1989). Linking Literature and Writing: Integrating literature into basic skills programs. Tennessee: Incentive Publications. Cornett, C. E. (2007). Creating meaning through literature and the arts: An integration resource for classroom teachers. Upper Saddle River, NJ: Pearson. Coy, J. (1996). Night driving. New York: Henry Holt. Coy, J. (2003). Two old potatoes and me. New York: Alfred Knopf. Cronin, D. (2003). Diary of a worm. New York: Joanna Cotler Books. Dahl, M. (2002). Pull, Lift, and Lower: A book about pulleys. Minnesota: Picture Window Books. Dahl, M. (2007). If You Were an Adjective. Minnesota: Picture Window Books. Dalgliesh, A. (1990). The bears on hemlock mountain. New York: Gribner. Dowden, A. (1990). The Clover and the Bee. New York: T.Y. Cromwell Books. Falconer, I. (2000). Olivia. New York: Atheneum Books for Young Readers. Flack, M. & Wiese, K. (2000). The Story about Ping. New York: Grosset & Dunlap Publishers. Forte, I. & Schurr, S. (1995). Using Favorite Picture Books: to stimulate discussion and encourage critical thinking. Tennessee: Incentive Publications. Foust, S. J. (1986). Dictionary skills. Huntington Beach, CA: Teacher Created Materials. George, J. (2005). So You Want to be an Inventor? Hong Kong: Philomel Books. Gerber, C. (2004). Leaf Jumpers. Watertown, MA: Charlesbridge. Grey, K. (2004). Cluck-o-clock. New York: Holiday House.

Guenther, J. (1983). Fun with the Funnies: 50 motivating activities for language arts, writing, and social studies. Dallas: Scott, Foresman, and Company. Hoffman, M. and Binch, C. (1991). Amazing Grace. Hort, L. (2000). Tie your socks and clap your feet: Mixed up poems. New York: Atheneum Books for Young Readers. Hughes, S. (1997). Alfie Gives a Hand. New York: Red Fox Books. Isaacs, A. (1994). Swamp angel. New York: Dutton Children’s Books. Jenkins, M. (1999). The emperor’s egg. Cambridge: Candlewick Press. Karas, G. B. (2002). Atlantic. New York: Putnam’s Sons. Keller, L. (2000). Open wide: Tooth school inside. New York: Henry Holt. Leedy, L. (1991). Messages in the mailbox. The Lesson Plans Page. (2007). Retrieved Dec. 2, 2007 from www.lessonplanspage.com Lobel, A. (1999). Frog and toad together. New York: HarperFestival. Marshall, J. (2000). George and Martha One Fine Day. Massachusetts: Houghton Mifflin. Mason, A. (2006). Change It!: Solids, liquids, gases and you. Canada: Kids Can Press. Mayer, M. (2001). Me Too! New York: Random House. Mora, P. (1994). Pablo’s Tree. New York: Simon and Schuster Books for Young Readers. Myller, R. (1992). How Big is Big? New York: Random House. Numeroff, L. (1996). If You Give a Mouse a Cookie. New York: Laura Geringer Books. Parker, S. (1999). How the Body Works. London: Dorling Kindersley Limited. Pearson, S. (1988). My Favorite Time of the Year. New York: Scholastic. Raines, S. & Canady, R. (1989). Story Stretchers: Activities to expand children’s favorite books. Maryland: Gryphon House. Saltzberg, B. (2003). Crazy hair day. Cambridge: Candlewick Press. Sis, Peter. (2002). Madlenka’s dog. New York: Farrar Straus Giroux. Takabayashi, M. (2001). I live in Tokyo. Boston: Houghton Mifflin. Zolotow, C. (1992). I Know a Lady. New York: Greenwillow Books.