# data[].attributes.body
Kaytlin Roston
CCSS.MATH.CONTENT.2.G.A.1
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Extension Activity:
1. Discuss the shapes in the book as a class putting examples on the board
2.Make geometric figures from straws and fishing line to use as models for students. The figures look best if the straws are cut between 3.5 and 6 inches. All of the straws should be cut the same length.
3. Show models of the shapes to the students and explain that they were all created with straws and cut to the same length then connected by fishing line. Show the students how they could make different shapes.
4. Discuss the characteristics and names of the different shapes that the students made.
5. Ask students to look around the room to find a same similar to the one they made or one they have learned about today

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Amber Hicks

CCSS.MATH.CONTENT.B.4.A
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

Extension Activity:
Have the children count items of multiple numbers in the classroom. Counting them from 1 to the total amount and then placing them back to count down from the total number back to 1.

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Amber Hicks

CCSS.MATH.CONTENT.2.NBT.B6
Add up to four two-digit numbers using strategies based on place value and properties of operations.

Extension Activities:
Have the children make a money tree in class with monopoly money and coins. Then after they make their tree they need to add up the money that they have 'grown' and show their work for how much money they have.

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Amber Hicks

CCSS.MATH.CONTENT.K.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.

Extension Activity:
Have the children bring in a snack that we can divide in class in order to see the relationship between how big something is and how many fractions we can make it into.

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Amber Hicks

CCSS.MATH.CONTENT.2.MD.A.3
Estimate lengths by using units of inches, feet, centimeters and meters.

Extension Activity:
1. Have the children measure 5 things in class and then also 10 things at home. Have them state what the item is, how they thought it would measure and then how much it actually measured.
2. Have them determine whether their guess measurement was greater than, less than or equal to their actual measurement.

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Kelly Mossman

CCSS.MATH.CONTENT.K.CC.B.4.A
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

Extension Activity:
Give the students a worksheet with ten dinosaurs and the numbers 1-10 written out. Then have the students draw a line from the dinosaur with the numeric number to the word number.

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Kelly Mossman

CCSS.MATH.CONTENT.K.CC.A.2
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Extension Activity:
Give students 10 green cubes. Have them practice counting from 1-10 by adding cubes. Then have them practice counting from 10-1 by subtracting cubes.

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Kelly Mossman

CCSS.MATH.CONTENT.K.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.

Extension Activity:
Have students draw a picture of their dinner table. Then have them count how many servings they would need to feed everyone. After that, have them add other relatives to the table.

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Kelly Mossman

CCSS.MATH.CONTENT.K.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.

Extension Activity:
Read the book to the class. Have your students write their own riddle about solving math problems.

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Kelly Mossman

CCSS.MATH.CONTENT.1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Extension Activity:
After reading The Mission of Addition to the entire class. Have students complete a worksheet with 15 addition problems. Then have students write in their math journal. Ask them to write about how they use addition at home.

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Tina Nead

CCSS.Math.Content.2.NBT.A.1
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.

CCSS.Math.Content.2.NBT.A.3
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Extension Activity
After reading this book, put students in groups of 4. Have one person in each group roll a 10-sided die, then each student will write a number out four place values in standard form and expanded form. Then students can compare the numbers they came up with. This activity can then be placed in a math center.

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Tina Nead

CCSS.Math.Content.2.G.A.1
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.  Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Extension Activity
After reading this book, pair students with a partner and give each group a cube, a rectangular prism, a pyramid, a sphere, a cylinder, a cone, a triangle, a square, a rectangle, a pentagon or a hexagon (you may need to double up on a shape or two. If you have a smaller class, focus on the 3D shapes). Have each pair fill out a form with the name of the shape, if it's 2D or 3D, the number of sides it has, the number of angles it has, and how many faces it has. Then each pair can present their information to class. This information can be added to a math notebook in which diagrams of the shapes are cut out and glued inside.

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Tina Nead

CCSS.Math.Content.2.G.A.3
Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Extension Activity:
After reading the book, pair students into partner groups. Give each pair a round paper plate (white or yellow), a piece of construction paper (also white or yellow) and a sheet of pizza toppings such as pepperoni, mushrooms, green pepper rings, and sliced olives. Then give each student a variety of ways to top their pizzas i.e. one half (1/2) of the round pizza has pepperoni only and the other half has pepperoni and mushrooms or one third (1/3) of the rectangle pizza has olives, one third (1/3) has green peppers and one third (1/3) has mushrooms. Walk around the room to check on each group, then give each group a different fraction to represent on one pizza or the other and have them write out what the pizza represents i.e. this pizza is divided into 6 pieces and one (1/6) of the pizza has pepperoni, olives and green peppers. Display them on a bulletin board with their labels.

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Debbie Biddle

CCSS.MATH.CONTENT.2.MD.A.3
Estimate lengths using units of inches, feet, centimeters, and
meters.

Extension Activity:
1.  After reading this book about two sisters needing their distance from each other, have the students estimate how far away their desks are from the teacher's desk.  Have the students write down their estimate on a piece of paper in feet.  Then, allow the students to measure the distance from their desk to the teacher's desk with a tape measure and record the distances on their paper.  After everyone has completed their distance measuring, have a class discussion about the students' estimated distance measurements and how accurate their estimates were to the true measurements.

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Tina Nead

CCSS.Math.Content.2.OA.A.1
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

CCSS.Math.Content.2.MD.D.10
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Extension Activity:
1. After reading Lemonade for Sale, have students make their own copies of the bar graph from the story. Using the information on the bar graphs, have the students write and solve equations to add sales from any two days (i.e. If the club sold 20 cups of lemonade on Monday and 30 cups of lemonade on Tuesday, how many cups of lemonade did they sell all together?)and subtract sales from one day from the sales of another day (i.e. if the club sold 56 cups of lemonade on Wednesday and 24 cups of lemonade on Thursday, how many more cups of lemonade did they sell on Wednesday than on Thursday.)

2. Using the information from the bar graph, draw a picture graph with a key to represent the number of cups of lemonade sold each day.

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Debbie Biddle

CCSS.MATH.CONTENT.2.G.A.1
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Extension Activity:
1. After reading this book to the students, review with them the different shapes mentioned in the book by putting pictures of the shapes on the white board. Allow the students to work in pairs and draw these shapes on a worksheet. After they have drawn the shapes on the worksheet, have them walk around the classroom quietly with their partner and identify as many shapes as they can find within a specified time period.

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Debbie Biddle

CCSS.MATH.CONTENT.2.NBT.B.6
Add up to four two-digit numbers using strategies based on place value and properties of operations.

Extension Activity:
1. After the students have read this book, have the students complete a balloon "color by number" picture math sheet. The picture math sheet will have answers for each balloon that corresponds with certain colors. For example, if the answer is 50, the student will solve the problem and color that particular balloon green, which represents the answer is 50.  If the answer is 25, the students will solve the problem and color that balloon yellow.

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Debbie Biddle

CCSS.MATH.CONTENT.2.MD.A.3
Estimate lengths using units of inches, feet, centimeters, and meters.

Extension Activity:
1.  After reading this book have the students, as a class, save all the recyclable products they can for one week.  Assist the students with putting these recyclable items in a bag or bags.  At the end of the week, have the students estimate how many inches or feet tall they believe the bag or bags of recyclables will be.  The students would write their estimates on recyclable paper.

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Debbie Biddle

CCSS.MATH.CONTENT.2.MD.A.1
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Extension Activity:
1. After reading this book, have the children work in small groups and measure each other's arm length with measuring tape.  Have the students document their results on a T Chart with their name and the length of their arm in inches.

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Shape Up:Fun with Triangles and other Polygons

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Shape Up:Fun with Triangles and other Polygons

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Sierra Fritsch

CCSS.MATH.CONTENT.2.G.A.1
Reason with shapes and their attributes.

Extension Activity:

1.) After reading the book have the children break into a few groups and have them identify triangles, quadrilaterals, pentagons, hexagons, and cubes throughout the classroom. The group with the most is the winner.

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Sierra Fritsch

CCSS.MATH.CONTENT.2.MD.A.1
Measure and estimate lengths in standard units.

Extension Activity:

1.) After reading the book have the children break into pairs and measure 15 things in the Classroom.
- First estimate how many inches/feet/or yards thatsomething is
-Then write the actual inches/feet/yards that thing you are measuring is.

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Sierra Fritsch

CCSS.MATH.CONTENT.2.NBT.B.5
Use place value understanding and properties of operations to add and subtract.

Extension Activity:

1.) After reading the book have the children break into pairs and do a worksheet about adding and subtracting within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

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Sierra Fritsch

CCSS.MATH.CONTENT.2.OA.C.3
Determine whether a group of objects (up to 20) has an odd or even number of members

Extension Activity:

1.) While reading the books have the children mentally write down if the problems are odd or even on a  sheet of paper.
2.) After reading the book collect the pages with the answers on them and show the children the problems on the board helping them know whether they were correct or incorrect.

3.) Have the children create their own marketplace even or odd scenario question like in the book. Then the teacher will put together examples on the board and the children will help answer them as a group.

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Sierra Fritsch

CCSS.MATH.CONTENT.2.OA.B.2 Add and subtract within 20.

Extension Activity:

1.) While reading the book have the children mentally do these problems in their seat and have them write it down on a sheet of paper.
2.) After reading the book collect the pages with the answers on them and show the children the problems on the board helping them know whether they were correct or incorrect.

3.) Have the children create their own " Zoo" word problem. After receiving all the children word problems, the teacher will put together a few examples on the board and the children will answer them.

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Vicki Beeson
Read and discuss Leaping Lizards and Lizards; Remember Me Series.

CCSS.Math.Content.2.NBT.A.2
Count within 1000: skip-count by 5's, 10's and 100's.
Extension:
1.  After reading Leaping Lizards, have students use paper clips clipped together in groups of five to count aloud as a class to 50. Then clip 10 paper clips together to count by 10's to 50.

CCSS.Math.Content.2.MD.A.3
Estimate lengths using units of inches, feet, centimeters, and meters.
2. After a lesson on measurement and hands-on work with a ruler...
Give students extra long construction paper and ask them estimate and draw  3 long lizards measuring 5 inches, 10 inches, and 15 inches.  After each is drawn and labeled with estimated length, have the students measure with a tape measure to see how close they are in their estimation and enter measurement on the lizard.

CCSS.Math.Content.2.MD.A.1
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
3.  Create 10 lizards out of construction paper measuring different lengths up to 12 inches; (to the inch and 1/2 inch) Number each lizard 1-10.  Number a paper 1-10 and have pairs of students use a ruler to measure the lizard and enter the length next to the number on the paper corresponding to the number on the lizard.
4. Use the 10 construction paper lizards and the paper numbers 1-10 and have students measure in centimeters.  Could use a tape measure also.

CCSS.Math.Content.2.MD.D.10
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories.
5. Using laminated cut outs of 4 different types of lizards, have students sort lizards into like groups, count, and graph on a bar graph.

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Courtney Scales
CCSS.Math.Content.Measurement and Data. Grade 1
2. Express the length of an object as a whole number of length units, by laying
multiple copies of a shorter object (the length unit) end to end; understand.
1. After reading the book have the students create cut outs of their own foot to measure with a ruler. The students can then compare the different sizes of feet in our classroom.
2. The class can use cut outs of their own foot to measure different things in the classroom and then measure them with a ruler.
3. I could create a cut out of someones foot like Lebron James or Shaq and then compare their foot to the students feet in our class. This can lead to a discussion on the purpose for a ruler so everyone knows the measurement.
4. I could give each student a black piece of paper and materials like post it notes and paperclips. I could then have the students figure out how big their paper is. After they experiment I can discuss measuring and compare results.
5. Students can recreate the events of the story by making their own beds using cut outs of their foot and tape. They can tape the outline of their bed on the floor and then compare all the different the bed sizes around the room.

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Women Daredevils: Thrills, Chills, and Frills

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Women Daredevils: Thrills, Chills, and Frills

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Emily Hatfield
Social Studies Grade 2: Ohio New Learning Standards:
4. Biographies can show how peoples’ actions have shaped the world in which we live.
Extension Activities:
1. Have a discussion about how these women have changed the world. Then have students write in their journals, how they would like to impact or change the world?
2. Assign students each a partner and give them a character from the book. Have partners, take turns acting like their character and the the rest of the class will guess which character they are pretending to be.

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Sharon Shehy
CCSS.Math.Content.2.G.A.1

Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
Extension Activity:
1.  After reading the story, have the students make up their own story with the following characters:  triangles, quadrilaterals, pentagons, hexagons, and cubes.
2. Have the students glue together three-dimensional  objects and retell the story that the students wrote.
3.  The students will complete a flip book where under each section they will list items that are made from the following shapes:  triangle, quadrilaterals, pentagons, and hexagon

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Emily Hatfield
CCSS.ELA-LITERACY.RI.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Extension Activity:
1. Before reading the story, create a KWL chart with the help of the students on a white board. Ask the students what do they already know about chameleons? What do they want to know about chameleons? Read the story, and then have students to answer the questions in the W section of the chart. Call on students individually, and have a few students writing the answers in the L section of the chart.

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Emily Hatfield
Grade 2 Reading:
CCSS.ELA-LITERACY.RI.2.6
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Extension Activities:
1.  After reading the book, have a discussion of the book and ask students to explain what the author is trying to teach in this book. Use a white board to write down the students' responses. Ask the students to name as many bones as they can from the book, and record these on the white board.
2. Students will write down the names of the bones, from the book, and record them in a journal for new vocabulary. Then, students will make a skeleton using q-tips, black paper, glue, white crayons, scissors, and white paper. The students will use the new vocabulary that was learned from the book and label the bones on their individual skeleton.

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Sharon Shehy
CCSS.Math.Content.2.G.A.3
Reason with shapes and their attributes. 3. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Extension Activity:
1. After reading the book, the children will match Hershey's Fractions printable cards.
2. I would make groups of students (two, three, four). Each group will have one candy bar and they will divide it so each person in the group will all get the same amount.  Before eating it we will see which group gets the biggest and smallest pieces, which pieces are equal even though they may be in different shapes.

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GEO.K2.1a Use map symbols/legend to identify a specific place or item on a map.
Kaytlin Roston
1. After reading the book, we would discuss how long it may have taken for the journey he made.
2. The students would each write down a place they have been on a journey to or would like to journey to at some point.
3. We would then use a map and place pins with the students name and string to see if any of their journeys are longer than the one from Japan that the students had identified.
4. The students would then use their place on the map to tell what direction they would travel to reach Japan.
5. Finally, the students would use map to record any symbols or bodies of water that they would come across on their journey

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ESS.K2.1b Indicate which objects are found in the sky during the day and at night.
Kaytlin Roston
1. After reading the book, have a discussion on what the students do differently in the day and night
2. Have each student design their sun, moon, stars, and cloud. For example, you could use glitter and cotton balls for the clouds.
3. The students will to use a T-chart to place the sun, moon, stars, clouds on the correct side of the T-chart.
4. The students can be given a writing prompt or draw an illustration. Using the prompt, I ... at night, I ... during the day
5. At the end of the lesson each student can share one thing they do or see at night and during the day on chart that can be displayed in the classroom.

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Marisol McDonald Doesn't Match/Marisol McDonald no combina

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Marisol McDonald Doesn't Match/Marisol McDonald no combina

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Emily Hatfield
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
Extension Activity:
1. After reading the book, have a discussion about the story. Ask the students what they learned and what challenges the main character had to overcome in the story. Because the main character chose to be herself, which was different from everyone else because "she doesn't match", we will be making Peanut Butter and Jelly Tortillas like she had in the book. This activity is meant to teach the students to be themselves, no matter what.

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Emily Hatfield

CCSS.MATH.CONTENT.K.MD.B.3
Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.1

Extension Activity:
1. After reading the story, the students will color and cut out pictures of objects from the book. The students will work in pairs to organize each set of objects into different categories. The students will then count the number of objects in each category, both in English and Spanish.

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Emily Hatfield
CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Extension Activity:
1.  After reading the story, have a discussion about what the central message was from the story. Then have students write in their journal about what lesson they learned from this story.

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Emily Hatfield
CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Extension Activity:
1. Make up riddles about the characters in the story and have the children guess the correct character.

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Emily Hatfield
CCSS.ELA-LITERACY.RL.2.4
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song

Extension Activity:
1.  Have a discussion talking about the use and meaning of rhymes, and repeated lines in the story. Then have the students create their own silly rhyming book.

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Sharon Shehy
OHIO SCIENCE STANDARDS, GRADE 2, EARTH AND SPACE SCIENCE (ESS) PHYSICAL SCIENCE (PS) LIFE SCIENCE (LS)
Topic:  Interactions within Habitats This topic focuses on how ecosystems work by observations of simple interactions between the biotic/ living and abiotic/nonliving parts of an ecosystem. Just as living things impact the environment in which they live, the environment impacts living things.

Extension Activities:
1.  Have the children sponge paint two pieces of paper and cut out the shape of a chameleon and glue him to the paper.  Discuss how the chameleon changes colors based on his environment.
2. Have the children find different colored chameleons that have been hidden in the classroom.

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Amber Hicks
Ohio Science Standards, Grade 2, Water is present in the air.

Extension Activities:
1. Have the children talk about how they think water gets into the air. Then do an experiment using a glass jar with hot water, a ceramic plate and ice cubes. Put the plate over the jar opening, trapping the hot air and making condensation, place the ice on top of the plate and watch the rain.
2. Discuss with them why this happens and how it happens in nature.

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Amber Hicks
Ohio Social Studies Standards, Biography, Grade 2 Biographies can show how peoples actions have shaped the world in which we live.

Extension Activities:
1. Have the children write a biography about themselves in which they did something nice that made an impact in someone else's life.
2. Have them describe at the end of their biography how they will do more nice things in the future and what they would like to be remembered for

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Sharon Shehy
OHIO SCIENCE STANDARDS, GRADE 2, EARTH AND SPACE SCIENCE (ESS) PHYSICAL SCIENCE (PS) LIFE SCIENCE (LS)

Topic: The Atmosphere This topic focuses on air and water as they relate to weather and weather changes that can be observed and measured.
Extension Activities
1.  Have the students make a rain gauge and record the amount of rain they get at their house.  The students will bring these amounts in and we will compare it with the amount of rain that we get at school.
2. Have the students make a water cycle bag.  It will be labeled with condensation, precipitation, evaporation, lake, sea, surface flow and groundwater flow.

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Amber Hicks
Ohio  Social Studies Standards, Geography, Grade 2, Maps and their symbols can be interpreted to answer questions about  location of places.

Extension Activity:
1. Have the children make a map of all the locations mentioned in the book that the Taxi Dog went to.
2. Have them draw a map of places around our town that they would want to drive to with their dog (or pet). The maps would have keys and drawings.

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Amber Hicks
Ohio Science Standards.LS.Grade 2 Living things cause changes on Earth.

Extension Activity
1. Find Wyoming on a map and determine what type of wilderness it is where Maya is now living, compared to before.
2.With that knowledge determine what type of relationship she would have with her new farm. Would she have things to look after, animals perhaps, would she plant things or rely directly on the Earth for survival differently than before.

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Evangeline Mudd and The Golden Haired Apes of the Ikkinasti Jungle

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Evangeline Mudd and The Golden Haired Apes of the Ikkinasti Jungle

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Amber Hicks
Ohio Social Studies Standards, Human Systems Grade 2, Maps and their symbols can be interpreted to answer questions about location of places.

Extension Activities:
1. Have the students pin point out on the map where they believe the Ikkinasti Jungle is.
2. Have them discuss how they would get there to rescue their parents.
3. Have them tell you if they would have gone there to learn about the jungle and its animals and cultures.

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Sharon Shehy
OHIO SOCIAL STUDIES STANDARDS, GEOGRAPHY, GRADE 2, Content Statement: 5. Maps and their symbols can be interpreted to answer questions about location of places.
Extension Activities:
1.  Have the students draw a picture (map) of their bedroom including:  Title, Key, Symbols and a Compass Rose on the large piece of poster board that is given to them.
2.  Have the students complete the flip book.  It will include the following categories:  planet, continent, country, state, city, and house or street address.

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Butterfly Eyes and Other Secrets of the Meadow

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Butterfly Eyes and Other Secrets of the Meadow

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Debbie Biddle
OHIO SCIENCE STANDARDS.LS. GRADE 2 Living things cause changes on Earth.

Extension Activities:
1.  Have the entire class participate and complete a KWL Chart about the life cycle of a butterfly.  This chart could include what the students know about the life cycle,  what they want to know, and what they have learned.
2. Provide each student with a caterpillar to butterfly kit in the classroom. Have the students monitor their butterfly every school day throughout this process which should take approximately a month. The students could graph the different stages of their butterfly's metamorphosis.  Once the caterpillars become butterflies, allow the students to take their butterflies outside in their kits.  Then the students could release their butterflies out into nature.

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Debbie Biddle

OHIO SCIENCE STANDARDS.LS. GRADE 2 Living things cause changes on Earth.

Extension Activity:
1.  Place a hummingbird feeder outside the classroom window.  Have the students work together in small groups and document what they see each day for a week on a calendar chart.  Their findings could include, what time of day the birds eat and how many birds eat at the feeder.  Have each group of students compare and discuss their findings in a whole class discussion at the end of the week.

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Debbie Biddle

CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Extension Activities:
1.  The students would complete a Venn Diagram showing the similarities and differences between the child in the stories two sets of grandparents including what they do on Saturdays and the word they say.
2.  Have the students meet with or phone their grandparents and/or grandparent figure.  Ask the students to interview their grandparents and ask them what they would do on a special day with their grandchildren or the student.
3.  Have the students journal and draw an illustration of their favorite things to do on Saturdays.

OHIO SOCIAL STUDIES STANDARDS. HISTORY.  GRADE 2 STANDARD 1.  Time can be shown graphically on calendars and timelines.

Extension Activity:
1. Have the students complete a calendar indicating what they would do each day of the week when they are a grandparent.

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Debbie Biddle

CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Extension Activities:
1.  Have the students discuss in small groups what the main character of this story liked to eat and drink in America.  After their discussion, have the students make up a menu of their favorite food items.  All the students could even plan and have a tea party in the classroom on another day.
2.  After reading and discussing the story as a class, have the students journal their thoughts about leaving their family behind and moving to another country.

OHIO SOCIAL STUDIES STANDARDS. RULES AND LAWS.  GRADE 2 STANDARD 12.  Their are different rules that govern behavior in different settings.

Extension Activity:
1.  As a class, the students will complete a KWL Chart showing what they know about Japanese customs, what they want to know about these customs, and lastly, what they learned about Japanese customs.

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Debbie Biddle

CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Extension Activities:
1.  Have the students paint a picture of what their kimono would look like with the colors and patterns of their choice.
2.  Have all the students wear their favorite outfits to school the day after reading this book.  The students could pick a country they represent with their attire.  Have the students describe why they feel their outfit represents the country they chose.  Encourage the students to participate in a parade to show off these outfits.
3. Have the students work in two groups.  Have one group make vocabulary flash cards of the Japanese words in the book and the other group make vocabulary flash cards of the corresponding American words. Then, the students could play a "Match Game" wherein they match the American words to the Japanese words.

OHIO SOCIAL STUDIES STANDARDS.   HUMAN SYSTEMS.  GRADE 2 STANDARD 9.  Interactions among cultures lead to sharing ways of life.
Extension Activity:
1. After reading the story, have the student's share, through classroom discussion, what the students in Suki's class learned about sharing and understanding different ways of life.

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Tina Nead

OHIO SOCIAL STUDIES STANDARDS. HISTORY. GRADE 2 STANDARD 4. Biographies can show how peoples’ actions have shaped the world in which we live.

Extension Activity: Thomas Edison saw a need and invented the light bulb among other things. Thomas Edison changed the world with his inventions. You can change our small part of the world. In our classroom, we need to come up with a better way to hang our coats and backpacks so things don't end up on the floor. In groups of 4, come up with an idea that your group thinks will work to solve our problem. Draw a picture of what your invention would look like? How would it work? What materials would we need to make it?

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Sierra Fritsch
OHIO SOCIAL STUDIES STANDARDS. GEOGRAPHY GRADE 2 STANDARD 1 Time can be shown graphically on calendars and timelines.

Extension Activity:
Have the children create their own timeline of the important event that have happened in their life such as getting a pet, moving to a new home, becoming a big brother/sister, etc. With this activity explain the importance of a timeline and have the children share theirs to the group.

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Sierra Fritsch
OHIO SOCIAL STUDIES STANDARDS. GEOGRAPHY GRADE 2 STANDARD 5 Maps and their symbols can be interpreted to answer questions about location of places.

Extension Activity:
Using a map of the world with all the countries have each child put a pin where each child was born. Then take a pin and have the children put a pin on the map where they live. This activity will help show all the different places children were born and live and their location.

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Tina Nead

OHIO SCIENCE STANDARDS.LS. GRADE 2 Living things cause change on the Earth.

Extension Activity: Students trace a hand and forearm on  brown construction paper, cut it out and glue it on blue paper. And green tissue paper leaves. Take pictures of each of the creatures who live in the Kapok tree and the Yanomamo boy and place them where they live on the tree. Then make a list of the things we would lose if the man were to cut the Kapok tree down.

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Oh Say Can You Say Whats the Weather Today?

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Oh Say Can You Say Whats the Weather Today?

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Sierra Fritsch
OHIO SCIENCE STANDARDS.ESS. GRADE 2 Long-andshort-term weather changes occur due to changes in energy.

Extension Activity:
Have the children log about the weather three times a day Morning Afternoon and Night for one week. After all the children have turned in their log talk about what changes in whether occurred during the week.

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Sierra Fritsch
OHIO SCIENCE STANDARDS.ESS. GRADE 2 Water is present in the air.

Extension Activity:
Pour about two inches of very hot water into a glass jar. Then cover the jar with a plate and wait a few minutes before you start the next step. Now put the ice cubes on the plate. The cold plate causes the moisture in the warm air that inside the jar to condense and form water droplets. This happenes outside in our air the warm moist air rises and meets the colder air thats high in the atmosphere. The water vapor then condenses and forms precipitation that falls to the ground.

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Sierra Fritsch
OHIO SCIENCE STANDARDS.ESS. GRADE 2 Forces change the motion of an object.

Extension Activity:
Build and construct something that will help determine and show the direction of where the wind is blowing.

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Tina Nead

OHIO SCIENCE STANDARDS. ESS. GRADE 2 Water is present in the air.

Extension Activity: Using a large glass jar, a wire strainer/sifter, hot water (not boiling) and ice cubes. Fill the jar 1/3 full of hot water. Put the wire strainer on top and gently add ice cubes. Watch what happens in the top of the jar. What do you see? Based on what we read, what do you think it is? What is it made of? Could you feel fog?

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Tina Nead

OHIO SCIENCE STANDARDS, PS. GRADE 2  Forces change the motion of an object.

Extension Activity: Using a bat and a baseball or a softball, go outside (or to the gym if weather won't allow) and see what happens to a ball when it hits a wall or when it is hit by a ball bat. Vary how fast the ball is thrown and how hard the ball is hit to see if there is any difference. How did the ball change direction when it hit the wall? Did it bounce back toward you or fall straight to the floor? Did it travel farther when pitched slowly and hit gently, pitched slowly and hit hard, pitched fast and hit gently and hit hard?

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Tina Nead

OHIO SOCIAL STUDIES STANDARDS. GEOGRAPHY GRADE 2 STANDARD 5

Maps and their symbols can be interpreted to answer questions about location of places.

Extension Activity for Social Studies: Using a map of your town, find your house and draw a small house at that location, then using an X to mark each spot, find (5) five places in your town that you would like the wind to carry you over before it carries you back home. Why would you like the wind to carry you to those places? Would you want to stay there forever? Why or why not? (Remember the reasons why Flora didn't let Crispin stay other places.)

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Kelly Mossman

CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.

Extension Activity:
Make a big tree out of paper. Have each student come to the tree one at a time and ask for a piece of the tree. Then the students will see that nothing is left after they take it all. Ask the students what would have been different if the boy didn't ask the tree for anything.

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Kelly Mossman

CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.

Extension Activity:
Read the book to the class. Cut out papers of the storyline of The Gingerbread Man. Have students get into groups. Then decide how the storyline goes by arranging the key details in the correct order.

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Kelly Mossman

CCSS.ELA-LITERACY.RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Extension Activity:
Read the book as a class. Ask the students to write their own poem similar to the book. Then display their work in the hallway!

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Kelly Mossman

CCSS.ELA-LITERACY.RL.1.9
Compare and contrast the adventures and experiences of characters in stories.

Extension Activity:
Ask the students to compare and contrast the different strategies the little pigs used. Which plan worked? Why?

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Kelly Mossman

CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.

Extension Activity:
Give the students a worksheet asking them what characters were in the book. Then talk as a class on the setting and events that happened in the book.

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Courtney Scales
CCSS.ELA-Reading-Grade K
7. With prompting and support, describe the
relationship between illustrations and the text
in which they appear (e.g., what person, place,
thing, or idea in the text an illustration depicts).
Extension Activities
1. Have the students discuss what the pictures are showing and how they relate to the text.
2. Have the students create their own rain fish using materials they can bring from home.
3. Discuss recycling and how the concept is illustrated within this book.
4. After the students create their own rain fish have them write their own page that describes their rain fish.
5. Have the students work in groups to write their own books that are illustrated with recycled art work.

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Vicki Beeson
Grade 2: Social Studies Economic Strand
Content Statement:
15. Most people around the world  work in jobs in which they produce specific goods and services.
16. People use money to buy and sell goods and services.
Extension Activities:
1.  Host an International Day in your classroom. Ask families to help students bring to school something from their family's heritage.
2.  Make one of the recipes from the story Jalapeno Bagels together as a class discussing measurement and foods from other countries.
3.  Discuss the differences between goods and services using Jalapeno Bagels (goods are made and sold) and Jamaica Louise James (her grandmother performs a service in the subway taking tokens in a booth).
4.    Draw a picture of a person who has a job producing goods in a community.
5.  Make a collage by cutting from magazines, people whose work is service (doctor, nurse, teacher, mechanic, plumber, performers, athletes).

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Sierra Fritsch
CCSS.ELA-LITERACY.RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Extension Activity:
1.) Have the students repeat the refrain with the teacher. Then ask what the mother is saying to her son?
2.) After that have the children make a mobile like the one on the last page, with pictures of the students and their family.

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Sierra Fritsch
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Extension Activity:
After reading the story about Corduroy ask the students if they have anything like Corduroy was to the girl in the story. Then have them make up their own character and make it out of construction paper and various objects such as buttons, pom moms etc.

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Sierra Fritsch
CCSS.ELA-LITERACY.RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.
Extension Activity:
Read the book and make the students green eggs and ham. Have the students write about why it is important to try things before saying you do not like them.

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Sierra Fritsch
CCSS.ELA-LITERACY.RL.2.4
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Extension Activity:
1.) After reading the story, have students develop their own story with repeated lines just like in Goodnight moon.

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Brown Bear, Brown Bear, What Do You See?

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Brown Bear, Brown Bear, What Do You See?

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Sierra Fritsch
CCSS.ELA-LITERACY.RL.1.6
Identify who is telling the story at various points in a text.
Extension Activity:
1.) While reading the book, have the students identify who is telling the story on each page of the book.

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Where the Wild Things Are                                                                    Debbie Biddle

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Where the Wild Things Are                                                                    Debbie Biddle

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CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Extension Activity:
1.  Before reading the book, have the students look at a picture in the book.  Have them write in their journal where they think the story takes place and what characters might be in the book.

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Edwina, the Dinosaur Who Didn't Know She Was Extinct               Debbie Biddle

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Edwina, the Dinosaur Who Didn't Know She Was Extinct               Debbie Biddle

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CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Extension Activity:
1.  Edwina is always carrying a purse around in this story.  Draw a purse on the white board and have the students take turns sharing their ideas of what Edwina might have in her purse.

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The Adventures of Beekle:  The Unimaginary Friend           Debbie Biddle

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The Adventures of Beekle:  The Unimaginary Friend           Debbie Biddle

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CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Extension Activity:
1.  Ask the students to voluntarily respond if they have an imaginary friend or ever had an imaginary friend.  Have them draw a picture with paints or other items to construct or make a picture of what their possible imaginary friend would look like.

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Tina Nead

CCSS.ELA.LITERACY.RL.1.2 Retell stories, including key details, and

demonstrate understanding of their central message or lesson.

Extension Activity:
Retell the story to a partner from the boy's point of view instead of the from the puppy's.

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Tina Nead

CCSS.ELA.LITERACY.RL.1.7

Use illustrations and details in a story to describe its characters, setting, or events.

Extension Activity:
Draw a series of four pictures showing how the main character was feeling throughout the story.

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Sharon Shehy

CCSS.ELA.LITERACY.RL1.2 Retell stories, including key details, and demonstrate understanding of their central message.
Extension Activity:
1.  Have the students retell the story with felt pictures of all eight animals putting them in order with the sequence number next to each one.

CCSS.ELA.LITERACY.RL.1.9 Compare and contrast the adventures and experiences of characters in stories.
Extension Activity:
2. Have the students match the character picture with a true picture of each animal and its correct characteristic.

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Clifford's Class Trip  & Splat and the Cool School Trip

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Clifford's Class Trip  & Splat and the Cool School Trip

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Tina Nead

CCSS.ELA.LITERACY.RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

Extension Activity:
In your journal, compare Clifford's class trip and Splat's, tell three ways they are the same and three ways they are different.

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Tina Nead

CCSS.ELA.LITERACY.RL1.2 Retell stories, including key details, and demonstrate understanding of their central message.

Extension Activity:
Have the student who read the story direct classmates in acting it out by retelling the story as a director.

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The Tiny Seed
Sharon Shehy

CCSS.ELA-Literacy.RI.2.3
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Extension Activity:
1. Have the students make a flip book.  There will be four sections “First, Next, Then, Finally.”  They will draw pictures under each of the progression of a seed growing into a flower.

CCSS.ELA-Literacy.RI.2.9
Compare and contrast the most important points presented by two texts on the same topic.
Extension Activity:
2.  Make a list comparing what the parts of a plant are and what the needs of a plant are.

CCSS.ELA-Literacy.RI.2.7
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
Extension Activity:
3.  Show the students the diagram showing how the tiny seed grew into a large flower.  Give them a pinto bean to put in a baggie with a wet cotton ball and have the students journal their observations.

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Tina Nead
CCSS.ELA.LITERACY.RL1.2 Retell stories, including key details, and demonstrate understanding of their central message.

Extension Activity:
Create a Jackdaw of items to use to retell the story to the class, making sure there is something to represent each thing the mouse will ask for in sequence.

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Kelly Mossman

CCSS.ELA-LITERACY.RL.1.9
Compare and contrast the adventures and experiences of characters in stories.

Extension Activites:
1. Have students write a list of the things they did the night before they started first grade. Then compare and contrast how the story related to their own experience.

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Kelly Mossman

CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.

Extension Activities:
1. Ask students, How does Danny feel about everyone being mad at him? Does it hurt his feelings? In your journal, write about a time you have felt this way.

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Kelly Mossman

CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Extension Activities:
1. On the whiteboard, ask students the characters, main idea and setting of the story. Why do you think Pete didn't see the seahorse? What do you think would have happened if he looked around in the beginning?

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Kelly Mossman

CCSS.ELA-LITERACY.RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.

Extension Activities:
1. PANCAKE DAY! Read the book and make pancakes for the class. Have students write cause and effect details of the story on the whiteboard.

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Kelly Mossman

CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message.

Extension Activities:
1. Have the students write in a journal what the moral of the story was. What did the Rainbow Fish learn? Do you think he was a good friend? Why or why not?

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The Very Hungry Caterpillar  Amber Hicks 

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The Very Hungry Caterpillar  Amber Hicks 

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CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Extension Activities:

1. Have the students journal in their own words what is happening to the caterpillar from beginning to the end. Why is he eating the food and what is he accomplishing? How is he different from the beginning to the end of the book.

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Amber Hicks

CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Extension Activities:
1. Taking the information that we learned from Peppa Pig's garden, asking the children what types of stuff they would plant in a garden. Bringing in vegetable seeds, pots and soil and letting them plant their own gardens either in the class room, or outside a window. Each week exploring how they are doing and seeing what their hard work can produce.

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CCSS.ELA-LITERACY.RL.2.6
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Extension Activities:
1. Have the children draw their favorite Patriotic place from the book and then take cupcake papers and cut them on the sides to resemble fireworks. Then paste them around the place you drew to resemble July 4th in each of those locations.

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Snug House, Bug House  Amber Hicks                                                           

CCSS.ELA-LITERACY.RL.2.1

                                                                 

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Snug House, Bug House  Amber Hicks                                                           

CCSS.ELA-LITERACY.RL.2.1

                                                                 

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Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Extension Activities:
1. The students are going to be divided into groups of 4 and they will create a bug house from tennis balls. They will divide within their group into different parts that were needed to create the bug house. The person who cuts the ball, the one who puts in the door and windows, the one who decorates the house and the one who decides where it will be planted for the bugs to live in.

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Rocket Ship of Dreams  Amber Hicks

CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.

Extension Activities:

1. Create a Rocket ship in class using popsicle sticks and markers to design what you think the ship in the story should look like. It has to be realistic and as described in the book. On the front write about how a main character dealt with a major event in the book.

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Henry's Freedom Box          Debbie Biddle

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Henry's Freedom Box          Debbie Biddle

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CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Extension Activities:
1.  The teacher would write on the white board or chalk board a question such as "Why did Henry decide to become free from slavery?" or "Would you be able to leave your family?" Have the students write their responses in their journals.

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This is Not My Hat             Debbie Biddle

# data[].attributes.subject
This is Not My Hat             Debbie Biddle

# data[].attributes.body
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Extension Activities:
1.  Have the students work together in small groups and come up with a television story or newspaper article in regard to a missing hat.
2. Using pictures from the book, have the students pair up and work together and create caption bubbles with their thoughts regarding what they feel the fish and crab were thinking.

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Rubia and the Three Osos and Goldilocks and the Three Bears                                                                 Debbie Biddle

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Rubia and the Three Osos and Goldilocks and the Three Bears                                                                 Debbie Biddle

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CCSS.ELA-LITERACY.RL.2.9
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Extension Activities:
1.  After reading Rubia and the Three Osos and Goldilocks and the Three Bears, have the students complete a Venn Diagram to demonstrate their knowledge of the similarities and differences between these two stories.
2. Have the students participate in a word match game. Create a T Chart.  List the Spanish vocabulary words used in the story Rubia and the Three Osos on one side of the T Chart and list the English vocabulary words on the other side. Have the students match the correct Spanish words to the correct English words by drawing a line from one to the other.  This activity can be done by each student independently using a piece of paper or as a group activity on the white board.

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Bink & Gollie                      Debbie Biddle

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Bink & Gollie                      Debbie Biddle

# data[].attributes.body
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Extension Activities:
1. Pass out a Venn Diagram to each student individually and have them complete a Venn Diagram showing the similarities and differences between Bink & Gollie.  After the students have completed the Venn Diagram, review the similarities and differences with a Venn Diagram on the white board.
2. Have the students journal what qualities they believe are important in order to have a great friendship.

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CCSS.ELA-Literacy.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Extension Activity
1.  Collect leaves at home or on the school ground.  Name the type of tree they came from.  Lay paper over leaves (vein side up) and use a crayon turned sideways to do a crayon rubbing.  Study the leaves in the book and then study the crayon rubbing.  Create something from your leaf rubbing that would fit into one of the settings in the Leaf Man and write a sentence to explain it.

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What Do Teachers Do (after You Leave School)?               Vicki Beeson

# data[].attributes.subject
What Do Teachers Do (after You Leave School)?               Vicki Beeson

# data[].attributes.body
CCSS.ELA-Literacy.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Extension Activities:
1.  Have students work in pairs.  Have them discuss and brainstorm on "What would happen with the animals in the zoo at night after the zoo closes?" Then have the students draw and color to illustrate their idea on a giant poster board and write several sentences. Then all the posters will be put together to form a giant classroom book entitled "What Do the Animals Do (after the Zoo Closes at Night)?" Hint: Maybe only the nocturnal animals would be active.

2.  Book Pairing:  Read Mrs. Brown Went to Town.  When Mrs. Brown had to go to the hospital, the animals in the barn voted to move into Mrs. Brown's house.  They "really" made themselves at home while she was away.  In pairs, discuss how these two books are similar.  Look in the texts and find the most humorous occurrences from each book.  Read them aloud to one another.

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No More Water in the Tub!                                                                 Vicki Beeson

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No More Water in the Tub!                                                                 Vicki Beeson

# data[].attributes.body
CCSS.ELA-Literacy.RL.2.3
Describe how characters in a story respond to major events and challenges.
Extension Activities:
1.  After reading the book, re-read the last paragraph and study the last illustration on the last page.  Using your imagination, continue writing William's adventure...
2.   Present a performance of the reading of this book with the following parts:  Narrator (who reads the main body of the text) , Mom, William, Walter, Mabel, Sue, Uncle Nash, Patty Fuzzle, Natty, Mr. and Mrs Hanratty, Mr. Bellow, and the Fire Chief.  Have each student find their part in quotations and be ready to say their lines, during a whole class reading.