# data[].attributes.body
CCSS.MATH.CONTENT.2.NBT.A.2
Count within 1000; skip-count by 5s, 10s, and 100s

The class will build an ice cream cone and each layer will be a number counting by 10s, 20s and 30s. They will work in groups and then hang their ice cream cones up for display.

https://www.pinterest.com/pin/17451517287414826/

# data[].attributes.body
CCSS.MATH.CONTENT.2.MD.C.7
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Students will read their book as a class and then they will all create their own clocks. Students will then use their clocks to match the time the teachers tells them.

https://www.pinterest.com/pin/417075615466168085/

# data[].attributes.body
CCSS.MATH.CONTENT.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

Students will read all about money and then work on a worksheet with other students to answer word money problems.

https://www.pinterest.com/pin/316307573808299893/

# data[].attributes.body
Reason with shapes and their attributes.

CCSS.MATH.CONTENT.2.G.A.1
After reading a book on shapes "Shapes and Patterns" have the students work on making their own poster of shapes.

https://www.pinterest.com/pin/229894755951535855/

# data[].attributes.body
Measure and estimate lengths in standard units.

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.

Have the students read the book How Big Was A Dinosaur and them have them do the ruler activity where they are learning how to read a ruler.

https://www.pinterest.com/pin/319403798559083913/

# 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.

Activity: Explain how and what you would do to deal with a bully.

Juice Box Bully
https://s3.amazonaws.com/cst_productimages/9781933/9781933916729.jpg

# data[].attributes.body
http://www.sherylobryan.com/wp-content/uploads/2012/02/stellaluna.jpg 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.
Activity: Measure parts of a bat.

Mrs. Ehle's Kindergarten Connections: Going "BATTY!" Check…

3.6k saves

Mrs. Ehle's Kindergarten Connections October Resources

# data[].attributes.body
CCSS.ELA-Literacy.RL.2.3
Describe how characters in a story respond to major events and challenges.

Activity: Explain how Camilla felt on the inside and responded, and what she looked like on the outside.

# data[].attributes.body
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.

Activity: After having a chance to read the story " Shape by Shape" Then students will have a chance to make their own Shape Monster out different shapes that they have.

# data[].attributes.body
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.

Activity: After having a chance to read the story " Give Me Half!". The students will have a chance to create a pizza slice by writing story elements on the pizza toppings.

# data[].attributes.body
CCSS.MATH.CONTENT.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

Activity: After having a chance to read the" story A Dollar for Penny". The student will have a chance play a game:

Don’t Break the Bank game board

real or fake pennies, nickels, dimes, and quarters

paper clip

pencil

How to Play:

1. Students place a paper clip onto the center of the spinner and hold it in place with the tip of a pencil.

2. They spin the paper clip and place the coin they land on onto the piggy bank.  They keep spinning and adding coins to the piggy bank.

3. Watch out for the hammer!  If students land on the hammer three times, it breaks the bank!  The game is over and students count up to see how much money they collected.

Students may like to play the game more than once to try to see if they can get more money into the bank before it breaks again. They can also play with a partner or group.  The person in the group who gets the most money into their bank wins the game.

# data[].attributes.body
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.
CCSS.MATH.CONTENT.2.MD.D.9
Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

Activity: After having a chance to read the story "Measuring Penny" By Loreen Leedy. The students will have a chance to go a round the room and measure ten  different objects and then they will have a chance to make a plot line of the objects that they measured.

# data[].attributes.body
CCSS.MATH.CONTENT.2.MD.C.7
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Activity: After having a chance to read the story "Cluck O' Clock by Kes Gray. The students will have a chance to match the time the is on one part of the plastic egg to, the clock that is on the other part of the plastic
http://www.momto2poshlildivas.com/2013/03/what-time-is-it-telling-time-review-game.html

# data[].attributes.body
CCSS.Math.Content.2.OA.C.3
Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

Activity:  Students throw bean bags and determine if the number that hit the ladybug is an even or odd number.  (This game could also be used for addition.)

Activity:  Students will use potato stamps to create ladybugs with various numbers of spots.  Have the children cut out the ladybugs and sort them by odd and even numbers.

# data[].attributes.body
CCSS.Math.Content.2.OA.B.2
Fluently add and subtract within 20 using mental strategies.² By end of Grade 2, know from memory all sums of two one-digit numbers.

Activity:  Students demonstrate their knowledge of addition facts by creating an addition ladybug.

Activity:  Ladybug Roll and cover
Students roll the dice and add the numbers together.  Cover the sum with a button.

# data[].attributes.body
CCSS.Math.Content.2.MD.C.7
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Read:  The Grouchy Ladybug by Eric Carle
Activity: Students will make a ladybug clock to practice telling time.

# data[].attributes.body
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 based off of the story: Fraction Action
Written by: Loreen Leedy
Activity: Children will complete an anchor chart with the teacher similar to below prior to reading the story. Following the story, students will then complete their fraction book with teacher guidance as a class. This will then allow for them to have a guide when creating their final assessment.

This would be a great worksheet for around Easter time like we are at right now!
When working with rectangles and circles another example worksheet could be as below.
An option without technology

An option with technology:

Students will record their answers on this track sheet:

# data[].attributes.body
CCSS.MATH.CONTENT.2.MD.C.7
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Extension from:

The Clock Struck One: A Time-telling Tale

Written by: Trudy Harris

Activity: Kids will go through the anchor chart as a class before beginning these activities. First they will be split into groups with flash cards with specific times. One by one they will each be given a time to represent using the hula hoop and their hands.

Following their group activity we will come back together as a class, and begin to read the story again slowly. Each student will then be able to go in pairs to complete the correct time from the story where it is located on the clock which will be taped to the reading carpet area. This allows for kinetic learning to occur.

# data[].attributes.body
CCSS.MATH.CONTENT.2.OA.C.4
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Extension from: Pizza Counting, written by: Christina Dobson, and illustrated by Matthew Holmes
Activity:
Students will use dramatic play within this lesson. Each child will be given a different "order form", which will have the different ingredient listed in rows and columns with pictures of each ingredient. From there the student must create the correct pizza order with the given materials. Once completed, they will be given a worksheet to compile their equations, and create their own pizza order using the same type of layout.

will be adapted to lesson: worksheet above for assessment with added on, pizza order ticket.

# data[].attributes.body
CCSS.MATH.CONTENT.2.NBT.A.1.A
100 can be thought of as a bundle of ten tens — called a "hundred."

Pizza Counting: Written by Christina Dobson, and illustrated by Matthew Holmes

Activity: Students will read Pizza Counting by Christina Dobson, and illustrated by Matthew Holmes. Not only will we be able to incorporate this on the 100th day of school, but a pizza party day can be planned to go along with the lesson. The class as a whole will compile a pizza with 100 toppings, and 100 slices/pieces of cheese. Each student will be assigned making ten toppings, and ten pieces of cheese if ten students are in the room. In this way we will be able to as a class prove that 10 of each toppings from 10 students equals 100. This will then go along with the standard because 10 bundles of the ten toppings is called 100. The students will then create their pizza masterpiece together. A short survey will be compiled for assessment.

# data[].attributes.body
CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Activity: After reading, students will be put into groups for our application game. This will help students to practice what they are learning about subtraction in regards to the story we are reading. The games goal is to allow for subtraction, but also to be the person with all the buttons removed.

Playing the Math Game

Each player gets one shirt and places ten buttons on top of his/her shirt. The goal of the game is to be the first person to remove all ten buttons.

Roll the number die and remove the amount of buttons that correspond with the number rolled.  Pass the die to the next person. He/she does the same thing.

Continue in this manner until one person has removed all ten buttons. (We made the rule that you had to roll the exact number once you were down to just a few buttons. For example, if you have only 1 button left, you must roll a one to remove it rather than a 3 or 2.) Modifications

Change the game into an addition math game by starting with an empty shirt and adding buttons based on the number rolled.

My toddler loved just using this activity as counting practice. He would start with an empty shirt, roll the die, and add that amount of buttons to his shirt. He continued in this manner until his shirt was completely filled with buttons. Then he’d take the buttons off and do it again! This is a great way to practice counting skills and one-to-one correspondence!

This extension is based upon:
Pete the Cat and His Four Groovy Buttons
Written by Eric Litwin, illustrated by James Dean

# data[].attributes.body
CCSS.Math.Content.2.MD.C.7
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Activity: Learning to tell time, and understand half past, quarter after, and quarter till

# data[].attributes.body
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.

Activity: Draw what you think will happen in the story and write the chapter number.

Cute for Charlie and the Chocolate Factory!

84 saves

Michael Glynn Second Grade

http://media-cache-ak0.pinimg.com/736x/ca/3c/17/ca3c1742fd8fc2b2c7631051de412d38.jpg

# data[].attributes.body
Work with time and money.

CCSS.MATH.CONTENT.2.MD.C.7
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Activity: Have every student make a paper plate clock to use when reading the Read the story, Telling Time with Big Mama Cat. Have them use a note card to write AM and PM..one on each side on the card so they can flip it to the correct side as the story goes along. Read the book and have the kids move the hands on the clock throughout the book.

# data[].attributes.body
Understand place value.

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. Understand the following as special cases:

Activity: Read The Ice Cream King then have the kids learn about place values using laminated bowls, scoops of ice cream and cherries. The King might enjoy eating ice cream more with a friend so let the kids work together with a partner or in groups! If possible, serve real ice cream, both chocolate and vanilla in much the same way. Before serving, come up with a number and write it on the board then let each scoop represents 100 and 10. As a class, determine the correct amount of scoops for each flavor.

# data[].attributes.body
Measure and estimate lengths in standard units.

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.

Activity: Make different sized inch worms and tape them all around the room. Read the book, Inch by Inch. When finished, have the kids find them, measure them with the appropriate tool, then record their answers along with the tool they chose to use on a worksheet.

# data[].attributes.body
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.

Activity: Read The Hershey's Milk Chocolate Fractions Book
Have every child bring in a chocolate bar or laminate paper candy bars. If you only have a few chocolate bars and are aloud to have the candy in class, share the fractions with the class! Give the kids worksheets to use when diving the pieces. Have them find equivalent fractions as well.

http://third-grades-a-charm.blogspot.com/2012/08/magical-product-swap-candy-bar-fractions.html

# data[].attributes.body
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.

Activity: Read the book, Give Me Half! and create fractions as seen in the book. You can add to this activity by making more fractions and passing out cookies in wholes and halves. The kids can even exchange parts to their decorated paper cookies and pizzas with their friends to create a whole.

# data[].attributes.body
Topic: Measurement and Data
Theme: Represent and interpret data
2nd Grade Math

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 problems¹using information presented in a bar graph

https://www.pinterest.com/pin/187180928239826416/

Activity: There will be separated container with various styles of erasers with a certain amount in each container. Also, there will be graphing forms to complete by using the erasers. This will allow students to follow instructions on how many to add to each category and how to read data in a interactive learning style.

# data[].attributes.body
Topic: Reason with shapes and their attributes.
2nd Grade Math- Geometry

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

https://www.pinterest.com/pin/57843176442774584/

Activity: Student will make a cheat sheet for themselves to help them get familiar with the types of angels. They will use colorful yarn and label each angel and design it according to each labeled angel.

# data[].attributes.body
Topic: Measure and estimate lengths in standard units.

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

https://www.pinterest.com/pin/548454060851400956/

Activity: Students will get to measure various items in the room. The work sheet will allow the teacher to monitor their understanding for measurement as well as provide active learning to the students to keep them engaged. I would most likely use this for math group rotations so the whole class is not up causing a distraction and so there isn't a clutter of students all around the room.

# data[].attributes.body
Topic: Work with time and money
2nd Grade Math

CCSS.MATH.CONTENT.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

The activity we will do is a cupcake liner game. There will be several cupcake liners that have a value wrote on the bottom (example: $0.47). A student will toss a pom pom into a liner and which ever the pom pom lands in they will have to demonstrate with money and place it inside the liner using the fewest coins possible to get the stated amount.

https://www.pinterest.com/pin/358599189055957220/

The book that will be used is:

# data[].attributes.body
Theme: Represent and solve problems involving addition and subtraction.

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

Book: Mission: Addition by Loreen Leedy

The activity we will do as a class is create a poster together. This project together will help them remember what was put on the poster and will help them use the language in math problems more effectively.  We will also be able to display it in class at all times on the wall so when they are working independently and need to reference the wording in the problem it will be a quick go to until they get more familiar with the language.

http://sandbergsmartyarties.blogspot.com/2015/07/freebie-poster-for-key-words-for-math.html?m=1

# data[].attributes.body
Grade Two: Social Studies
Theme: People working together
Topic: Spatial Thinking and skills
Geography Strand: Maps and their symbols can be interpreted to answer questions about location of places.

Book used to base extension off of: Greenheard the Pirate Pig
Story and Art by: Andrea Torrey Balsara

Activity: Students will draw their own pirate map, and then be asked questions by the teacher to be able to finish their mapping process. The students will then write about their map for their writing assignment of the day.

# data[].attributes.body
Social Studies: Grade Two
Theme: People Working Together
Topic: Markets
Grade 2 Concepts:  People use money to buy and sell goods and services.

Activity: Students will read the book and then set up their own little store in order to learn the concepts on buying and selling goods.

https://www.pinterest.com/pin/291256300875692536/

# data[].attributes.body
Social Studies: Grade Two
Theme: People Working Together
Topic:  HERITAGE
Grade 2 Concepts:  Biographies can show how peoples’ actions have shaped the world in which we live.

Activity: Students will create a lapbook after reading a book about Harriet Tubman and share it with the class.

https://www.pinterest.com/pin/AdDz7ZXH2qXhuyEJ_26tWljpPM2cq-BGnjRIMcezm-iQ2GIn-VDCkBqjD97TEZ5xITBr4oGubarWPdgjye17PLo/

# data[].attributes.body
Social Studies: Grade Two
Theme: People Working Together
Topic:  HISTORICAL THINKING AND SKILLS
Grade 2 Concepts:  Time can be shown graphically on calendars and timelines.

Activity: Students will work together as a class to put together a timeline of some of the great inventors throughout history after reading the book.

https://www.pinterest.com/pin/102245854017687373/

# data[].attributes.body
Social Studies: Grade Two
Theme: PEOPLE WORKING TOGETHER
Topic:  GEOGRAPHY STRAND -  Maps and their symbols can be interpreted to answer questions about location of places

Activity: Students will learn about some locations on a map worksheet after reading a book that talks about different countries

https://www.pinterest.com/pin/338966309436775799/

# data[].attributes.body
EARTH AND SPACE SCIENCE (ESS)
Topic: The Atmosphere This topic focuses on air and water as they relate to weather and weather changes that can be observed and measured.

Grade 2 Concepts The physical properties of water (from grade 1) are expanded to include water vapor (water in the air). The different states of water are observed in weather events, nature and/or classroom investigations. The concepts of condensation and evaporation are explored through experimentation and observation. The different parts of the water cycle are explored and discussed. The emphasis at this grade level is investigating condensation and evaporation at depth, not memorizing the water cycle itself. The focus is on investigation and understanding, not on the vocabulary. Cloud formation and types of clouds are introduced as they relate to weather, storm fronts and changing weather. Again, the emphasis is not in naming cloud types, but in relating the characteristics of the clouds with weather. Factors such as water contamination/pollution can be introduced within this content statement as it relates to pollutants that can enter waterways through precipitation, evaporation and condensation. Experiments and investigations that demonstrate the conditions required for condensation or evaporation to occur lead to a deeper understanding of these concepts. Appropriate tools and technology (to observe, share results or to document data) is required. Relating the required conditions to actual observations (outside the classroom), collecting and documenting data, drawing conclusions from the data, and discussions about the findings must be included for this content statement

Activity: How to make a cloud in a jar using a match

For this method, you will need the following materials:

A jar

A match

A balloon with the bottom cut off (so you can get the balloon over the mouth of the jar)

Warm water

A flashlight

Pour enough warm water into your jar to cover the bottom 1/2″ of the jar.

Light a match, then hold the lit end in the jar for a few seconds to allow smoke to enter the jar. Then remove the match (or you can simply drop it into the jar – the flame will extinguish when the match hits the water).

With this next step, the goal is to change the air pressure in the jar by gently pushing and releasing the balloon. Be gentle as you do this to ensure that the balloon does not come off the top of the jar.

With your finger, gently push the balloon into the jar a little bit to increase the air pressure in the jar. Then release. As you release, you should notice a cloud instantly form inside the jar. You may want to shine a flashlight at the jar to help you see the cloud more clearly.

You can repeating the pushing and releasing several times and you will see additional clouds form.

Quickly cover the opening of the jar with the cut balloon.

https://www.pinterest.com/pin/457467274630816724/

# data[].attributes.body
Social Studies: Grade Two
Theme: People Working Together
Economics Strand
Topic: Production and Consumption
Content statement: Most People around the world work in jobs in which they produce specific goods and services

Extension of Rumpelstiltskin
Written and illustrated by Paul Zelinsky

Activity: Students will be within a unit on production and consumption and the specific jobs that individuals have. This will be translated within the book of the young girl who's father is a miller (his job and production), the job of a spinner (creating yarn from wool), etc. We will then be able to consistently compare and contrast jobs from our day and age to those within the book. This will also go along with consumption and production in regards to identifying members of the community with the proper terms.

The following will be varied based upon classroom needs; it stands as an example for what will be created.

# data[].attributes.body
Theme: People Working Together
Geography Strand: Spatial Thinking and Skills
Content Statement: Maps and their symbols can be interpreted to answer questions about location of places.

Extension of Pete the Cat Rocking in My School Shoes
Written by Eric Litwin, and illustrated by James Dean

https://www.google.com/search?q=the+pout+pout+fish&espv=2&site=webhp&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiu1cr_sILTAhWLZiYKHejGC8AQ_AUICCgD&biw=1366&bih=662#tbm=isch&q=pete+the+cat+rocking+in+my+school+shoes&*&imgrc=6457pru7nSG3sM:

Activity: Students will use technology, and work within groups to use the app and computer programs that will allow for them to answer worksheet questions and answer questions based upon their map.

Students will also be allowed to use Google Maps as following directions from Teacher.

# data[].attributes.body
Theme: People Working Together
Geography Strand: Spatial Thinking and Skills
Content Statement: Maps and their symbols can be interpreted to answer questions about location of places.

Extension of: Pete the Cat Rocking in My School Shoes
Written by Eric Litwin, and illustrated by James Dean

https://www.google.com/search?q=the+pout+pout+fish&espv=2&site=webhp&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiu1cr_sILTAhWLZiYKHejGC8AQ_AUICCgD&biw=1366&bih=662#tbm=isch&q=pete+the+cat+rocking+in+my+school+shoes&*&imgrc=6457pru7nSG3sM:

Activity:
Students after reading the story as a class, will each be given a building within the community to "build" a location/place for our community map being built within the classroom. Together we will then compile a Key, and our road. For the assessment activity, students will be asked to answer specific questions which will involve moving the cars along the roads on the map, and using the key and buildings to answer questions. This will be a mixture of the following extension photos.

(Used for building location/places, such as the school, police station, etc. These would be locations that are community locations for all the students)

Next: The example photo for the map to be completed on the floor of the classroom.
This will include the key, and allow for the students to have choice within the assignment, and involvement as a class, as well as individually.

# data[].attributes.body
Life Science
Topic: Interactions within Habitats
Grade Two: 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.

Based upon: The Pout-Pout Fish
By: Deborah Diesen, and illustrated by: Dan Hanna

https://www.google.com/search?q=the+pout+pout+fish&espv=2&site=webhp&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiu1cr_sILTAhWLZiYKHejGC8AQ_AUICCgD&biw=1366&bih=662#imgrc=wPea3Z4YYKWllM:

Activity:
Students will be able to create their own ecosystem just as we see within the setting in The Pout-Pout Fish.  Students will make observations along the way, speaking about the interaction between the fish and the plant growing above.

Instructions:
Start with a 2 liter bottle, clear is best so you can see through it.  Cut the top off the bottle, just below where the straight sides begin on the bottle.

Next add some aquarium rocks, some water, and a few goldfish.  Make sure you use water your goldfish are acclimated to temperature wise.  If you leave the water sitting out at room temperature for a few hours before you add it to the goldfish water it will be fine.

Now get two coffee filter papers and cut two small holes in the center.  Cut a piece of string long enough so it can reach from the top of the bottle down to the water with the goldfish.  Tie a knot in one end of the string.  Thread the un-knotted end through the top of the filter papers, through the little holes you made.  Set the filter paper down inside the inverted top of the bottle that you already cut off.

Get a plant from the garden center and place it into the coffee filter inside the inverted top of the pop bottle.  You may need a little extra gardening soil to fill up the space.

The base of the plant should end up about level with the upper cut edge of the pop bottle.

Place the plant and top of the bottle into the lower part of the bottle, the part with the goldfish in it, so that the string dangles down into the water.

Poke a small hole in the side of the lower part of the bottle, above the water line, but low enough that your child can put a flake or two of fish food through the hole to feed the fish each day.  The water, rich with nutrients from the fish, will wick up the string to water your plants.  You have made a little ecosystem with a plant, animals, water, soil, rocks, air, sunlight, and food that you replenish every day.

Within this experience, the child will be able to be hands on, therefore allowing the child to practice what they are learning.

# data[].attributes.body
EARTH AND SPACE SCIENCE (ESS)
Topic: Sun, Energy and Weather:  This topic focuses on the sun as a source of energy and energy changes that occur to land, air and water
PreK-K: Water can be observed in many different forms; precipitation (rain, sleet, hail or snow) is a component of weather that can be measured.

Activity:
Read the book " It's Raining" By Gail Gibbons.
The students will then have a chance to see what happens to clouds when they get heavy.

1. Fill the jar almost to the top with water.

2. Cover the top with a “cloud” of shaving cream.

3. Let your child drop food coloring into the cloud until the color starts “raining” into the water below. Explain that this is how rain works too. The water collects in the cloud until there is too much, and then it leaks through, forming rain.

# data[].attributes.body
Social Studies: GOVERNMENT
Roles and Systems of Government: The purpose of government in the United States is to establish order, protect the rights of individuals and promote the common good. Governments may be organized in different ways and have limited or unlimited powers.

Activity:
Read the book " Duck For President" by Doreen Cronin
After having a chance to read the  book "  Duck For President". The students will have a chance to write about why they think Duck will make a good president and then they will also have a chance to vote for duck or the farmer.

# data[].attributes.body
Social Studies
THEME: PEOPLE WORKING TOGETHER
Work serves as an organizing theme for the second grade. Students learn about jobs today and long ago. They use biographies, primary sources and
artifacts as clues to the past. They deepen their knowledge of diverse cultures and their roles as citizens.
SPATIAL THINKING AND SKILLS
Content Statement:
5. Maps and their symbols can be interpreted to answer questions about location of places.

Activity:

- read Follow That Map! by, Scot Ritchie
- Create a live map in the block center. Laminate many different sets of directions for the kids to follow with toy cars.http://theprimarypack.blogspot.com/2016/01/rock-your-blocks-center.html

# data[].attributes.body
LIFE SCIENCE (LS)
Topic: Physical and Behavioral Traits of Living Things
Kindergarten Concepts: The emphasis of this content statement is to build a grade-appropriate understanding of what it means to be living, not to distinguish living and nonliving. There are different kinds of living things. The focus is on familiar organisms (e.g., grass, trees, flowers, cats, dogs, horses). Some grade-appropriate characteristics include that living things respond to stimuli, grow and require energy. Living things respond to stimuli. The responses described must be easy to observe (e.g., fish in an aquarium respond to a stimulus – food). Living things grow (e.g., plant seeds or seedlings and watch them grow). Observing plants growing toward a light source can lead to experiments and explorations of what happens when the plant is placed in a different place in the classroom (e.g., on the floor, in a closet, on a desk) or rotated 90 degrees. Some observations also can be done virtually. Animals need food; plants make their own food. Read grade-appropriate, non-fiction books to students or by students (e.g., picture books) that accurately describe the characteristics of living things found in Ohio. Technology also can be used to find photographs and stories or take photographs of living things in Ohio

Activity:
Read the book "why do leaves change color" by Betsy Maestro.
Have your child collect 2-3 large leaves from the same tree type. You and your child should tear or chop the leaves into very small pieces and put them into small jars.Add enough rubbing alcohol to the jar to cover the leaves. Using a plastic knife or spoon, carefully chop and grind the leaves in the alcohol. SAFETY NOTE: rubbing alcohol can be harmful if mishandled or misused. Use in a well-ventilated area, and avoid contact with skin.Have your child cover the jar very loosely with a lid, plastic wrap or aluminum foil. Place the jar carefully into a shallow tray containing 1 inch of hot tap water.Keep the jar in the water for at least a half-hour, longer if needed, until the alcohol has become colored (the darker the better). Twirl the jar gently about every five minutes. Replace the hot water if it cools off.Have your child cut a long thin strip of coffee filter paper. Remove the jar from the water and uncovered. Place a strip of filter paper into the jar so that one end is in the alcohol. Bend the other end over the top of the jar and secure it with tape.The alcohol will travel up the paper, bringing the colors with it. After 30-90 minutes the colors will travel different distances up the paper as the alcohol evaporates. Your child should be able to see different shades of green, and possibly some yellow, orange or red, depending on the type of leaf.

# data[].attributes.body
Social Studies
THEME: PEOPLE WORKING TOGETHER
Work serves as an organizing theme for the second grade. Students learn about jobs today and long ago. They use biographies, primary sources and
artifacts as clues to the past. They deepen their knowledge of diverse cultures and their roles as citizens.
TOPIC: HISTORICAL THINKING AND SKILLS HERITAGE
1. Time can be shown graphically on calendars and timelines
2. Change over time can be shown with artifacts, maps, and
photographs
3. Science and technology have changed daily life
4. Biographies can show how peoples’ actions have shaped the world in
which we live.

Activity:
- Read the story Timeless Thomas by, Gene Barretta
- Group Activity: create a timeline with the class
- Have the kids write a journal entry about what their lives would be like without  Thomas Edison's inventions https://www.pinterest.com/pin/210754457540465150/

# data[].attributes.body
Social Studies: GEOGRAPHY: Spatial Thinking and Skills: Spatial thinking examines the relationships among people, places and environments by mapping and graphing geographic data. Geographic data are compiled, organized, stored and made visible using traditional and geospatial technologies. Students need to be able to access, read, interpret and create maps and other geographic representations as tools of analysis.

Activity: The teacher will read the book "Me on the map"by Joan Sweeney. Then the teacher and the students will talk about if  there was ever a time that they used a map while they have went on vacation or to the mall, zoo to help them find out where to go. Students will understand their place on the map. Students will view a map and figure out where they are on it. Students will visually display their thoughts and where they are on the map.
The student will then have a chance to make  flip book that helps them understand geography, where they live, and how their community fits into our wide, wide world.  http://eisforexplore.blogspot.com/search?updated-max=2011-12-29T19:34:00-08:00&max-results=15

# data[].attributes.body
EARTH AND SPACE SCIENCE (ESS)
Topic: The Atmosphere
The physical properties of water (from grade 1) are expanded to include water vapor (water in the air). The different states of
water are observed in weather events, nature and/or classroom investigations. The concepts of condensation and evaporation
are explored through experimentation and observation. The different parts of the water cycle are explored and discussed. The
emphasis at this grade level is investigating condensation and evaporation at depth, not memorizing the water cycle itself.
The focus is on investigation and understanding, not on the vocabulary. Cloud formation and types of clouds are introduced as
they relate to weather, storm fronts and changing weather. Again, the emphasis is not in naming cloud types, but in relating the
characteristics of the clouds with weather. Factors such as water contamination/pollution can be introduced within this content
statement as it relates to pollutants that can enter waterways through precipitation, evaporation and condensation.
Experiments and investigations that demonstrate the conditions required for condensation or evaporation to occur lead to a
deeper understanding of these concepts. Appropriate tools and technology (to observe, share results or to document data)
is required. Relating the required conditions to actual observations (outside the classroom), collecting and documenting data,
drawing conclusions from the data, and discussions about the findings must be included for this content statement.

Activity:
- Read the book Down Comes the Rain by Franklin Branley
- create an example of how evaporation and precipitation occur by drawing the water cycle onto a Ziploc bag, adding water, then taping it to a window where it can get a lot a sunlight.
- observe to see what happens.https://www.pinterest.com/pin/291467407114267081/

# data[].attributes.body
PHYSICAL SCIENCE (PS)
Topic: Changes in Motion
Grade 2 Concepts:
Forces are needed to change the movement (speed up, slow down, change direction or stop) of an object. Some forces may act
when an object is in contact with another object (e.g., pushing or pulling). Other forces may act when objects are not in contact
with each other (e.g., magnetic or gravitational).
Earth’s gravity pulls any object toward it, without touching the object. Static electricity also can pull or push objects without
touching the object. Magnets can pull some objects to them (attraction) or push objects away from them (repulsion). Gravity,
static electricity and magnets must be explored through experimentation, testing and investigation at this grade level.

Activity:
-Read the book Magnet Max
-Tape magnets onto toy cars, construct a road, and try to get through the maze  by only using the force of a magnet.
https://www.pinterest.com/pin/187603140706584369/

# data[].attributes.body
LIFE SCIENCE (LS) Topic: Basic Needs of Living Things This topic focuses on the physical needs of living things in Ohio. Energy from the sun or food, nutrients, water, shelter and air are some of the physical needs of living things.
Grade 1 Concepts Plants and animals require resources from the environment. The focus at this grade level is on macroscopic interactions and needs of common living things (plants and animals). Animals require basic habitat components, including food, water, cover and space. The amount and distribution of the basic components will influence the types of animals that can survive in an area. Food sources might include insects, plants, seeds or other animals. Water sources may be as small as drops of dew found on grass or as large as a lake or river. Animals need cover for many life functions, including nesting, escaping from predators, seeking shelter from the elements on a cold winter day and resting. Animals also need space in which to perform necessary activities such as feeding or raising young. Seasonal changes affect the resources available to living things (e.g., grasses are not as available in winter as they are in summer). The needs of plants include room to grow, temperature range, light, water, air, nutrients and time (growing season). The amount and distribution of these will influence the types of plants that can survive in an area. Observations of seasonal changes in temperature, liquid water availability, wind and light must be applied to the effect of seasonal changes on local plants.

Activity:
Read the book " From Seed To Plant " by Gail Gibbons
Materials Needed

a few seeds

paper towel [school ones are ideal]

stapler

plastic bag [the A4 sized kind which seals at the top works best]

ruler

water

label

Instructions

1. First, label bag with child’s name, date and seed name.

2. Next, fold a paper towel so that it just fits inside the bag.

3. Take a ruler and measure 7 cm from the top of the bag and staple a row of staples from one edge to the other through the plastic bag and paper towel. If you are using very small seeds then make the staples closer together. You will have a mini-pocket, 7 cm deep. This is where the seeds are going to sit.

4. Next carefully pour enough water into the bag so that it will soak up through the paper towel but leave a small reservoir of water at the bottom of the plastic bag [about 2-3 cm].

5. Then, take the seeds and put them in the mini-pocket so they are sitting on top of the line of
staples.

6. Seal up the seed bag so no air can escape or get into it. Tape it to a window or peg to a washing
line strung across the classroom.

Within a few days depending on the time of the year the seeds will begin to germinate. Children can
clearly see the growth of roots and then the shoot. As soon as the young plants reach the top of the
sealed bag they can be carefully removed and potted up.

# data[].attributes.body
LIFE SCIENCE (LS)
Topic: Interactions within Habitats
Grade 2 Concepts
The environment is a combination of the interactions between living and non-living components. Living things can cause changes
in their environment, which can be observed. These interactions can cause changes in groups of living things and the physical
environment (soil, rocks, water). Conducting investigations (in nature or virtually) to document specific changes and the results
of the changes must be used to demonstrate this concept (e.g., moles tunneling in a lawn, beavers or muskrats building dams,
plants growing in cracks of rocks). Maps or charts (digital or 2-D) can be used to document the location of specific types of living
things found in the local area.
The impact and actions of living things must be investigated and explored. The focus is not limited to human interaction with the
environment (such as resource use or recycling). Observe earthworm compost bins, ant farms and weeds growing on vacant
lots.
Activity:

- Read the book, Those Amazing Ants by Patricia Demuth
- Create a Mason jar ant farm and observe
- Instructions for how to make an ant farm located in link below
http://www.abeka.com/Resources/HomeschoolArticles/AntFarm.aspx?utm_source=Facebook&utm_medium=Post&utm_content=Ant%20Farm%20Article&utm_campaign=Social%20Media

# data[].attributes.body
The atmosphere is made up of air.
Air has properties that can be observed and measured. The transfer of energy in the atmosphere causes air movement, which is felt as wind. Wind speed and direction can be measured.

Activity:  Read "I Face the Wind," by Vicki Cobb.  Follow through with some of the activities listed in the book, or make an anemometer to measure wind speed.

Activity: Make an Anenometer to measure wind speed.
Activity:

Make a Wind Vane to determine wind direction.

What You Need:

Round plastic drinking cup with lid, or round food storage container with lid

Pebbles or sand

Sharpened pencil

Drinking straw (a straight one, no bendies!)

Straight pin

Poster board or card stock paper

Black permanent marker

Compass

What You Do:

1. Start by putting the lid on the plastic container, and turn the container upside down. Trace around the lid, and then make another circle around the outer edge, at least 2 inches wider than the first one.

2. Use a ruler to divide the lid in half along its diameter, and then divide each of those halves in half. Have your child write the words for the four parts of the compass along the outer edge of each of the four sides. Moving from the top, clockwise, she should write “North, East, South, and West.”

3. Now open the container. Stick a blob of modeling clay or putty on the bottom of the container, and then fill the remainder to the top with pebbles or sand. Snap the container lid on and tape it, if necessary, to keep it secure.

4. Glue the container, upside down, onto the cardboard compass base you just made.

5. Take the sharpened pencil, and poke it through the center of the plastic container so that the eraser is on top, and the point is held by the putty and sand.

6. Now, cut a broad triangle and a square, both about 3 inches across from your construction paper. Cut a slit in each end of the straw. Slide the triangle onto one end and the square onto the other. Use a bit of glue if they seem to slip. Push the pin through the center of the straw and attach it to the top of the pencil eraser. If you flick the straw, or blow on either end, it should move freely.

7. Take your wind vane outside to a place where the wind is not highly obstructed. Help your child find north, south, east, and west on a real compass, and line up the wind vane accordingly. Wait for the next breeze; the arrow will point to where it’s coming from.

# data[].attributes.body
Water is present in the air.

Water is present in the air as clouds, steam, fog, rain, ice, snow, sleet or hail. When water in the air cools (change of energy), it forms small droplets of water that can be seen as clouds. Water can change from liquid to vapor in the air and

from vapor to liquid. The water droplets can form into raindrops. Water droplets can change to solid by freezing into snow, sleet or hail. Clouds are moved by

flowing air.

Compare the different appearances of clouds (shapes, sizes, shades of white/

gray). Document the observations over a period of time to find if there is a

relationship between the characteristics of the clouds and the weather (storms,

precipitation types and/or amounts).

ACTIVITY:  After reading, "It Looked Like Spilt Milk", students should go outside to observe the clouds.  The students will then use cotton to create what they saw in the clouds, and fill in the sentence used in the text to make a class book.  Sentence:  I looked up in the clouds and thought I saw a ___________, but it was just a cloud in the sky.

Activity: Students can also make a cloud in a jar.How to make a cloud in a jar using hairspray

For this method, you will need the following materials:

A jar with lid

About 1/3 cup hot water

Ice

Hairspray (which I forgot to include in the picture below)

Start by pouring the hot water into the jar. Swirl it around a bit to warm up the sides of the jar.

Turn the lid upside down and place it on the top of the jar. Place several ice cubes onto the lid, and allow it to rest on the top of the jar for about 20 seconds.

Remove the lid, quickly spray a bit of hairspray into the jar, and then replace the lid with the ice still on top. Watch the cloud form.

When you see a good amount of condensation form, remove the lid and watch the “cloud” escape into the air.

How does it work?

When you add the warm water to the jar, some of it turns to water vapor. The water vapor rises to the top of the jar where it comes into contact with cold air, thanks to the ice cubes on top. Water vapor condenses when it cools down. However, a cloud can only form if the water vapor has something to condense on to. In nature, water vapor may condense onto dust particles, air pollution, pollen, volcanic ash, etc. In the case of this activity, the water vapor condensed onto the hairspray.

# data[].attributes.body
Living things cause changes on Earth. Living things function and interact with their physical environments. Living things cause changes in the environments where they live; the changes can be very noticeable or slightly noticeable, fast or slow.

Activity:  Read "Diary of a Worm," and discuss how the worm interacted with his environment. Have the students make their own "wormery."  Students can keep a science notebook for further observations.

Activity:  Students can use spaghetti to make worm paintings.

# data[].attributes.body
Recycling
CCSS.ELA-Literacy.RI.2.6
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Paper Bag STEM Challenges Week for Kids

Fun paper bag STEM challenges for a week of STEM activities…

375 saves

Katie @ Gift of Curiosity

The Best Science Ac

# data[].attributes.body
Cause and Effect
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.

Cause and Effect with Amelia Bedelia - - Pinned by…

9.8k saves

PediaStaff

Inferences, Drawing Conclusi

# data[].attributes.body
Retelling
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.

Learn more at teachwithme.com

pete the cat activities

390 saves

Michelle Lia Education

# data[].attributes.body
Villian wanted poster
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.

Wanted Poster

Article from Education.com  Read it

Make a wanted poster of a villain from a favorite book or fairy tale in this fun reading comprehension activity!

# 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.

St. Patrick's Day Activities for Upper Elementary

FREE printables to use with these St. Patrick's Day read…

3 saves

# data[].attributes.body
PHYSICAL SCIENCE (PS) Topic: Changes in Motion

This topic focuses on observing the relationship between forces and motion

https://www.pinterest.com/pin/138063544800121027/

Students will create a notebook with a variety of cut out pictures and place them under push or pull. Then we can discuss the relationship between forces and motion in each picture they chose.

# data[].attributes.body
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

https://www.pinterest.com/pin/AY70U4skXGzB4zTklmCIiCgzeQ51gRqfl5jaqbNnvW0cXHc8sk3F-xLEheZEQzLl5dIJw07kZXHqX5X6f3xiXTs/

Students will get 12 Poems and questions, and assessment on how words and phrases (regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a poem.

# data[].attributes.body
CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral

https://www.pinterest.com/pin/97179304433529291/

Students will recount the story by cutting out the stripes and placing them in sequence order as they were told.  Then there will be a page to tell what the moral of the story was.

# data[].attributes.body
Social Studies: Government Strand: Civic Participation and Skills;Rules and Laws

THEME: PEOPLE WORKING TOGETHER Work serves as an organizing theme for the second grade. Students learn about jobs today and long ago. They use biographies, primary sources and artifacts as clues to the past. They deepen their knowledge of diverse cultures and their roles as citizens.

https://www.pinterest.com/pin/122441683592364176/

In this activity students will be provided with a variety of cutout circles and will label each circle a role of the government. On each role they will identify what the civic participation and skills are for each branch.

# data[].attributes.body
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.

https://www.pinterest.com/pin/390335492687605262/

Students will make a class worm composting bin. They will also have a science journal to log the process and steps taken in their observation.

# data[].attributes.body
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.

https://www.pinterest.com/pin/532691462162739654/

Students will be given a script that is of several characters and will present to the class by using different voices for the stories. I will arrange my students and assign groups to do this activity.

# data[].attributes.body
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

https://www.pinterest.com/pin/364017582363779865/

Teachers will have worksheets for each type of poetry they will be learning. Students will be given the worksheets as they begin to learn about all the different styles. Once they complete each style they will make their own poem for each type and attach it behind the style worksheet that was given to them. It will then be complete of a poetry book that they made and also have a reference page to give details on what type of style is.

# data[].attributes.body
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.

https://www.pinterest.com/pin/268738302743630461/

Students will all bring in one empty cereal box to complete our "Cereal box book report"  They will cover the box with colorful paper that has a design set up like a normal box of cereal except it will have a certain rubric that they are to complete.  Each side of the cereal box will have the book "The Three Little Pigs" but they are two different versions by different authors.

# data[].attributes.body
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.

https://www.pinterest.com/pin/111393790753701464/

The students will but out shapes of a duck by using paper plates. They will also use orange construction paper to add color for the beak and feet. In the center of the duck they will past on a pre-printed paper with lines and the top will be labeled "Duck on a Bike". They will be instructed to describe how the beginning of the story introduces the story and the ending concludes the action.

# data[].attributes.body
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.

https://www.pinterest.com/source/manualidadesconmishijas.com

The students will make the character and it will flip to each event that it was involved in story.

# data[].attributes.body
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.

https://www.pinterest.com/pin/181551428706225972/

Students will make a flip book about the character in the story

# 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

https://www.pinterest.com/pin/435019645232302731/

Allow students to take turns answering questions like who, what, when, why and how on the smart board.

# data[].attributes.body
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.

https://www.pinterest.com/pin/256212666280442775/

Students will be assigned different characters in the story and they will read their part aloud using dialogue they feel the character would use.

# data[].attributes.body
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

https://www.pinterest.com/pin/AWkULgwLMnJ_rw7uxXzXjK41-MaWXrK6bLHp81twlZJ2tyxFaYK8uhc/

Students will help to retell the story by answering questions about the different characters, settings and plot of the story.

# data[].attributes.body
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.

https://www.pinterest.com/pin/549368854522163869/

The students will have to describe the order of events in the story The Three Pigs.

# data[].attributes.body
CCSS.ELA-LITERACY.RI.2.4
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
https://www.pinterest.com/pin/214202526000166125/
The students will have a chance to make a spider web full of great vocabulary words like Charlotte did for Wilbur.

# data[].attributes.body
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

https://www.pinterest.com/pin/523684262891691782/
The students will compare and contrast the book " The Three Pigs"  and "The three little pigs", to find out what is the same and different from both of the books.

# data[].attributes.body
CCSS.ELA-LITERACY.RI.2.9
Compare and contrast the most important points presented by two texts on the same topic.

https://www.pinterest.com/pin/44262008810768055/
The students will have a chance to compere and contrast  the town of Chewandswallow from the book " Cloudy with a chance of meatballs ", to the town that they live in

# data[].attributes.body
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.

https://www.pinterest.com/pin/287597126179113333/
The student will write the about the characters of the story and talk about the setting of the story. The will write about the problem of the story and a solution of the story

# data[].attributes.body
CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.

https://www.pinterest.com/pin/419397784029982297/
The students will use retell and sequence cards to retell the story of "The Relatives Came"

# data[].attributes.body
CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.

https://www.pinterest.com/pin/106538347411884161/

# data[].attributes.body
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

https://www.pinterest.com/pin/37717715599218398/

Students will describe the behaviors of the characters, discuss cause and effect, and create a fun project to help the environment by planting flowers and cleaning up the playground.

# data[].attributes.body
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.

https://www.pinterest.com/pin/244249979768738955/

Students will wear their mittens while helping create a story map.

# data[].attributes.body
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.

https://www.pinterest.com/pin/83387030576328655/

Student's will help describe different characters in the book. We will then decide which character we are most like.

# data[].attributes.body
CCSS.ELA-LITERACY.RL.K.2
With prompting and support, retell familiar stories, including key details.

https://www.pinterest.com/pin/90775748715614273/

Students will read the book, then fill out the worksheet shown on the link above. They will then work together to create a story of their own story to then draw with chalk on the playground. The teacher can surprise them with a drawing that they will then need to decide how to work around it.

# data[].attributes.body
Students ideas and craft
CCSS.ELA-Literacy.W.2.2
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section .

Ruby Bridges Craft

Attached is a craft that I created with my class for our…

24 saves

Teachers Pay Teachers

Comprehension Connection Literacy in the Content Areas

# data[].attributes.body
Identifying lessons in the story
CCSS.ELA-Literacy.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Using Poppleton books to teach RL.2 and RL.3, especially…

147 saves

Hello Literacy Literacy Ideas

Learn more at tcm-today.com

Poppleton in Winter: An Instructional Guide for Literature

Check out this great

13 saves

# data[].attributes.headline
Amber Carr                                                

# data[].attributes.subject
Amber Carr                                                

# data[].attributes.body
book creation
CCSS.ELA.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.

# data[].attributes.body
CCSS.ELA-Literacy.RL.2.6
Acknowledge differences in points of views of characters, including by speaking in a different voice for each character when reading aloud.

Students can be assigned a character to speak in their voice while reading aloud and discussing. Students will then use their character to create their book mark of point of view.

# data[].attributes.body
CCSS.ELA-Literacy.RL.2.3
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Students will compile a drawing board as a class comparing differences of cultures, and immigration throughout the book. This will be done through their own thinking.

# data[].attributes.body
CCSS.ELA-Literacy.RL.2.7
Use information gained from the illustrators and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Students will create a character outline as a class based upon the illustrations and words describing each character, and then complete a reading assignment to whom they associate the most with and why.
Describe each character based upon the illustrations and wordsWrite a response about the character you are most like, and create a drawing or craft of that character

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

Extension based on above book

Students can make foldable presentations as teams and present to the class, when all can continue the project together.

# data[].attributes.body
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.

Room on the Broom

Students create a timeline showing that they understand the structure of the story both on the board with the teacher, as well as on the carpet. They will be asked to describe their part in the book while on the carpet.

*Add in different parts of the story and action*

*each child will be able to talk through the action and parts of the story*

# data[].attributes.body
CCSS.ELA-Literacy.RL.2.3
Describe how characters in a story respond to major events and challenges.

Students create a poster to describe how characters respond to challenges.
Pinterest - Fabulous in Fourth Blogspot

# data[].attributes.body
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.

Students make a flip book to show the beginning, middle and ending of a story.