2
SCHOLASTIC INC. Excepting those parts intended for classroom use, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012. Scholastic Inc. grants purchasers of this product permission to reproduce from this book those pages intended for use in the classroom. Notice of copyright must appear on all copies of copyrighted materials.
Copyright © 2023 by Scholastic Inc. All rights reserved. Published by Scholastic Inc. Printed in the U.S.A.
ISBN 978-1-338-88745-7
SCHOLASTIC and associated logos are trademarks and/or registered trademarks of Scholastic Inc. Other company names, brand names, and product names are the property and/or trademarks of their respective owners. Scholastic does not endorse any product or business entity mentioned herein.
1 2 3 4 5 6 7 8 9 10
150
32 31 30 29 28 27 26 25 24 23
Scholastic Inc., 557 Broadway, New York, NY 10012
Dear Teacher, Welcome to summer! During this summer session, you and your students will dive into three big themes of summer: Exploration (exploring the world), All of Us (spending time with friends and family), and Good Reads (enjoying a set of books with the same genre focus). As you can see from the contents of your Scholar Zone Summer: Reading and Writing boxes, you and your students will immerse yourselves in a rich collection of fiction and nonfiction titles, including informational texts, mysteries, and humorous fiction. Some of these books you’ll read aloud; others you’ll use in teacher-led reading instruction; and others are reserved for children to read in their Book Club Libraries. During this summer session, students will engage in a variety of activities to strengthen their literacy skils: • Listen as you read aloud books • Discuss big ideas with the class • Work with you in small groups on their reading skills and strategies • Interact with their peers in small Book Club Library meetings • And throughout, write about what they’ve read This Teacher’s Guide will guide you as you work with your students to help them enjoy the summer—and improve their reading and writing.
Welcome to summer—and to Scholar Zone Summer: Reading and Writing!
Grade 2 I Teacher’s Guide 3
Contents
Getting Organized ........................................................................................................... 6 Themes & Units .................................................................................................................. 7 Unit at a Glance ................................................................................................................. 8 Planning & Pacing ........................................................................................................ 10 Additional Support ...................................................................................................... 11 EXPLORATION : Animals, Animals, Animals Overview/Planning ............................................................................................. 12 Read-Aloud (Whole Class) What If You Had Animal Feet!? .........................................................................16 Who Would Win? Whale vs. Giant Squid ........................................................18 Please Be Nice to Sharks ....................................................................................20 What If You Had Animal Ears!? ..........................................................................22 Odd Animal Helpers .............................................................................................24 Teacher-Led Reading Instruction (Small Group) Now I Know: Bears.................................................................................................26 Don't Let the Pigeon Stay Up Late! .................................................................28 The Magic School Bus Fixes a Bone ................................................................30 Independent/Partners Week 1 .....................................................................................................................32 Week 2 .....................................................................................................................36 Book Club Library Animals, Animals, Animals .................................................................................40 Unit Projects Animals, Animals, Animals .................................................................................44 ALL OF US: It's Mysterious Overview/Planning ................................... 46 Read-Aloud (Whole Class) Shark Detective! ....................................................................................................50 It Came From Outer Space .................................................................................52 Inspector Flytrap ..................................................................................................54 Lark Holds the Key ...............................................................................................56 Detective Blue .......................................................................................................58 Teacher-Led Reading Instruction (Small Group) Class President (Marvin Redpost) ....................................................................60 10 Things I Can Do to Help My World .............................................................62 The Wrong-way Rabbit .......................................................................................64
4 Scholar Zone Summer: Reading & Writing
Independent/Partners Week 3 .....................................................................................................................66 Week 4 .....................................................................................................................70 Book Club Library It's Mysterious ........................................................................................................74 Unit Projects It's Mysterious ........................................................................................................78 GOOD READS: Humorous Fiction Overview/Planning ................ ......80 Read-Aloud (Whole Class) Chicks and Salsa ...................................................................................................84 Bird & Squirrel on the Run! ................................................................................86 Flop to the Top! .....................................................................................................88 Even Superheroes Make Mistakes ....................................................................90 Captain Awesome Goes to Superhero Camp ................................................92 Teacher-Led Reading Instruction (Small Group) Frogs! .......................................................................................................................94 Elephants (Amazing Animals) ...........................................................................96 Monarch Butterflies .............................................................................................98 Independent/Partners Week 5 ...................................................................................................................100 Week 6 ...................................................................................................................104 Book Club Library Humorous Fiction ...............................................................................................108 Unit Projects Humorous Fiction ...............................................................................................112 Writing Support Informative/Explanatory Writing/Student Samples ................................114 Informative/Explanatory Read-Aloud/Chameleons Are Cool ................116 Narrative Writing/Student Samples ..............................................................117 Narrative Read-Aloud/Goldilocks Returns ..................................................119 More Informative/Explanatory Writing/Student Samples .....................120 Informative/Explanatory Read-Aloud/An Egg Is Quiet .......................... 122 Writing Self-Checks ...........................................................................................123 Support for Multilanguage Learners 44 English Sounds Chart/Letter Cards .........................................................125 Additional Support for Reading Instruction ...............................................127
Grade 2 I Teacher’s Guide 5
Getting Organized
Here’s what you’ll find in your Scholar Zone Summer: Reading & Writing boxes. Teacher’s Guide and Student Handbooks • Scholar Zone Summer: Reading & Writing Teacher’s Guide: The complete Teacher’s Guide for your grade • Scholar Zone Summer: Reading & Writing Student Handbook: A class set of Student Handbooks for children to use to practice their skills, engage in discussion, and write about their reading Books • Books for Whole-Class Read-Aloud: 1 copy of 15 titles • Books for Teacher-Led Small-Group Reading Instruction: 6 copies of 9 titles • Books for Independent/Partners/Book Club Libraries: 4 copies of 12 titles • Mentor Texts for Writing Instruction: 1 copy of 3 titles
6 Scholar Zone Summer: Reading & Writing
Themes & Units
Welcome to summer! Over the next five or six weeks, you and your students will dive into books and discussions about the big themes of this summer program. Themes Children in all grades of Scholar Zone Summer: Reading and Writing will spend about two weeks with each of these themes: • E xploration: This theme focuses primarily on exploring the world. The books in this theme are mostly informational texts. • All of Us: Children will read fiction and reflect on characters and stories. • Good Reads: Each grade has an emphasis on a specific genre. Units For each grade, there’s a unit related to each theme. Here are the units for Grades K, 1, and 2.
Grade K
Grade 1
Grade 2
Here and There (Habitats)
Sports Time
Animals, Animals, Animals
EXPLORATION
Just Us
It Makes Us Laugh
It’s Mysterious
ALL OF US
Animal Fantasy
Informational Texts
Humorous Fiction
GOOD READS
Grade 2 I Teacher’s Guide 7
Unit at a Glance
Each grade includes three units, one for each of the themes: Exploration , All of Us , and Good Reads . This Scholar Zone Summer: Reading & Writing Teacher’s Guide and the Scholar Zone Summer: Reading & Writing Student Handbook are designed to work hand in hand as you progress through each unit. Unit Opener In this Teacher’s Guide, each of the three units includes a two-page opener that introduces the unit, along with an essential question. The unit opener also includes titles and covers of all the books in the unit. Planning Guide In this Teacher’s Guide, each unit includes a day-by-day planner for managing the elements of the 90-minute literacy block: Read-Alouds (Whole Class), Teacher-Led Reading Instruction (Small Group), Letters and Sounds activities (Independent/Partners), Book Club Library activities (Independent/Partners), and Writing (Whole Class). Read-Alouds Each unit includes 5 Read-Aloud titles (1 copy of each). All Read-Aloud titles relate to the theme of the unit. The teacher reads these titles aloud to the whole class. • In this Teacher’s Guide, a lesson provides guidance for the teacher, including suggested questions for discussion. • In the Student Handbook, there are activities for the whole group to work on together after listening to the Read-Aloud. Teacher-Led Reading Instruction Books Each unit includes 3 titles for Teacher-Led Reading Instruction (6 copies of each). These books address a variety of topics and will not necessarily relate to the theme of the unit. The teacher will lead this instruction in small groups while other students do Letters and Sounds activities and read in their Book Club Library. • In the Teacher’s Guide, detailed lessons guide teachers through small-group Teacher-Led Reading Instruction.
8 Scholar Zone Summer: Reading & Writing
Letters and Sounds/Sight Words/Vocabulary Children will complete phonics activities independently or with partners. These activities help to review letters and sounds children need to decode words as they read. This section includes sight words (high-frequency words). Also, children study groups of words to enhance their speaking and writing vocabularies. Book Club Library Each unit includes 4 Book Club Library titles (4 copies of each). All Book Club Library titles relate to the theme of the unit. Children choose the books they want to read. • In the Teacher’s Guide, there is support that provides background for the teacher about each Book Club Library book, as well as discussion prompts. • In the Student Handbook, specific instructions guide students through Book Club Library readings, responses, and discussions. Writing Children will have many opportunities to write in response to reading. Each Read-Aloud lesson and each Teacher-Led Small Group Instruction Lesson has prompts for writing about reading. The “Writing Support” section at the back of this Teacher’s Guide has instruction and models related to Narrative Writing and Informative/Explanatory Writing. These writing activities are based on mentor texts. Unit Projects Suggestions for culminating Unit Projects appear at the end of each unit. There is a choice of projects, or you may choose to have children do both.
Grade 2 I Teacher’s Guide 9
Planning & Pacing
Scholar Zone Summer Reading & Writing is composed of three units. A unit generally spans two weeks, with four days of instruction per week, and a 90-minute literacy block each day. The 90-Minute Literacy Block Each day is divided into four sections. Whole-Group Instruction (30 minutes): During whole-group instruction, you’ll lead a Read-Aloud based on the theme of the unit. Teacher-Led Reading Instruction (2 rotations; 20 minutes each): Children will meet with you for reading instruction. Letters and Sounds/Sight Words/Vocabulary and Book Club Library (2 rotations; 20 minutes each): Children will do Letters and Sounds/Sight Words/Vocabulary activities and read four Book Club Library books about the unit theme. Writing (20 minutes): Each unit will focus on a form of writing—informative/explanatory and narrative. In the writing activities that follow, children will write in the selected form to respond to books from the unit. Six-Week Summer Sessions Six-week sessions are divided into three units of eight days each.
Weeks 1 & 2 Exploration: Animals, Animals, Animals
Weeks 3 & 4 All of Us: It's Mysterious
Weeks 5 & 6 Good Reads: Humorous Fiction
Five-Week Planner Units Five-week sessions are divided into two theme-based units of eight days each and one unit of four days.
Weeks 1 & 2 Exploration: Animals, Animals, Animals
Weeks 3 & 4 All of Us: It's Mysterious
Week 5 Good Reads: Humorous Fiction
10 Scholar Zone Summer: Reading & Writing
Additional Support
In addition to the lessons in Scholar Zone Summer: Reading & Writing, you’ll find additional support in your Teacher’s Guide.
Reading Instruction Support (MLs and Striving Readers)
This section includes suggestions and routines to assist in your reading instruction. The strategies described here may be particularly helpful with striving readers and with multilingual (ML) students. You may also find these strategies useful for all students; strategies include:
• Talking About Books and Sharing Ideas • Using Academic Language in Discussions • Working With Partners
Phonics Support
• 44 Sounds of the English Language • Letter Cards
Grade 2 I Teacher’s Guide 11
EXPLORATION: Animals, Animals, Animals Weeks 1 & 2
Welcome to Animals, Animals, Animals . In this unit you’ll read about different kinds of animals. As you and your students go through the unit, encourage them to think about and discuss which animals they like learning about most. Which unique animal features help them live and grow in their environments? Read-Aloud | Whole Class For days that begin with read-alouds in Animals, Animals, Animals , you’ll guide children to preview the book and activate prior knowledge. Along the way, you will highlight key vocabulary words and engage children in discussion about the books. After each reading, you will work together to complete a Student Handbook page.
12 Scholar Zone Summer: Reading & Writing
Rotations
Book Club Library
Reading Instruction
Children will read four books on the topic of Animals , Animals , Animals . They’ll respond to prompts in their Student Handbooks, working independently or with partners.
Also, during these weeks, you and your students will meet in small groups to focus on reading skills. Detailed lessons are provided for each book. Books in this section will vary in subject matter.
Letters & Sounds | Independent/Partners Children will complete activities to practice skills. Writing Support | Whole Class Children will do an Informative/Explanatory Writing based on Chameleons Are Cool. Projects | Independent/Partners Children will work on projects that connect to Animals, Animals, Animals.
Grade 2 I Teacher’s Guide 13
EXPLORATION: Animals, Animals, Animals Planning Guide
Grade 2 I Week 1
Day 1
Day 2
Day 3
Day 4
Read-Aloud Who Would Win? Whale vs. Giant Squid, TG pp. 18–19 & SH p. 7 Reading Instruction Now I Know: Bears , TG pp. 26–27
Read-Aloud Please Be Nice to Sharks , TG pp. 20–21 & SH p. 10 Reading Instruction Don't Let the Pigeon Stay Up Late!, TG pp. 28–29
Read-Aloud What If You Had Animal Ears!? , TG pp. 22–23 & SH p. 13 Monitor Book Club Chats For background about each book, see pp. 40–43, TG. • W hat Would You Do With a Tail Like This? • W ho Would Win? Lion vs. Tiger • W ild World: Fast and Slow: Mammals • B aby Dolphin's First Day Vocabulary Clips, TG p. 35 & SH p. 14 Book Club Chat TG pp. 35, 40–43 & SH p. 15 Write About Reading Don't Let the Pigeon Stay Up Late! (Narrative), TG p. 29
Read-Aloud What If You Had Animal Feet!?, TG pp. 16–17 & SH p. 4
Whole Class Read-Aloud 30 min.
Reading Instruction Now I Know: Bears , TG pp. 26–27
Teacher-Led Instruction Small Group
Rotate after 20 min.
Letters and Sounds
Letters and Sounds
Letters and Sounds oo sounds , TG p. 32 & SH p. 5 Book Club TG pp. 32, 40–43 & SH p. 6 Informative/ Explanatory Writing Introduce Student Samples, TG p. 114–115
Independent/ Partners Rotate after 20 min.
r- controlled words , TG p. 34 & SH p. 11 Book Club TG pp. 34, 40–43 & SH p. 12
-ar and -or words , TG p. 33 & SH p. 8 Book Club TG pp. 33, 40–43 & SH p. 9
Informative/ Explanatory Writing Read-Aloud: Chameleons Are Cool! , TG p. 116
Write About Reading
Whole Class Writing* 20 min.
Now I Know: Bears Write and Respond (Description), TG p. 27
* There are Writing About Reading prompts included with the Read-Aloud lesson. You may wish to substitute those activities for the Write About Reading listed here.
14 Scholar Zone Summer: Reading & Writing
Grade 2 I Week 2
Day 1
Day 2
Day 3
Day 4
Read-Aloud Animals, Animals, Animals Activity, SH p. 19
Read-Aloud Animals, Animals, Animals Activity, SH p. 22
Read-Aloud Animals, Animals, Animals Unit Projects, TG pp. 44–45 Monitor Book Club Chats • What Would You Do With a Tail Like This? • Who Would Win? Lion vs. Tiger • Wild World: Fast and Slow: Mammals • Baby Dolphin's First Day Vocabulary Young animals , TG p. 39 & SH p. 25 Book Club Chat TG pp. 39, 40–43 & SH p. 26
Read-Aloud Odd Animal Helpers , TG pp. 24–25 & SH p. 16
Whole Class Read-Aloud 30 min.
Reading Instruction
Reading Instruction
Reading Instruction Don't Let the Pigeon
Teacher-Led Instruction Small Group
The Magic School Bus Fixes a Bone, TG pp. 30–31
The Magic School Bus Fixes a Bone, TG pp. 30–31
Stay Up Late!, TG pp. 28–29
Rotate after 20 min.
Letters and Sounds r blends , TG p. 37 & SH p. 20 Book Club TG pp. 37, 40–43 & SH p. 21 Write About Reading The Magic School Bus Fixes a Bone Draw and Label a Poster (Informative/ Explanatory) TG p. 31
Letters and Sounds l blends , TG p. 38 & SH p. 23 Book Club TG pp. 38, 40–43 & SH p. 24 Write About Reading The Magic School Bus Fixes a Bone
Letters and Sounds y -vowel sounds , TG p. 36 & SH p. 17 Book Club TG pp. 36, 40–43 & SH p. 18 Write About Reading Don't Let the Pigeon Stay Up Late! Extend Meaning Through Writing (Expository) TG p. 29
Independent/ Partners Rotate after 20 min.
Write Facts Have children choose one book and write five facts they learned
Whole Class Writing* 20 min.
Have children compare and
from reading. (Informative/ Explanatory)
contrast two bones in the human body.
* There are Writing About Reading prompts included with the Read-Aloud lesson. You may wish to substitute those activities for the Write About Reading listed here.
Grade 2 I Teacher’s Guide 15
EXPLORATION: Words & Music Weeks 1 & 2 GOOD READS: Humorous Fiction Weeks 5 & 6
Welcome to Humorous Fiction . In this unit you’ll read about fictional characters who are put in funny situations. As you and your students go through the unit, encourage them to think about and discuss how humor can make a story better. What makes a story humorous? Read-Aloud | Whole Class For days that begin with read-alouds for Humorous Fiction , you’ll guide children to preview the book and activate prior knowledge. Along the way, you will highlight key vocabulary words and engage children in discussion about the books. After each reading, you will work together to complete a Student Handbook page.
80 Scholar Zone Summer: Reading & Writing
Rotations
Book Club Library
Reading Instruction
Children will read four books on the topic of Humorous Fiction . They’ll respond to prompts in their Student Handbooks, working independently or with partners.
Also during these weeks, you and your students will meet in small groups to focus on reading skills. Detailed lessons are provided for each book. Books in this section will vary in subject matter.
Letters & Sounds | Independent/Partners Children will complete activities to practice skills. Writing Support | Whole Class Children will do an informative/explanatory writing based on An Egg Is Quiet . Projects | Independent/Partners Children will work on projects that connect to Humorous Fiction.
Grade 1 I Teacher’s Guide 81
GOOD READS: Humorous Fiction Planning Guide
Grade 2 I Week 5
Day 1
Day 2
Day 3
Day 4
Read-Aloud Bird & Squirrel on the Run!, TG pp. 86–87 & SH p. 53 Reading Instruction Frogs! , TG pp. 94–95
Read-Aloud Flop to the Top!, TG pp. 88–89 & SH p. 56
Read-Aloud Even Superheroes Make Mistakes, TG pp. 90–91 & SH p. 59 Monitor Book Club Chats For background about each book, see TG pp. 108–111. • U nicorn and Yeti: Cheer Up • N arwhal: Unicorn of the Sea! • F ly Guy vs. the Flyswatter • I Am a Tiger Vocabulary Words Compound words, TG p. 103 & SH p. 60 Book Club Chat TG pp. 103, 108–111 & SH p. 61 Write About Reading Elephants (Amazing Animals)
Read-Aloud Chicks and Salsa, TG pp. 84–85 & SH p. 50
Whole Class Read-Aloud 30 min.
Reading Instruction Elephants (Amazing Animals), TG pp. 96–97
Reading Instruction Frogs! , TG pp. 94–95
Teacher-Led Instruction Small Group Rotate after 20 min.
Vocabulary Words Suffixes -ful, -er , TG p. 101 & SH p. 54 Book Club TG pp. 101, 108–111 & SH p. 55
Sight Words TG p. 102 & SH p. 57 Book Club TG pp. 102, 108–111 & SH p. 58
Vocabulary Words Suffixes -ful, -er , TG p. 100 & SH p. 51 Book Club TG pp. 100, 108–111 & SH p. 52 Informative/ Explanatory Writing Revisit/Talk About it Student Samples TG pp. 120–121
Independent/ Partners Rotate after 20 min.
Informative/ Explanatory Writing
Write About Reading Frogs! Make a Word Web
Whole Class Writing* 20 min.
Read Aloud An Egg Is Quiet TG p. 122
(Informative/ Explanatory) TG p. 95
Make a Chart (Informative/ Explanatory) TG p. 97
* There are Writing About Reading prompts included with the Read-Aloud lesson. You may wish to substitute those activities for the Write About Reading listed here.
82 Scholar Zone Summer: Reading & Writing
Grade 2 I Week 6
Day 1
Day 2
Day 3
Day 4
Read-Aloud Humorous Fiction Activity, SH p. 65
Read-Aloud Humorous Fiction Activity, SH p. 68
Read-Aloud Humorous Fiction Unit Projects, TG pp. 112–113
Read-Aloud Captain Awesome Goes to Superhero Camp, TG pp. 92–93 & SH p. 62 Reading Instruction Elephants (Amazing Animals), TG pp. 96–97
Whole Class Read-Aloud 30 min.
Reading Instruction Monarch Butterflies , TG pp. 98–99
Reading Instruction Monarch Butterflies, TG pp. 98–99
Monitor Book Club Chats • Unicorn and Yeti: Cheer Up • Narwhal: Unicorn of the Sea! • Fly Guy vs. the Flyswatter • I Am a Tiger
Teacher-Led Instruction
Small Group
Rotate after 20 min.
Letters and Sounds -oy, -ow sounds , TG p. 105 & SH p. 66 Book Club TG pp. 105, 108–111 & SH p. 67 Write About Reading Monarch Butterflies Write Questions
Letters and Sounds
Vocabulary Words Antonyms, TG
Letters and Sounds Final blends , TG p. 104 & SH p. 63 Book Club TG pp. 104, 108–111 & SH p. 64 Write About Reading Elephants (Amazing Animals) Write a Fable (Narrative) TG p. 97
Independent/ Partners Rotate after 20 min.
Beginning sounds, TG p. 106 & SH p. 69 Book Club TG pp. 106, 108–111 & SH p. 70
p. 107 & SH p. 71 Book Club Chat TG pp. 107, 108–111 & SH p. 72 Write Book Desciptions Have children choose three Read- Aloud books and list information about them in order for classmates to guess the book.
Write About Reading Have children
Whole Class Writing* 20 min.
choose three events that happen in the life of a monarch butterfly and write them in the correct sequence.
and Answers (Informative/ Explanatory) TG p. 99
(Informative/ Explanatory)
(Informative/ Explanatory)
* There are Writing About Reading prompts included with the Read-Aloud lesson. You may wish to substitute those activities for the Write About Reading listed here.
Grade 2 I Teacher’s Guide 83
GOOD READS: Humorous Fiction Read-Aloud | Whole Class
Chicks and Salsa Book Talk
Show the book cover. Ask: Have you ever seen someone wearing a hat or clothes like this? The hat is called a sombrero , and the chicken is wearing a poncho. These are traditional things to wear in Mexican culture. What do you think the title Chicks and Salsa means? Listen as I read the book, and let’s find out what we can discover about chicks and salsa!
Read Aloud the Text and Explore It Together Note: Book pages are not numbered. The title page is page 1. (pp. 4–11) Why are the chickens bored with their regular food? THINK ALOUD I read that the chickens are grumbling and that they are tired of their chicken feed. When someone is tired of something, that means the same as “bored.” So the chickens are bored with eating the same food all the time. (pp. 16–19) What happens at the duck pond? THINK ALOUD I read that the ducks are inspired by the chickens. When someone is inspired, they want to try or do something someone else has done. So I think that the ducks are also bored with their food and want to try something new, too. (pp. 20–24) What new thing do the pigs decide to eat? (pp. 25–29) What problem do the animals face? (pp. 34–40) What does the rooster do when the Nuthatchers go to the fair? Sum It Up Say: This fun story tells how animals solve the problem of eating boring food by using what the farmer grows in the field to make new, exciting meals.
Author: Aaron Reynolds Illustrator: Paulette Bogan Browse the Book Page through the book and have children notice its genre and features. • Identify Genre/Humorous Fiction Is this book fiction or nonfiction? How do you know? Are there photographs, illustrations, or both? • Explore Text Features Draw children’s attention to the illustrations in the book. Explain that the pictures and the words both tell the story. • Key Words Write the key words for children. Choose pages on which key words appear, read aloud the text, and discuss their meanings in context. grumbling (p. 9) complaining about something encouragement (p. 16) words of praise that people give others enticing (p. 21) inviting; making a person want to do something ML SUPPORT Point out that these words all have more than one syllable. Say the words and have children repeat after you a few times.
84 Scholar Zone Summer: Reading & Writing
Week 5
Focus on Comprehension Identifying Problem and Solution Explain to children that when they listen to a text, they should think about the problems the characters face and how they solve them. • When I look at pages 4–11, I notice that the pictures show the hens and chicks looking sad. They are tired of chicken feed. The rooster looks thoughtful. He thinks that salsa will be the solution to this problem. • On pages 12–21, we see that the same problem extends to the ducks and pigs. The ducks are tired of fish, and the pigs are tired of slop. As a result, the ducks make guacamole, and the pigs make nachos. • Listen as I read pages 28–32 again. What problem do the characters have? How do they solve it? Think and Share Invite children to share their thinking. • Reading About Animals • How do the pictures help you know how the animals are feeling? • How are the animals in this book like other animals? How are they like people? • T eamwork Though the rooster thought of a solution to the animals’ problems, he did not work alone. Other animals helped the rooster with his solution. • What things did the chicks, ducks, and pigs do to help make new meals? • How did teamwork help make life better for all the farm animals? Student Handbook Have children turn to the Read-Aloud page in their Student Handbooks. Have children complete the page, and then have them share their work.
Write About Reading Have children choose from the following prompts and complete the activity: • Write an Opinion Have children draw a picture of their favorite foods. Ask them to write the name of the food and why the food is their favorite. (Opinion) • Write a Book Review Invite children to write a review of the book. Tell them to explain what they liked or disliked about the story, characters, and illustrations. (Narrative) ------------------------------------------------------------------------------------------- ML SUPPORT Have children list some foods they like to eat and discuss the foods with classmates. Help them spell the names of their favorite foods.
Grade 2 I Teacher’s Guide 85
GOOD READS: Humorous Fiction Read-Aloud | Whole Class
Bird & Squirrel on the Run! Book Talk
Show the book cover. Ask: What do you see happening on the cover? It looks like a bird is flying while carrying a squirrel, and a cat is trying to eat them both! How did the bird and squirrel get into this situation? Are they going to be all right? Listen as I read the book, and let’s find out!
Read Aloud the Text and Explore It Together (pp. 1–11) What are Bird and Squirrel doing? How are their personalities different? THINK ALOUD I see that Bird is flying around enjoying the beautiful day, while Squirrel is gathering nuts for the winter. That tells me that Bird just wants to enjoy life, while Squirrel worries about the future. (pp. 26–29) How does Bird feel about going down south? How does Squirrel feel?
Author: James Burks Browse the Book Page through the book and have children notice its genre and features. • Identify Genre/Animal Fantasy Is this book fiction or nonfiction? How do you know? Are there photographs, illustrations, or both? • Explore Text Features Point out the speech balloons, and read some of the text inside them. Tell children that sometimes an author uses speech balloons to show which characters are talking and what they are saying. • Key Words Write the key words for children. Choose pages on which key words appear, read aloud the text, and discuss their meanings in context. responsible (p. 8) being in charge of something or doing something allergic (p. 28) feeling sick or affected from food or other things in the environment paralyze (p. 56) to make unable to move; cause to feel numb ML SUPPORT Have children repeat the multisyllabic words after you several times to help them pronounce the words.
THINK ALOUD The book says that Bird thinks it will be a great adventure, but Squirrel doesn’t like to travel and can only think about feeling sick, getting hurt, and other bad things that might happen.
(pp. 53–64) How do Bird and Squirrel meet Mole and his family? What danger ahead does Grandmole warn Squirrel about? (pp. 81–85) After he is almost eaten by a snake, Squirrel is sure he is going to die. Why does he stay with Bird? (pp. 107–114) How does Squirrel save Bird from the hawk? How does Squirrel feel after saving Bird? Sum It Up Say: We have read about some adventures Squirrel and Bird have together: Squirrel uses his store of nuts to save Bird, and the two head south for the winter. In the end, Bird and Squirrel become friends.
86 Scholar Zone Summer: Reading & Writing
Week 5
Focus on Comprehension Cause and Effect
Write About Reading Have children choose from the following prompts and complete the activity: • Write a Letter Have children write a letter to their favorite character in the book. The letter should explain why that character is the favorite and tell the character how to stay out of trouble in the future. (Opinion) • Write a Sequel Invite children to write about the next adventure Bird and Squirrel might have. Ask: Where will they go? Who do you think they will meet along the way? What will they do? (Narrative) ------------------------------------------------------------------------------------------- ML SUPPORT Help children by providing sentence frames to write their sequel. For example: Bird and Squirrel go to ____. Along the way, they meet _____ and _____. It is exciting when they ______.
Explain to children that when they listen to a text, they should think about the things that happen (effects) and why they happen (causes). • I see that on pages 15–23, Bird keeps annoying Cat while trying to get away from him. This makes Cat more determined to get Bird. I would say that because Bird is annoying Cat, Cat now wants to get him. • Squirrel has to go south with Bird because he now has no food stored for the winter. If he stays, he will starve. Because he doesn’t have enough food, he is going somewhere else. • After Squirrel is almost eaten by the snake, Squirrel and Bird become friends. What causes their friendship? Think and Share Invite children to share their thinking. • Reading About Adventure • Which of Bird and Squirrel’s adventures is your favorite? Why is that your favorite? • At the end of the book, Bird and Squirrel have gone south, and now they are bored. Why do you think they feel bored? • Helping Others Bird and Squirrel survive by helping each other. Sometimes characters must help each other to reach their dreams or survive. • Why do you think Squirrel used his store of nuts to save Bird from Cat? • Why is it important to help other people and animals when they are in trouble? Student Handbook Have children turn to the Read-Aloud page in their Student Handbooks. Have children complete the page, and then have them share their work.
Grade 2 I Teacher’s Guide 87
GOOD READS: Humorous Fiction Read-Aloud | Whole Class
Flop to the Top! Book Talk
Show the book cover. Say: Look at this picture of a dog. Why do you think people are holding him up in the air? Do you think he did something special or amazing? Why do you think the person at the bottom of the picture is saying that she is the funny one? Listen as I read the book, and let’s find out!
Read Aloud the Text and Explore It Together
Author: Eleanor Davis and Drew Weing Browse the Book Page through the book and have children notice its genre and features. • Identify Genre/Humorous Fiction Is this book fiction or nonfiction? How do you know? Are there photographs, illustrations, or both? • Explore Text Features Point out that although some pictures have captions, the story is told using speech balloons. • Key Words Write the key words for children. Choose pages on which key words appear, read aloud the text, and discuss their meanings in context. superstar (p. 7) a person who is very famous red carpet (p. 9) a long red rug that is laid down for movie stars and celebrities to walk on sassy (p. 19) lively and energetic; sometimes a little too playful or naughty ML SUPPORT Point out the words in the story to children. Have them divide the compound word superstar into its word parts. Discuss with them how the meaning of the compound word comes from the meaning of two smaller words.
(p. 10) How does Wanda’s sister describe Wilbur’s face? How does Wanda describe it? How would you describe it?
THINK ALOUD Wanda’s sister says Wilbur looks sad, but Wanda says that it is his
happy face. I don’t think Wilbur looks happy or sad. He just looks the same in all the pictures. (pp. 12–13) Why does Wanda think everyone who is outside of her house is there to see her?
THINK ALOUD The book describes Wanda as someone who thinks about herself a lot. The book tells how a picture Wanda posted of herself and Wilbur on the
computer got 20 million likes. So based on what I know, Wanda assumes people are there for her. (pp. 16–20) What happens when Sassy Cat’s car drives up? (pp. 22–26) What are some things that Wanda learns about Wilbur? (pp. 27–31) What happens that makes Wilbur eat the contract? (pp. 32–35) What does Wanda do instead of watching The Star Show ? Sum It Up Say: Wanda wants to be a superstar, but when her dog becomes a superstar instead, Wanda gets jealous. But then Wanda realizes that it is more important to be a good friend than a superstar.
88 Scholar Zone Summer: Reading & Writing
Week 5
Focus on Comprehension Story Events
Write About Reading Have children choose from the following prompts and complete the activity: • Write About Your Favorite Part Have children consider which part of this story is their favorite. Ask them to explain why it’s their favorite part and to give examples to support their ideas. (Opinion) • Write a Short Story Invite children to imagine that they are a superstar for one day. Have them write a short story about their day. Ask: What do you do? Where do you go? How do you feel? Encourage them to add pictures to their story. (Narrative) ------------------------------------------------------------------------------------------- ML SUPPORT Have children begin by recalling what Wilbur did after he became a superstar. Encourage children to think about whether they might do those things, too.
Explain to children that when they listen to a text, they should think about the story events. Story events make up the plot and move the story along. • I see on pages 7–10 that Wanda, the main character, treats everyone as if they are her fans, even her dog, Wilbur. The way she treats people must be important in the story’s plot. • On pages 17–26, the events that happen after Wanda posts the picture make her upset. She does not like that Wilbur is getting more attention than she is. She tells Wilbur all the things he cannot do, but Wilbur shows her he can do them. He ignores Wanda just like she ignored her family. • Listen as I read pages 27–32 again. Something happens that changes Wanda and Wilbur’s relationship. What is it, and what do you think Wanda has learned?
Think and Share Invite children to share their thinking. • Reading About Family
• How do Wanda and her family behave toward each other at the beginning of the story? • How do they act at the end of the story? • Kindness Authors often tell stories about people being kind to each other. They tell these stories to show why being kind is important to building relationships with people. • Why do you think it is important to be kind to others, especially your family members? • What are some ways to be kind? Student Handbook Have children turn to the Read-Aloud page in their Student Handbooks. Have children complete the page, and then have them share their work.
Grade 2 I Teacher’s Guide 89
GOOD READS: Humorous Fiction Read-Aloud | Whole Class
Even Superheroes Make Mistakes Book Talk
Show the book cover and read the title. Ask: Have you ever made a mistake? When I look at the cover, I see a lot of mistakes, even in the book title. The letter k in the word mistakes is going the wrong way! What kinds of mistakes do you think superheroes might make? How could they use their superpowers to fix the mistakes? Listen as I read the book, and let’s find out!
Read Aloud the Text and Explore It Together Read up to page 53 and stop. If you have time, you may wish to read the rest of the story. Note: Book pages are not numbered. The title page is page 1. (pp. 2–5) What is happening to the superheroes? THINK ALOUD As I look at the pictures and read the words, I think that the superheroes are making mistakes. I see the bandits getting away. (pp. 6–9) What are some things the superheroes could do or say when they make mistakes? THINK ALOUD I think the superheroes could make excuses for their mistakes the way the pictures show. They could blame others or take attention away from themselves. But then I think, “Would superheroes do that? Is that the way they would act?” (pp. 10–17) How do the superheroes start to fix their mistakes? (pp. 18–23) What happens when superheroes don’t take responsibility for what they do? (pp. 24–34) What do real superheroes do to solve problems their mistakes have caused? Sum It Up Say: What did you learn from this book? Everyone makes mistakes sometimes, even superheroes! What’s important is what you do after you make a mistake.
Author: Shelly Becker Illustrator: Eda Kaban Browse the Book Page through the book and have children notice its genre and features. • Identify Genre/Informational Text Is this book fiction or nonfiction? How do you know? Are there photographs, illustrations, or both? • Explore Text Features Point out to children that the illustrations, or graphics, in this book give it the appearance of a comic book, but that it doesn’t have speech balloons or thought bubbles like a comic book has. The book’s text tells the story in rhyming lines. • Key Words Write the key words for children. Choose pages on which key words appear, read aloud the text, and discuss their meanings in context. succeed (p. 2) to win or to do something well despair (p. 5) to feel helpless or unhappy bungle (p. 7) to make a mistake or an error diverting (p. 7) taking a person’s thoughts away from something obstructing (p. 21) getting in the way of apologize (p. 26) to say you are sorry for something you did
ML SUPPORT Point out features in the pictures that will help children understand word meanings.
90 Scholar Zone Summer: Reading & Writing
Week 5
Focus on Comprehension Identify Problem and Solution Explain to children that texts often present a problem that needs to be solved. Readers identify the problem and then read to find out how the problem is solved. • In the first few pages, the author presents ways superheroes could try to solve a problem that they are having—making mistakes. The superheroes could make excuses, but the excuses wouldn't fix their mistakes. • On pages 10–11, we see that the superheroes discuss the most effective way to solve a problem or fix a mistake. They stop and consider what is best to do now. • Listen as I read pages 24–34 again. In what ways do the superheroes show responsibility in trying to solve their problems and fix their mistakes? Think and Share
Student Handbook Have children turn to the Read-Aloud page in their Student Handbooks. Have children complete the page, and then have them share their work.
Write About Reading Have children choose from the following prompts and complete the activity: • Write About What Happened Ask children to think about a time when they made a mistake. Have them write about what the mistake was and then tell how they fixed it. (Narrative) • Write a List of Tips Have children imagine that they are superhero teachers. Have children tell the kids in the class what not to do when they make mistakes at school. (Opinion) ------------------------------------------------------------------------------------------- ML SUPPORT Brainstorm with children about the kinds of mistakes children might make at school.
Invite children to share their thinking. • Reading About Making Mistakes
• What do you think is the most important thing to do when you make a mistake? • Why is it important to apologize and take responsibility when you do something wrong? • Taking Responsibility The author of this story wanted to make a point in a fun way about a serious topic: being responsible for your actions. • How do the superheroes show responsibility for their actions? • Why do you think the author used superheroes to write about taking responsibility? • What are some ways you can take responsibility for the mistakes that you make?
Grade 2 I Teacher’s Guide 91
GOOD READ: Humorous Fiction Read-Aloud | Whole Class
Captain Awesome Goes to Superhero Camp Book Talk
Show the book cover. Say: The title of this book is Captain Awesome Goes to Superhero Camp . Let’s look at the picture. I see a little boy in a costume. What do you think this book is about? Is this boy Captain Awesome, or do we meet Captain Awesome at Superhero Camp? I wonder what a superhero camp is like. Listen as I read the first four chapters, and let’s find out!
Read Aloud the Text and Explore It Together (pp. 1–12) Who are the members of the Sunnyview Superhero Squad?
Author: Stan Kirby Illustrator: George O’Connor Browse the Book Page through the book and have children notice its genre and features. • Identify Genre/Humorous Fiction Is this book fiction or nonfiction? How do you know? Are there photographs, illustrations, or both? • Explore Text Features Model for children how to use the table of contents. Explain that the numbers beside the titles indicate where readers can find those chapters in the book. • Key Words Write the key words for children. Choose pages on which key words appear, read aloud the text, and discuss their meanings in context. supersonic (p. 2) faster than the speed of sound gadget (p. 15) a small tool or device gear (p. 15) things someone needs to do something ML SUPPORT As you approach each word in the story, point it out and help children define it in their own words or by their actions.
THINK ALOUD I think three friends are members of the squad. They are Supersonic Sal, Nacho Cheese Man, and Captain Awesome. The friends live in an area called Sunnyview. They have fun pretending to be superheroes and fighting bad guys.
(pp. 13–23) What is Camp Ka-Pow?
THINK ALOUD It sounds like a camp where kids can learn to be superheroes and have fun. I might like to go to a camp like that!
(pp. 25–33) How does Eugene (Captain Awesome) first meet Eric (Amazing Man)? Do you think they will be friends? Why, or why not? (pp. 33–43) What are some things kids can do at Camp Ka-Pow? Sum It Up Say: Summer camp can be a lot of fun, but it is also a place to learn and make new friends. Campers can learn cooperation and teamwork while playing and working with others.
92 Scholar Zone Summer: Reading & Writing
Week 6
Focus on Comprehension Understand Character
Write About Reading Have children choose from the following prompts and complete the activity: • Create a Poster Make a poster for Eugene to hang in his room. Draw some new funny superheroes and label them with their funny superhero names. (Narrative) • Write a Thank-You Note Eugene is very excited when he finds out that he is going to Camp Ka-Pow. Write a note from Eugene to his mother and father to thank them for finding this special camp for him. (Narrative) ------------------------------------------------------------------------------------------- ML SUPPORT Help children think of things that Eugene might say to thank his parents. Write some words for children to use in their thank-you notes.
Explain to children that readers can get to know characters by what the characters say and what the characters do. • On pages 4–5, Eugene is reading comic books about Super Dude. It is summer, so he has more time to read. He also likes watching cartoons on TV. This lets me know that Eugene really likes superheroes and spends a lot of time on things he likes. • On pages 15–16, Eugene describes the kind of camp that he would like to go to. I can see that Eugene has a good imagination. He uses the things he read about superheroes and the cartoons he saw to imagine a camp. • On pages 29–32, Eugene and Eric fight over Eugene’s Super Dude bag. Eugene tries to explain that it is his because of the grape juice stain. What does that tell you about the way Eugene tries to solve problems? Think and Share Invite children to share their thinking. • Reading About Friendship • Why is friendship important? • Do you think the book is about friendship? Tell why or why not. • T eamwork This is a humorous story about becoming friends in unexpected ways. One of those ways is by teamwork. • How easy or hard is it to work as part of a team? • What do you think makes a good team? Student Handbook Have children turn to the Read-Aloud page in their Student Handbooks. Have children complete the page, and then have them share their work.
Grade 2 I Teacher’s Guide 93
Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56 Page 57 Page 58 Page 59 Page 60Made with FlippingBook - Online catalogs