Week 1
Teaching Options
Develop Fluency Explain that understanding when an author is using a metaphor to explain a concept will help children read more fluently. Discuss the use of the metaphor of a bridge on page 20 to describe the process by which a bone heals. Then model how to read this section of text fluently and have children echo-read it. Expand Oral Language/Conversation Talk About Body Parts Have children use information from the visuals in the book to identify different bones in the body and discuss how they work together to do various important jobs. Write and Respond to Reading Write a Scene Have children write a description of a trip Ms. Frizzle’s class takes to a doctor’s office to watch a doctor take care of a patient with a broken bone. (Narrative) Draw and Label a Poster Have small groups of children draw a picture of a skeleton and label the bones they learned about in the book. They can use Mr. Bone as a model for their skeleton. Then have them write a paragraph at the bottom of the poster stating facts about the bones in the body. (Informative/Explanatory) ML Support Use Gestures to Convey Meaning Use gestures to convey the meaning of unfamiliar science terms. Point to and name different bones and body parts discussed in the text, such as hinge joint, humerus, ulna, radius, skull, spine, and ribs . Have children follow your lead.
Focus on Foundational Skills Phonics and Word-Solving Strategies Wordplay Explain that an idiom is an expression whose overall meaning is different from the meanings of the individual words that make up the saying. Note that the author uses idioms to make bone-related jokes. • Have children look at the phrase “No bones about it” on page 7. Discuss that this idiom means “no doubt.” Then have children look at the phrase “I feel it in my bones” on page 11. Discuss how this idiom is used by someone who knows instinctively that something is true. Review how a pun is a humorous play on words. • Have children discuss the joke the author makes on page 10 by having Carlos mistake humerus for humorous and the play on words the author makes on page 12 with trip/tripped. Explain that some of the humor in the book comes from using the words in idioms to make puns. • Ask partners to explain the jokes a bad break (p. 19) and cracks me up (p. 29). Develop Comprehension Thinking Within the Text Have children think about the book’s problem and solution. • What problem do the students face? How do they solve this problem? Thinking Beyond the Text Examine the cover of the book. Then ask: • How is this book similar to other books you have read about bones or how the human body works? How is it different? Thinking About the Text The author uses many kinds of text features to make the science content accessible. Ask: ✪ How do the illustrations and speech balloons help the reader better understand information about bones? ✪ What types of information does the author include in the reports written by the students?
Grade 2 I Teacher’s Guide 31
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