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PreK
GRADES K–5
GRADES K–8
WELCOME TO A WORLD OF READING FUN!
Anytime is a good time to read, draw, write, and share ideas! This book is filled with exciting things for you to read and wonderful things for you to do. • Do you like to read stories? Here’s your chance to read stories with characters who may be just like the people you know. Or you might read fantasy stories and meet funny animal characters that will make you laugh. • Do you ever wonder about the real things in your world? There are lots of nonfiction texts to help you learn about your world. You’ll see colorful photos and find lots of facts and information. You might read about robots one day and sharks the next day. • Do you love to draw, write, and share your ideas? There are lots of pages where you can share what you are thinking with your drawings and writing. You can share your ideas about the stories and texts you read or listened to.
Give students the extra enrichment they need to succeed with interactive ELA and math programs. PAGES 56–57
EVERYTHING YOU ARE ABOUT TO READ IS 100% TRUE.
GRADE 2
Ten Ways to Hear Snow written by Cathy Camper; illustrated by Kenard Pak
Remember, every day will be different — so get ready and get set to enjoy your day!
A comprehensive early childhood curriculum in English and Spanish PAGES 17–23
Ten Ways to Hear Snow AT A GLANCE The morning after a blizzard, Lina ventures out into the snowy city for a visit with her grandmother, Sitti, to do something they love to do together: cook. Sitti has limited eyesight, and as Lina makes her way to Sitti’s building, she listens to the sounds around her and wonders whether these sounds are ways in which her grandmother now experiences snow. Lina and Sitti connect with each other and to the world around them through what they hear and what they do. The author’s use of language also helps readers feel they are right there, alongside Lina, experiencing this special day. AFTER READING
In this book you’ll find the following kinds of articles: • Peer Review: Want to peer into your peers’ lives? Have a look at these profiles of students who have gone through or accomplished something major.
Strategy Focus: Visualize Say: Sometimes authors describe sights, sounds, smells, tastes, and feelings so well that you may feel almost as if you are right there in the book. You visualize when you use these kinds of details from a text to imagine what it would be like to be part of the action in the book. Look for clue words that appeal to your senses : • Which words tell you about things you can see or hear? • Which words tell you about things you can smell or taste? • Which words tell you about things you can feel? Visualizing helps readers travel to different places through their reading and helps readers experience what the characters are experiencing . Extend Learning Write About Snow Lina shares with Sitti the different ways she heard the snow on her walk. Have children imagine they are writing to a friend who has never seen snow. Prompt children to describe what snow looks like, sounds like, and feels like, building on their own experiences and what they learned from the book. (informational/explanatory) Book Club Discussion Have students meet in small groups to think about the text and discuss the questions below. You may wish to provide the questions on cards or print them out from the website for students to use. • Someone Like Me Lina looks forward to spending the Strategy Focus: Visualize
Revisit and read aloud pages 8–11, where Lina first leaves her house and uses what she sees as well as what she hears to think about the snow. Guide children to focus on how the author describes what Lina is seeing, hearing, and feeling. Ask: What can you visualize when the author tells us that “the snow was as bright white as a light bulb”? Or when the author says that the second sound Lina hears is low to the ground and is made by Lina’s boots “crunching snow into tiny waffles”? How do the sights as well as the sounds the author describes help readers imagine what it would be like to be with Lina as she has these experiences? Build Social-Emotional Awareness Say: Lina and Sitti have a very special relationship and enjoy spending time together. When the two are together, they have fun making stuffed grape leaves. Her grandmother also helps Lina discover a tenth way to hear snow. How does doing things with others help you share new skills and new ideas? Have students turn and talk with a partner. Then select a few students to share their thinking with the class. ( CASEL Competency relationship skills) A Quiet Time Begin by telling children that we want to experience something similar to what Lina experienced during her walk. Turn down the lights and ask children to close their eyes and sit quietly. Tell children that they will sit quietly with their eyes closed for two minutes. During this time, make sounds with a few classroom objects. Encourage them to pay attention to the different sounds and think about what made each sound. Once children open their eyes, ask them to write down their guesses. Invite children to share their guesses and compare with others in the class.
• Life Hacks: Need advice? Here are practical articles you can use to live your best life.
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Genre/Text Type: Realistic Fiction/Picture Book
Social-Emotional Focus: Relationship Skills
• It’s Debatable: Like to argue? There are at least two sides to these issues.
INTRODUCE THE BOOK Display the front cover to the children. Share with them that Ten Ways to Hear Snow is about a girl, Lina, and her grandmother, Sitti, who notice different ways to hear snow. Ask: When you think about snow, what do you think about? Have you ever thought about how to hear snow? What might that sound like? Let’s read and count with Lina to find out the ten ways she hears snow! DURING READING As you read the book, pause to discuss the questions below. Encourage students to turn and talk with partners or share their thinking with the whole group. pp. 3–7 When Lina looks out her window, she sees a street blanketed in white. Where is she going on this snowy morning? Why do you think Lina turns down her parents’ offer to join her? (key ideas and details, make inferences)
Rising Voices Theme Someone Like Me/ Memorable Characters
• Science World: Ready to expand your mind? Have a look at these real-life science stories.
Note to the Teacher • Read-Aloud Tip Have fun reading aloud the special words the author uses to describe sounds like ploompf and swish-wish. Allow time for children to look at the illustrations and connect images and sounds. • Language Support The use of adjectives is very important in the story. Remind students that adjectives describe nouns. Discuss some of the author’s vivid descriptions, such as powdery sound or whiskery noise . • Background The author is an Arab American who was born and grew up in Wisconsin. She draws on her childhood experiences and includes a few Arabic wordsinthis story: Sitti (grandmother), habibti (dear girl), and warak enab (stuffed grape leaves). Vocabulary muffled (p. 5) softened a sound squinched (p. 8) made narrower radiator (p. 21) a metal fixture that provides heat cocoons (p. 25) protective coverings
Celebrating Girls of Color DEVELOPED WITH DR. M. ANN LEVETT
• That’s History: Wait— what?! Here are untold stories, unsolved mysteries, and more secrets from the past.
Don’t miss the Bonus! articles, amazing short pieces to read for fun.
pp. 8–13
As Lina makes her way to Sitti’s, she hears snow in different ways. How do the details in the illustrations connect to the words the author uses to help you better understand what Lina hears? (visualize, picture clues)
day with her grandmother and doesn’t let the snow stop her. What impresses you the most about Lina? How is she like you or someone that you know? • Snowy Sounds The author uses some made-up words in the story like snyak , snyek , snyuk . Why do you think the author decided to use these kinds of words to help tell about the sounds Lina hears? pp. 14–19 Lina continues her walk to Sitti’s home and meets her friends, Rachid and Mariam, building a snowman. But then...what happens? Which words and details in the text and illustration help you understand the seventh way to hear snow? (context clues, visualize) pp. 20–27 Lina and Sitti make stuffed grape leaves together. Why do you think the illustrator shows how to make the stuffed grape leaves? What can you tell about Sitti and Lina’s relationship from how they work and play together? (picture clues, make inferences) pp. 28–32 In the beginning of the story, Lina isn’t sure if Sitti knows it snowed
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Connect to the Internet More About Cathy Camper Visit this site to access an interview with the author to share with children: www.susankaisergreenland.com . Select “blog” then “shout-outs” and scroll down to find the interview. overnight because of Sitt’s poor eyesight, but Sitti surprises her. What details help you understand how Sitti knew there was snow outside? How do you learn to appreciate your different senses through this story? (visualize, make connections)
caterpillars make around themselves while changing into moths
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Celebrating Girls of Color DEVELOPED WITH DR. M. ANN LEVETT
Rising Voices: Celebrating Girls of Color
ISBN 978-1-338-85970-6. Pack-ISBN 978-1-338-85994-2.
TEACHER’S GUIDE GRADES K–2
PreK–8
PreK & Up
Transform teaching practices with ideas and inspiration from some of today’s top educators. PAGES 76–91 Professional Resources
TEACHER’S GUIDE GRADES 3–5
®
Elevating Latino Stories
Strengthen educational equity with a community- based, read-aloud mentorship program. PAGE 100
Language Boost oral language skills with evidence-based instructional routines. Literacy Create lifelong readers with research-based sound and letter lessons.
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PAM ALLYN & ERNEST MORRELL FOREWORD BY MARIAN WRIGHT EDELMAN
W hen we build on children's strengths and immerse them in an intellectually invigorating, emotionally nurturing, literature-rich community, we grow "super readers"-avid readers who consume texts with passion, understanding, and a critical eye. PAM ALLYN,
"It's not an overstatement: every (yes, every) child can be a self-propelled super reader.Allyn and Morrell provide you with the tips to turn your kids into readers for life.Hint: It involves great books!" -JAMES PATTERSON, author of the Middle School series and the I Funny series "This practical guide reminds educators that the most powerful way to promote independent learning, critical thinking, and higher order skills is by helping every child to become an avid reader. Pam and Ernest's advice is clear and sound, and their insights are illuminating.For educators who want to help children develop a love of learning, this book is an invaluable resource."
GRADE 3
author, award winning literacy advocate, and founding director
Growing an Artist written and illustrated by John Parra
AT A GLANCE In this autobiographical story, the author recounts the first time he helps his dad, who owns and runs a landscaping business, on the job. The budding artist sketches what catches his attention, from flowers and trees to a face in a window. He learns how to mow grass, select plants at a nursery, and develop relationships with clients. The creative work of transforming overgrown yards into special spaces inspires Juanito to create his own design for a client. With his dad’s support, Juanito develops his ideas and honors the stories of landscapers who make the world more beautiful. Genre/Text Type: Autobiography/Picture Book Strategy Focus: Connect Events Social-Emotional Focus: Social Awareness INTRODUCE THE BOOK Display the front cover to the students. Invite them to think about what it might mean to grow an artist. Then tell the students that the book is about the author’s first day helping his dad at his business as a landscape contractor. Ask: What important lessons do you think the author might learn about himself, his dad, and the landscaping profession? Let’s read to find out! DURING READING As you read the book, pause to discuss the questions below. Encourage students to turn and talk with partners or share their thinking with the whole group. pp. 2–5 Juanito joins his papi for work. Why do you think this is a big day for Juanito? As Juanito, Papi, and Javier drive to work, they sing along to songs on the radio. How do you think they are feeling this morning? (make inferences, analyze character)
ofLitWorld (litworld.org) and Litlife (litlifeinfo.com) DR. ERNEST MORRELL,
®
Growing an Artist
Macy Professor of English Education and director ofthe
Implementation Guide Everything you need to set up and facilitate a successful mentoring program
-PEDRO A. NOGUERA, Distinguished Professor of Education, UCLA Graduate School of Education & Information Studies
AFTER READING
Elevating Latino Stories Elevating
Strategy Focus: Connect Events Say: When you notice and connect events, you are thinking about how details in a book go together. Ask yourself: • Does one event remind me of another event that I read about earlier in the book? • How are these two events related? How did one event lead to the other? Extend Learning Write About a Memorable Day This book was inspired by a memorable day in the author’s life. Think about a memorable day in your life and write about it. Explain what you did and why this day was special to you. (informative/explanatory) Book Club Discussion Have students meet in small groups to think about the text and discuss the questions below. You may wish to provide the questions on cards or print them out from the website for students to use. • Thinking Beyond Today Juanito becomes an artist who dedicates his art to telling people’s stories, including his own. How does his art honor the stories of the people in this book? How can sharing the stories of people you admire help inspire others to do good in the world? • Artistic Vision Artists have the ability to use their imaginations to think about things in new ways and then create something using their ideas. This is called artistic vision. How does Juanito take what he sees and what he imagines to create something new when he helps his father create a landscape design? Why is artistic vision an important skill for landscape designers to have?
Institute for Minority and Urban Education atTeachers College, Columbia University
pp. 6–9 encounter bothers Juanito at first, he is proud of his father and the landscaping work they do together. How does Juanito show that he appreciates the care and knowledge his father shows through his work? Why is it important to respect people and the work they do? Have students turn and talk with a partner. Then select a few students to share their thinking with the class . ( CASEL Competency social awareness) Be a Business Owner Juanito’s father is an pp. 10–11 Build Social-Emotional Awareness Say: While working at Mrs. Tarbe’s house, Juanito waves at his schoolmate Alex, who looks away. Although this awkward Revisit and read aloud pages 10–11, when Juanito and Papi have a lunchtime conversation. Ask: How is this earlier moment related to Juanito helping create the landscape design for the Carrolls? How does Papi’s encouragement of Juanito’s drawing inspire Juanito as an artist? Invite students to turn and talk with a partner. Then as a class, discuss how this conversation gives Juanito the confidence to pursue his passion. entrepreneur—a person who runs his own business. He has a lot to manage as a business owner, such as having employees, meeting with customers, and keeping track of money. Invite students to work in groups and to brainstorm a business they would like to create to improve their community. Have students come up with a name for the business, what service the business would provide, and how it would benefit the community. Students should work together to determine the role of each student in the group. Then have groups share about their companies and roles with the class.
"No child deserves to have the doors to the 'world of possible' slammed shut.So I am profoundly grateful for this new book.... Every Child a Super Reader provides a blueprint for nurturing the engaged and fluent readers we want all of our children to be.In the process, we will transform children's lives and life chances." -from the Foreword by MARIANWRIGHT EDELMAN, President, Children's Defense Fund
Rising Voices Theme Thinking Beyond Today
Elevating Latino Stories Elevating
Note to the Teacher • Read-Aloud Tip Read with enthusiasm to capture Juanito’s wonder, curiosity, and excitement. • Language Support Explain to students that landscaping is a business that makes homes, businesses, and public spaces beautiful by designing and decorating them with flowers, trees, lawns, and other plants. Landscape contractors must have a thorough knowledge of plants. • Background This story is based on the author’s childhood. John Parra began accompanying his father to the family business at the age of seven. Years later, John studied illustration and fine art at the Art Center College of Design in Pasadena, California. Though he did not pursue a career in landscape design, he is now an award-winning artist and illustrator of children’s books. Vocabulary contractor (p. 3) someone hired to do a job nursery (p. 12) a place where plants are grown and sold hydraulics (p. 17) a mechanical system powered by water passionate (p. 29) having strong feelings
••SCHOLASTIC scholastic.com 557 Broadway, New York, NY 10012 Printed in the U.S.A.
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Juanito helps with landscaping at Mrs. Tarbe’s house. How does Papi help make Juanito feel better after his encounter with Alex? (key ideas and details) Juanito talks to Papi during lunch. What event do you think sparked Juanito’s question? Why do you think the author included this conversation in the story? (connect events, author’s purpose)
U.S. $31.99 ISBN-13: 978-0-545-94871-S ISBN-10: 0-545-94871-1 111111111111 11 1 I I I I II Ill 11�11�1111? 9 UPDATE
FOR MORE INFORMATION, GO TO SCHOLASTIC.COM/SUPERREADER
karen l . mapp , anne t . henderson , stephany cuevas , martha c . franco , and suzanna ewert foreword by vito j . borrello
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pp. 12–17 The group takes their yard waste to the city dump. What happens to the yard waste at the city dump? What specific sights and sounds make this trip exciting for Juanito? (summarize, visualize) pp. 18–25 Juanito helps design the Carrolls’ yard landscaping. How is Mr. and Mrs. Carroll’s yard different from the ones that Juanito saw earlier? How does seeing the Carrolls’ yard lead him to helping design the new landscape? (compare and contrast, connect events) pp. 26–30 As Juanito reflects on his memorable day, he vows, “I will use my art to tell the stories of hardworking, passionate people who make the world more beautiful.” In the Author’s Note, you find out that this story is based on the author’s real life. Even though he did not become a landscape architect like his father when he became an adult, John Parra was inspired by his father to use creativity in his career. What impressed you most about John Parra and the way he shared his story? In what ways are you like Juanito? (make connections)
Connect to the Internet More Art by John Parra Visit the author/illustrator’s web page, which features a portfolio of his artwork and illustrations to share with students: https://johnparraart.com/portfolio .
EVERYONE WINS! The Evidence for Family-School Partnerships & Implications for Practice
TEACHER’S GUIDE
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GRADES 3–5
TEACHER’S GUIDE
Community Recruiting Guide Ready-to-go templates for personalized recruiting and communication with mentors
Rising Voices: Elevating Latino Stories
ISBN 978-1-338-88151-6. Pack-ISBN 978-1-338-88130-1.
GRADES K–2
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Math Nurture young
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Celebrate underrepresented voices with high-interest culturally relevant
mathematicians with fun hands-on math activities.
book collections. PAGES 113–114
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