What can you do for the primary student who is a high reader and often bored and wanting to work independently? What can you do for the intermediate student who struggles with age appropriate text, keeping him or her from getting the much-needed practice in answering Common Core aligned questions?
You give him/her the chance to explore a kid’s version of a literature classic and allow themselves to pace their own learning with a HAVE BOOK, WILL TRAVEL™ independent study/small group packet. Reading can transport a reader anywhere and anytime in the world. By introducing young students to the classics and providing them with this unique packet, you will be giving your students the chance to explore practical ways to get beneath the surface of a story and learn about subtext, intentional vocabulary, identifying important comprehensive material, and practicing the skills to write solid re-tellings and summaries, while your students become familiar with classics they will learn more in-depth later in their education careers. HAVE BOOK, WILL TRAVEL™ packets are sure to prepare the primary high reader and the struggling intermediate reader equally as they are presented with the types of questions found on the Smarter Balanced Tests.
The HAVE BOOK, WILL TRAVEL™ series uses Random Houses’ Stepping Stones books. You can easily find this series in any book chain or on-line. Stepping Stones’ Anne of Green Gables adaption by Monica Deborah Felder, ISBN number is: 0-679-85467-3 (trade paperback, currently listed at $3.99). RL: 2.1, 006-009.
This Have Book, Will Travel™ packet includes the following resources:
--17 worksheets (one for each chapter or two chapters) with each one focusing upon one of the following areas of study: comprehension (6 worksheets); vocabulary (5 worksheets); re-telling (4 worksheets) and 2 at-home art projects.
--Included with each question is the CCSS standard(s) that is being covered.
--A list of CCSS standards covered in this packet.
--17 answer keys for the aforementioned worksheets...with extensive answers printed in red and detailed completely so that a teacher needn’t read the text to quiz a student or determine a student’s understanding of what was read.
--2 easy-to-use conference sheets (with notes) to be used in the course of a student reading the junior version of Anne of Green Gables.
--2 sheets for Art-at Home art projects to be used by you to quickly gather a small list of supplies and for
Also available: Independent Study/Small Group Packets for: The Adventures of Tom Sawyer, and The Wizard of Oz!
Coming Soon: Independent Study/Small Group Packets for: Oliver Twist, Peter Pan, Gulliver’s Travels, Little Women, and eventually 30+ other kid-friendly, abridged classics!
Common Core Standards covered in this packet includes:
L.2.2 e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
L.2.4 a Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.4 c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
L.2.4 e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L.2.5 b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
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.
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL.2.3 Describe how characters in a story respond to major events and challenges.
RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
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.
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.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
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.
W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
*PLEASE NOTE: This packet contains specific worksheets that you can use only with Random House’s Stepping Stones™ Anne of Green Gables, (ISBN No. 0-679-85467-3).
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