WINTER text set by BreAnne Caudle

RATIONALE

GRADE LEVEL: 2ND

MAIN TOPIC: WINTER

INTENDED FOR: STUDENTS AND PARENTS

WHY IS THIS AN IMPORTANT TOPIC? I think, as their teacher, learning about the different seasons in a variety of different ways, special things about them, how they are unique from one another, animals that are specific towards one season or another, etc. is important to broaden their understanding, knowledge and even their enjoyment of each season in its uniqueness. It is also, depending on the climate of the area I am teaching in, important to learn about how there are places that seasons are different than in our one area and it is, again, a good way to broaden their knowledge.

WILD horse winter

by tetsuya honda

PUBLISHER: CHRONICLE BOOKS

ISBN: 0-8118-1211-1

PAGES: 40

GENRE: NONFICTION, ANIMALS

SUMMARY: This is a story of the Donsanko horses of Japan walking through the winter snow storm. The horses left the prairie on their search for food but the snow kept falling day after day. The horses look for any food they can find: they chew on branches and bark from trees and find no real food to eat. There is a baby colt with it's mom amongst the heard. The snow got deeper and deeper until the horses were no longer able to be seen. Then the horses, the next morning, popped their head above the drifts and kept on going until the found a river, then kept going to the sea where they began to eat and drink and play in the waves. They pranced along the shore and knew that spring would be there soon and with it would bring new colts to the herd. The end of the book explains the breed of these horses as well as their wintery trek that the horses go through every year.

TEACHING POINTS

  • READING FIRST COMPONENT: Comprehension
  • AREA OF L.A. ADDRESSED: Reading
  • KCCR STANDARD: RL.2.3 - Describe how characters in a story respond to major events and challenges.
  • OBJECTIVE: Students will read and be able to describe the challenges that wild horses go through in the winter and relate it to their own challenges.
  • HOW THIS BOOK SUPPORTS THE ABOVE: This book is about wild Donsanko horses who are on the move because of the winter snow. The face many challenges along the way and it will be important that the students comprehend all that the story is from beginning to end. Students will also get to pay attention and comprehend the illustrations that go with the story.

THE NUTCRACKER

BY E.T.A. HOFFMAN

RETOLD BY: JANE B. MASON

PUBLISHER: SCHOLASTIC

ISBN: 0-439-43651-6

PAGES: 98

GENRE: CHILDREN'S MAGICAL TALE, NONFICTION

SUMMARY: When Marie, on Christmas Eve, gets tired of playing with her new presents she begins playing with a nutcracker. Her brother breaks the nutcracker, then she "fixes" the nutcracker and puts it to bed. When the clock strikes midnight, Marie enters into a dream-like world with the nutcracker and mice. When Marie tries to tell her mother and father about her dream they do not believe her but as her dream continues many more exciting and out-of-this-world things happen!

TEACHING POINTS:

  • READING FIRST COMPONENT: Comprehension
  • AREA OF L.A. ADDRESSED: Reading
  • KCCR STANDARD: RL.2.5 - Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action.
  • OBJECTIVE: Students will be able to retell the structure of the story and what happened from beginning to end.
  • HOW THIS BOOK SUPPORTS THE ABOVE: The book, being a longer book, will have comprehension as a huge component to know and remember what is going on throughout the story. The structure of the story kicks off at the beginning with the toys and the nutcracker and then the story takes off all the way to the end. It will be a good and even fun structure for students to look at the organization of the story.

CHARLIE AND LOLA: SNOW IS MY FAVORITE AND MY BEST

BY LAUREN CHILD

ILLUSTRATIONS BY TIGER ASPECT

PUBLISHER: PENGUIN GROUP

ISBN: 0-8037-3174-4

PAGES: 32

GENRE: WINTER, FICTION

SUMMARY: Charlie and Lola are brother and sister. When the weather man predicts that it is going to snow Lola gets really excited. She gets all of her clothes out for the cold and she waits for it to snow. When it is time for bed Lola keeps checking her window to see if it is snowing yet. When she gets up and sees that it is snowing she gets so excited and yells for Charlie but they will have to wait until morning to go and play outside. Charlie and Lola go to the park in the morning and it is all completely white. They make snow angels, go sledding, build a snowman and snowdoggy. Then they go inside and drink hot chocolate and plan their snow day tomorrow! When they go outside the next day and all the snow is melted and their snowman and snow doggy is gone, Lola wishes there was snow everyday. Charlie explains where there is always snow like in the Arctic and Antarctica but there they can't swim and Lola can't wear her stripy dress because it is too cold. Lola decides she is lucky to only have snow sometimes. Charlie made Lola a snowman that lives in the freezer so they played with it and watched it melt!

TEACHING POINTS:

  • READING FIRST: Fluency
  • AREA OF L.A. ADDRESSED: Reading
  • KCCR STANDARD:RL.2.5 - Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action.
  • OBJECTIVE: Students will be able to retell how all the different parts of the story play into one another and make up the structure of the story.
  • HOW THIS BOOK SUPPORTS THE ABOVE: This books is a fun story that includes action and dreaming. Children will be able to see how the sister loves the snow, what happens because she loves is and how she comes to see at the end of the story that even though she loves snow it's good to only have it for a season. Students will be able to gain fluency as they read the story accurately and with expression and will gain meaning and understanding as they read the story.

iguanas in the snow (and other poems)

Author: Francisco x. alareon

illustrator: maya christina gonzalez

PUBLISHER: CHILDREN'S BOOK PRESS

ISBN: 0-89239-168-5

NUMBER OF PAGES: 32

GENRE: POETRY, NONFICTION, SPANISH

SUMMARY: This book is made up of many poems with the theme of winter, from the city and the streets, to the clouds, to school, and many more! This is a great array of poems in both Spanish and English translations. As the family frolics through the city in the snow we hear their songs of poetry as they describe all that they see. With the combination of their songs as well as the illustrations that Gonzalez pairs with each poem, this book paints a beautiful picture.

TEACHING POINTS:

  • READING FIRST: Vocabulary development
  • AREA OF L.A. ADDRESSED: Viewing
  • KCCR STANDARD: RL. 2.4 - Describe how words and phrases supply rhythm and meaning in a story, poem, or song.
  • OBJECTIVE: Students will learn about the rhythm of poems and be able to write their own poem - in English or their first language.
  • HOW THIS BOOK SUPPORTS THE ABOVE: This book is a collection of poems written in both the English and Spanish translations. It will increase and help their vocabulary for mainly ELL students to be able to have both right in front of them but also for the non ELL students to be able to see both and learn more about their peers. The poems will be a good example of words and phrases supplying rhythm with how they flow and describe.

POLAR ANIMALS

BY WADE COOPER

PUBLISHER: SCHOLASTIC

ISBN: 978-0-545-05766-0

PAGES: 29

GENRE: NONFICTION, ANIMALS

SUMMARY: This book begins with an introduction of polar animals, where they live and how they are unique to polar weather and snow. It then teaches about animals including: polar bears, walrus, the snowy owl, arctic fox, seal, and penguins. It talks about how each animal is unique, what it looks like, what it does (fly or swim) how it protects itself in the snow, what it eats and where it lives.

TEACHING POINTS:

  • READING FIRST: Comprehension Strategies
  • AREA OF L.A. ADDRESSED: Reading
  • KCCR STANDARD: R.I.2.8: Describe how reasons support specific points the author makes in a text.
  • OBJECTIVE: Students will be able to explain why and how the animals in the book are able to survive and thrive in the winter cold.
  • HOW THIS BOOK SUPPORTS THE ABOVE: This book is full of facts about animals and how and why they survive in the cold. The scientifically based research will help with comprehension and it also is very focused writing that has one main goal from multiple avenues (animals). The students will be able to support the animals cold survival by that which the author of the book writes.

WHEN WILL IT SNOW?

WRITTEN AND ILLUSTRATED BY BRUCE HISCOCK

PUBLISHER: ATHENEUM BOOKS FOR YOUNG READERS

ISBN: 0-689-31937-1

PAGES: 32

GENRE: FICTION, WINTER

SUMMARY: Robin was very excited for it to snow and he looked outside his window every morning and every night waiting to see snow on the ground. His town was ready, the salt was piled up and the tractors ready but it just wouldn't snow. Across the meadow there were many animals that were preparing for the winter and the snow. Robins mom took him to get extra groceries for when it would finally snow. The night became cold and clear and crisp. Robin was tucked into bed. The next morning he woke to a frost and his mom told him to be patient. When Robin was out later that day getting firewood when he saw the snow clouds rolling in. When Robin and his mom finished supper there were flakes falling from the sky and then they ran outside and got to dance around and enjoy the cold snow and then fed some of the animals. The winter has come and tomorrow they will go sledding.

TEACHING POINTS:

  • READING FIRST: Fluency
  • AREA OF L.A. ADDRESSED: Reading
  • KCCR STANDARD: 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.
  • OBJECTIVE: Students will be able to answer who, what, where, when, why and how questions about the book.
  • HOW THIS BOOK SUPPORTS THE ABOVE: This book has the little boy asking a lot of questions as well as a lot of different things happening such as animals preparing for winter and cutting wood for the fireplace. It is a great book for fluency because it is repetitive but simple enough for accuracy, rate and expression.

knut: how one little polar bear captivated the world

told by: juliana, isabella, and craig hatkoff and dr. Gerald r. Uhlich

PUBLISHER: SCHOLASTIC

ISBN: 978-0-545-04716-6

PAGES: 40

GENRE: NONFICTION, ANIMALS

SUMMARY: This is the story of a polar bear cub who was born in the Zoo Berlin and when his mom rejected him, one of the zoo keepers, Thomas, became his "foster father" and took care of him every moment of every day. We learn about Knut's life from his life as a baby cub learning to walk, his first food and how he played. Knut began to be independent and strong to go out in public. Thomas and Knut made their first public appearance when he was old enough and everyone fell in love with Knut. He loved to play, roll around in the sand, play with his soccer ball and play tug of war with Thomas for all the people to see. Eventually Knut will get to strong and Thomas will not be able to spend so much time with him but it will be a good thing, too. Near the end of the book it talks also about how the habitat that Knut should live in and where all polar bears live is in danger. After Knut's story it tells of what polar bears that live in their natural habitat eat, how and where they live, what they do, their "families" and how we can help their natural habitat not be in such great danger.

TEACHING POINTS:

  • READING FIRST: Fluency
  • AREA OF L.A. ADDRESSED: Reading
  • KCCR STANDARD: RL.2.3- Describe how characters in a story respond to major events and challenges.
  • OBJECTIVE: Students will be able to discuss the events and challenges that Thomas and Knut go through and how they handle them.
  • HOW THIS BOOK SUPPORTS THE ABOVE: This book is full of great events, happenings and challenges that the students will easily be able to talk about. Students will be able to put events together and see how they all go together and make it flow.

A PERFECT DAY

WRITTEN AND ILLUSTRATED bY carin berger

PUBLISHER: GREENWILLOW BOOKS, HARPER COLLINS

ISBN: 978-0-06-201580-8

PAGES: 40

GENRE: FICTION, WINTER

SUMMARY: This book goes through a perfect snowy, winter day from dawn to dusk. As the snow fell and the "whole world was white" the kids went out in the snow! They skied, made and threw snowballs, climbed snow mountains, built snowmen and snow forts, sled down the hill, skated on the ice and then, they all together, made snow angels. When dusk came it was time to go home for warmth and hot chocolate to end their perfect day.

TEACHING POINTS:

  • READING FIRST: Fluency
  • AREA OF L.A. ADDRESSED: Reading
  • KCCR STANDARD: RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
  • OBJECTIVE: Students will be able to describe with imagery their day from beginning to end.
  • HOW THIS BOOK SUPPORTS THE ABOVE: This book is a great picture of two kids day from beginning to end. It is an easy read that will also help students in their accuracy, rate and phrasing. They will be able to see how a story is written and told.

when it starts to snow

by philis gershator

illustrated by martin matje

PUBLISHER: HENRY HOLT & COMPANY

ISBN: 0-8050-5404-9

PAGES: 32

GENRE: FICTION, WINTER

SUMMARY: This is a story about what all of the animals do when it starts to snow. How they find their food, what type of food they eat, where and how they live and where they sleep to stay warm in the cold of winter. Animals big to small from a mouse to the big bear. The little boy in the book is asking what the animals do but he is so excited for the snow he can't sleep when the snow wants to fall and play!

TEACHING POINTS:

  • READING FIRST: Fluency
  • AREA OF L.A. ADDRESSED: Reading
  • KCCR STANDARD: RL.2.6.- Acknowledge differences in points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
  • OBJECTIVE: Students will be able to discuss and recognize the different characters and their points of view.
  • HOW THIS BOOK SUPPORTS THE ABOVE: This book has many different animals that do different things when it starts to snow, students will be able to recognize the differences in each animals response. Students will be able to read and understand the book with fluency, accuracy, expression and phrasing.

winter is for snow

WRITTEN AND ILLUSTRATED by robert neubecker

PUBLISHER: DISNEY

ISBN: 978-1-4231-7831-6

PAGES: 32

GENRE: FICTION, WINTER

SUMMARY: This is a story of a brother and a sister. He loves the snow and talks about everything that makes it beautiful, dazzling, wonderful, excellent, snowmen, lights, snowball fights and much more but little sister thinks that snow is cold, winter is cold and not any fun. The more the snow looks like fun the more the little sister decides she will like the snow!

TEACHING POINTS:

  • READING FIRST: Vocabulary development
  • AREA OF L.A. ADDRESSED: Reading
  • KCCR STANDARD: RL2.4 -Describe how words and phrases supply rhythm and meaning in a story, poem, or song.
  • OBJECTIVE: Students will be able to recognize and use an array of different words to describe something.
  • HOW THIS BOOK SUPPORTS THE ABOVE: This book is full of words that describe the winter. For example it uses these words all to describe winter: wonderful, cold, damp, excellent, fabulous, snow, adventurous, and dangerous. This book will help to get the idea of using many describing words for one thing and will help to expand and develop their vocabulary.

snowman's story

illustrated by will hillenbrand

PUBLISHER: TWO LIONS

ISBN: 978-1-4778-4787-9

PAGES: 32

GENRE: ILLUSTRATION, WINTER

SUMMARY: This book is illustration only and actually has no words. But it is the illustration of a snowman's story, life and adventure.

AREA OF L.A. ADDRESSED: Viewing

KCCR STANDARD: RL.2.7. - Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, plot.

OBJECTIVE: Students will be able to see that there is value in the illustrations, not just words to tell a story.

HOW THIS BOOK SUPPORTS THE ABOVE: This book is an illustrations only story and I think that it has a lot of value and a lot of description to tell a story without words.

SNOW DAY

WRITTEN BY BARBARA M JOSSE

ILLUSTRATED BY Jennifer Plecas

READ BY GRANDMA ANNII'S STORYTIME

PUBLISHER: SCHOLASTIC

ISBN:0-3959-6890-9

PAGES: 32

SUMMARY: Robby woke up to snow all over! It was a snow day! Robby, Louise and his dog Zippy are very excited! Robby wakes up his other sister Heather and she doesn't want to get up. They made breakfast then went and played outside in the snow. Outside they were the first ones outside! They made snow angels, monsters and dogs, scooped the snow, ran around in the tunnels, and had a big snow ball fight. When it started to snow again they brought wood inside, lit the fireplace and sat and drank hot cocoa while they watched the snow fall outside.

TEACHING POINTS:

READING FIRST: Fluency

AREA OF L.A. ADDRESSED: Visual

KCCR STANDARD: RL.2.7. - Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, plot.

OBJECTIVE: Students will demonstrate understanding of character, setting and plot while paying attention to the illustrations.

HOW THIS BOOK SUPPORTS THE ABOVE: This book and specifically the video reading of the book has great illustrations that come to life which help to draw attention to the reader to these specific things: characters, setting, plot. Hearing someone read the book helps students with fluency and the visual aspect will really help them to see and understand the book in a whole new way.

Created By
BreAnne Caudle
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Credits:

Created with images by kachi - "winter landscape snow"

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