Soaring Vocabulary

L.2.4e

Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

L.3.4d

Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

To prepare this center, cut out a tagboard copy of the kite bow pattern. Place the bow template at a center along with a dictionary, construction paper, and a list of directions like the one shown. To make a kite, a child folds a sheet of paper in half vertically and then horizontally and cuts the paper as shown. Next, the student unfolds her paper and writes a current vocabulary word on the kite. She also writes the word in a sentence and illustrates the sentence. Then she traces the bow template four times on construction paper scraps and cuts out the bows. The student finds the word in the dictionary and labels each bow according to the directions. Finally, she cuts a thin strip of paper, glues it to the back of her kite! , and glues each bow in order on the strip. Display the kites around the room.


School Day Adventures
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.3.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
To set the tone for this fun creative-writing idea, read aloud Snowmen at Night by Caralyn Buehner. Review with students what the snowmen do while the people sleep. Ask each child to think about a favorite toy at home. List on the board students’ ideas about what the toys might do while the students are at school. Then have each student refer to the list to write a story titled “[Name of toy] by Day.” For added interest, encourage each child to bring the toy to school on the day she shares the final draft of her story.




Here’s the Difference
RI.2.5

Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Direct each child to open a textbook that contains nonfiction passages, such as a social studies or science book. Lead students in a discussion of the similarities and differences between this book and a reading textbook or a chapter book. Guide them to point out features—such as headings, subheadings, boldfaced words, maps, and diagrams—that are in the nonfiction textbook but not the fiction book. Then ask students to use the text features they've named to locate key facts and information in the text.

Silent Dialogue

L.3.2c

Use commas and quotation marks in dialogue.

One partner writes a brief statement or question in the form of a direct quotation as shown. He passes the paper to his partner, who reads the sentence and writes a reply in the same format. Students continue as time allows. As a quiet alternative, have students type their sentences on a computer instead