Bobbie and the Kite (A)

Literature Resources
Class Sets in MediaCenter
A Kiss for Little Bear (1st grade AR Level)
Little Bear’s Visit (2nd grade AR Level)
The Fire Cat (2nd grade AR Level)
Morris Goes to School (2nd grade AR Level)
Cowgirl Kate and Cocoa (2nd grade AR Level)
**Other titles/reading levels available in media center** / MediaCenter Resources
SRA Specific Skills Series: Locating the Answer
SRA Specific Skills Series: Identifying Inferences
SRA Specific Skills Series: Detecting the Sequence
SRA Specific Skills Series: Using the Context
Scholastic Children’s Dictionary (Idioms pg. 638)
Supplemental Resources
Balanced Literacy (Kagan)
Cooperative Reading (Kagan)
Cooperative Grammar (Kagan)
Higher Order ThinkingQuestions L. Arts (Kagan)
Kagan Cubes / Formative Assess. Strategies
Strategic Teacher
Developing HOM
Guiding Reading Resources

• At the Beach (A)
• Balloons (A)
• Big and Little (A)
• Bobbie and the Kite (A)
• Curly and his Friends (A)
• Curly and the Cherries (A)
• Friends (A)
• Games (A)
• Goodnight Bobbie (A)
• I Can, We Can (A)
• I Can’t Find It! (A)
• I Take Care of My Dog (A)
• In the Woods (A)
• Kittens (A)
• Let’s Go! (A)
• Look! Now Look! (A)
• My Color (A)
• Our Families (A)
• Pancakes (A)
• Poor Panda (A)
• Scaredy Cat (A)
• School (A)
• Snowball Fight (A)
• That’s Mine! (A)
• The Hungry Fox (A)
• We are Playing (A)
• We Can! (A)
• What Bears Like (A)
• Baby Animals Learn (B)
• Big and Little (B)
• Bobbie and the Monster (B)
• Bobbie and the Parade(B)
• Carrots (B)
• Curly Finds a Homes (B)
• Eek! Look at This! (B)
• Eat It, Print It (B)
• Curly is Hungry (B)
• Gifts for Everyone (B)
• Going Shopping (B)
• Goldilocks (B)
• Hop In! (B)
• How Can You Fix It? (B)
• I Like Dogs (B)
• I Like to Jump (B)
• In the Country, In the City (B)
• Juggling (B)
• Max Gets Ready (B)
• Mixing Colors (B)
• Monster Soup (B)
• My Camera(B)
• My Frisbee (B)
• Ned’s Noise Machine (B)
• Next Door Pets (B)
• Shells (B)
• The Animal Walk (B)
• The New Hat (B)
• The Playhouse (B)
• Two Can Do It! (B)
• Water (B)
• We are Painting (B)
• We Like to Play! (B)
• What Am I? (B)
• What Can You See? (B)
• What Goes Up? (B)
• What Is It? (B)
• What’s in the Box? (B)
• Where is Eric? (B)
• Wings (B)
• At Last! (C)
• At Work (C)
• Baby Animals (C)
• Birthday Balloon: A Play (C) (0.8)
• Bobbie and the Baby (C)
• Bones (C)
• Bugs! (C) (0.4)
• Cocoons and Cases (C)
• The Computer Game (C)
• Elephant Walk (C)
• Fingerprint Family (C)
• From Egg to Robin (C) (1.3)
• Grandpa (C) (0.6)
• Have You Got Everything, Collin? (C) (0.5)
• Help! (C)
• Here is a Box? (C)
• Houses (C)
• How Many Can Play? (C)
• I Can Run (C)
• I See Fish (C)
• It’s a Party (C)
• Joshua James Likes Trucks (C)
• Moving Day (C)
• My City (C)
• My Vacation (C)
• Out of Sight (C) (1.2)
• Pancakes, Crackers, and Pizza (C) (1.0)
• Rain (C)
• Run for It! (C)
• Snake Goes Away (C)
• Socks (C) (1.1)
• Super Shopping (C) (1.5)
• Curly to the Rescue (C) (1.3)
• The Lion’s Dinner: A Play (C) (0.7)
• The Play (C)
• This is Me (C)
• Uh-oh! (C) (0.4)
• Up and Down (C) (0.3)
• What a Week! (C) (1.3)
• Where Are They? (C) (0.9)
• Brushes (D)
• Does a Penguin Have Fur? (D) (0.5)
• Rain! Rain! (D) (0.4)
• Footprints in the Snow (D)
• How Has it Changed? (D)
• I Can’t Open It! (D) (0.7)
• I Know Karate (D)
• In the Yard (D)
• Nests, Nests, Nests (D)
• Open Happy Classroom (D) (1.0)
• Paul the Pitcher (D) (1.8)
• Ears (D) (1.0)
• Ten Cats Have Hats (D)
• Through the Day (D) (0.6)
• Too Many Balloons (D) (1.2)
• Water, Water (D)
• What’s it Made Of? (D)
• Where Do Birds Live? (D)
• Where Do They Go? (D)
• Where is Curly? (D)
• Who Am I? (D)
• A Ball Called Sam (E) (0.7)
• A Box Can Be Many Things (E) (0.7)
• A Buzz is Part of a Bee (E) (1.4)
• Animal Babies (E) (1.0)
• Bobbie and the Play (E) (1.4)
• Bobbie’s New Coat (E) (1.1)
• Bully Bear (E) (1.3)
• Clay Art with Gloria Elliot (E)
• Everyone Says Sh-h-h-h (E) (0.9)
• Grandpa’s Clues (E) (1.3)
• How to Make a Bird Feeder (E) (1.9)
• I Can See (E)
• Just Like Me (E) (0.7)

/

• Look ! I Can Read! (E) (0.9)
• Polar Babies (E) (1.2)
• So That’s What It Is! (E)
• Special Places (E) (2.3)
• The Best Present (E) (0.8)
• The Voyage Mae Jemison (E)
• Up, Up, and Away: The Story of Amelia Earhart (E)
• Amy Loves the Snow (F)
• Cookie’s Week (F) (1.3)
• Firehouse Sal (F) (0.9)
• Frog’s Lunch (F) (1.0)
• Harry’s House (F) (1.0)
• I Am Fire (F) (1.2)
• Is this You? (F)
• Shine, Sun! (F) (0.4)
• Soccer Game! (F)
• Space Ant Goes Home (F) (1.2)
• Camping (F) (1.0)
• The Fox and the Crow (F) (2.0)
• The Fox and the Snail (F) (1.3)
• The Giant Gingerbread Man (F) (1.9)
• Goldilocks and the Three Bears (F) (1.6)
• Making Concrete (F) (2.0)
• Making Spaghetti (F) (1.7)
• Mr. Wolf Leaves Town (F) (1.1)
• Mr. Wolf Tries Again (F) (1.6)
• My Trip (F) (1.3)
• Reptiles (F)
• Sarah and Will (F) (1.7)
• Scare and Dare (F) (2.7)
• Two Snakes (F)
• Sebastian’s New Sister (F) (1.1)
• Spiders (F) (1.7)
• Socks Off! (F) (1.0)
• Whales (F) (1.7)
• Who’s that Knocking at my Door? (F)
• Worm Rap (F) (1.5)
• Animal Feet (G) (1.6)
• Bobbie Goes on Vacation (G) (1.3)
• Changing Shape (G) (2.4)
• Chloe the Chameleon (G) (1.6)
• Dinosaurs (G)
• Make It Move! (G) (2.0)
• Pele: The King of Soccer (G) (3.5)
• Mrs. Mog’s Cats (G) (1.3)
• Rascal (G) (1.1)
• Sam the Garbage Hound (G) (1.2)
• Sometimes Things Change (G) (1.5)
• Teddy Bear for Sale (0.9)
• Terrible Tiger (G) (1.1)
• The Class Trip (G) (1.0)
• The Dinosaur Hunt (G) (1.0)
• The Great Race (G) (1.7)
• The Wind and the Sun: An Aesop Fable (G) (1.7)
• Vroom! (G) (1.0)
• Wait, Skates! (G) (0.8)
• Why Can’t I Fly? (G) (1.6)
• Yo-Yo a Go-Go (G)
• A Kiss for Little Bear (H) (1.4)
• Caps, Hats, Socks, and Mittens (H)
• Clay Creatures (H) (1.7)
• Come! Sit! Speak! (H) (1.1)
• Danny and the Dinosaur Go to Camp (H) (1.8)
• Different Homes Around the World (H) (1.4)
• First, Take the Flour (H) (1.5)
• It’s Spring! (H) (2.2)
• My Favorite Days (H) (3.1)
• My Pigs (H) (0.9)
• One Smart Chick (H) (1.4)
• Peanuts (H) (2.0)
• Plane Rides (H) (1.2)
• The Fantastic Pumpkin (H) (1.3)
• The Singing Giant: A Play (H)
• The Singing Giant (H) (2.2)
• The Very Big Potato (H)
• Try This! (H) (1.9)
• When I First Came to This Land (H) (1.4)
• Which Insects Live Here (H) (1.8)
• Who Will Use This? (H) (1.5)
• What Will the Weather Be Like Today? (H) (2.0)
• A Day With Firefighters (I) (1.0)
• A Day With a Mail Carrier (I) (1.4)
• A Home for Mindy (I) (1.4)
• All Tutus Should be Pink (I) (1.8)
• Eggs (I) (2.2)
• Fizzkid the Inventor (I) (1.7)
• Goldilocks and the Three Bears (I)
• I am a Rock (I) (1.2)
• Is it a Fruit? (I) (1.8)
• Messy Bessey’s Family Reunion (I) (2.4)
• Red-Eyed Tree Frog (I) (1.3)
• Stone Soup (I) (1.9)
• Teeny Tiny (I) (2.4)
• The Elves and the Shoemaker (I)
• The Giant and the Frippit (I) (1.6)
• The Sun’s Family of Planets (I) (2.5)
• The Toy Tooth (I) (1.7)
• We Just Moved! (I) (1.5)
• What Will the Weather Be? (I) (1.6)
• A Hot Surprise (J) (1.5)
• Bear Shadow (J) (2.8)
• Cassie’s Castle (J) (2.4)
• Cat Whispers (J) (1.4)
• Don’t Stomp on the Bug (J) (2.2)
• Five Days to Go (J) (3.2)
• Poppleton Everyday (J) (2.0)
• How Kitten’s Grow (J) (2.8)
• How Turtle Got His Shell (J) (1.6)
• Jack Plays the Violin (J)
• Jamall’s City Garden (J) (2.4)
• Journey to a New Land (J) (2.6)
• Korka the Mighty Elf (J) (2.0)
• Looking at Maps and Globes (J) (2.5)
• Me on the Map (J) (1.8)
• My Life (J)
• No Ball Games (J) (2.1)
• On the Lake (J)
• Pedal Power (J) (2.8)
• Rainbows (J) (2.9)
• The Giant Jumperee: A Play (J) (1.8)
• The Ice-Cream Factory (J) (2.2)
• The Sword and the Stone (J) (2.1)
• A Place for Grace (K) (3.4)
• Adios, Coyote (K) (3.4) (Trickster Tale)
• All About Bugs (K)
• Amazing Hands (K) (3.2)
• Chickens Aren’t the Only Ones (K) (3.6)
• Fire! (K) (2.7)
• Flyers (K) (2.7)
• Forget It! (K) (2.6)
• Good Vibrations: Experimenting with Sound (K) (2.7)
• Helga’s Secret (K) (2.8)
• Is the Wise Owl Wise? (K) (2.4)
• Ming Lo Moves the Mountain (K) (3.6)
• Our Flag (K)
• Penguins (K)
• Shipwreck Saturday (K) (2.4)
• That’s Not My Hobby! (K) (2.1)
• The Blue Mittens (K)
• The Cherokee Little People (K) (2.4)
• The Day Jimmy’s Boa ate the Wash (K) (2.2)
• What Magnets Can Do (K) (3.6)
• Will Power (K) (2.1)

Technology

• Waterford
• Successmaker
• SRA
• Now What Tools (Dibels)
• Starfall

KindergartenELA

Domain:
Standards for Literature (RL)
Cluster:
Key Ideas and Details
Common Core Standards:

• CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details in a text.
• CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories, including key details.
• CCSS.ELA-Literacy.RL.K.3 With prompting and support, identify characters, settings, and major events in a story
• Big Idea: Key information is explicitly stated in stories.
• Concept: Stories contain details that the reader must identify to answer questions.

Key Vocabulary
Author
Illustrator
Character
Detail
Illustration
Plot / Sequence of Events
Setting
Story
Text / Retell
Beginning
Middle
End / I can ...
retell a familiar story.
story elements (characters, setting, & events).
Habits of Mind

• Metacognition
• Managing Impulsivity

/ Criteria for Success for Mastery
Students should be able to:

• Understand appropriate vocabulary
• Predict
• Retell
• Make Connections

Learning Targets (KUD)
K: actively listen and participate in a read aloud;
U: with prompting and support answer questions from text, identify key details, and identify characters;
D: Identify details in stories / Essential Questions:

• What details do you need when retelling a story?
• Can you identify the story elements?

Suggested Activities

• Listen-Read-Discuss
• Readers Theater
• Yellow Brick Road Retelling Map
• Please visit this site to target the above skills.

You will find activities that will directly correlate to the above standards.

ELA

Domain:
Standards for Literature (RL)
Cluster: Craft and Structure
Common Core Standards:

• CCSS.ELA-Literacy.RL.K.4 Ask and answer questions about unknown words in a text.
• CCSS.ELA-Literacy.RL.K.5 Recognize common types of texts (e.g., storybooks, poems).
• CCSS.ELA-Literacy.RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story

Big Ideas: We should understand the words we see and hear in books. A story never changes no matter how many times we read it. Reading involves reading words not just looking at pictures.
Concepts: Print carries meaning and is stable over time.
Key Vocabulary
Author
Illustrator
Storybook
Poem
Fairytale
Nursery rhyme
Informational text
Fiction / Non fiction
Point of view / I can ...

• I can ask and answer questions about unknown words in a text.
• I can recognize differences in types of texts (stories and poems).
• I can name the author and/or illustrator of a story.
• I can describe the author’s role in telling a story.
• I can describe the illustrator’s role in telling a story.

Habits of Mind

• Metacognition
• Managing Impulsivity

/ Criteria for Success for Mastery
Students should be able to:

• Ask questions about a text
• recognize text
• identify print in books

Learning Targets (KUD)
K: actively listen and participate in a read aloud;
U: with prompting and support answer questions from text, identify key details, and identify author/illustrator;
D: Recognize text structure / Essential Questions:

• What does the story tell me?

• Do I remember all of the important details?

• Who is in the story?

• Who is the author?

• Who is the illustrator?

• What kind of text am I reading?

Suggested Activities

• Please visit this site to target the above skills.

You will find activities that will directly correlate to the above standards.

• Listening Center

ELA

Domain:
Standards for Literature (RL)
Cluster: Integration of Knowledge and Ideas
Common Core Standards:

• CCSS.ELA-Literacy.RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
• (RL.K.8 not applicable to literature)
• CCSS.ELA-Literacy.RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Big Ideas: Authors express ideas through words and pictures. Characters in different books can have similar experiences.
Concepts: The same ideas appear across words, pictures, and characters.
Key Vocabulary
Compare
Contrast
Character
Illustrations
adventures / Sequence
Describe
Similarities
Differences / I can ...

• I can describe the relationship between illustrations and text in a story.
• I can compare and contrast the adventures of familiar characters in different stories.

Habits of Mind

• Metacognition
• Managing Impulsivity

/ Criteria for Success for Mastery
Students should be able to:

• Match illustrations with text;
• text with topic;
• and text on the same topic

Learning Targets (KUD)
K: the story matches the picture and vocabulary;
U: how story and illustration relate;
D: Relate ideas within and across text / Essential Questions:

• Which illustration goes with this part of the story?
• What other character is having an experience like this other character?

Suggested Activities

• Please visit this site to target the above skills.

You will find activities that will directly correlate to the above standards.

• Listen-Read-Discuss with similar text to compare characters

ELA

Domain: Standards for Literature (RL)
Cluster: Range of Reading and Level of Text Complexity
Common Core Standards:
CCSS.ELA-Literacy.RL.K.10Actively engage in group reading activities with purpose and understanding.
Big Ideas: Engaging during group reading requires thinking and communicating.
Concepts: Listening is an active process.
Key Vocabulary
Author’s purpose
Understanding
Key details
Story elements / Summarize
Retell
Informational text / I can ...

• I can participate in group reading activities with purpose and understanding.

Habits of Mind

• Metacognition
• Managing Impulsivity

/ Criteria for Success for Mastery
Students should be able to:

• Listen to a book for a purpose

Learning Targets (KUD)
K: Vocabulary and the purpose for reading;
U:
Actively engage in group reading activities for a clearly stated purpose;
D:
Engage actively with text / Essential Questions:

• What is our purpose for listening?
• How do we communicate our thinking with others?

Suggested Activities

• Please visit this site to target the above skills.

You will find activities that will directly correlate to the above standards.

• Listen-Read-Discuss

ELA

Domain:
Standards for Informational Text (RI)
Cluster:
Key Ideas and Details
Common Core Standards:

• CCSS.ELA-Literacy.RI.K.1 With prompting and support, ask and answer questions about key details in a text.
• CCSS.ELA-Literacy.RI.K.2 With prompting and support, identify the main topic and retell key details of a text.
• CCSS.ELA-Literacy.RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Big Idea: Finding details and remembering them is important in reading and listening.
Concept: Texts contain details that the reader must remember to answer questions.
Key Vocabulary
Key details
Key ideas
Text
Character
setting / Story elements
Main idea / I can ...

• I can ask and answer questions about important details in a text.
• I can identify the main topic of a text.
• I can retell key details of a text.
• I can describe the connection between two concepts from a text.

Habits of Mind

• Metacognition
• Managing Impulsivity

/ Criteria for Success for Mastery
Students should be able to:

• Answer questions
• identify information in a text

Learning Targets (KUD)
K: Identify key details, summarize story, identify characters and setting
U:
ask and answer questions about key details in a text, identify the main topic and make connections between texts;
D:
Identify details in text / Essential Questions:

• What does the author tell us?
• Do we remember all of the important details?

Suggested Activities

• Please visit this site to target the above skills.

You will find activities that will directly correlate to the above standards.

• Listening Center
• Read-Listen-Discuss

ELA

Domain:
Standards for Informational Text (RI)
Cluster: Craft and Structure
Common Core Standards:

• CCSS.ELA-Literacy.RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.
• CCSS.ELA-Literacy.RI.K.5 Identify the front cover, back cover, and title page of a book.
• CCSS.ELA-Literacy.RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text

Big Ideas: We should understand the words we see and hear in books. A text never changes no matter how many times we read it. Reading involves reading words not just looking at pictures.
Concepts: Print carries meaning and is stable over time.
Key Vocabulary
Front cover
Spine
Back cover
Title
Author
Illustrator / I can ...

• I can ask and answer questions about unknown words in a text.
• I can identify the front cover of a book.
• I can identify the back cover of a book.
• I can identify the title page of a book.
• I can name the author and/or illustrator of a text.
• I can explain the role of the author and illustrator in presenting ideas and information.

Habits of Mind

• Metacognition
• Managing Impulsivity

/ Criteria for Success for Mastery
Students should be able to:

• Ask questions about a text
• recognize text
• identify print

Learning Targets (KUD)
K: understand vocabulary
U: identify main topic, key details, parts of books;
D:
Identify details in text / Essential Questions:

• What do the words that we are hearing mean?
• Does this text look or sound like one we have read before?
• Where are the words we should read?

Suggested Activities

• Please visit this site to target the above skills.

You will find activities that will directly correlate to the above standards.

• Select a previous read story and identify the parts of the book to a partner; continue and retell the book using key details

ELA

Domain:
Standards for Informational Text (RI)
Cluster:
Integration of Knowledge and Ideas
Common Core Standards:
CCSS.ELA-Literacy.RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
CCSS.ELA-Literacy.RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.
CCSS.ELA-Literacy.RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Big Ideas: Authors express ideas through words and illustrations. One topic or idea can appear in many texts.
Concepts: The same ideas appear across words, illustrations and texts.
Key Vocabulary
Describe
Person
Place
Thing
Idea
text / Author
Similarities
Differences / I can ...

• I can describe the relationship between illustrations and the text.
• I can identify the reasons an author gives to support his/her points.
• I can identity similarities and/or differences between two texts on the same topic.

Habits of Mind

• Metacognition
• Managing Impulsivity

/ Criteria for Success for Mastery
Students should be able to:

• Match illustrations with text
• text with topic and text on the same topic

Learning Targets (KUD)
K: actively listen and participate in a read aloud;
U: with prompting and support
describe the relationship between illustrations and the text in which they appear;
D:
Relate ideas within and across text / Essential Questions:

• How do the illustrations go with text?
• How is the text like other texts we know?
• Where have we seen or heard this information before?

Suggested Activities

• Please visit this site to target the above skills.

You will find activities that will directly correlate to the above standards.

• Listen- Read- Discuss
• Listening Center

ELA