PDF - Common Core

Transcription

PDF - Common Core

Read-Aloud Collections
The Guidebook
Grades 1–2
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What Are
Insects?
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Dedicated to children, who are all deserving of
every opportunity to succeed regardless of their
personal circumstance and background, and to
all parents and teachers in their partnership to
improve children’s literacy and future.
KNOWLEDGE QUEST!™ Acknowledgments
Vice President, Program Development Strategy
& Project Director, Knowledge Quest!™
Souzanne A. Wright
Assistant Manager,
Program Development Strategy & Writer
Diana Espinal
Editor in Chief
Elise McMullen-Ciotti
Coordinator, Program Development Strategy
Jillian Hochdorf
Contributing Writers
Chloë Gladstone, Alison Morris, Rachael L. Shaw
Project Manager
Regina L. Spivey
Merchandising
Jennifer Goon, Dana Shaked
Contributing Librarians & Book Experts
Betty Carter, Alison Morris, Heather Scott, Anita Silvey
Contributing Teachers
Stella Castilla, Adrienne J. Davitz
Designers
Lee Kaplan, Susan Knoll, Ann Sullivan, Michaela Zanzani
Copyeditors
Nancee Adams-Taylor, Godwin Chu, Marisa Emralino, Gene Murai,
Mildred Sanchez, Marianne Steiger, Alexandra Tufts-Simon
Special Thanks To:
Judy Newman, President of Scholastic Reading Club, and
David Vozar, Senior Vice President and Creative Director
of Scholastic Reading Club, for their support and belief in this project
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What Are Insects?
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SCHOLASTIC INC.
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Read-Aloud Collections:
What Are Insects?
Step Gently Out by Helen Frost
Text copyright © 2012 by Helen Frost
Photographs copyright © 2012 by Rick Lieder
All rights reserved. No part of this book may be reproduced,
transmitted, or stored in any information retrieval system in
any form or by any means, graphic, electronic, or mechanical,
including photocopying, taping, and recording, without prior
written permission from the publisher. Candlewick Press,
Somerville, Massachusetts.
Bees and Their Hives by Linda Tagliaferro
Copyright © 2004 by Capstone Press, a Capstone imprint
All rights reserved. No part of this publication may be reproduced
or transmitted in any form or by any means, electronic or
mechanical, including photocopy, recording, or otherwise,
without written permission from the publisher.
I Love Bugs! by Emma Dodd
Text and illustrations copyright © 2010 by Emma Dodd
First published in 2010 by Orchard Books. Orchard Books is a
division of Hachette Children’s Books, a Hachette UK company.
Hey, Little Ant by Phillip and Hannah Hoose
Text copyright © 1998 by Phillip and Hannah Hoose
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Illustrations copyright © 1998 by Debbie Tilley
Music copyright © 1992 by Precious Pie Music, Inc.
All rights reserved. Published in the United States by
Tricycle Press, an imprint of Random House Children’s
Books, a division of Random House, Inc., New York.
About Insects by Cathryn Sill
Copyright © 2000 by Cathryn P. Sill
Illustrations copyright © 2000 by John C. Sill
Peachtree Publishers. All rights reserved.
Common Core State Standards
© Copyright 2010. National Governors Association Center
for Best Practices and Council of Chief State School Officers.
All rights reserved.
Insects by Robin Bernard
Copyright © 1999 National Geographic Society
All rights reserved. Reproduction of the whole or any part of
the contents without written permission from the publisher is
prohibited. Published by the National Geographic Society.
Next Generation Science Standards
Appendix E—“Progressions Within the Next Generation Science
Standards,” “Kindergarten,” “Grade 1,” “Grade 2,” and “Grade
3” by Achieve, Inc. on behalf of twenty-six states and partners
that collaborated on the NGSS
© Copyright 2013. Achieve, Inc. All rights reserved.
Waiting for Wings by Lois Ehlert
Copyright © 2001 by Lois Ehlert
All rights reserved. For information about permission to reproduce
selections from this book, please write to Permissions, Houghton
Mifflin Harcourt Publishing Company.
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™ & copyright © 2013 Scholastic Inc.
All rights reserved. Published by Scholastic Inc.,
557 Broadway, New York, NY 10012.
Where Butterflies Grow by Joanne Ryder
Text copyright © 1989 by Joanne Ryder
Illustrations copyright © 1989 by Lynne Cherry
All rights reserved. Published by the Penguin Group.
A Monarch Butterfly’s Life by John Himmelman
Copyright © 1999 by Children’s Press, Inc.
All rights reserved.
Not a Buzz to Be Found by Linda Glaser
Text copyright © 2012 by Linda Glaser
Illustrations copyright © 2012 by Jaime Zollars
All rights reserved. Published by Scholastic Inc. by arrangement
with Millbrook Press, a division of Lerner Publishing Group, Inc.
No part of this publication may be reproduced in whole or in part,
or stored in a retrieval system, or transmitted in any form or by
any means, electronic, mechanical, photocopying, recording, or
otherwise, without written permission of the publisher.
Cover illustrations by Jennifer Kalis.
SCHOLASTIC, KNOWLEDGE QUEST!, and associated
logos are trademarks and/or registered trademarks of
Scholastic Inc.
No part of this publication may be reproduced, stored in
a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording,
or otherwise, without written permission from the copyright
holder. For information regarding permission, please write
to: Scholastic Inc., Attention: Permissions Department,
557 Broadway, New York, NY 10012.
What Are Insects?
Contents
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Introductory Note.......................... 4
Activity Bank.................................... 21
Prior Knowledge............................. 5
Quest Questions ............................. 23
Read-Aloud Collection:
What Are Insects?.......................... 7
Book Walk ..........................................24
Learning Goals
& Content Objectives................... 8
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Recommended
Vocabulary
for Explicit Discussion................ 9
Read-Alouds
(in recommended sequence)
Step Gently Out...............................10
I Love Bugs!.......................................11
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About Insects ...................................12
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Insect Fables..................................... 25
Read-Aloud Image Review........... 26
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SonglineTime
...........................................27
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Poetry Corner................................... 28
Musical Insects............................... 30
Act It Out!............................................ 32
Insect Inventions.............................. 33
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Insect Homes.................................... 34
Chirping Thermometer
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Insects..................................................13
Magnifying Insects...........................37
Waiting for Wings.............................14
Let’s Write!......................................... 38
Where Butterflies Grow.................15
School-to-Home
Connection........................................ 41
A Monarch Butterfly’s Life.............16
Not a Buzz to Be Found.................17
Bees and Their Hives .....................18
Hey, Little Ant.....................................19
Supplemental Trade
Book List............................................ 43
for Upcoming Grades................ 45
Reward Certificate.......................47
For Your Notes............................... 48
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Dear Parents and Teachers,
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At Scholastic, we want to be your go-to resource for building the knowledge
base children need to succeed. We’ve had the pleasure of working with very
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teachers and
librarians to develop these curated collections,
cover
many topics, such as science, social studies, literature, art, music, and even social
themes, across grade levels.
Why is reading aloud so important? Children’s ability to understand content
through listening outpaces their comprehension through reading from infancy to
middle-school age. Therefore, by reading aloud to children daily—without burdening
them with decoding words on a page—you’re able to help them learn more about
interesting topics and increase their in-depth knowledge.
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Why read more than one book on a topic? By listening to these topic-centric
books read aloud in the recommended sequence, children gain deeper knowledge
andthemed-series
repeated vocabulary
growth and
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use exposure, which leads to accelerated
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increased reading comprehension. And by hearing fun, fictional reads interwoven with
the nonfiction content, children remain engaged while important content is reinforced.
Why include activities? These activities not only extend children’s learning of
each collection’s content, they are built to help teachers meet the Common Core
State Standards and the Next Generation Science Standards. But most importantly,
they’re fun and cross-curricular, incorporating art, poetry, and music for a rich,
integrated learning experience.
Why more than one collection on the same topic in each grade?
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The more children learn, the more they want to know! These collections are
age-appropriate and build content coherently within a grade and from grade to
grade.
Studies show use
that children who have not had nonfictionline
read
to them
early
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on may be turned off by it, and their ability to understand complex texts—a skill
important for college readiness—can be greatly hindered.
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Why should teachers and parents both use Knowledge Quest!?
As a working parent, it’s hard to find time to regularly get books from the library,
let alone find the best books. And if you are a home-schooling parent, high-quality
books are an even greater need. As a teacher, it’s hectic to juggle all the demands
of your classroom while meeting the pressures of Common Core. That’s why we’ve
thoughtfully built these collections to meet the needs of both parents and teachers!
We hope your children will enjoy the Knowledge Quest! Read-Aloud
Collections as much as we do!
Sincerely,
Vice President, Program Development Strategy
4 • Introductory Note
Prior Knowledge
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The topics
of these collections are organized coherently so that
the content builds
systematically within each grade and from grade to grade as recommended by the
Common Core State Standards.
This What Are Insects? (grades 1–2) collection builds on the previous knowledge
learned in:
Toddlers to Fours: Animals Are Amazing!
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Toddlers to Fours: Farms and Farm Animals, Oh My!
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PreK–K: Animals and Their Needs
PreK–K: Let’s Visit a Farm!
Find these collections online at: scholastic.com/knowledgequest
Prior Knowledge • 5
Prior Knowledge
(continued)
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In the Animals
Amazing!use
(Toddlers to Fours) collection,
children
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learned about a variety of animals and discussed their characteristics, such as their
sounds and movements. Furthermore, children were introduced to the concepts of animal
homes and habitats and the difference between wild and domesticated animals. Children
also learned information about caring for pets and what animals need to survive and grow.
In the Farms and Farm Animals, Oh My! (Toddlers to Fours) collection,
children learned about life on a farm, from the variety of animals and buildings to the
machines and landscapes. In addition, children gained an understanding of typical farm
chores that take care of plants’ and animals’ basic needs.
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In the Animals and Their Needs (PreK–K) collection, children learned
about a number of wild and domesticated animals, their homes and habitats, their basic
needs, and their distinguishing characteristics. This collection also introduced children
to the classifications of animals and exposed them to the basic characteristics of animal
groups, focusing on mammals and birds. Finally, children gained an understanding of
animal life cycles and discovered how animal babies often resemble their parents.
In the Let’s Visit a Farm! (PreK–K) collection, children learned about life
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on a farm: its animals, buildings, machines, and landscape. They also discovered how
crops get from the farm to the store, and how some farm products, like milk, are turned
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into otherround
products,
such as cheeseuse
and butter. Children then reviewedline
typical
chores that take care of plants’ and animals’ basic needs and gained exposure to a
Kenyan farm and its characteristics.
6 • Prior Knowledge
Read-Aloud Collection:
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What Are Insects?
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This selection
books teaches
variety
of insects, use
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including their habitats and homes and their distinguishing characteristics. It also
provides an introduction to insect life cycles, the concept of metamorphosis,
and other important information about the largest group in the animal kingdom.
Furthermore, children gain an understanding of different insect sounds and
movements and discover how insects are an important part of our world.
Since content in the read-aloud collections builds book by book, reading these
books in the recommended sequence will help children gain the most knowledge
while learning about animals.
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Read-Aloud Collection: What Are Insects? • 7
What Are Insects?
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Learning Goals
& Content Objectives
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The Biground
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Insects are animals too! You can tell an animal is an insect by counting its six legs
and three main body parts. Insects also have antennae and a special covering on
their bodies called an exoskeleton. Most—but not all—insects have wings. Insects
can be helpful or harmful to other animals, including humans, and to plants. Some
insects (such as ants and bees) are social, meaning they live and work together in
groups, while others are solitary, meaning they live and work on their own. Insects
can be found all over the world in many different colors, shapes, and sizes.
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Content Objectives
By listening to these books being read aloud, and by taking part in the activities
listed within this guidebook, children will be able to:
• Recall that insects are the largest group of animals on earth
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ecall that there are many different types of insects all over the world
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•R
ecall that while we commonly use the term bugs to refer to insects,
not all insects are bugs
•D
escribe the exoskeleton as an insect’s outer covering
•L
ist the basic characteristics of an insect (exoskeleton, six legs, three main
body parts, antennae, etc.)
• Identify common insects
•E
xplain why a spider is not an insect
•D
escribe how some baby insects look like their parents, while others do not
•D
escribe the metamorphosis of a caterpillar into a butterfly
•D
escribe how insects can be helpful to people (providing pollination, honey,
pest control, etc.)
•D
escribe how insects can be harmful to people (destroying crops, stinging
and biting, etc.)
•D
escribe how people are sometimes harmful to insects
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ecall that while most insects are solitary, some are social and live together
(for example, ants and bees)
8 • Learning Goals & Content Objectives
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What Are Insects?
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Recommended Vocabulary
for Explicit Discussion
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Some vocabulary
is learned
implicitlyuse
by repeated exposure through
books
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on a related topic. However, it is also beneficial to explicitly discuss and teach a few
words from each read-aloud.
Utilize these key terms chosen from this read-aloud collection in conversation and
activities to build vocabulary and reinforce concepts.
ant
fragile
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antennae
pests
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gently
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balanced
grasshopper
pollen
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queen
bugs
hardens
skeleton
caterpillars
hatch
slimy
changes
hive
soar
honeybee
speck
clinging
colony
creatures
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honeycomb
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huddle
spider
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springy
creep
insects
squealing
crumpled
journey
squish
dangling
migrating
sting
darts
milkweed plant
survive
decide
monarch butterfly
unroll
fanning
nectar
waterproof
feelers
nest
worker bees
flat
nymph
Recommended Vocabulary • 9
BOOK
1
Step Gently Out
by Helen Frost, photos by Rick Lieder
Read-Aloud Guide
Content Objectives for Discussion:
• Recall that insects are the largest group of animals
on earth
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ecall that there are many different types of insects
all over the world
Recommended Vocabulary
for Explicit Discussion:
gently, ant, honeybee, balanced, creatures
Implicit Vocabulary Exposure:
still, watch, blade, grass, climbs, flies, cricket, leaps, lands,
sings, moth, rest, wings, spider, spins, silken, thread, across, praying mantis, lightly,
leaf, bathed, golden, light, flashing, evening, night, shine, stardust, splashed, dew,
song, dance, stillness, share, world
Concepts:
This book’s gorgeous, otherworldly close-up photographs are the perfect way
to introduce children to insects, including their habitats and characteristics.
The images, coupled with the lyrical text, expose children to insects’
movements, body shapes, and colors, and exemplify how some insects have
wings while others do not. Although a spider is included in this read-aloud,
subsequent books further explain insects’ defining characteristics and how
spiders are not classified as such. The book also provides a unique look at
common insects that often live in our backyards, which serves as a reminder
that we share our world with a variety of animals, both large and small. The
last two-page spread gives more details about the featured insects, allowing
the book’s content to grow with children’s developing knowledge base and
encouraging them to observe insects more closely in their own surroundings.
10 • Step Gently Out
BOOK
2
I Love Bugs!
by Emma Dodd
Read-Aloud Guide
on earth
• Recall that there are many different types of insects all over
the world
• Recall that while we commonly use the term bugs to refer
to insects, not all insects are bugs
• Explain why a spider is not an insect
• Describe how insects can be helpful to people
(providing pollination, honey, pest control, etc.)
• Describe how insects can be harmful to people
(destroying crops, stinging and biting, etc.)
Recommended Vocabulary for Explicit Discussion:
bugs, springy, slimy, sting, squealing
love, big, small, jumpy, leapy, crawly, creepy, hard, spiky, spiny, pretty, spotty,
shiny, fuzzy, sunny, honey, furry, whirry, funny, brightly, whiny, sound, glide,
ground, flouncy, frilly, flutter, curl, hop, fly, crawl, hairy, scary, ceiling
Concepts:
This endearing story continues the journey into the world of insects with a
young child who delights in all kinds of bugs. The adjective-rich text provides
children with a wealth of words to describe our creepy-crawly friends, and the
delightfully playful illustrations help children visually identify common insects.
The child in the story is excited about the bugs in our everyday lives, which
entices children to appreciate the variety in this animal group—even if
bugs make people squeal sometimes. The read-aloud features spiders
as well, which provides an opportunity to discuss how spiders are
sometimes called bugs even though they are not insects, setting
some groundwork for the next read-aloud.
Illustration copyright © 2010 by Emma Dodd.
I Love Bugs! • 11
BOOK
3
About Insects
by Cathryn Sill, illus. by John Sill
Read-Aloud Guide
on earth
• Recall that there are many different types of insects
all over the world
• Recall that while we commonly use the term
bugs to refer to insects, not all insects are bugs
•D
escribe the exoskeleton as an insect’s
outer covering
• List the basic characteristics of an insect (exoskeleton,
six legs, three main body parts, antennae, etc.)
• Explain why a spider is not an insect
• Describe how insects can be helpful to people (providing pollination,
honey, pest control, etc.)
• Describe how insects can be harmful to people (destroying crops,
stinging and biting, etc.)
insects, waterproof, skeleton, antennae, pests
parts, young, hatch, eggs, changes, adults, smell, feel, suck, animals, plants,
nourishment, bite, chew, fly, crawl, wings, jump, swim, active, day, night, helpful,
important, world
Concepts:
This simple, informative book details the characteristics of insects: six legs, three
main body parts, antennae, and an exoskeleton. Children can observe a spider’s
appearance in one of the other read-alouds and discuss the fact that spiders are
not insects because they do not have all of these characteristics. This book also
introduces the concept that some insects are active during the day while others
are active at night, and that some insects are helpful to humans while others
are harmful. Finally, this book reinforces the importance of insects in the world,
discusses their different types of movements, and supplies insect facts at a more
elevated level.
12 • About Insects
BOOK
4
Insects
by Robin Bernard
Read-Aloud Guide
• Recall that insects are the largest group of animals on earth
• Recall that there are many different types of insects all over
the world
• Recall that while we commonly use the term bugs to refer
to insects, not all insects are bugs
•D
escribe the exoskeleton as an insect’s outer covering
•L
ist the basic characteristics of an insect (exoskeleton,
•E
xplain why a spider is not an insect
•D
escribe how some baby insects look like their parents, while others do not
•D
escribe how insects can be helpful to people (providing pollination, honey,
pest control, etc.)
•D
escribe how insects can be harmful to people (destroying crops, stinging and biting, etc.)
spider, grasshopper, feelers, pollen, nectar
worm, snail, katydid, beetle, moth, praying mantis, prey, honeybee, wings, escape, enemies,
mouthparts, butterfly, soaks, mosquito, hide, treehoppers, thorns, stem, leaf insect, tree-bark
grasshopper, hatch, roaches, caterpillar, amazing, careful, creature, squash
Concepts:
This vocabulary-rich read-aloud invites children to compare
creepy-crawly animals and reinforces the defining physical
characteristics of insects. Spiders are included, so children
can discuss once again why they are not insects. The
photographs represent the diversity of this animal group and
allow children to discover how insect body parts can have
different purposes. Children also discover what insects eat and
how they protect themselves from being eaten by hiding with
camouflage. Finally, insect life cycles are discussed, as well as how
some baby insects undergo drastic changes as they grow into adults.
Photos copyright © by Chip Clarke (red beetle); Dr. Darlene Murawski (moth); Robert & Linda Mitchell (grasshopper).
Insects • 13
BOOK
5
Waiting for Wings
by Lois Ehlert
Read-Aloud Guide
• Recall that insects are the largest group of
animals on earth
• Recall that there are many different types of
insects all over the world
• Describe how some baby insects look like their
parents, while others do not
• Describe the metamorphosis of a caterpillar
into a butterfly
clinging, caterpillars, hatch, changes, unroll
fields, eggs, hidden, view, leaves, butterfly, glue, creep, chew, place, winds,
blow, case, torn, wings, unfold, born, pump, fly, hungry, sky, flowers, nectar,
catch, whiff, sweet, fragrant, scent, perfume, find, garden,
bloom, waiting, circle, land, tongues, eat, dip, sip
Concepts:
This lovely book introduces children to the concept of
a caterpillar’s metamorphosis into a butterfly, showing
the full life cycle from egg to adult. The bold, geometric
illustrations coupled with the simple, lyrical text show
how caterpillars hatch from eggs, sip nectar from flowers
to grow, and then find a place to hang so they can
quietly transform into a butterfly. The illustrations show
the beautiful diversity of butterflies and flowers, and the
identification pages provided at the end of the book enable
children to discover something new with each reading.
Illustration copyright © 2001 by Lois Ehlert.
14 • Waiting for Wings
BOOK
6
Where Butterflies Grow
by Joanne Ryder, illus. by Lynne Cherry
Read-Aloud Guide
animals on earth
•R
ecall that there are many different types of
•R
ecall that while we commonly use the term
•D
escribe how some baby insects look like
their parents, while others do not
•D
escribe the metamorphosis of a caterpillar
into a butterfly
creep, dangling, fragile, soar, darts
bright, imagine, hidden, darker, burst, shell, creeper, lacy, tickles, tight,
safe, acrobat, balancing, ripples, flowing, stems, spread, nibble, puffing,
wrinkled, cast-off, suit, rear, horns, scent, puffs, fierce, firm, bare, silken, sling,
curl, stretch, splits, loose, wiggle, twig, changing, scales, revealing, spots,
crumpled, tucked, dangle, bold, drift, sip, nectar, curled, crept
Concepts:
With metaphorical language, this read-aloud takes children on a journey into
the world where caterpillars become butterflies. Children are asked to imagine
being a small egg on a leaf and going through the fascinating process of
metamorphosis. The caterpillar bursts from its shell, eats leaves and small
flowers, and sheds its skin numerous times. It is no longer a creeper when
it stops eating and rests, becoming a pupa. It then goes through many
transformational phases to become a butterfly, growing wings and new legs
and shedding its skin. This book gives children the chance to discuss how the
butterfly’s newfound characteristics affect its experience of the world. The soft,
natural illustrations detail the changes beautifully, allowing children to relate to
and unravel the mystery and splendor of a butterfly’s life cycle.
Where Butterflies Grow • 15
BOOK
7
A Monarch Butterfly’s Life
by John Himmelman
Read-Aloud Guide
animals on earth
•D
escribe how some baby insects look like their
parents, while others do not
•D
escribe the metamorphosis of a caterpillar
into a butterfly
monarch butterfly, journey, milkweed plant, hardens, crumpled
hot, young, north, lays, eggs, larva, caterpillar, hatches, feeds, leaves, wasp,
brushes, crawls, ground, attaches, fence, silk, skin, chrysalis, reappears,
stretches, flight, proboscis, sip, nectar, flowers, suddenly, net, snatches,
caught, free, flying, resting, south, travels, joined, gust, wind, lake, millions,
trip, weather, perfect, dances, circles, mate, hundreds, return, offspring
Concepts:
This read-aloud further reinforces the information children have learned thus far
about a caterpillar’s metamorphosis into a butterfly, focusing on the monarch
butterfly’s life cycle. The realistic illustrations allow children to see the monarch
butterfly’s stages of development, and the age-appropriate informational
text provides rich new vocabulary to describe those stages. The book also
introduces the new concept that monarch butterflies are migratory, explaining
that the warmer weather is essential to their survival, and that the changing
seasons prompt a 2,000-mile journey, which is part of their life cycle. The
glossary at the end offers child-friendly definitions for scientific terms found
throughout the book.
16 • A Monarch Butterfly’s Life
BOOK
8
Not a Buzz to Be Found
by Linda Glaser, illus. by Jaime Zollars
Read-Aloud Guide
• Recall that there are many different types of insects all
over the world
•D
escribe how some baby insects look like their parents,
while others do not
• Describe the metamorphosis of a caterpillar into a butterfly
survive, migrating, huddle, nymph, colony
summer, insects, zipping, buzzing, zooming, alive, monarch butterfly, amazing, flight,
freeze, gathered, woolly bear caterpillar, moth, winter, curl, ladybird beetle, logs,
breathe, honeybee, honey, hive, mourning cloak butterfly, bark, antifreeze, praying
mantis, egg case, hatch, snug, safe, common pondhawk dragonfly, wings, water bug,
pond, ant, underground, nest, gallfly, gall, spring, field cricket, laid, earth, hidden,
bald-faced hornet queen, crawl, rotting, black swallowtail butterfly, chrysalis, change
Illustration copyright © 2012 by Jaime Zollars.
•R
ecall that while most insects are solitary, some are
social and live together (for example, ants and bees)
Concepts:
This colorful book feels like a ticket to a secret world. Listeners peer above
and below ground, imagining life as 12 insect species and discovering how
each survives in winter. Vibrant illustrations offer close-ups, cutaways,
and surprising angles of monarch butterflies migrating south, ladybird
beetles sleeping under logs and leaves, honeybees huddled in a hive,
and mourning cloak butterflies asleep beneath the bark of a tree. In
the background, children go about the business of winter—skating,
sledding, and throwing snowballs. This is a wonderful book to
encourage discussion about animal adaptations, seasons, and
winter behaviors. Some insects are harder to spot than
others, which creates an opportunity to talk about
camouflage. The concluding pages feature more details
about the adaptations, migration, life cycle, and adult
form of each species. An overall fascinating book
for young naturalists!
Illustration copyright © 1990 by Eric Carle.
Not a Buzz to Be Found • 17
BOOK
BOOK
9
Bees and Their Hives
by Linda Tagliaferro
Read-Aloud Guide
animals on earth
• List the basic characteristics of an insect
(exoskeleton, six legs, three main body parts,
antennae, etc.)
• Identify common insects (ants, bees,
grasshoppers, etc.)
• Recall that while most insects are solitary, some are social and live
together (for example, ants and bees)
hive, honeycomb, queen bee, worker bees, fanning
building, trees, logs, work, weeks, wax, bodies, shape, cells, rows, lays,
thousands, eggs, hatch, feed, young, guard bees, protect, sting, enemies,
inside, weather, quickly, fan, wings, cools, buzz, fly, homes
Concepts:
This read-aloud provides a lively in-depth look at honeybees and how they
make their homes in hives. The amazing close-up photographs show a
honeybee’s body parts, the inside of a hive, and details of wax cells and
honeycombs. This book also expounds upon the different types of bees
and their roles in the colony, and shows how bees help other animals by
pollinating plants and making honey. Furthermore, it offers an opportunity
for children to compare these social insects with the solitary insects about
which they previously learned. A glossary offers child-friendly definitions
for terms used throughout the book.
18 • Bees and Their Hives
BOOK
10
Hey, Little Ant
by Phillip and Hannah Hoose, illus. by Debbie Tilley
Read-Aloud Guide
animals on earth
• List the basic characteristics of an insect (exoskeleton,
• Describe how people are sometimes harmful to insects
• Recall that while most insects are solitary, some are social
and live together (for example, ants and bees)
squish, flat, speck, nest, decide
crack, please, change, mind, crumb, pie, die, hurt, giant, close, crazy, family, runs,
care, friend, wrong, mates, strong, dig, feed, baby ants, rude, carry, picnic, steal,
crook, game, play, right
Concepts:
This concluding read-aloud delivers a humorous yet sincere message about how
insects are an important part of our world. The rhyming story is presented as a dialogue
between a boy ready to squish an ant and the ant pleading with
the boy to reconsider. Children are encouraged to dispel
negative notions of ants by thinking about how insects
and humans share certain characteristics, based on the
fact that ants are social creatures that live in nests.
The book’s underlying theme of putting oneself into
another’s shoes before passing judgment inspires
conversation about the Golden Rule. Finally, the
book’s end pages contain music to the tune of “Five
Little Ducks Went Out to Play,” allowing this readaloud to be revisited in the form of a song.
Illustration copyright © 1998 by Debbie Tilley.
Hey, Little Ant • 19
What Are Insects?
Activity Bank
TM
TM
The following
activities
reinforce theuse
content from the read-aloudsline
and
applicable
skillsuse
outlined
round
logo
| content-series
in the Common Core State Standards. Choose from the activities below, in any order that
suits your schedule and needs, to complement the read-aloud books in this collection.
Activities
Grade
Level
RL
1,2
1
1,2
5 7
Quest Questions
pg. 23
Common Core State Standards
RI
RF
W
SL
1
8
pg. 24
TM
5 6 7
Insect Fables
1,2
2
Read-Aloud Image Review
1,2
3 5 7
Song Time
1,2
pg. 25
pg. 26
pg. 27
Poetry Corner
6
7
2
5
1,2
4
1,2
9
Act It Out!
1,2
2 3 7
Insect Inventions
1,2
Insect Homes
1,2
1,2
Magnifying Insects
1,2
7
Let’s Write!
1,2
1 2 3
7 8
pg. 28
2
pg. 30
TM
pg. 33
pg. 34
pg. 36
pg. 37
pg. 38
7
4
6
8
5
6
7
5
6
6
RL= Reading Standards for Literature
SL= Speaking and Listening Standards
RI = Reading Standards for Informational Text
L = Language Standards
RF= Reading Standards for Foundational Skills
# = The standard number in CCSS
W = Writing Standards
5a 5c 6
6
pg. 32
6
4 5
TM
Musical Insects
L
2 5
TM
Book Walk
CCSS
5
6
Activity Bank • 21
What Are Insects?
TM
Activity Bank
(continued)
TM
The content children
through the
this
collection
helps use
prepare
round logolearn
| content-series
useread-alouds and activities inline
logo
| content-series
them to meet the Next Generation Science Standards (NGSS). The content objectives
outlined for each read-aloud and the supporting activities in the Activity Bank address the
disciplinary core ideas, as well as prepare children for the performance expectations of NGSS.
Next Generation Science Standards NGSS
TM
TM
Performance Expectations
K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including
humans) and the places they live.
K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other
living things in the local environment.
1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help
offspring survive.
1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like,
but not exactly like, their parents.
TM
TM
2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid.
3-LS2-1. Construct an argument that some animals form groups that help members survive.
Summary of Disciplinary Core Ideas
LS1.C: Organization for Matter and Energy Flow in Organisms
Animals obtain food they need from plants or other animals. Plants need water and light.
LS1.B: Growth and Development of Organisms
Parents and offspring often engage in behaviors that help the offspring survive.
ESS2.C: The Roles of Water in Earth’s Surface Processes
Water is found in many types of places and in different forms on Earth.
ESS3.A: Natural Resources
Living things need water, air, and resources from the land, and they live in places that have the things they need.
Humans use natural resources for everything they do.
ESS3.C: Human Impacts on Earth Systems
Things people do can affect the environment but they can make choices to reduce their impacts.
LS2.D: Social Interactions and Group Behavior
Being part of a group helps animals obtain food, defend themselves, and cope with changes.
LS3.A: Inheritance of Traits and LS3.B: Variation of Traits
Young organisms are very much, but not exactly, like their parents and also resemble other organisms of the same kind.
22 • Activity Bank
ACTIVITY
Quest Questions
To introduce the read-alouds in this collection, share the questions below. Tell children
that they are on a quest to find the answers within these books. Revisit the questions
periodically as you progress in the readings, encouraging children to answer them
based on their new knowledge. Once you have finished reading the entire collection,
have children share all the knowledge they gained while on their knowledge quest.
• Are insects animals?
• Do insects eat other insects?
• Do all insects have the same body parts?
• How many legs does an insect have?
• Do all insect babies look like their parents?
• Can insects be pets?
• Do all insects live alone?
• How does a caterpillar turn into a butterfly?
Encourage children to reference the read-aloud texts and their personal experiences
whenever possible to answer these questions. If children are able to write independently
or with some assistance, help them capture answers to these questions in writing.
Encourage them to illustrate any details relevant to their responses.
CCSS
• Ask and answer questions about key details in a text.
1RL 1 , 1RI 1
• With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question. 1W 8 , 2W 8
• Ask and answer questions about key details in a text read aloud or
information presented orally or through other media. 1SL 2
• Add drawings or other visual displays to descriptions when
appropriate to clarify ideas, thoughts, and feelings. 1SL 5
• Ask and answer such questions as who, what, where,
when, why, and how to demonstrate understanding of key
details in a text. 2RL 1 , 2RI 1
• Recount or describe key ideas or details from a text read
aloud or information presented orally or through other
media. 2SL 2
ACTIVITY
Book Walk
Before beginning a read-aloud, read the book’s title and author information. Flip through
the images in the book, encouraging children to make predictions about what they are
going to be hearing during the read-aloud. Revisit their predictions after the read-aloud,
clarifying any misconceptions. As you read, point out any explicit or implicit vocabulary
that may be visually represented in the images. When applicable, show children the
table of contents, model using the glossary for any vocabulary words in bold print, and
discuss any headings that organize the book’s contents.
CCSS
• Explain major differences between books that tell stories and books that give
information, drawing on a wide reading of a range of text types. 1RL 5
• Use illustrations and details in a story to describe its characters, setting, or
events. 1RL 7
•K
now and use various text features (e.g., headings, tables of contents, glossaries,
electronic menus, icons) to locate key facts or information in a text. 1RI 5
•D
istinguish between information provided by pictures or other illustrations and
information provided by the words in a text. 1RI 6
• Use the illustrations and details in a text to describe its key ideas.
1RI 7
• Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action. 2RL 5
• Use information gained from the illustrations and words in a print or digital text
to demonstrate understanding of its characters, setting, or plot. 2RL 7
•K
now 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. 2RI 5
• Explain how specific images contribute to and clarify a text.
2RI 7
ACTIVITY
Insect Fables
Share with children a version of the fable “The Grasshopper and the Ants.” As you read,
emphasize the characteristics of each insect. Prompt children to compare the insects
in the story and describe how the grasshopper’s body shape is different from the ants’,
highlighting how they share the distinguishing characteristics of insects (six legs, three
main body parts, antennae, exoskeleton). Prompt children to consider how the seasonal
change affects these insects’ behavior and what they do to prepare for the upcoming
season. Discuss the moral of the story: it is wise to prepare for the future. Expand upon
and enrich children’s language skills using the explicit and implicit vocabulary from the
read-alouds whenever possible.
CCSS
• Use words and phrases acquired through conversations, reading and being
read to, and responding to texts, including using frequently occurring
conjunctions to signal simple relationships. 1L 6
• Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral. 2RL 2
• Use words and phrases acquired through conversations, reading and being read to,
and responding to texts, including using adjectives and adverbs to describe. 2L 6
ACTIVITY
Read-Aloud Image Review
After any read-aloud, flip through the book again and show children the images. With
prompting and support, have them retell the story or information using the images.
Expand upon and enrich children’s language skills using the explicit and implicit
vocabulary from the read-alouds whenever possible.
CCSS
• Describe characters, settings, and major events in a story, using key details.
1RL 3
• Explain major differences between books that tell stories and books that give
information, drawing on a wide reading of a range of text types. 1RL 5
• Use illustrations and details in a story to describe its characters, setting, or
events. 1RL 7
1RI 7
• Describe how characters in a story respond to major events and challenges.
2RL 3
• Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action. 2RL 5
• Use information gained from the illustrations and words in a print or digital text
to demonstrate understanding of its characters, setting, or plot. 2RL 7
2RI 7
• Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media. 2SL 2
ACTIVITY
Song Time
x e
hj
Review the idea that ants are social insects that live together in a colony. Ask children to
share times they’ve seen an ant nest or ants traveling together in lines. Teach children
the song “The Ants Go Marching.”
1.
The ants go marching one by one, hurrah, hurrah
The ants go marching one by one, hurrah, hurrah
The ants go marching one by one,
The little one stops to suck his thumb
And they all go marching down around the town
BOOM! BOOM! BOOM!
Repeat the verse nine more times, each time going up by one (“two by two,”
“three by three,” etc.) and changing the fourth line as follows:
2.
3.
4.
5.
6.
7.
8.
9.
10.
The
The
The
The
The
The
The
The
The
little
little
little
little
little
little
little
little
little
one
one
one
one
one
one
one
one
one
stops
stops
stops
stops
stops
stops
stops
stops
stops
to
to
to
to
to
to
to
to
to
tie his shoe...
climb a tree...
shut the door...
take a dive...
pick up sticks...
go to heaven...
shut the gate...
scratch his spine...
say “THE END”
After children have learned the song, encourage them to act it out by marching like ants
going to and from their colony. If possible, go for a walk with children outside and look
for ant colonies. Once you’ve found one, have them observe the ants’ behavior. To take
this further, encourage children to write and/or draw their observations of the ant nest.
As you complete this activity, expand upon and enrich children’s language skills using
the explicit and implicit vocabulary from the read-alouds whenever possible.
CCSS
• Add drawings or other visual displays to descriptions when appropriate to
clarify ideas, thoughts, and feelings. 1SL 5
ACTIVITY
Poetry Corner
Discuss with children characteristics of bees and beehives. Also discuss the different
types of bees in a colony—the queen, the workers, and the drones—and their roles.
Teach children the short counting rhyme “Here Is the Beehive.” Share the hand
movements after one or two repetitions.
Here is the beehive.
[Hold up one fist to represent the beehive.]
Where are the bees?
[Shrug shoulders.]
Hidden away where nobody sees.
[Move fingers of other hand to represent bees and hide them
behind the “beehive” fist.]
Watch and you’ll see them come out of the hive.
[Look into fist as if peering into a beehive.]
One, two, three, four, five.
[Hold fingers up one at a time.]
Bzzzzzzzz…all fly away!
[Wave fingers as if they are bees buzzing away.]
You may wish to have children draw a picture of bees around a beehive. Encourage
them to include the bee and beehive characteristics you discussed. To take this a step
further, have children come up with their own short counting rhymes featuring other
insects discussed throughout the read-alouds. Encourage them to develop different
hand gestures. Have children share their new versions, describing what they do as they
do it. You may also wish to help them capture their rhymes in writing and illustrate them.
Poetry Corner (continued)
Have children discuss the difference between living and nonliving things and have them
explain what living things need in order to survive. Share with children the short poem
“Hurt No Living Thing” by Christina Rossetti.
Hurt no living thing:
Ladybird, nor butterfly,
Nor moth with dusty wing,
Nor cricket chirping cheerily,
Nor grasshopper so light of leap,
Nor dancing gnat, nor beetle fat,
Nor harmless worms that creep.
After one or two readings, remind children that in the read-aloud Hey, Little Ant by Phillip and Hannah
Hoose they heard a fictional dialogue between a boy and the ant he was preparing to squish. Discuss
how the message of this poem is similar to that of the book. To discuss the living things mentioned
in the poem, make a T-chart. On one side write the word Insect and on the other side write NonInsect. Have children classify each animal mentioned in the poem as either an insect or a non-insect,
then have them classify the animals they commonly see in their surroundings. Be sure to have them
explain why they are classifying each animal a certain way. After children have classified the animals,
have them act out how each animal moves. For instance, have them pretend they are a “grasshopper
so light of leap.” As children enact movements, encourage them to describe how they are moving.
Expand upon and enrich children’s language skills using the explicit and implicit vocabulary from the
read-alouds whenever possible.
CCSS
• Identify words and phrases in stories or poems that suggest feelings or appeal to
the senses. 1RL 4
•D
emonstrate understanding of spoken words, syllables, and sounds (phonemes).
1RF 2
• D escribe people, places, things, and events with relevant details, expressing ideas
and feelings clearly. 1SL 4
• Add drawings or other visual displays to descriptions when appropriate to clarify
ideas, thoughts, and feelings. 1SL 5
• Identify real-life connections between words and their use.
1L 5c , 2L 5a
• Use words and phrases acquired through conversations, reading and being read
to, and responding to texts, including using frequently occurring conjunctions
to signal simple relationships. 1L 6
ACTIVITY
Musical Insects
x e
hj
Review the distinguishing characteristics of insects and talk about other details, such
as their sounds and movements, discussed in the read-alouds. Explain to children
that some composers have tried to capture the feeling of insects and their movements
in music. Encourage them to compare and contrast these musical pieces, from the
instruments used to the way the music evokes the various insects’ movements. Expand
upon and enrich children’s language skills using the explicit and implicit vocabulary from
the read-alouds whenever possible.
• Find a recording of “Flight of the Bumblebee” by Nikolai Rimsky-Korsakov. Explain
to children that this piece is part of a larger composition, an opera called The Tale of
Tsar Saltan. Share with them that an opera is a story set to music, and in this particular
story, a magic swan turns a prince into a bee so he can spy on a king (Tsar Saltan)
without being seen. Explain that there are various instruments used in this piece, but
the main instruments are the violin and other string instruments and the flute. Show
children images of string instruments and flutes. After listening to the piece, discuss
how the composer expressed a bumblebee’s movement through music. Point out
that the notes are played very quickly, and often the sequence of notes is repetitive in
rhythm and pitch. Ask children if they think the title of the piece is fitting for the music.
After listening to the piece once, encourage children to discuss the characteristics
of bees and beehives and the different types of bees in a colony. Discuss how bees’
wings flutter very quickly, and how flying from flower to flower is essential to pollination
and the creation of honey. Play the music again and have children dance to the piece
by acting out the bustling life of a beehive. After this exercise, ask them how they felt
moving like a bee to “Flight of the Bumblebee.” How did the music make them feel?
• Find a recording of Alexander Scriabin’s composition titled “Piano Sonata No. 10”
or the “Trill Sonata.” Explain that the main instrument used is a piano, and that a trill
is a quick, high-pitched, repeated sound. A trill is created when a musician alternates
very quickly between two musical notes that are close together. Share with children
that Scriabin wrote this composition with insects in mind. Listen to the music, pointing
out the trill sound the piano makes close to the two-minute mark. Ask children to think
of other animals besides insects that trill (for example, birds). Have children imagine a
setting for this musical piece. Share that Scriabin hoped to convey the liveliness of a
forest. Did he succeed in portraying an energetic forest filled with insects and birds?
Discuss what other animals are found in a forest habitat. Play the music again and
have children dance to the piece, moving like different insects, birds, or other forest
animals. Ask them how the music made them feel.
Musical Insects (continued)
• Find a recording of Béla Bartók’s “From the Diary of a Fly,” which is part of his
Mikrokosmos series. Share with children that Bartók wrote 153 short musical pieces
for piano, and that “From the Diary of a Fly” is one of them. Explain to children that the
composer wrote this piece with a fly and its movements in mind. Listen to the music,
encouraging children to think about the movement of a fly and how that is conveyed
through the piano. After listening to it once, share with them that the composer was
trying to tell a story from the fly’s perspective. Based on the music, ask children if the fly
was experiencing a calm event or a startling and scary event. Ask children to imagine
what would be terrifying for a fly to experience. Share with them that the composer
was seeking to express a fly’s buzzing around, but then getting caught in a spiderweb
and trying desperately to escape. Listen to the piece once again, asking children to
identify the part of the piece where the fly gets caught in a web. (Right after the quiet
piano playing, the music becomes desperate-sounding shortly before the one-anda-half-minute mark.) Ask children what kind of animals create webs. Remind children
that spiders make webs to capture flying insects for food. Ask children if, based on the
music, they think the fly escaped. (The fly does escape in the end.) Do they think the
title of the piece is fitting for the music? How did the music make them feel? If desired,
play the music again, encouraging children to dance to the piece by acting out the fly
buzzing, getting caught, trying to escape, and escaping. You may even wish to include
a spider character. Review the physical appearances of a spider and a fly, and discuss
how the fly is an insect but the spider is not.
CCSS
• Compare and contrast the adventures and experiences of characters in stories.
1RL 9
• Use words and phrases acquired through conversations, reading and being read
to, and responding to texts, including using frequently occurring conjunctions to
signal simple relationships. 1L 6
ACTIVITY
Act It Out!
• Encourage children to act out a retelling of a read-aloud. For instance, after reading the book
Hey, Little Ant by Phillip and Hannah Hoose, children may act out the dialogue between the
ant and the young boy. Discuss the message presented in the story, encouraging children
to talk about how insects are an important part of our world. Enrich their dialogue using the
explicit and implicit vocabulary from the read-alouds whenever possible.
• Review the stages of a caterpillar’s metamorphosis into a butterfly. Encourage children
to use their bodies to show the stages of this life cycle. For example, have children crawl
on the ground like a caterpillar and pretend to be chomping on a milkweed plant. Remind
children that during this growth phase caterpillars shed their skin a few times. Have them
curl up and be very still to represent the chrysalis phase. Then tell them to slowly uncurl
their bodies, stretching out their arms as though they are unrolling butterfly wings. Have
them pump their arms as a butterfly would to uncrumple its wings. Then have children
pretend they are taking their first flight as a butterfly! Encourage children to discuss, write,
and/or draw about the stages of metamorphosis.
• Find recordings of insect sounds, such as crickets chirping and bees buzzing, on the
Internet. Have children identify the insects as they listen to each sound. Then have
them try making the sounds themselves. Discuss the rich vocabulary presented in the
read-alouds associated with insect movements and sounds, focusing on the shades of
meaning (for example, buzz and hum, chirp and screech, fly and glide). Discuss how
each insect’s body shape contributes to its ability to move and its type of movement.
Remind children that animals make noises to communicate. Encourage children to listen
to insect sounds in their daily surroundings and identify what insects they hear.
CCSS
• Retell stories, including key details, and demonstrate understanding of their
central message or lesson. 1RL 2
• Describe characters, settings, and major events in a story, using key details.
1RL 3
• Use illustrations and details in a story to describe its characters, setting, or events.
1RL 7
• Describe people, places, things, and events with relevant details, expressing ideas
and feelings clearly. 1SL 4
• Describe how characters in a story respond to major events and challenges.
2RL 3
• Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences. 2SL 4
ACTIVITY
Insect Inventions
Complete a “Read-Aloud Image Review” with the books I Love Bugs! by Emma Dodd and
Insects by Robin Bernard to go over the distinguishing characteristics of insects. Prompt
children to recall information from the texts by looking at the images in each book. Re-read
both books or any sections they would like to hear again. As you are reading aloud, follow
the words with your finger from left to right and down the page. Have children invent their
own insect based on the information they have learned about different insects. Encourage
them to be as creative as they want, as long as their insect has the proper characteristics.
Discuss the difference between the terms bug and insect. (We commonly use the word
bug to refer to any insect but not all insects are bugs.) Prompt children to consider the
following: what the insect looks like; how it moves; what it uses its body parts for; what
makes it helpful; what makes it harmful; how/what it eats; what, if anything, it produces.
Review the rich descriptive vocabulary from the two read-alouds and encourage children
to use these words to describe their insect. Help children capture their invented insect’s
features in writing and encourage them to create a detailed illustration of their insect. Have
them name their insect and share their invention with others.
CCSS
1RI 7
• Add drawings or other visual displays to descriptions when appropriate to
clarify ideas, thoughts, and feelings. 1SL 5
• Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including
using frequently occurring conjunctions to signal simple
relationships. 1L 6
2RI 7
• Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including using
adjectives and adverbs to describe. 2L 6
ACTIVITY
Insect Homes
Explain to children that one way scientists get information about animals is by
watching them closely and recording their activity. Encourage children to observe
live insects in their habitats and homes and invite them to share their observations.
• Ask children where ladybugs live. Ask them if they have ever seen a ladybug.
Where was it? If it was on a plant, have them describe the plant. Have children
draw a picture of a ladybug on a plant, its home. Assist them in writing a caption
under their picture to describe it. If possible, make a ladybug home for children
to observe indoors. Make a small terrarium using soil, small plants, and moss.
Keep wet paper towels in a section of the terrarium at all times, as this is what
the ladybug will use for water. Feed the ladybug with moistened raisins or other
nonacidic fruits. Explain to children that in the wild, ladybugs eat smaller insects,
like aphids. To take this discussion a step further, explain that aphids are harmful
to plants. Ladybugs are helpful to people who garden or grow crops because the
ladybugs eat the small plant-damaging insects. Show children a picture of aphids
or other bugs that ladybugs eat. Place a mesh or wire cover over the top of the
terrarium so that the ladybug does not fly away. Be aware that ladybugs will play
dead if they feel they are in danger. If your ladybug appears to be dead, observe
it closely before finding a replacement. Have children observe the ladybug several
times a day for a week and record their observations in a journal. Alternatively, you
may wish to purchase a ladybug kit so that children can observe the ladybug life
cycle as the insects grow from larvae to adults.
• If possible, take children on a field trip to a science center where a cross section
of a man-made beehive is on display. If a field trip is not possible, find a video
of bees in a beehive. Have children draw a picture of the bees’ behavior in the
beehive and/or write about their observations. Explain to children that beekeepers
are people who take care of beehives. Ask children to explain why beekeepers
take care of bees (for honey production). Ask children if they would want to be a
beekeeper. Why or why not?
Insect Homes (continued)
• If possible, show children an example of a completely abandoned wasps’ nest. Otherwise
find an image or several images of a wasps’ nest. Point to the inside chambers, and
have children compare and contrast the wasps’ nest with a beehive and its honeycomb.
Compare and contrast bees and wasps, highlighting similarities and differences between
body shapes, homes, and social behavior.
• Purchase an ant colony so children can observe how ants develop their nest on the
inside. Explain to children that ants create different chambers for different purposes.
Have children observe the ants’ behaviors for a few weeks, encouraging them to take
notes and/or draw pictures of their observations.
CCSS
• Add drawings or other visual displays to descriptions as desired to provide
additional detail. 1SL 5
• Participate in shared research and writing projects.
2W 7
•U
se words and phrases acquired through conversations, reading and being read to,
ACTIVITY
Note: If you have already completed the Welcome Winter, Welcome Spring,
Welcome Summer, and Welcome Fall Read-Aloud Collections for grades PreK–K
and the Sensational Seasons and Weather Read-Aloud Collection for grades 1–2,
this activity will review some of the content learned.
Review with children the read-aloud Not a Buzz to Be Found by Linda Glaser and
ask them to recall what season the story takes place in (winter). Remind children that
all animals are affected by changes in the seasons and daily weather. Ask them to
recall what insects do in colder seasons versus warmer seasons. Share with children
that when the temperature cools below 48 degrees, grasshoppers cannot fly. If the
temperature drops to around 40 degrees, insects stop chirping or buzzing. Share with
children that insects can give us clues about the temperature. Explain that crickets tend
to chirp with more frequency when the temperature is warmer. If it’s warm outdoors (late
spring/early summer), encourage children to experiment with this knowledge, asking
them to tell the temperature by listening to the number of chirps a cricket makes. Using
a stopwatch, count the number of chirps heard from a single cricket in 14 seconds.
To get the approximate temperature, add 40 to the number of chirps heard. Use an
outdoor thermometer to check the results.
CCSS
•U
se words and phrases acquired through conversations, reading and being read to,
ACTIVITY
Magnifying Insects
If possible, when discussing the different parts of an insect, have children look
at dead insects through a magnifying glass and identify their parts. Help children
draw a picture of the insect and label the different parts. Expand upon and enrich
children’s language using the explicit and implicit vocabulary from the read-alouds
whenever possible.
CCSS
• Add drawings or other visual displays to descriptions as desired to provide
additional detail. 1SL 5
2W 7
read to, and responding to texts, including using adjectives and adverbs to
describe. 2L 6
ACTIVITY
Let’s Write!
Encourage children to reflect in writing (and drawings) what they have learned through the
collection of read-alouds. Encourage them to share their writing with their peers, parents/
guardians, and/or teachers. You may wish to select from the following writing prompts:
•(Research) I would like to learn more about _____ because…
•(Research) What are some similarities and differences between insect homes?
•(Research) Why is it important to protect bees around the world?
•(Explanatory) What is the life cycle of a butterfly? (You may wish to select a different insect.)
•(Explanatory) How do humans benefit from insects?
•(Informative) What are some foods we eat that are dependent on insects?
•(Informative) Describe the physical characteristics of insects. (Encourage children to
compare/contrast insects with non-insects, like spiders.)
•(Persuasive) From the perspective of an insect, persuade a human not to squish you.
•(Opinion) What is your favorite insect and why? (Encourage children to use rich descriptive
language about their chosen insect.)
•(Narrative) Write a fictional story about a day in the life of an insect.
•(Narrative) From the perspective of an insect hidden in nature during the winter, write about
what you experience and how you feel about the warmer weather of spring and summer.
•(Narrative) Imagine you have shrunk down to the size of an insect and are going on a safari
in your backyard or the park. Describe your adventures.
ACTIVITY
Let’s Write! (continued)
CCSS
• Write opinion pieces in which they introduce the topic or name the book they are
writing about, state an opinion, supply a reason for the opinion, and provide some
sense of closure. 1W 1
• Write informative/explanatory texts in which they name a topic, supply some facts
about the topic, and provide some sense of closure. 1W 2
• Write narratives in which they recount two or more appropriately sequenced
events, include some details regarding what happened, use temporal words to
signal event order, and provide some sense of closure. 1W 3
1W 7 , 2W 7
• 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
to connect opinion and reasons, and provide a concluding statement or section.
2W 1
• Write informative/explanatory texts in which they introduce a topic, use facts and
definitions to develop points, and provide a concluding statement or section. 2W 2
• 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. 2W 3
What Are Insects?
TM
School-to-Home Connection
TM
The packs
are designeduse
to supplement the What Are line
Insects?
Read-Alouduse
roundbelow
Collection, giving caregivers the opportunity to reinforce at home what their children
are learning in school.
Grades 1–2: School-to-Home Connection Pack
TM
TM
Ready, Freddy! Reader:
by Linda Glaser, illus. by Jaime Zollars Caterpillars on the Move!
by Abby Klein, illus. by John McKinley
TM
TM
logo | activity-series use
Grades
1–2: School-to-Home ConnectionlineePack
Bugs for Lunch
Butterfly Spring
by Margery Facklam
illus. by Sylvia Long
by Robin Koontz
illus. by Rebecca Elliott
Available as Storia eBook
Find these packs online at: scholastic.com/knowledgequest
School-to-Home Connection • 41
What Are Insects?
TM
Supplemental Trade Book List
TM
These round
are additional
age-appropriate book selections that will
reinforce the content
logo | content-series use
of the read-alouds in this collection.
Read-Alouds:
Discovering My World®: Bees
The Ant and the Grasshopper
by Melvin and Gilda Berger
by Amy Lowry Poole
Discovering My World®: Butterflies
Arabella Miller’s Tiny Caterpillar
by Clare Jarrett
Discovering My World®: Flies
The Beetle Alphabet Book by Jerry Pallotta
Beetle Bop by Denise Fleming
Discovering My World®: From Caterpillar
Melvin
and
Gilda Berger use
to Butterfly
line by
logo
| social
themed-series
TM
Bugs A to Z by Caroline Lawton
The Butterfly Alphabet Book by Brian
Cassie and Jerry Pallotta
TM
Discovering My World®: From Grub
to Ladybug by Melvin and Gilda Berger
Butterfly House by Eve Bunting
Discovering My World®: From Nymph
to Grasshopper by Melvin and Gilda Berger
Charlie the Caterpillar by Dom DeLuise
Discovering My World®: Grasshoppers
Fly, Monarch! Fly! by Nancy Elizabeth Wallace
Grasshoppers by Margaret Hall
Discovering My World®: Ladybugs
TM
The Honeybee and the Robber by Eric Carle
How toround
Hidelogo
a Butterfly
& Other
| activity-series
useInsects
by Ruth Heller
Insects Are My Life by Megan McDonald
Nature’s Miracles: Once There Was a
Caterpillar by Judith Anderson
Sing and Read Storybook®: The Ants Go
Marching illus. by Jeffrey Scherer
The Very Hungry Caterpillar by Eric Carle
The Very Quiet Cricket by Eric Carle
DK Eyewitness Readers: Busy Buzzy Bee
by Karen Wallace
I’m a Caterpillar by Jean Marzollo
National Geographic Kids™: Ants
by Melissa Stewart
Ready, Freddy! Reader: Caterpillars
on the Move! by Abby Klein
Science Vocabulary Readers: Beautiful
Bugs by Daisy Connell
Spanish-Language Offerings:
Student Readers:
Crickets by Cheryl Coughlan
Discovering My World : Ants
®
Available as Storia eBook
TM
Ciclos de vida: De oruga a mariposa
by Camilla de la Bédoyère
¡Insectos! ¡Insectos! by Bob Barner
Scholastic Explora tu mundo: Insectos
y otras criaturas by Penelope Arlon
Available as Enriched Storia eBook
Supplemental Trade Book List • 43
TM
for Upcoming Grades
TM
These collections build knowledge coherently and cumulatively as children get older:
Grades 3–4: Interesting Insects Are Everywhere!
TM
TM
Grades 3–4: Life Cycles
Grades 3–4: Classifying Animals
TM
TM
Other collections available at this level (grades 1–2):
Grades 1–2: Land Animals and Their Habitats
Grades 1–2: Underwater Life
Find these collections online at: scholastic.com/knowledgequest
Read-Aloud Collections for Upcoming Grades • 45
c use
eries use
eries use
round logo | generic use
TM
line logo | generic use
The fun and learning don’t stop here!
TM
Find more activities
and downloadables for
TM
TM
online!
TM
Downloadable Art and Activities
Incentive Programs
Take-Home Letters for Teachers
TM
TM
Supplemental Readers
Information on Other Collectionsline logo | activity-series use
Information on Common Core
and Literacy
Common Core Alignment to
logo | social
Guidebookline
Activities
TM
themed-series use
Helpful Links
scholastic.com/knowledgequest
TM
TM
TM
TM
Write Your Name Here
TM
a
a
TM
A
a
A
TM
Read-Aloud Collection
and Learned
Aboutuse
line logo | content-series
A
Draw Yourself
Here
TM
TM
TM
TM
What Are Insects?
TM
TM
A
I Completed This
a
A
AN
IMALS
a
l
j
U
3
Y
g
A
( E ( E ( E ( E ( E ( E
l
j
U
3
Y
g
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Teacher: Please photocopy this certificate. You can hand it out to each of your students to reward them for completing this collection. Parent: Use this certificate to reward your child’s accomplishment.
TM
For Your Notes
TM
TM
TM
48 • For Your Notes
TM
TM
TM
TM
The Guidebook
Grades
line
logo1–2
| content-series use
Help children succeed in school and in life
by reading aloud for 20 minutes a day using these content-rich collections.
What Are Insects?
In this collection, children learn about the distinguishing characteristics of
a variety of insects. They also explore insect life cycles, focusing on the
metamorphosis of a caterpillar into a butterfly. This collection is a celebration
of what makes insects an important part of our world.
AN
IMALS
Read the following books in sequence until the collection is completed. Choose
recommended activities from the guide to suit your schedule and needs.
1
Step Gently Out
6
by Helen Frost, photos by Rick Lieder
2
3
by Joanne Ryder, illus. by Lynne Cherry
I Love Bugs!
by Emma Dodd
About Insects
7
by John Himmelman
8
by Linda Glaser, illus. by Jaime Zollars
Insects
9
by Robin Bernard
5
A Monarch Butterfly’s Life
by Cathryn Sill, illus. by John Sill
4
TM
Where Butterflies Grow
Bees and Their Hives
by Linda Tagliaferro
Waiting for Wings
10
by Lois Ehlert
Hey, Little Ant
by Phillip and Hannah Hoose
illus. by Debbie Tilley
It’s that simple to:
Make learning fun
Boost vocabulary
Build skills that meet Common Core State Standards
TM
Each daily read-aloud provides one piece of the puzzle to help
children on their knowledge quest to see the big picture!
ISBN 978-0-545-65428-9
scholastic.com
™ & © Scholastic Inc. All rights reserved.
Scholastic Inc. 557 Broadway, New York, NY 10012
Retain this address for future reference.
9
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