Common+Core+-+ELA

Main-Idea Mobiles from Mailbox RI.3.2 Determine the main idea of a text; recount key details. Help students get the hang of main idea and supporting details! In advance, copy a nonfiction paragraph that correlates with a unit of study. Underline the paragraph's main idea and then place it at a center with 6" x 18" construction paper strips, crayons, a hole puncher, and yarn. A child reads the paragraph, looking for the supporting details. Next, he folds a strip into fourths, labeling the bottom of the first section with the main idea and the remaining sections with supporting details. He illustrates each section; then he punches two holes at the top. Finally, he feeds a length of yarn through the holes and ties a knot.

Spin and Find RI.2.5 Know and use various text features to locate key facts or information in a text. RI.3.5 Use text features to locate information relevant to a given topic.

Challenge students to identify elements of informational text with this small-group activity. To prepare a spinner, divide a paper plate into six equal sections and label each section with a different nonfiction text feature. After reading a common selection, have each student, in turn, use a pencil and a paper clip to spin the spinner. Direct the child to read aloud the text feature spun; then have her locate in the selection an example of the text feature. When she finds it, she says the corresponding page number and waits for the rest of the group to turn to that page. Then the student guides the rest of the group to touch the example and repeat its text feature name. For an added challenge, set a timer and encourage the group to complete the activity in a predetermined length of time. Reading Comprehension

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Powers of Persuasion Writing opinion pieces, supporting a point of view with reasons and information
 * [[image:http://www.theeducationcenter.com/Images/projects/2012/ND/121012_hippo.gif height="150" caption="I Want a Hippopotamus for Christmas"]][[image:http://www.theeducationcenter.com//Images/projects/2012/ND/121012_hippo_title.gif]] ||
 * || //What would a little girl do if she were to unwrap a hippopotamus on Christmas morning? This charmingly illustrated version of the song by the same name is sure to delight young readers and get everyone in the holiday spirit!// Explain to students that the song “I Want a Hippopotamus for Christmas” became famous in 1953. Ten-year-old Gayla Peevey sang the song to raise money for the Oklahoma City Zoo. The zoo wanted to buy a hippo.  Next, guide each student to choose an animal or object he thinks a nearby zoo should buy. Lead the child to brainstorm three reasons the zoo should make the purchase. Then have the student use his list to write a persuasive letter to the zoo. If desired, have the child glue wrapping paper to the back of his letter and then fold it, as shown, into a festive envelope.  |||| [[image:http://www.theeducationcenter.com/Images/projects/2012/ND/121012_hanukkah.gif caption="Celebrate Hanukkah"]][[image:http://www.theeducationcenter.com/Images/projects/2012/ND/121012_hanukkah_title.gif caption="I Have a Little Dreidel"]] ||
 * || //Photographs show children from around the world participating in Hanukkah traditions. A recipe, a glossary, and additional information are included at the back of the book.// For this center, program a card as shown. Place the card at a center along with the book, sticky notes, and lined paper. Each pair of students chooses a picture from the book. The partners follow the card’s directions, answering the questions and writing a caption for the picture. The duo writes its caption on a sticky note and sticks it to the picture. Once each pair of students has captioned a different picture, share with the class each picture and its new caption.  || [[image:http://www.theeducationcenter.com/Images/projects/2012/ND/121012_hanukkah_idea.gif align="right" caption="idea"]] ||   ||   ||   ||

Place a copy of the book, red construction paper, scissors, and markers at a center. Have each student cut out six apple shapes, reread the story, and identify six main events. Next, the child writes on each shape a different story event. Then he refers to the apples as he retells the story to a partner. || ||
 * [[image:http://www.theeducationcenter.com/Images/projects/2013/JF/012813_givingtree.gif caption="The Giving Tree"]][[image:http://www.theeducationcenter.com//Images/projects/2013/JF/012813_givingtree_title.gif caption="The Giving Tree"]] ||
 * || //This timeless tale follows the life of a tree that loves a boy and gives him everything she can even while the boy thinks only of himself.//

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  //Whether you and your students are hoping for snow or already anticipating spring's warmth, you are sure to enjoy this collection of wintry descriptions from// A //to// Z//.// With this writing activity, students move from reading sensory descriptions to writing them. Assign each student one of the winter activities listed below. Then each child brainstorms three sensory details about her topic and drafts an "I" statement about each detail. After revising her sentences, the youngster copies each sentence onto a construction paper cutout of her wintry item. Each student shares her work before adding it to a bulletin board titled "Wintry Descriptions."

<span style="font-family: Arial,Helvetica,sans-serif;">• drinking hot chocolate

<span style="font-family: Arial,Helvetica,sans-serif;">• building a snowman

<span style="font-family: Arial,Helvetica,sans-serif;">• catching snowflakes on my tongue

<span style="font-family: Arial,Helvetica,sans-serif;">• shoveling snow

<span style="font-family: Arial,Helvetica,sans-serif;">• snuggling under a blanket

<span style="font-family: Arial,Helvetica,sans-serif;">• playing a game inside where it is warm
 * [[image:http://www.theeducationcenter.com/Images/projects/2013/JF/012813_winter_idea.gif caption="idea"]] || ||