Macmillian Treasures: Interactive Read-Aloud Anthology With Plays Grade 2

230 Pages·2016·5.68 MB·English

Grade 2
ACKNOWLEDGMENTS
“The First Day of School” from CRICKET NEVER “The Ugly Duckling” by Hans Christian Andersen,
DOES: A COLLECTION OF HAIKU AND TANKA by retold by Karen-Amanda Toulon. Copyright © 1989 by
Myra Cohn Livingston. Copyright © 1997 by Myra Silver, Burdett & Ginn Inc. Used by permission of Silver,
Cohn Livingston. Used by permission of Margaret Burdett & Ginn Inc.
K. McElderry Books, an imprint of Simon & Schuster
Excerpt from MAX by Rachel Isadora. Copyright © 1976
Children’s Publishing Division.
by Rachel Isadora. Used by permission of Simon &
THE ART LESSON by Tomie dePaola. Copyright Schuster Books for Young Readers.
© 1989 by Tomie dePaola. Used by permission
“The Storytelling Stone” a Seneca tale retold by
of G. P. Putnam’s Sons.
Joseph Bruchac, from KEEPERS OF THE EARTH: NATIVE
NO DRAGONS FOR TEA: FIRE SAFETY FOR KIDS (AND AMERICAN STORIES AND ENVIRONMENTAL ACTIVITIES
DRAGONS) by Jean Pendziwol. Copyright FOR CHILDREN. Copyright © 1988, 1989 by Michael J.
© 1999 by Jean Pendziwol. Used by permission Caduto and Joseph Bruchac. Used by permission of
of Kids Can Press Ltd. Fulcrum, Inc.
I WISH I WERE A BUTTERFLY by James Howe. Copyright POLICE PATROL by Katherine K. Winkleman. Copyright
© 1987 by James Howe. Used by permission of Gulliver © 1996 by Katherine K. Winkleman. Used by permission
Books, Harcourt Brace & Company. of Walker and Company.
THE AMERICAN WEI by Marion Hess Pomeranc. BURIED IN THE BACKYARD by Gail Herman. Copyright
Copyright © 1998 by Marion Hess Pomeranc. Used by © 2003 by The Kane Press. Used by permission of The
permission of Albert Whitman & Company. Kane Press.
THE STORY OF JOHNNY APPLESEED by Aliki. Copyright BOY, CAN HE DANCE! by Eileen Spinelli. Copyright ©
© 1963 by Aliki Brandenberg. Used by permission of 1993 by Eileen Spinelli. Used by permission of Aladdin
Simon & Schuster Books for Young Readers, a division Paperbacks, an imprint of Simon & Schuster Children’s
of Simon & Schuster, Inc. Publishing Division.
Excerpt from A THOUSAND PAILS OF WATER by BARNYARD LULLABY by Frank Asch. Copyright © 1998
Ronald Roy. Copyright © 1978 by Ronald Roy. Used by by Frank Asch. Used by permission of Simon & Schuster
permission of Random House, Inc. Books for Young Readers, an imprint of Simon &
Schuster Children’s Publishing Division.
Excerpt from A SPECIAL TRADE by Sally Wittman.
Copyright © 1978 by Sally Christensen Wittman. Used by
permission of Harper & Row Publishers, Inc.
Continued on page 230
B
Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,
Two Penn Plaza, New York, New York 10121.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be
reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without
the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage
or transmission, or broadcast for distance learning, except for the Copying Masters and Plays, which may be
reproduced in print form for non-profi t educational use with Macmillan/McGraw-Hill TREASURES.
Printed in the United States of America
1 2 3 4 5 6 7 8 9 10 WDQ 14 13 12 11 10
CONTENTS
Introduction
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Literature Selections
The First Day of School and The Art Lesson . . . . . . . . . . . . . . . . . . . 9
A haiku by Myra Cohn Livingston and a memoir by Tomie de Paola
The Lion and the Mouse. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
A fable by Aesop retold by Margaret H. Lippert
No Dragons for Tea: Fire Safety for Kids (and Dragons). . . 17
A poem by Jean Pendziwol
I Wish I Were a Butterfl y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
A fable by James Howe
The American Wei. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
A story by Marion Hess Pomeranc
The Story of Johnny Appleseed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
A legend by Aliki
A Thousand Pails of Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
A story by Ronald Roy
A Special Trade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
A story by Sally Wittman
The Ugly Duckling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
A fairy tale by Hans Christian Andersen retold by Karen-Amanda Toulon
Max . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
A story by Rachel Isadora
The Storytelling Stone. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
A folktale retold by Joseph Bruchac
Police Patrol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Nonfi ction/Expository by Katherine K. Winkleman
Grade 2 3
Buried in the Backyard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
A story by Gail Herman
Boy, Can He Dance! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
A story by Eileen Spinelli
Barnyard Lullaby. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
A story by Frank Asch
The Great Kapok Tree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
A fable by Lynne Cherry
Nail Soup. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
A folktale by Debi Gliori
This Is Our Earth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
A poem by Laura Lee Benson
Cloudy With a Chance of Meatballs . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
A fantasy by Judi Barrett
Slowly Does It. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
A fable by Robin Ravilious
The Desert Is Theirs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .102
A poem by Byrd Baylor
Albert’s Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108
A poem by Leslie Tryon
Lewis and Clark: a Prairie Dog for the President. . . . . . . . . . .112
Nonfi ction/Expository by Shirley Raye Redmond
Kate and the Beanstalk. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117
A fairy tale retold by Mary Pope Osborne
A Dress for the Moon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124
A story by Indira Krishnan
When Elephant Goes to a Party . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .128
A story by Sonia Levitin
If You Were a Writer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133
A story by Joan Lowery Nixon
The Bremen Town Musicians. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .140
A folktale retold by Anne Rockwell
So You Want to Be an Inventor? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .145
Nonfi ction/Expository by Judith St. George
Grandma’s Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .153
A story by Eric Velasquez
4 Table of Contents
Plays
Room for More. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
The Secret Song . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
I’ll Be the Dragon!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
A Whale of a Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
The Search for the Magic Lake. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
Mother Goose to the Rescue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Think-Aloud Copying Masters
1 Ask Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
2 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
3 Visualize . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222
4 Draw Inferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
5 Use Text Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224
6 Determine Importance in Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225
7 Summarize . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226
8 Monitor Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
Index by Genre
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .228
Grade 2 5

I N T E R A C T I V E
ANTHOLOGY with PLAYS
Developing Listening Comprehension
Read Alouds help to build children’s listening comprehension. This anthology
off ers selections from a variety of genres, including biography, fi ction,
folktales, nonfi ction, and poetry, to share with children. Instruction is
provided with each selection to develop specific comprehension
strategies. Children are asked to set a purpose for listening, as well as to
determine the author’s purpose for writing. Using the instruction provided,
each Read Aloud becomes an enjoyable, purposeful learning experience.
What Makes a Read Aloud Interactive?
With each selection, Teacher Think Alouds are provided to help you model
the use of comprehension strategies during reading. Using Think Alouds
allows children to listen and to observe how a good reader uses strategies to
get meaning from text. After reading, children are given the opportunity to
apply the comprehension strategy. Children are asked to “think aloud” as
they apply the strategy. By listening to a student Think Aloud you can
determine if the child is applying the comprehension strategy appropriately
and with understanding.
Think-Aloud Copying Masters included in the Read-Aloud Anthology
provide sentence starters to help children “think aloud” about a strategy.
(cid:23)(cid:19)(cid:19)
(cid:19)(cid:19)(cid:17)(cid:53)(cid:73)(cid:74)(cid:79)(cid:76)(cid:14)(cid:34)(cid:77)(cid:80)(cid:86)(cid:69)(cid:1)(cid:36)(cid:80)(cid:81)(cid:90)(cid:74)(cid:79)(cid:72)(cid:1)(cid:46)(cid:66)(cid:84)(cid:85)(cid:70)(cid:83)(cid:1)(cid:18) (cid:42)(cid:1)(cid:88)(cid:80)(cid:79)(cid:69)(cid:70)(cid:83)(cid:1)(cid:15)(cid:1)(cid:15)(cid:1)(cid:15) (cid:24)(cid:1)(cid:83)(cid:70)(cid:85)(cid:84)(cid:66)(cid:46)(cid:1)(cid:72)(cid:79)(cid:74)(cid:90)(cid:81)(cid:80)(cid:36)(cid:1)(cid:69)(cid:86)(cid:80)(cid:77)(cid:34)(cid:14)(cid:76)(cid:79)(cid:74)(cid:73)(cid:53) T(cid:53)h(cid:73)i(cid:74)(cid:84)sa(cid:66)(cid:1) b(cid:67)(cid:88)wo(cid:80)(cid:66)au(cid:86)(cid:84)st(cid:85)(cid:1) (cid:78)m (cid:1).(cid:15) (cid:1)(cid:15).(cid:80)o(cid:1) (cid:15).(cid:84)s(cid:85)t(cid:77)l(cid:90)y(cid:1)
(cid:157)(cid:21)(cid:66)(cid:86)(cid:88)(cid:98)(cid:94)(cid:97)(cid:97)(cid:86)(cid:99)(cid:36)(cid:66)(cid:88)(cid:60)(cid:103)(cid:86)(cid:108)(cid:34)(cid:61)(cid:94)(cid:97)(cid:97)
(cid:157)(cid:21)(cid:66)(cid:86)(cid:88)(cid:98)(cid:94)(cid:97)(cid:97)(cid:86)(cid:99)(cid:36)(cid:66)(cid:88)(cid:60)(cid:103)(cid:86)(cid:108)(cid:34)(cid:61)(cid:94)(cid:97)(cid:97)
Introduction 7
Plays and Choral Reading
Reader’s Theater for Building Fluency
You can use the plays and choral readings found at the back of this anthology
to perform a Reader’s Theater with children. Reading fl uency is developed by
repeated practice in reading text, especially when the reading is done orally.
Reader’s Theater can help build children’s fl uency skills because it engages
them in a highly motivating activity that provides an opportunity to read—
and reread—text orally. As children practice their assigned sections of the
“script,” they have multiple opportunities to increase their accuracy in word
recognition and their rate of reading. Children are also strongly motivated to
practice reading with appropriate phrasing and expression.
Performing Reader’s Theater
•
Assign speaking roles.
•
Do not always assign the speaking role with the most text to the most
fl uent reader. Readers who need practice reading need ample opportunity
to read.
•
Have children rehearse by reading and rereading their lines over several
days. In these rehearsals, allow time for teacher and peer feedback about
pace, phrasing, and expression.
•
Children do not memorize their lines, but rather read their lines from
the script.
•
No sets, costumes, or props are necessary.
8 Introduction
a haiku by Myra Cohn Livingston

a memoir by Tomie dePaola
Genres: Haiku/Memoir
Comprehension Strategy: Analyze Story Structure
Think-Aloud Copying Master number 6
Before Reading
Genre: Tell children that a haiku is a poem of three lines that do not rhyme.
The fi rst line has fi ve syllables, the second line has seven syllables, and the
third line has fi ve syllables. Tell children that after the poem, they will hear
a type of story called a memoir. A memoir is similar to an autobiography
because it is a story about a person’s life written by that person.
Expand Vocabulary: Introduce the following words before reading:
artist: a person who creates art
carpenters: people who build wooden structures
lessons: p eriods of time spent teaching or learning a subject
Set a Purpose for Reading: H ave children listen for details that tell about
the characters and where the events take place.
During Reading
Read the haiku and memoir aloud. Then use the Think Alouds during the
fi rst reading of the memoir. The note about the genre may be used during
subsequent readings.
TThhee FFiirrsstt DDaayy ooff SScchhooooll//TThhee AArrtt LLeessssoonn 9
A haiku by Myra Cohn Livingston
Th e fi rst day of school . . .
does my teacher wonder who
these new faces are?
a memoir by Tomie dePaola
Tommy knew he wanted to be an artist when he grew up.
Genre Study
He drew pictures everywhere he went. It was his favorite
Memoir: A memoir is
thing to do.
similar to an autobiog-
His friends had favorite things to do, too. Jack collected all
raphy because it tells
kinds of turtles. Herbie made huge cities in his sandbox. Jeannie,
about a person’s life.
Tommy’s best friend, could do cartwheels and stand on her head.
But Tommy drew and drew and drew.
His twin cousins, who were already grown up, were in art
school learning to be real artists. Th ey told him not to copy and
to practice, practice, practice. So, he did.
Tommy put his pictures up on the walls of his half of the
bedroom.
His mom put them up all around the house.
His dad took them to the barber shop where he worked.
Tom and Nana, Tommy’s Irish grandfather and
grandmother, had his pictures in their grocery store.
Nana-Fall-River, his Italian grandmother, put one in a
special frame on the table next to the photograph of Aunt Clo in
her wedding dress.
Once Tommy took a fl ashlight and a pencil under the covers
and drew pictures on his sheets. But when his mom changed the
sheets on Monday and found them, she said, “No more drawing
on the sheets, Tommy.”¹
His mom and dad were having a new house built, so Tommy
drew pictures of what it would look like when it was fi nished.
¹ I thought this part about
When the walls were up, one of the carpenters gave Tommy
Tommy drawing on his
a piece of bright blue chalk.
sheets was important
Tommy took the chalk and drew beautiful pictures all over
in this story because it
the unfi nished walls.
really tells me how much
But, when the painters came, his dad said, “Th at’s it, Tommy.
he loved to draw.
No more drawing on the walls.”
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