Summary This book describes organic gardening and teaches students how to start their own garden.

GREEN EARTH DISCOVERY LIBRARY: OUR ORGANIC GARDEN TEACHER NOTES Summary This book describes organic gardening and teaches students how to start their own garden. Standards: Guided Reading Level Lexile Level 100th word Total Word Count Common Core Language Arts Identify main concept and supporting details in a text Indentify the main purpose of a text Science Understands Earth s composition and structure Understands organisms and their relationships to the environment H 300 garden p. 10 267 Lesson Focuses for Guided Reading (Select lesson focus based on Student s needs) Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics Use informational text features Order a sequence of steps in a life cycle or a process Using informational text features such as captions and diagrams Summarizing information Using graphic features Self monitoring and self correcting Cross-checking text to pictures chemicals climate compost manure organic pesticides pollute Lesson 1. Warm up for reading Students read familiar books. 2. Introduction of Our Organic Garden Introduce Our Organic Garden by looking at the cover photo and starting a discussion about gardening. Suggested questions to facilitate introductory conversation: Have you ever planted something? What do you think the word organic means? Why would organic gardening be important for some people? 3. Skimming and Scanning Our Organic Garden Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: Look at the pictures on pages 10 thru 15. What is happening in each picture? Why did the author include these steps and these pictures? What is the purpose of this book? Do you think this book would be useful if you were thinking about starting a garden? Why? 4. Reading Our Organic Garden Students read independently. 5. After reading Our Organic Garden Open the conversation with a question that relates to the comprehension strategy which is summarizing the information. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: What was the main idea of this book? Describe the characteristics of organic gardening. Would this information be useful if you had a garden? Suggested after reading lesson focus prompts: I noticed (student s name) using (reading strategy) while you were reading. Did it help you with your reading? Did you check the pictures for information? Did you think about what you already knew about gardening to help you while you were reading? 6. After Reading Application for Our Organic Garden Have students complete the reproducible on Retelling With A Picture Strip. 1-800-662-4321 www.teachercreated.com 1-800-380-2289 2011 Rourke Publishing. www.rourkeclassroom.com All rights reserved. Reprinted 2011 May with be permission reproduced from for Rourke classroom Publishing. use. Our Organic Garden_TN

EXTENSION ACTIVITY - Our Organic Garden Retelling with a Picture Strip Name: Date: Our Organic Garden Directions: Think about the events in the book. Draw a picture of each step in the gardening process. Place the steps in order. On the lines provided write about each step in your own words. Make your pictures and directions clear so that someone would know how to start their own organic garden. TCR#419690 Rourke Publishing

GREEN EARTH DISCOVERY LIBRARY: CLEANING UP THE EARTH Summary This book describes what we can do to take care of our planet and keep it clean. TEACHER NOTES Standards: Guided Reading Level Lexile Level 100th word Total Word Count Common Core Language Arts Know and use various text structures Determine the meaning of words and phrases in a text relevant to the subject Science Knows how people affect the environment in negative and positive ways J 400 in p. 12 227 Lesson Focuses for Guided Reading (Select lesson focus based on Student s needs) Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics Uses the imperative verb tense Use informational text features Connecting text to self Summarizing information Cross-checking text to pictures Locating known or unknown words atmosphere carbon dioxide chemicals environmentalists groundwater landfills Lesson 1. Warm up for reading Students read familiar books. 2. Introduction of Cleaning Up The Earth Introduce Cleaning Up The Earth by looking at the cover photo and starting a discussion about pollution. Suggested questions to facilitate introductory conversation: Look at the picture on the cover. Describe what you see. What do you think Cleaning Up the Earth means? Do you know how to clean up the Earth? Tell us what you know. 3. Skimming and Scanning Cleaning Up The Earth Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: Look at the words in bold on page 8. Find them in the glossary. What do they mean? As students are skimming and scanning, ask them to look for text features such as captions. Why did the author include these in the book? Ask students to look at the pictures and describe what is happening in each. 4. Reading Cleaning Up The Earth Students read independently or with a partner. 5. After reading Cleaning Up The Earth Open the conversation with a question that relates to the comprehension strategy which is summarizing information. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: What happens when our planet is polluted? Why do we need to keep our planet clean? How can you help stop pollution? Suggested after reading lesson focus prompts: I noticed (student s name) using (reading strategy) while you were reading. Did it help you with your reading? Did you check the pictures for information when you were stuck? Tell us about it. 6. After Reading Application for Cleaning Up The Earth Have students complete the reproducible on Cleaning Up The Earth. 1-800-662-4321 www.teachercreated.com 1-800-380-2289 2011 Rourke Publishing. www.rourkeclassroom.com All rights reserved. Reprinted 2011 May with be permission reproduced from for Rourke classroom Publishing. use. Cleaning Up the Earth_TN

EXTENSION ACTIVITY- Cleaning Up the Earth Name: KWL Date: Directions: Think about the book Cleaning Up The Earth. What do you already know about this subject? What would you like to learn? Before reading the book, fill in the first two parts of the chart. After reading, write what you learned. I Know I Wonder I Learned TCR#419706 Rourke Publishing

GREEN EARTH DISCOVERY LIBRARY: WATER WORLD Summary TEACHER NOTES Standards: This book describes our uses for water and our dependence on water. Common Core Language Arts Describe the relationships between pictures and text Identify main topic and key details Science Knows humans and animals need certain resources Understands the water cycle Guided Reading Level Lexile Level 100th word Total Word Count G 250 a p. 11 292 Lesson Focuses for Guided Reading (Select lesson focus based on Student s needs) Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics Use informational text features Order a sequence of steps in a process Using informational text features such as captions and diagrams Summarizing information Using graphic features Cross-checking pictures to text Self monitoring and self correcting aquatic conserve drought freight microscopic overfishing pollute Lesson 1. Warm up for reading Students read familiar books. 2. Introduction of Water World Introduce Water World by looking at the cover photo and starting a discussion about how we depend on water. Suggested questions to facilitate introductory conversation: Look at the picture on the cover. Describe what you see. What do you think this book will be about? How do you use water everyday? 3. Skimming and Scanning Water World Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: Find all of the bold words in the text. Do you know what these words mean? Where do you go to find out what these words mean? Look for text boxes, captions, and Try This. Why did the author use those features in the text? Did these help you with unfamiliar words? 4. Reading Water World Students read independently. 5. After reading Water World Open the conversation with a question that relates to the comprehension strategy which is using graphic features. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: How do we use water? Why do we need to conserve water? What can we do to conserve water and keep our water sources clean? Suggested after reading lesson focus prompts: Did the bold words and the Glossary help you as you read? Did you use the pictures to help you when you got stuck? Did you reread words that did not make sense? 6. After Reading Application for Water World Have students complete the reproducible on Synonyms. 1-800-662-4321 www.teachercreated.com 1-800-380-2289 2011 Rourke Publishing. www.rourkeclassroom.com All rights reserved. Reprinted 2011 May with be permission reproduced from for Rourke classroom Publishing. use. Water World_TN

EXTENSION ACTIVITY - Water World Name: Synonyms Date: Directions: Choose a word from the book and think of a synonym for that word. Then write a definition for the words and draw an illustration in the second column. Synonym Pairs Definition and Illustration TCR#419713 Rourke Publishing

GREEN EARTH DISCOVERY LIBRARY: HELPING HABITATS Summary TEACHER NOTES This book describes animals and how they adapt to their habitats. Standards: Guided Reading Level Lexile Level 100th word Total Word Count Common Core Language Arts Describe the connection between two animals/events in the text Identify supporting details in a text Science Knows animals need certain resources for growth Knows that distinct environments support the life of certain species K 450 are p. 12 222 Lesson Focuses for Guided Reading (Select lesson focus based on Student s needs) Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics Use informational text features Use a variety of details to support main ideas Summarizing information Asking questions Predicting Reading for embedded definitions and supporting details Cross-checking text to pictures Predicting adapting bamboo coral reef greenhouse gases habitats overfishing polar Lesson 1. Warm up for reading Students read familiar books. 2. Introduction of Helping Habitats Introduce Helping Habitats by looking at the cover photo and starting a discussion about places where animals live. Suggested questions to facilitate introductory conversation: Can you tell me about the animals that live in your neighborhood? Where do those animals find food and shelter? What happens if animals can not find food or shelter? 3. Skimming and Scanning Helping Habitats Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: Look at bold words in the book. Can you tell us what these words mean? Look at the Try This section. Why would the author include this section in the book? 4. Reading Helping Habitats Students read independently. 5. After reading Helping Habitats Open the conversation with a question that relates to the comprehension strategy which is summarizing information. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: What was the main idea of the book? What are some problems of overfishing/greenhouse gases/ deforestation? How many ways could we prevent habitat destruction? Suggested after reading lesson focus prompts: Did you think about what you already knew about animal habitats to help you while you were reading? Were there captions in the book? How do captions help the reader to better understand the book? Did you check the pictures for information when you were stuck? Tell us about it. 6. After Reading Application for Helping Habitats Have students complete the reproducible. 1-800-662-4321 www.teachercreated.com 1-800-380-2289 2011 Rourke Publishing. www.rourkeclassroom.com All rights reserved. Reprinted 2011 May with be permission reproduced from for Rourke classroom Publishing. use. Helping Habitats_TN

EXTENSION ACTIVITY - Helping Habitats Name: Learning Journal Date: Directions: Think about the book Helping Habitats. What did you learn? 1. Make notes about the reading on the chart below. 2. Share your notes with a partner. What I knew about before reading: What I learned about from the book.: What else I d like to learn about : TCR#419720 Rourke Publishing

GREEN EARTH DISCOVERY LIBRARY: WHAT DOES GREEN MEAN? Summary This book describes how to live green and conserve our natural resources. TEACHER NOTES Standards: Guided Reading Level Lexile Level 100th word Total Word Count Common Core Language Arts Answer questions about key details Identify reasons that support key details Science Understands origins of renewable and nonrenewable energy Understands environmental impacts I 350 can p. 10 281 Lesson Focuses for Guided Reading (Select lesson focus based on Student s needs) Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics Use informational text features Use a variety of ending techniques Use graphic features Connect text to self using prior knowledge Using picture clues Endings absorb carbon footprint eco-friendly environment greenhouse gases landfill organic sustainable Lesson 1. Warm up for reading Students read familiar books. 2. Introduction of What Does Green Mean? Introduce What Does Green Mean? by looking at the cover photo and starting a discussion about energy conservation. Suggested questions to facilitate introductory conversation: What does going green mean? Why is going green important? Tell me about ways people can go green. 3. Skimming and Scanning What Does Green Mean? Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: Look at the picture on page 15. What is happening in this picture? Look at the Try This chart on page 22. Why did the author include this in the book? Will you try this? Report back to the class on your findings. What might you find out? 4. Reading What Does Green Mean? Students read independently. 5. After reading What Does Green Mean? Open the conversation with a question that relates to the comprehension strategy which is connect text to self using prior knowledge. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: Can you describe going green? Can you tell us how to reduce your carbon footprint? Do you think going green is a good or bad thing? Why? Suggested after reading lesson focus prompts: Were there questions in this book? How do the questions help the reader connect to the text? Did you check the pictures for information when you were stuck? Did you think about what you already knew about going green to help you while you were reading? 6. After Reading Application for What Does Green Mean? Have students complete the reproducible Descriptive Attributes. 1-800-662-4321 www.teachercreated.com 1-800-380-2289 2011 Rourke Publishing. www.rourkeclassroom.com All rights reserved. Reprinted 2011 May with be permission reproduced from for Rourke classroom Publishing. use. What Does Green Mean_TN

Extension Activity - What Does Green Mean? Descriptive Attributes Name: Date: What Does Green Mean? Directions: Choose one thing you learned about in the book. In the box below, draw and label the object. Then write about it using descriptive attributes, such as color words, size words, or number words. Draw: Write: TCR#419737 Rourke Publishing

GREEN EARTH DISCOVERY LIBRARY: ENDANGERED! Summary TEACHER NOTES This book describes endangered animals and what we can do to protect animals and their habitats. Standards: Guided Reading Level Lexile Level 100th word Total Word Count Common Core Language Arts Describe the connection between two events in the text Identify supporting details in a text Science Knows animals need certain resources for growth Knows that distinct environments support the life of certain species L 500 plant p. 12 190 Lesson Focuses for Guided Reading (Select lesson focus based on Student s needs) Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics Use informational text features Order a sequence of steps in a life cycle or a process Using informational text features such as captions and Diagrams Summarizing information Determining main ideas and supporting details Cross-checking text to pictures Locating known or unknown words conservation ecosystem endangered extinct habitats invasive poaching species Lesson 1 Warm up for reading Students read familiar books. 2. Introduction of Endangered! Introduce Endangered! by looking at the cover photo and starting a discussion about what students already know about endangered species. Suggested questions to facilitate introductory conversation: Look at the pictures in the book. Describe what you see. Can you tell me why animals become endangered? 3. Skimming and Scanning Endangered! Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: As students are skimming and scanning, ask them to look for words they do not know. Make a list of those unfamiliar words. Describe how the author uses captions and text boxes. Why did the author structure the book like this? 4. Reading Endangered! Students read independently. 5. After reading Endangered! Open the conversation with a question that relates to the comprehension strategy which is summarizing information. After a brief conversation about the contents of the book, move to questions that support your lesson focus. Suggested after reading content connection questions: Can you tell us in your own words about a species that is endangered? What do you think would happen if that species were to become extinct? Suggested after reading lesson focus prompts: I noticed that there were captions and pictures. Where are the main ideas and the supporting details in the text? Can you tell me how one extinct species can affect an entire ecosystem? 6. After Reading Application for Endangered! Have students complete the reproducible on Draw, Label, and Share Facts. 1-800-662-4321 www.teachercreated.com 1-800-380-2289 2011 Rourke Publishing. www.rourkeclassroom.com All rights reserved. Reprinted 2011 May with be permission reproduced from for Rourke classroom Publishing. use. Endangered_TN

EXTENSION ACTIVITY - Endangered! Name: Date: Directions: Choose a topic from the book. Write five facts about your topic. Try to use words from the glossary. Illustrate or draw a labeled diagram to support your new facts. Draw and Label Draw and Label Did You Know: Did You Know: Did You Know: Did You Know: Did You Know: Did You Know: Did You Know: Did You Know: Did You Know: Did You Know: TCR#419744 Rourke Publishing Rourke Publishing

GREEN EARTH DISCOVERY LIBRARY: RECYCLING EARTH S RESOURCES Standards: TEACHER NOTES Summary This book explains the resources we need and how people can work to conserve and protect the Earth. Guided Reading Level Lexile Level 100th word Total Word Count J 400-449 space p.8 247 Common Core Language Arts Ask and answer questions to determine or clarify the meaning of words and phrases in a text Use the illustrations and details in a text to describe its key ideas Know and use various text features to locate information in a text Science Knows how people affect the environment in negative and positive ways Lesson Focuses for Guided Reading (Select lesson focus based on Student s needs) Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics Specificity Descriptive attributes Connect text to self Summarizing information Use pronouns Using picture clues compost metals recycle resources Lesson 1. Warm up for reading Students read familiar books. 2. Introduction of Recycling Earth s Resources Introduce Recycling Earth s Resources by looking at the cover photo and starting a discussion about the items on the cover. Suggested questions to facilitate introductory conversation: Look at the title. Who can read the title for us? What are some of the things that you see on the cover? Have you ever used any of these things? What do you think you might learn from this book? 3. Skimming and Scanning Recycling Earth s Resources Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: Point out high frequency and repeated words that will support students reading. As students are skimming and scanning, point out the bold glossary words. Have students work together to define each word and then check it in the glossary. Discuss what is happening in the pictures. 4. Reading Recycling Earth s Resources Students read independently or with a partner. 5. After reading Recycling Earth s Resources Open the conversation with a question that relates to the comprehension strategy of summarizing information. After a brief conversation about the contents of the book, move to questions that support your lesson focus. Suggested after reading content connection questions: How does recycling work? What can be recycled? Why should people recycle Earth s resources? Does your family recycle? What can your family do to help conserve our Earth s resources? Describe the process of recycling water. Suggested after reading lesson focus prompts: I noticed (student s name) using (reading strategy) while you were reading. Did it help you with your reading? (Repeat this question to highlight different reading strategies or skills used by students.) Did you check the pictures for information when you were stuck? Tell us about it. Who can find a pronoun (our, we) on page 18? Can you find the word somewhere else in the book? 6. After Reading Application for Recycling Earth s Resources Have students complete the reproducible using unfamiliar words from the text. 1-800-662-4321 www.teachercreated.com 1-800-380-2289 2010 Rourke Publishing. www.rourkeclassroom.com All rights reserved. Reprinted 2010 May with be permission reproduced from for Rourke classroom Publishing. use. Recycling Earths Resources_TN

EXTENSION ACTIVITY Green Earth Discovery Library: Recycling Earth s Resources Name: Date: Recycling Earth s Resources Directions: As you read, use the chart below to learn about three words that are new to you. New Word What I Think it Means Definition and Picture Copyright by Rourke Publishing, LLC. TCR#905386

GREEN EARTH DISCOVERY LIBRARY: CLEAN AND GREEN ENERGY Standards: TEACHER NOTES Summary This book explains the different types of Earth friendly energy sources including solar, wind, water, and geothermal energy. Guided Reading Level Lexile Level 100th word Total Word Count K 450-499 fossil p.9 301 Common Core Language Arts Determine the main idea of a text; recount the key details and explain how they support the main idea Use information gained from illustrations and the words in a text to demonstrate understanding Know and use various text features to locate key facts or information in the text Science Knows how people affect the environment in negative and positive ways Lesson Focuses for Guided Reading (Select lesson focus based on Student s needs) Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics Specificity Extend sentences with phrases that tell Summarizing information Using graphic features Self monitoring for meaning Sight words Chunking Cross-checking text to pictures electricity energy fossil fuels geothermal energy renewable solar turbine Lesson 1. Warm up for reading Students read familiar books. 2. Introduction of Clean and Green Energy Introduce Clean and Green Energy by looking at the cover photo and starting a discussion about the cover photo and title. Suggested questions to facilitate introductory conversation: Read the title. What does the author mean by clean and green? How would you describe the pictures on the cover? What do you think they are used for? Do you know where we get energy for our cars and homes? Where does it come from? 3. Skimming and Scanning Clean and Green Energy Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: Point out high frequency words and repeated words that will support students reading. As students are talking about the pictures, have them look for possible energy sources that might be Earth friendly. As students are skimming and scanning, point out the bold glossary words. Have students work together to define each words and then check it in the glossary. 4. Reading Clean and Green Energy Students read independently or with a partner. 5. After reading Clean and Green Energy Open the conversation with a question that relates to the comprehension strategy of summarizing information. After a brief conversation about the contents of the book, move to questions that support your lesson focus. Suggested after reading content connection questions: What is renewable energy? Who can tell about a green energy source? Tell us where in the book you found the information. What would happen to the Earth if we only used fossil fuels? How would our lives be different? Think about where you live. What renewable energy sources do you use? Can you think of ways to use more green energy? Suggested after reading lesson focus prompts: I noticed (student s name) using (reading strategy) while you were reading. Did it help you with your reading? (Repeat this question to highlight different reading strategies or skills used by students.) Did you read the headings? Did the headings help you predict or think about what you were about to read? Did you check the pictures when you were stuck? Tell us about it. Did anyone use the strategy of chunking to figure out an unfamiliar word? Did you figure out the word? 6. After Reading Application for Clean and Green Energy Have students complete the word web reproducible. 1-800-662-4321 www.teachercreated.com 1-800-380-2289 2010 Rourke Publishing. www.rourkeclassroom.com All rights reserved. Reprinted 2010 May with be permission reproduced from for Rourke classroom Publishing. use. Clean and Green_TN

EXTENSION ACTIVITY Green Earth Discovery Library: Clean and Green Energy Name: Date: Clean and Green Energy Directions: Choose an idea you read about in the text. Begin the word web by writing the main idea in the box. Fill in the circles with subtopics. Subtopic: Subtopic: Subtopic: Subtopic: Copyright by Rourke Publishing, LLC. TCR#905393

GREEN EARTH DISCOVERY LIBRARY: GROWING UP GREEN TEACHER NOTES Summary This book describes what we can do to take care of our world and to help keep it clean. Standards: Guided Reading Level Lexile Level 100th word Total Word Count Common Core Language Arts Know and use various text structures Determine the meaning of words and phrases in a text relevant to the subject Science Knows how people affect the environment in negative and positive ways J 400-449 garden p.12 283 Lesson Focuses for Guided Reading (Select lesson focus based on Student s needs) Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics Sentence variation Use informational text features Using graphic features Summarizing information Self monitoring and self correcting Cross-checking text to pictures carbon dioxide compost pile fossil fuels recycle reuse Lesson 1. Warm up for reading Students read familiar books. 2. Introduction of Growing Up Green Introduce Growing Up Green by looking at the cover photo and starting a discussion about what students already know about conservation. Suggested questions to facilitate introductory conversation: Look at the pictures on the cover. Describe what you see. What do you think the title Growing Up Green means? Do you know some ways of living green? Tell us what you know. 3. Skimming and Scanning Growing Up Green - Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: Look at the words in bold on page 14. Find them in the glossary. What do they mean? As students are skimming and scanning, ask them to look for text features such as text boxes labeled Think Green and the Try this section. Why did the author include these in the book? Ask students to look at the pictures and describe what is happening in each. 4. Reading Growing Up Green Students read independently or with a partner. 5. After reading Growing Up Green Open the conversation with a question that relates to the comprehension strategy of summarizing information. After a brief conversation about the contents of the book, move to questions that support your lesson focus. Suggested after reading content connection questions: What can we do to keep our land clean? How about the air? Why do we need clean water on the Earth? What would happen if the water is polluted? How can you explain to someone about living green? What suggestions would you give them? Suggested after reading lesson focus prompts: I noticed (students name) using (reading strategy) while you were reading. Did it help you with your reading? (Repeat this question to highlight different reading strategies or skills used by students.) Did you check the pictures for information when you were stuck? Tell us about it. Did you reread or read ahead when the words didn t make sense? 6. After Reading Application for Growing Up Green Have students complete the reproducible. 1-800-662-4321 www.teachercreated.com 1-800-380-2289 2010 Rourke Publishing. www.rourkeclassroom.com All rights reserved. Reprinted 2010 May with be permission reproduced from for Rourke classroom Publishing. use. Growing Up Green_TN

EXTENSION ACTIVITY Green Earth Discovery Library: Growing Up Green Name: Date: Draw, Label, and Share Facts Directions: Choose a topic from the book. Write five facts about your topic. Try to use key words from the glossary. Illustrate or draw a labeled diagram to support your new facts. Draw and label. Did you know Did you know Did you know Did you know Did you know Copyright by Rourke Publishing, LLC. TCR#905409

GREEN EARTH DISCOVERY LIBRARY: MY GREEN LUNCH Standards: TEACHER NOTES Summary This book explains how to make an Earth friendly lunch and what kids can do to help preserve our natural resources. Guided Reading Level Lexile Level 100th word Total Word Count J 400-449 containers p.14 205 Common Core Language Arts Explain how specific images contribute to and clarify a text Identify the main purpose of a text including what the author wants to answer, explain, or describe Science Knows how people affect the environment in negative and positive ways Lesson Focuses for Guided Reading (Select lesson focus based on Student s needs) Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics Specificity Sentence variation Summarizing information Connecting text to self Contractions Self monitoring for meaning Cross checking photo to text compost decompose landfills recycled reusable Lesson 1. Warm up for reading Students read familiar books. 2. Introduction of My Green Lunch Introduce My Green Lunch by looking at the cover photo and starting a discussion about what students eat for lunch and what they know about school lunches. Suggested questions to facilitate introductory conversation: Look at the picture on the cover. Does this look like something you might eat for lunch? How is this lunch different from yours? Read the title. What do you think it means? Tell us about the lunch you eat at school. How is it served? What kind of packaging is used? 3. Skimming and Scanning My Green Lunch Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: As students are skimming and scanning, point out the bold glossary words. Have students work together to define each word and then check it in the glossary. Look at the picture on page 7. Ask students to describe what they see. Look at the rest of the pictures in the book. What are some other things you notice? 4. Reading My Green Lunch Students read independently or with a partner. 5. After reading My Green Lunch Open the conversation with a question that relates to the comprehension strategy of summarizing information. After a brief conversation about the contents of the book, move to questions that support your lesson focus. Suggested after reading content connection questions: How would you describe a lunch that is green? Does your school provide green lunches? What changes could you suggest to your school in order to make green lunches for the students? Think about the words reuse and recycle. How are the two words alike? How are they different? Suggested after reading lesson focus prompts: I noticed (student s name) using (reading strategy) while you were reading. Did it help you with your reading? (Repeat this question to highlight different reading strategies and skills used by the students.) Did you check the pictures for information when you were stuck? Tell us about it. Several words in My Green Lunch are contractions. List all the contractions you can find. Show what two words were changed to make the contraction. 6. After Reading Application for My Green Lunch Have students complete the reproducible on summarizing information. 1-800-662-4321 www.teachercreated.com 1-800-380-2289 2010 Rourke Publishing. www.rourkeclassroom.com All rights reserved. Reprinted 2010 May with be permission reproduced from for Rourke classroom Publishing. use. My Green Lunch_TN

EXTENSION ACTIVITY Green Earth Discovery Library: My Green Lunch Name: Date: Directions: Answer these questions about the book. My Green Lunch 1. What was the most interesting part of the book? Draw a picture of it here. TCR#905416 2. Explain your picture. What does it show? 3. What else would you like to learn about this subject? Copyright by Rourke Publishing, LLC.

GREEN EARTH DISCOVERY LIBRARY: FILLING THE EARTH WITH TRASH Standards: TEACHER NOTES Summary This book explains how our trash ends up in a landfill and what we can do to reduce the amount of trash we produce. Guided Reading Level Lexile Level 100th word Total Word Count Common Core Language Arts Uses reading skills and strategies to understand a variety of informational texts Relates new information to prior knowledge and experience Science Knows how many people affect the environment in negative and positive ways K 450-499 cover p.10 236 Lesson Focuses for Guided Reading (Select lesson focus based on Student s needs) Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics Sentence variation Use pronouns Connect text to self Ask questions Using picture cues Cross-checking text to picture Locating known or unknown words bulldozers compactors garbage landfill recycle reduce reuse waste Lesson 1. Warm up for reading Students read familiar books. 2. Introduction of Filling the Earth with Trash Introduce Filling the Earth with Trash by looking at the cover photo and starting a discussion about what types of trash can be seen and predict what the bulldozer might be doing on the cover. Suggested questions to facilitate introductory conversation: What kind of trash do you see on the cover? Where do you think the trash came from? What is the name of the machine on the cover? Who might use a machine like this? Why do you think the author chose the title Filling the Earth with Trash? 3. Skimming and Scanning Filling the Earth with Trash Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: Prompt the students to describe what they see in the pictures. As the students are discussing the pictures, have them look for key vocabulary in the text. Have the students scan for ending punctuation marks. Discuss why the marks are used in the book. Point out high frequency words and repeated words that will support students reading. 4. Reading Filling the Earth with Trash Students read independently or with a partner. 5. After reading Filling the Earth with Trash Open the conversation with a question that relates to the comprehension strategy which is connecting text to self. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: What happens to the trash that we throw away? How can we reduce the amount of trash that ends up in a landfill? Explain how a compost pile works. Have you ever thought about reusing things from your home? Suggested after reading lesson focus prompts: I noticed (student s name) using (reading strategy) while you were reading. Did it help you with your reading? (Repeat this question to highlight different reading strategies or skills used by students.) Did you check the pictures for information when you were stuck? Tell us about it. Who can show me a sentence that ends with a question mark? 6. After Reading Application for Filling the Earth with Trash Have students complete the reproducible to draw and write about a strategy for recycling, reusing, or reducing trash. 1-800-662-4321 www.teachercreated.com 1-800-380-2289 2010 Rourke Publishing. www.rourkeclassroom.com All rights reserved. Reprinted 2010 May with be permission reproduced from for Rourke classroom Publishing. use. Filling the Earth with Trash_TN

EXTENSION ACTIVITY Green Earth Discovery Library: Filling the Earth with Trash Name: Date: Filling the Earth with Trash Directions: Write a paragraph about something you can do to reduce, recycle, or reuse materials instead of throwing them in the trash. Draw a picture to show what you can do. Write: Draw: Copyright by Rourke Publishing, LLC. TCR#905423

GREEN EARTH DISCOVERY LIBRARY: TREES: EARTH S LUNGS Standards: TEACHER NOTES Summary This book describes the transfer of oxygen and carbon dioxide and how people and plants depend on each other to survive. Guided Reading Level Lexile Level 100th word Total Word Count Common Core Language Arts Uses the general skills and strategies of the reading process Uses basic elements of structural analysis to decode unknown words Science Knows the basic needs of plants and animals J 400-449 food p.12 232 Lesson Focuses for Guided Reading (Select lesson focus based on Student s needs) Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics Use specificity Visualization Connect text to self Decoding Phonics One-to-one matching Locating known or unknown words breathe carbon dioxide Earth food oxygen stomata Lesson 1. Warm up for reading Students read familiar books. 2. Introduction of Trees: Earth s Lungs Introduce Trees: Earth s Lungs by looking at the cover photo and starting a discussion about the known and unknown words in the title. Suggested questions to facilitate introductory conversation: What does the cover illustration or title make you think of? Do you think this is a fiction or nonfiction book? What do you think you might learn about trees in this book? 3. Skimming and Scanning Trees: Earth s Lungs Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: Prompt the students to use the pictures to predict what happens in the story. Point out high frequency words, repeated words, and unknown words in the text that will support students reading. Discuss the labels on pages 11 and 13. Ask students to describe what the graphics show. 4. Reading Trees: Earth s Lungs Students read independently or with a partner. 5. After reading Trees: Earth s Lungs Open the conversation with a question that relates to the comprehension strategy which is visualization. After a brief conversation about the contents of the book, move to questions that support your lesson focus. Suggested after reading content connection questions: How do living things breathe? What are stomata? How do they work? What do you think could happen if too many trees are cut down? Describe how breathing trees cool our Earth. Suggested after reading lesson focus prompts: I noticed (student s name) using (reading strategy) while you were reading. Did it help you with your reading? (Repeat this question to highlight different reading strategies or skills used by the students.) This book has several sight words. Who can find the word would? Now who can find the word where? How are the words alike? How are they different? Did you check the pictures for information when you were stuck? Tell us about it. 6. After Reading Application for Trees: Earth s Lungs Have students complete the reproducible to show what was learned during the reading. 1-800-662-4321 www.teachercreated.com 1-800-380-2289 2010 Rourke Publishing. www.rourkeclassroom.com All rights reserved. Reprinted 2010 May with be permission reproduced from for Rourke classroom Publishing. use. Trees Earth s Lungs_TN

EXTENSION ACTIVITY Green Earth Discovery Library: Trees: Earth s Lungs Name: Date: Trees: Earth s Lungs Directions: Think about the book Trees: Earth s Lungs. What did you learn? 1. Make notes about the reading on the chart below. 2. Share your notes with a partner. What I knew about before reading: What I learned about from the book.: What else I d like to learn about : Copyright by Rourke Publishing, LLC. TCR#905430