Core Reading
Program
Leah Haley
by
EDRDG 400 Sec 002
Mrs. Lamb
Second Grade
CORE READING PROGRAM FIVE-DAY PLAN
DAY 1
CORE TEXT-RELATED ACTIVITY
Story Title- Mrs. Brown Went to Town by Wong Yee
Summary- This story explains why Mrs. Brown lives in the barn outback. One day she goes into town
and gets bitten by a dog. While she is in the hospital the farm animals move into her house. When she
returns to her house the floor collapses and destroys it. Now the farm animals and Mrs. Brown live in
the barn out back.
Theme – Silly Story
 Common Core Standard – RL.2.3 Describe how characters in a story respond to major events and
challenges.
 Strategic Action Focus Beyond: Make predictions using information from the text
 About: Recognize and identify some aspects of text structure, such as beginning, events in sequential order,
most exciting point in a story, and ending
Essential Elements – See Appendices E
Comprehension
Objective - Readers will learn about the plot of the story in order to make predictions
Description of the Lesson –
Before
During
After
Questions
Just by looking at the cover what
do you think this story is about?
I wonder why the animals are
misbehaving why Mrs. Brown is
gone?
Why are they living in the barn?
Do you think that Mrs. Brown
forgives her farm animals?
I wonder/ I notice
I notice that they are on a farm.
I wonder what the animals are
going to do while Mrs. Brown
goes into town.
I noticed that the bed looks like it
is getting ready to break from all
the weight of the animals.
I noticed that even though Mrs.
Brown lost her house, she is still
happy.
Assessment/Check for Understanding – Students will get in groups of three and discuss what they learned
from this lesson. After the students have had time to talk, they will present to the class.
1
Reference - Core Story page T191
WORD STUDY MINI LESSON
Principle - Long vowel /a/, /i/
Explain the Principle - The students will be introduced to long /a /and /i/
Common Core Standard – Lit.RF2.3. Know and apply grade level phonics and analysis skills in decoding
words.
Essential Elements - Phonics
Description of the Lesson – The stundents will do an activity where they glue pictures on chart paper that
have the correct long vowel in it.
Teach/Model - I will start the lesson by explaining the long vowel can be shown in many different ways. The
vowel sound can change dependending on the letters before and after it. I will write example on the board and
we will pronounce the words together.
Apply - The class will cut out the words and put it next to the corresponding picture on the chart paper. They
will place it next to that has either picture with a long /a/ or /i/.
Assessment –The teacher will supervise the students. She will assess them by asking questions and analyzing
the student’s response.
Reference - Core text
GUIDED READING
ABOVE LEVEL GROUP
Book Title: The Magic School Bus “ Butterfly and the Bog Beast” By Joanna Cole
Genre: Fiction, humor
Level: P
Summary of the Story: The students decide to name their soccer team the “Walkersville Elementary
Butterflies. The other students disagree and think that it is a boring name. Mrs. Firzzle decides to take
her class on a field trip to show them that butterflies are not boring. They go to a bog and discover what
butterflies really do.
2
Theme or Author’s Message: Animals and insects can be fun
Common Core Standard: CCSS.ELA-Literacy.RI.2.10 By the end of the year, read and comprehend
texts, including history/social studies, science, and technical texts. In grades 2-3 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Teaching for Strategic Action:
Interring: Infer and talk about characters’ feelings, motives, and attributes.
Predicting: Predict the ending of a story based on reading the beginning and middle
Pre-reading: Have the students look at the cover of the book. Ask them is they know anything about
butterflies or bogs.
Reading the Text: Why did the teacher bring her students here? What do the students discover?
Responding/Discussing the Meaning: How did the students return to the school? What did they learn about
butterflies?
Word Work: Take apart muilti-syllable words.
Reference: Appendix D
ON LEVEL GROUP
Book Title: Red Fox Running By Eve Bunting
Genre: Fiction
Level: M
Summary of the Story: The red fox struggles to find food for his family. The story takes place in the
middle of the winter. After many attempts to find food, he is finally relieved to catch a bob cat. He is
able to feed his family.
Theme or Author’s Message: Animal’s perseverance to help his family
Common Core Standard:CCSS.ELA- Literacy.RI.2.10 By the end of the year, read and comprehend
texts, including history/social studies, science, and technical texts. In grades 2-3 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Teaching for Processing/Strategies/Strategic Action/Teaching Point: Predict what characters will do
based on traits revealed by the author.
Prereading:Just by looking at the cover what season do you believe this takes place in? Why do you
think the sky is red on the front cover?
3
Reading the Text: The fox is very hungry, what do you think he should eat? What do you think the
wildcat will do to the fox?
Responding/Discussing the Meaning: How did foxs friends help him? How did fox take care of his
family?
Exploring/Teaching for Processing Strategies: On page 6, how do you think the fox felt?
Word Work: Find different meaning to words that are spelled the same.
Reference: Bracken Library
BELOW LEVEL GROUP
Book Title: Come and Play, Hippo By Mike Thaler
Genre: Fiction
Level: J
Summary of the Story: This book is composed of four short stories about Hippo. In the first story Hippo
struggles to tell his friend “no”. In the second story Hippo is fearful of Friday the 13th. In the third story Hippo
starts a band with his friends. In the fourth story Hippo puts on a magic show for his friends.
Theme or Author’s Message: Having good friends is important
Common Core Standard: Literacy.RI.2.10 By the end of the year, read and comprehend texts, including
history/social studies, science, and technical texts. In grades 2-3 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
Teaching for Processing: Beyond: Predict what characters will do based on traits revealed by the
author.
Prereading: What type of animals are on the front cover? Do you recognize any of they instruments they
are playing?
Reading the Text: Why does Hippo want to start a band with his friends? Why does the music hurt
their ears?
Responding/Discussing the Meaning: How did Hippos friends help him with his problem? Have you ever
helped someone when they had a problem?
Exploring/Teaching for Processing Strategies: Look back to page 38, what are Hippos friends reactions?
Word Work: Find different meaning to words that are spelled the same.
4
Reference: Bracken Library
5
LITERACY STATIONS 1
Station 1
Independent Reading
Connected to the
CRP Yes No
Yes
Literature
leveled text
Grouping
small group
Objectives
The students will be able to identify key elements while reading that they can use in
their writing.
CCSS
Common Core Standard – RL.2.1 Ask and answer such questions as who, what
,when, why, and how to demonstrate
Essential Elements
Comprehension
Assessment
I will read the students writing to make sure they understand the concept
Reference
leveled text
Station 2
Word Study
Connected to the
CRP Yes No
Yes
Literature
individual leveled reading text
Grouping
individual
Objectives
The students will be able to decode new words by using different sounds
CCSS
CCSS.ELAR-LiteracyRF.2.3d Decode words with common prefixes and suffixes
Essential Elements
Comprehension
Assessment
I scan the room to make surethe studnets are working on the lesson and do not need
any help
1
See Appendix for further support
6
Reference
leveled reading text
Station 3
Fluency
Connected to the
CRP Yes No
Literature
Come and Play, Hippo By Mike Thaler
Red Fox Running By Eve Bunting
The Magic School Bus “ Butterfly and the Bog Beast” By Joanna Cole
Grouping
small groups
Objectives
readers will read their leveled texts to discover their reading level
CCSS
CCSS.ELA-Literacy.RF.2.4b Read grade level text orally with accuracy, appropriate
rate and expression on successive readings.
Essential Elements
Fluency
Assessment
I will observe the students by making sure they are reaidng their leveled texts
Reference
Come and Play, Hippo By Mike Thaler
Red Fox Running By Eve Bunting
The Magic School Bus “ Butterfly and the Bog Beast” By Joanna Cole
Station 4
Connected to the
CRP Yes No
Reading Response
Yes
7
Literature
Red Fox Running By Eve Bunting
Grouping
small groups
Objectives
Readers will be able to remember the key details of a story and create a new ending
CCSS
CCSS.ELARL2.7 Explain how specific images contribute to clarify a text
Essential Elements
Comprehension
Assessment
I will read the students journal summarys to make sure they understand the lesson
Reference
Red Fox Running By Eve Bunting
CLOSURE ACTIVITY
DAY 2
CORE TEXT-RELATED ACTIVITY
Story Title- Chicks and Salsa
Summary- This story is about a group of farm animals that are hungry. The rooster wants to take care of his
family by cooking for them. However the entire farm has to work together in order to make the festive meals.
In this silly story, the farm aniamls have to rely on the farmer in order to accomplish their goal.
Theme – Silly Story: Variety is important in life
Group Type – Whole
Common Core Standard – RL.2.3 Describe how characters in a story respond to major events and
challenges.
Objective – Readers will learn about the characters of the story so that they will be able to understand the story
in a sequential sequence.
Description of the Lesson –I will place six sentence strips on the board and a picture of each animal
mentioned in the story. Each strip will show an event that happened in the story. The strips will be out of order.
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As a class, we will read the strips aloud. The students will recall the events from the story and put them into
sequential order.
Before the Reading (Prereading/Opening) – This book is used to connect farm animals to the story from my
basal text.
 Start by asking if the students have ever been to a farm.
Read: Chicks and Salsa
.
Essential Elements – See Appendices E
Assessment/Check for Understanding –The students will then write a letter to the farmer summarizing the
story. They can use the sentence strips and animal pictures as references. This will help me know if they
understood the story.
9
Reference - Chicks and Salsa by Aaron Reynolds
WORD STUDY MINI LESSON
Group Type – Small
Common Core Standard –CCSS.ELA-Literacy RF.2.3b Know spelling sound correspondence for additional
common vowel terms
Objective – The students will learn how the spelling of word effectss how the wordis pronouced
Essential Elements – Phonics
Description of the Lesson –What: There will be a twister board on the floor and spelling words will be taped
to each dot of the twister board. The students will take turns spinning the spinner. When the spinner lands on a
color, the student will pick an index card from that colored section and then the student will read the word
aloud and spell it.
Materials needed – Twister board, index cards, markers, tape, spinner
Teach/Model - I will explain how the spelling different words is easier when you break the word into
sections. I will then write words on the board to help the students
Practice - What: There will be a twister board on the floor and spelling words will be taped to each dot of the
twister board. The students will take turns spinning the spinner. When the spinner lands on a color, the student
will pick an index card from that colored section and then the student will read the word aloud and spell it.
Apply - The students will work on this lesson in small groups
Assessment - I will walk around and observe that the students are understanding the lesson. I will
answer any questions that they may have.
Share/Closure –“Today readers we learned about the characters on the farm and how they solved their
problem. We put the events of the story in correct order on the board. Next time you are reading a story think
about the order of the events that happen in the book.”
Reference - Scholastic
10
GUIDED READING 2
ABOVE LEVEL GROUP
Book Annotation: Why do Wolves Howl?
Genre: Non- Fiction
Level: P
Summary of the Story: The book discusses wolf facts and life behaviors. This book has many question
and answer information. The illustrations help tell the story.
Theme or Author’s Message: Wolves everyday lives
Book Annotation:
ON LEVEL GROUP
Book Annotation: Horses! By Gail Gibbons
Genre: Non-Fiction
Level: M
Summary of the Story: This is an all about horses factual book. The book tells you what horse eat, how
they sleep, and their body parts. It tells you how to care for a sick horse and how to take care of baby
horses. It also groups the horses into different breeds.
Theme or Author’s Message: Horses are good companions and require a lot of care
BELOW LEVEL GROUP
Book Annotation: Skyfire By Frank Asch
Genre: Fiction
Level: J
Summary of the Story: This story is about Bear who finds a rainbow but thinks it is a fire in the sky. He
tries to find the end of a rainbow to diminish the fire. He takes a pot of water and throws it at the
2
For Days 2-5 only give annotation, summary, and theme for each of the levels each day
11
rainbow. The rainbow then fades away. His friend bird convinces him that the honey in a near by tree is
the gold found at the end of the rainbow. They then make honey cakes with the honey.
Theme or Author’s Message: Don’t believe every thing you see is real
LITERACY STATIONS 3
Station 1
Independent Reading
Connected to the
CRP Yes No
No,the student will write a summary of the story in their journal
Literature
Students chose book corresopinding with their own level
Grouping
small group
Objectives
The students will identify important points of the story to use in their journal writing
CCSS
Common Core Standard – RL.2.3 Describe how characters in a story respond to
major events and challenges
Essential Elements
Comprehension
Assessment
I will walk around the room and ask the students questions
Reference
Level texts
Station 2
Word Study
Connected to the
CRP Yes No
Yes
Literature
Leveled text
Grouping
small group
Objectives
The student will identify key points in the story a use them in their writing
Common Core Standard: Literacy.RI.2.10 By the end of the year, read and
comprehend texts, including history/social studies, science, and technical texts. In
grades 2-3 text complexity band proficiently, with scaffolding as needed at the
high end of the range.
CCSS
3
See Appendix for further support
12
Essential Elements
Comprehension
Assessment
I will walk around the room making sure the students are understanding the material
Reference
leveled texts
Station 3
Fluency
Connected to the
CRP Yes No
Yes
Literature
Skyfire By Frank Asch
Grouping
small groups
Objectives
The students will read aloud in their small groups
CCSS
CCSS.ELA-Literacy.RF.2.4b: Read grade level text orally with accuracy appropriate
rate, and expression
Essential Elements
Fluency
Assessment
I will observe the students to make sure they understand the lesson
Reference
Skyfire By Frank Asch
Station 4
Reading Response
Connected to the
CRP Yes No
Yes
Literature
Horses! By Gail Gibbons
Grouping
small groups
Objectives
The students will create a new ending for the story
CCSS
CCSS.ELA-Literacy RF.2.3b Know spelling sound correspondence for additional
common vowel terms
13
Essential Elements
Phonics
Assessment
The
Reference
Horses! By Gail Gibbons
CLOSURE ACTIVITY
DAY 3
CORE TEXT-RELATED ACTIVITY 4
Story Title- Miss Nelson is Missing! By Harry Allard
Summary-Miss Nelson’s class is misbehaivng and has no respect for her. In order to get the students to
behave, she disguises hersself as the witch Miss Viola Swamp. Miss Viola Swamp is a strict substitue
teacher who loads the children down with homework. The students behave for her and realize how
much they miss their sweet teacher Miss Nelson. The class tries to find their missing teacher. Miss
Nelson finally returns to the classroom. The students are grateful and behave for her,
Theme – What is respect and who deserves it?
Group Type – small
Common Core Standard – CCSS.ELA-Literacy.RL.2. Ask and answer such questions as who, what, where,
when,why and how to demonstrate understanding of key details in the text.
Strategic Action Focus-Beyond- Infer characters feelings and motivations form the descriptions
About: Notice and understand when the writer uses the temporal sequence
Objective – Readers use the informatino in the tory to understand how the characters actions contribute
to the sequence of events so that they understand the theme of the story.
Essential Elements – Comprehension
Before the Reading (Prereading/Opening) –
During the Reading – (Questions you will ask and Wonderings or Noticings)
After the Reading – (Reinforcing the objective)
4
This could be a rereading to reinforce, a new story, or poem
14
Assessment/Check for Understanding – I will observe the students to make sure they understood the plot
and theme of the story. I would verify by asking questions
Reference - Bracken Library
ABOVE LEVEL GROUP
Book Annotation: Tickle’s Tale By Stephen Cosgrove
Genre: Fiction
Level: P
Summary of the Story: Tickle is a curious cat who gets into a lot of trouble. He is left alone for an
afternoon and is left with a sticky situation. Tickle was very hungry and decided to read the wizards
magic book in order to get food. He must come clean to his owner that he broke the rules. Tickle did not
tell his owner the truth so his tail grew three feet long.
Theme or Author’s Message: Telling the truth is good for you
ON LEVEL GROUP
Book Annotation: Zipping, Zapping, Zooming Bats By Ann Earle
Genre: Non-Fiction
Level: M
Summary of the Story: This is story about bat life. Throughout the story it describes the bats features,
habits, and how they are good for nature. At the end it describes different species of bats and how to
build a bat house.
Theme or Author’s Message: Bats are not scary, they are good.
BELOW LEVEL GROUP
Book Annotation: The Bull and the Fire Truck by R.W Alley
Genre: Fiction
Level: J
15
Summary of the Story: This story is about a bull named Benardo who was taken from his farm in a red
truck. Ever since the color red has made him mad. One day a fire truck comes by his new field and he
chases the truck through the town. Benardo crashes the truck and he has to go to the doctor. The doctor
prescribes him to stay away from red.
Theme or Author’s Message: Don’t get mad so easily, you make yourself look silly
LITERACY STATIONS 5
Station 1
Independent Reading
Connected to the
CRP Yes No
Yes
Literature
Tickle’s Tale By Stephen Cosgrove
Grouping
2
Objectives
The students will answer questions in their journals that I have on a sheet of paper at
the center
CCSS
Common Core Standard – RL.2.1 Ask and answer such questions as who, what
,when, why, and how to demonstrate
Essential Elements
Comprehension
Assessment
The students will write one of their questions on a dry earse board
Reference
Tickle’s Tale By Stephen Cosgrove
Station 2
Word Study
Connected to the
CRP Yes No
Yes
Literature
The Bull and the Fire Truck by R.W Alley
Grouping
individual
Objectives
Students will find long vowles so they can tell the difference between short vowels.
5
See Appendix for further support
16
CCSS
Common Core Standard – RL.2.1 Ask and answer such questions as who, what
,when, why, and how to demonstrate understanding of key details in a text
Essential Elements
Comprehension, Vocabulary
Assessment
The students will circle all of the long vowels they found
Reference
The Bull and the Fire Truck by R.W Alley
Station 3
Fluency
Connected to the
CRP Yes No
Yes
Literature
The Bull and the Fire Truck by R.W Alley
Zipping, Zapping, Zooming Bats By Ann Earle
Tickle’s Tale By Stephen Cosgrove
Grouping
small groups
Objectives
Students will read a text according to their leveled reading
CCSS
Common Core Standard – RF.2.4b Read grade-level text orally with accuracy
Essential Elements
Fluency
Assessment
The students will get with a partner and buddy read
Reference
Station 4
Connected to the
CRP Yes No
Yes
Literature
Tickle’s Tale By Stephen Cosgrove
Grouping
Small groups
Reading Response
17
Objectives
The students will understand how specific images add to the text of a story
CCSS
Common Core Standard – RL.2.7 Explain how specific images contribute to and
clarify a text
Essential Elements
Comprehension
assessment
The students will draw images from the story
Reference
Tickle’s Tale By Stephen Cosgrove
CLOSURE ACTIVITY
DAY 4
Assessment/Check for Understanding –
Reference - Bracken Library
ABOVE LEVEL GROUP
Book Annotation: Snakes by Seymour Simon
Genre: Non fiction
Level: P
Summary of the Story: This story is about what snakes are, how they survive and the dangers they pose to
people. It has fun facts throughout the book. It describes how the snakes hunt and the different snake species. It
also goes into detail of hunting tactics.
Theme or Author’s Message: Everyday snakes
ON LEVEL GROUP
Book Annotation: “What do you do with a kangaroo?”by Mercer Mayer
Genre: Fiction
Level: M
18
Summary of the Story: A kangaroo jumps through a little girls window and starts to boss her around.
Throughout the story several animals invade the girls home causing a ruckus. The animals chew up her clothes,
break her things, and demand food. The little girl can not get rid of the animals and she ends up letting them
sleep in her house.
Theme or Author’s Message: Stick up for yourself.
BELOW LEVEL GROUP
Book Annotation: To Market, To Market by Ann Miranda
Genre: Fiction (song)
Level: J
Summary of the Story: A woman makes several trips to the market in order to cook a meal. She ends up
bringing animals home from the market. To her dismay the animals cause trouble in her house. Fed up, the
women takes the animals to a vegetable market and cooks a vegetarian meal instead.
Theme or Author’s Message: Treat others as you want to be treated
DAY 5
CORE TEXT-RELATED ACTIVITY 6
Story Title - No Sleep for Sheep
6
This could be a rereading to reinforce, a new story, or poem
19
Summary- The Sheep can not get any sleep on the farm. Different animals keep making noises such as
pigs, ducks, and horses. They keep getting louder as the night goes on, the sheep have to devise a plan to
quiet down the farm.
Theme – Teamwork can lead to results
Group Type – small
Common Core Standard – CCSS.ELA-Literacy.RF.2.4b level text orally with accuracy, appropriate rate, and
expression on successive readings
Objective – The students will comprehend the characters motive in the story
Essential Elements – Comprehensino
 Description of the Lesson –The students can check in or out books from the library, and participate in
shared and independent reading.
Before the Reading : Looking at the sheeps facial expression, how do you think it feels?
During the Reading – How can the sheep quiet down the farm?
After the Reading – How did the sheeps solve the problem on the farm?
Assessment/Check for Understanding –I will walk around the room and ask the students questions
Reference - Core Text
ABOVE LEVEL GROUP
Book Annotation: Keeping Warm! Keeping Cool! By Brian and Jillian Cutting
Genre: Non fiction
Level: P
Summary of the Story: This story tells the reader about where animals go in the hot and cool weather. It
also describes different kinds of animals and where they live.
Theme or Author’s Message: Animals are similar to humans
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ON LEVEL GROUP
Book Annotation: Lon Po Po by Ed Young
Genre: Fiction
Level: M
Summary of the Story: Three daughters are lefrt home alone while their mom goes to visit their grandma.
Lon Po Po poses as their grandma in attempts to trick them. They discover the wolfs true identity and they
devise a plan to kill. They trick him into a basket and drop him from a tree.
Theme or Author’s Message: Be aware of trickery
BELOW LEVEL GROUP
Book Annotation: The Runaway Bunny by Margaret Brown
Genre: Fiction
Level: J
Summary of the Story: A bunny has fun and hides from his mother. The mother always chases after the
bunny to bring him home.
Theme or Author’s Message: Take care of your family
LITERACY STATIONS 7
Station 1
Independent Reading
Connected to the
CRP Yes No
No,the student will write a summary of the story in their journal
Literature
Students chose book corresopinding with their own level
Grouping
small group
Objectives
The students will identify important points of the story to use in their journal writing
7
See Appendix for further support
21
CCSS
Common Core Standard – RL.2.3 Describe how characters in a story respond to
major events and challenges
Essential Elements
Comprehension
Assessment
I will walk around the room and ask the students questions
Reference
leveled text
Station 2
Word Study
Connected to the
CRP Yes No
Yes(word study)
Literature
Keeping Warm! Keeping Cool! By Brian and Jillian Cutting
Grouping
individual
Objectives
Students will find the long vowels
CCSS
Common Core Standard – RL.2.1 Ask and answer such questions as who, what
,when, why, and how to demonstrate
Essential Elements
Comprehension, Vocabulary understanding of key details in a text
Assessment
The students will share their answers to the questions to the class.
Reference
: Keeping Warm! Keeping Cool! By Brian and Jillian Cutting
Station 3
Fluency
Connected to the
CRP Yes No
Yes
Literature
Lon Po Po by Ed Young
Grouping
small groups
Objectives
The students will read a level book with their correct level
CCSS
CCSS.ELA-Literacy.RF.2.4b level text orally with accuracy, appropriate rate, and
expression on successive readings
22
Essential Elements
Fluency
Assessment
The teacher will walk around asking quesitons and observing the students work
Reference
Lon Po Po by Ed Young
Station 4
Reading Response
Connected to the
CRP Yes No
Yes
Literature
Lon Po Po by Ed Young
Grouping
small groups
Objectives
The students will comprehend the characters motive in the story
CCSS
Common Core Standard – RL.2.2 Identify the main topic of a multi-paragraph text
as well as the focus of specific paragraphs within the text.
Essential Elements
Comprehension
Assessment
The teacher will walk around asking quesitons and observing the students work
Reference
Core Text 131T and Lon Po Po by Ed Young
CLOSURE ACTIVITY
ASSESSMENTS 8
1. The teacher will supervise the students. She will assess them by asking questions and analyzing the
student’s response. Journal: Students will write a reflective response on a station of their choice
explaining what they learned and how they can use this method again. Group Time: Students will get
in groups of three and discuss what they learned at each station and which station was the most helpful
for them and why. After the students have had time to talk, they will present to the class.
8
See Core Planning Guide for support
23
BIBLIOGRAPHY 9
Mrs. Brown Went to Town by Wong Yee
The Magic School Bus “ Butterfly and the Bog Beast” By Joanna Cole
Red Fox Running By Eve Bunting
Come and Play, Hippo By Mike Thaler
Chicks and Salsa by Aaron Reynolds
Why do Wolves Howl? by Aaron Earl
Horses! By Gail Gibbons
Skyfire By Frank Asch
Tickle’s Tale By Stephen Cosgrove
Zipping, Zapping, Zooming Bats By Ann Earle
The Bull and the Fire Truck by R.W Alley
Snakes by Seymour Simon
To Market, To Market by Ann Miranda
Lon Po Po by Ed Young xs
Keeping Warm! Keeping Cool! By Brian and Jillian Cutting
The Runaway Bunny by Margaret Brown
9
See Core Planning Guide for support
24