Caroline Hatton

Common Core Standards Alignment:
See below or click here for PDF version.

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GRADE 1 Standard Alignment/Text Features:

• Literature; Key Ideas and Details; 1 (ex: In the story, what happened first? Second? Third? Last? How do you know? What was the book mostly about?)

• Literature; Key Ideas and Details; 3 (ex: Where did the story take place? How do you know? Who were the characters in the story? What makes you think that? What was happening in the story? How did the story end? How do you know?),

• Literature; Craft and Structure; 6

• Literature; Integration of Knowledge and Ideas; 7 (ex: Turn to pages 4-5. How does the illustrator help you understand the tricky words on page 4? What clues does the illustrator give you?)

• Literature; Range of Reading and Level of Text Complexity; 10

• Foundational Skills; Print concepts; 1 a

• Foundational Skills; Phonological Awareness; 2 a-d

• Foundational Skills; Phonics and Word Recognition; 3 a-f (it's, said, is, it, your, asked, no, the, what's, that, a, where, my, dad, from, we, can, in, I, want, red, blue, don't, you, make, with, big, off, they, went, down, came, out, of, their, houses, yes, this, not, best, was, very, than, all, mom, her, their, inside)

• Foundational Skills; Fluency; 4 a-c

• Language Standards; Vocabulary Acquisition and Use; 6

GRADE 2 Standard Alignment/Text Features:

• Literature; Key Ideas and Details; 1 (ex: Where did the story take place? How do you know? Who were the characters in the story? What makes you think that? What was happening in the story? What special holiday was the story about? What did you learn about that holiday? How did the story end? How do you know?),

• Literature; Key Ideas and Details; 2 (ex: What happened first in the story? Next? Then? Last? What was the book mostly about? How do you know?)

• Literature; Craft and Structure; 4

• Literature; Craft and Structure; 5 (ex: How did the author choose to begin the story? What were the children doing? How did they feel about it? What happened in the middle of the story? How did the author choose to end the story? How did the author choose to end the book? Use details from the text to support your answer.)

• Literature; Craft and Structure; 6 (ex: How do you think the children felt at the beginning of the story? In the middle? At the end? What about Nick's parents? How are they feeling? How do you think the author feels about the Autumn Moon Festival? What makes you think that?)

• Literature; Integration of Knowledge and Ideas; 7 (ex: Turn to pages 2-3. How does the illustrator help us figure out the following: who are the characters? How are they feeling? What are they doing? What are they going to do next?)

• Literature; Range of Reading and Level of Text Complexity; 10

• Foundational Skills; Phonics and Word Recognition; 3 a-f

• Foundational Skills; Fluency; 4 a-c

• Language Standards; Vocabulary Acquisition and Use; 6

Teacher's Guide:

including cross-curricular activities (art, music, science, math, social studies, writing)
Click here.

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Activity:

Have a Mid-Autumn Moon Festival Parade for Tết Trung Thu!

● Have the children wear Vietnamese conical hats, carry either a paper lantern or a noisemaker, and walk to Vietnamese music (link below).

● Look for inexpensive Vietnamese conical hats, small paper lanterns, and (in the fall) moon cakes at Asian markets. Although lanterns are usually carried at the end of a stick, it might be safer to forget the sticks.

● You can make a toy paper lantern from a colored paper rectangle (8.5" x 5.5") and a piece of string. Bring together the two short sides of the paper to form a cylinder. Tape in place. Tape the two ends of the piece of string to the opposite sides of the cylinder, at the top. Carry your "lantern" by the string.

● Children can make a toy tambourine by decorating an aluminum foil dish with stickers, or they can make noise by clapping.

● Vietnamese music for your Mid-Autumn Moon Festival parade:
Click here (then click on the "Play" icon) for free music that plays again and again.