Everyone Clapped for Jason TG
Level H/13
Everyone Clapped for Jason Fiction
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategy •• Analyze Story Elements Phonemic Awareness
•• Segment and blend phonemes
Phonics
•• CVCe patterns
Concept Vocabulary
•• Words that describe hobbies or talents
Grammar/Word Study •• Ending -ing
Summary
•• Jason and his brother and sisters decide to put on a play for their mother’s birthday. Jake writes the play, Erica paints the set, and Lynn sings. But what can Jason do?
Theme: Families Social Studies Concept: Everyone’s family is unique. Families give us support. Families shape who we are.
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e n c h m a r k
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Small Group Reading Lesson Before Reading made a card or gift
gave a hug
• Invite students to tell about a special thing they have done for a friend or family member. Record students’ responses on a web like the one shown.
Special Things We’ve Done baked a cake
ell
Build Background Knowledge
threw a party
Support Tips
for English-Language Learners
Build Background Knowledge Reinforce the concept of special. Ask students to tell about clothes that they usually wear for school or play. Then have them describe something that they only wear to dress up. Say: Those clothes are special. They are very nice and you save them for nice occasions.
Build Vocabulary and Language Patterns As students preview the book, reinforce the language patterns they will encounter, such as I’m good at __. Model doing something you do well (for example, dancing) and say: I’m good at dancing. Have each student complete this sentence, telling something he or she can do well and demonstrating the skill.
Model Making, Revising, and Confirming Predictions • Show students the cover. Say: A good reader looks at the cover and the title and guesses what the book will be about. Then, when you read, you pay close attention to see if your prediction was right. I think that the book is about something Jason does that is special, because everyone claps for him. • Write students’ predictions on a chart. Encourage students to check or change their guesses as they read and get more information.
Preview the Book • Preview the pictures in the book. Ask students to make new predictions based on the details they observe and to revise or confirm previous predictions. Record these on the chart. Say: I see on pages 2 and 3 that Jason is waking up a bigger boy. They are both in pajamas. I think this must be his brother. I will guess that this story is about a family. •Introduce language you feel may be difficult for students. For example, on page 5, say: The girls look alike and are the same size. I think they must be Jason’s twin sisters.
Model Reading Strategies • Point out the word sleepily on page 3. Ask: What strategies could you use to read this word? • Say: You might see the smaller word sleep inside the larger word. You could recognize the consonant blend sl and try the long e sound for the digraph ee. You might know the ending -ly. You could look at the picture to see if the word makes sense.
Set a Purpose for Reading • Say: Read the book to learn what special thing Jason does to make everyone clap. Make new guesses and change old guesses as you read and get new information.
© 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other
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part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-4108-1410-4
11/17/10 2:14:12 PM
During Reading Monitor Student Reading • Have students put self-stick notes next to words they have trouble with. • Observe students as they whisper read. Intervene as necessary to guide them to use appropriate strategies to read difficult words.
After Reading Reflect on Reading Strategies • Ask students to tell how their guesses about the story changed as they read. Reinforce that making, confirming, and changing guesses about what will happen in the text helps them stay involved in what they read. • Ask students to share words they found difficult to read. Ask them how they were able to read the words. Reinforce decoding strategies by modeling how to decode words they found difficult.
Assessment Tip
To check a student’s reading strategies, ask him or her to read a section of the text aloud to you while other students are whisper reading. Note whether the student is using visual, structure, and/or meaning cues to self-correct and make sense of the text
ell
Support Tips
for English-Language Learners
Reflect on Reading Strategies Note the words English-language learners have difficulty with. Ask them to define or use words to help you determine whether their problems relate to unfamiliar vocabulary or syntax.
Discuss Concepts • Ask students to explain what special things the children in the story did for their mother’s birthday. Have them read passages from the book to support their answers. • Have students tell what each member of Jason’s family was good at. Invite them to describe something special they would like to do for someone in their family.
Extend Concepts • Talk with students about how families come in all different sizes, with different mixtures of adults and children. Explain that one way all families are alike is that their members care for each other. • Invite pairs of students to think of ways their families care for them. If students have difficulty, provide an example, such as: If I am sick, my family will give me medicine and let me rest until I feel better. Have pairs share their ideas as you record them on a word web.
Make Fiction-to-Fact™ Concept Connections If students have read A Family Celebration, ask: • Jason, Jake, Erica, and Lynn write a play, draw sets, and sing songs for their mother’s birthday. What do Rina and Raj do for their grandma’s birthday? (They help prepare the foods and gifts for a surprise party for her birthday.) • Why do you think the children in both books want to make the birthday celebrations special? (They want to show they care about their family members.)
• Invite students to act out or draw a picture of one way someone in their family cares for them.
© 2011 Benchmark Education Company, LLC
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Small Group Reading Lesson ell
Support Tips
for English-Language Learners
Model Before discussing the concept of story elements, introduce the idea of setting. Show two story books with very different settings. Say: I see that these stories happen in very different times and places. When and where does this story take place? How is this different from the other story? Have students imagine that the characters in story 1 are suddenly put into the time and place of story 2. Ask students to tell how the story would be different.
Practice and Apply If students have trouble ordering story events, refer them to pictures and words to recall “what happened next.” For example, on page 6, you might ask: After they decided to do something special for Mom’s birthday, what did they do next? Who helped them decide what to do?
Assessment Tip
Observe if students are able to recall what happens in the story. Note whether they can reason about why events happen as they do and how this order of events helps the character solve the problem. If students have difficulty, you might want to provide additional modeling.
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Build Comprehension:
ANalyze Story Elements Model • Review a familiar story, such as “Rumpelstiltskin,” with students, pointing out the characters in the story and describing the story’s setting, the main character’s problem, and the events that take place. • Model listing story elements, using the text of Everyone Clapped for Jason. Say: Every story takes place in a certain time and place. Every story is also about some characters who solve a problem. As I read the story, I can look for these story parts. Practice • Distribute copies of the Story Elements blackline master. Ask: Where does this story take place? That’s right. It is set in Jason’s home on his mother’s birthday. What are the names of the characters in the story? The main characters are Jason, Jake, Erica, and Lynn. Have students write these answers on the blackline master. • Ask students to recall what problem the characters have and what happens first. Help them record this information on the blackline master. Apply • Have students finish writing down what happens in the story on the remaining lines. Remind them to put the events in the order they happened. • As students share their responses with the class, have them make additions or corrections as necessary.
Title
Everyone Clapped for Jason
Where and when?
At home on Jason’s mother’s birthday
Who?
Jason, Jake, Erica, Lynn, Mom, and Dad
What is What to do or make for Mom’s birthday the problem? What happens? 1. Jason suggests doing something special for Mom’s birthday. 2. Jason thinks of putting on a play. 3. Jake says he’ll write, Erica says she’ll paint, and Lynn says she’ll sing. 4. They can’t think of good ideas. 5. Jason gives them good ideas. 6. Jason is sad because he can’t do anything special. 7. They put on the play. 8. Everyone claps for Jason because he had all the ideas.
© 2011 Benchmark Education Company, LLC
11/17/10 2:14:12 PM
Writing Mini-Lesson: Using a Beginning, Middle, and Ending • Review the story in summary form. Ask students to think about what happens in the beginning, in the middle, and at the end. • Involve students in a discussion about the beginning, middle, and ending of a story by asking the following questions: What do you learn at the beginning of this story? (Jason, Jake, Erica, and Lynn are brothers and sisters. Jason asks his brother and sisters to work with him to do something special for their mom’s birthday.) In the middle of a story, events happen. What events happen in this story? (Jason helps his brother and sisters get ideas for Mom’s birthday play. He is sad because he has nothing special to do.) How does the story end? (Mom and Dad love the special birthday surprise. Jason’s family claps for him because he thought it all up.) • Explain to students that a story always has a beginning, middle, and ending. The beginning introduces the situation and characters. The middle describes what happens as the characters work on solving a problem. The ending tells how the problem is solved. • Use other fiction trade books to point out the beginning, middle, and ending in stories. Summarize what happens in each story as you turn through the pages. Help students recall the characters, setting, and plot of each story. • Write an outline summary of one story’s beginning, middle, and ending on chart paper for students to use as a model.
writing Checklist
As students review their piece of writing, have them ask themselves: • Does my story have a beginning that tells who and what? • Does the middle of my story tell what happened? • Are the events in the right order? • Does the ending of my story tell how the problem was solved?
Reread for fluency Read aloud sections of Everyone Clapped for Jason using appropriate phrasing, intonation, and expression to model fluent reading. Then have pairs of students take turns reading the pages of the book to each other.
Link to Journal Writing Have students find a piece of fiction writing in their journals. Ask them to see if it has a beginning, middle, and ending and if they need to add details to make any of those parts better. If students don’t have a suitable piece of fiction writing in their journal, ask them to begin a new piece of writing in which they try to include a clear beginning, middle, and ending.
Connect to home Have students read the take-home version of Everyone Clapped for Jason to family members. Suggest that they talk about a special birthday surprise their family has made for a brother, sister, grandparent, or other relative.
© 2011 Benchmark Education Company, LLC
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Skills Bank ell
Support Tips
for English-Language Learners
Phonics If students have difficulty with the CVCe pattern, write the word woke on the board. Run your finger under the word as you sound out the word by blending the sounds. When you come to the final e, draw a slash mark through the e and put your finger over your lips to reinforce that the e is silent. Repeat with other examples you have written on the board, and have students sound them out with you, putting their fingers on their lips as you point to the final e in the word.
Vocabulary Things the group mentions will probably be action words. Use this opportunity to build students’ vocabulary of verbs. Write each verb on an index card, for example: write, draw, sing, run, jump, play, dance, and cook. Have students draw a card, read the action word, and act out its meaning.
Phonemic Awareness: Segment and blend sounds • Have students listen as you say the word woke, then say it sound by sound: /w/ /o–/ /k/. Have students repeat the sounds, then blend them together to say the word. • Repeat with other words from the book: early, twin, plays, write, paint, sing, sadly, trip, beach, swim, clapped.
Phonics: CVCe patterns • Write the word woke on the board and have students read it aloud. Ask: What vowel sound do you hear? (/o–/) Point out that this word has a consonant-vowel-consonant-e, CVCe, pattern. Explain that words with this pattern usually have a long vowel sound. • Write other words that fit the pattern on the board: cake, bite, joke, grape. Ask students to read each word and confirm that it has a long vowel sound. • Pair students and have them find three more book words with the CVCe pattern. (Jake, like, write)
Concept Vocabulary: Words that describe hobbies or talents • Have students describe the things each character in the story could do well and record them on a word web. • Ask: What are some of your special talents, or things you do well? What are some of your hobbies, or things you enjoy doing? • Record students’ responses on the word web. Encourage each student to come up with one activity she is especially good at or really enjoys. • Challenge students to come up with something they could do for someone using this special talent or interest. Show students the prereading web to help them come up with ideas.
Grammar/Word Study: Ending -ing • Write the verbs write, sing, and draw on the board in a column. Ask: How are these words alike? That’s right. They are all actions. • Write the following sentence on the board: I ___ well. Have students use each verb in the sentence. Add the sentence I am ____ something. Challenge students to use the same action words in this sentence. • Say: Some sentences need the -ing form of the action word. These sentences tell about the action going on right now. • Add think, listen, and swim to the list of verbs. Have students find the -ing forms of the verbs in the story. Point out that the final e is dropped to make writing and the final consonant is doubled to make swimming. 6
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© 2011 Benchmark Education Company, LLC
11/17/10 2:14:12 PM
Name _______________________________________________________ Date ___________________
Story Elements Title
____________________________________________ .
Where and when? ____________________________________________ . Who? ____________________________________________ . What is the problem? ____________________________________________ .
What happens?
1.
____________________________________________________________ .
2.
____________________________________________________________ .
3.
____________________________________________________________ .
4.
____________________________________________________________ .
5.
____________________________________________________________ .
6.
____________________________________________________________ .
7.
____________________________________________________________ .
8.
____________________________________________________________ .
© 2011 Benchmark Education Company, LLC
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Name _______________________________________________________ Date ___________________
Word Web
Things We Do Well
Directions: In the outer ovals, have students write action words that tell things they do well.
© 2011 Benchmark Education Company, LLC
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Everyone Clapped for Jason Fiction
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategy •• Analyze Story Elements Phonemic Awareness
•• Segment and blend phonemes
Phonics
•• CVCe patterns
Concept Vocabulary
•• Words that describe hobbies or talents
Grammar/Word Study •• Ending -ing
Summary
•• Jason and his brother and sisters decide to put on a play for their mother’s birthday. Jake writes the play, Erica paints the set, and Lynn sings. But what can Jason do?
Theme: Families Social Studies Concept: Everyone’s family is unique. Families give us support. Families shape who we are.
B
14106_TG.indd 1
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
11/17/10 2:14:12 PM
Small Group Reading Lesson Before Reading made a card or gift
gave a hug
• Invite students to tell about a special thing they have done for a friend or family member. Record students’ responses on a web like the one shown.
Special Things We’ve Done baked a cake
ell
Build Background Knowledge
threw a party
Support Tips
for English-Language Learners
Build Background Knowledge Reinforce the concept of special. Ask students to tell about clothes that they usually wear for school or play. Then have them describe something that they only wear to dress up. Say: Those clothes are special. They are very nice and you save them for nice occasions.
Build Vocabulary and Language Patterns As students preview the book, reinforce the language patterns they will encounter, such as I’m good at __. Model doing something you do well (for example, dancing) and say: I’m good at dancing. Have each student complete this sentence, telling something he or she can do well and demonstrating the skill.
Model Making, Revising, and Confirming Predictions • Show students the cover. Say: A good reader looks at the cover and the title and guesses what the book will be about. Then, when you read, you pay close attention to see if your prediction was right. I think that the book is about something Jason does that is special, because everyone claps for him. • Write students’ predictions on a chart. Encourage students to check or change their guesses as they read and get more information.
Preview the Book • Preview the pictures in the book. Ask students to make new predictions based on the details they observe and to revise or confirm previous predictions. Record these on the chart. Say: I see on pages 2 and 3 that Jason is waking up a bigger boy. They are both in pajamas. I think this must be his brother. I will guess that this story is about a family. •Introduce language you feel may be difficult for students. For example, on page 5, say: The girls look alike and are the same size. I think they must be Jason’s twin sisters.
Model Reading Strategies • Point out the word sleepily on page 3. Ask: What strategies could you use to read this word? • Say: You might see the smaller word sleep inside the larger word. You could recognize the consonant blend sl and try the long e sound for the digraph ee. You might know the ending -ly. You could look at the picture to see if the word makes sense.
Set a Purpose for Reading • Say: Read the book to learn what special thing Jason does to make everyone clap. Make new guesses and change old guesses as you read and get new information.
© 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other
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part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-4108-1410-4
11/17/10 2:14:12 PM
During Reading Monitor Student Reading • Have students put self-stick notes next to words they have trouble with. • Observe students as they whisper read. Intervene as necessary to guide them to use appropriate strategies to read difficult words.
After Reading Reflect on Reading Strategies • Ask students to tell how their guesses about the story changed as they read. Reinforce that making, confirming, and changing guesses about what will happen in the text helps them stay involved in what they read. • Ask students to share words they found difficult to read. Ask them how they were able to read the words. Reinforce decoding strategies by modeling how to decode words they found difficult.
Assessment Tip
To check a student’s reading strategies, ask him or her to read a section of the text aloud to you while other students are whisper reading. Note whether the student is using visual, structure, and/or meaning cues to self-correct and make sense of the text
ell
Support Tips
for English-Language Learners
Reflect on Reading Strategies Note the words English-language learners have difficulty with. Ask them to define or use words to help you determine whether their problems relate to unfamiliar vocabulary or syntax.
Discuss Concepts • Ask students to explain what special things the children in the story did for their mother’s birthday. Have them read passages from the book to support their answers. • Have students tell what each member of Jason’s family was good at. Invite them to describe something special they would like to do for someone in their family.
Extend Concepts • Talk with students about how families come in all different sizes, with different mixtures of adults and children. Explain that one way all families are alike is that their members care for each other. • Invite pairs of students to think of ways their families care for them. If students have difficulty, provide an example, such as: If I am sick, my family will give me medicine and let me rest until I feel better. Have pairs share their ideas as you record them on a word web.
Make Fiction-to-Fact™ Concept Connections If students have read A Family Celebration, ask: • Jason, Jake, Erica, and Lynn write a play, draw sets, and sing songs for their mother’s birthday. What do Rina and Raj do for their grandma’s birthday? (They help prepare the foods and gifts for a surprise party for her birthday.) • Why do you think the children in both books want to make the birthday celebrations special? (They want to show they care about their family members.)
• Invite students to act out or draw a picture of one way someone in their family cares for them.
© 2011 Benchmark Education Company, LLC
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Everyone Clapped for Jason
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Small Group Reading Lesson ell
Support Tips
for English-Language Learners
Model Before discussing the concept of story elements, introduce the idea of setting. Show two story books with very different settings. Say: I see that these stories happen in very different times and places. When and where does this story take place? How is this different from the other story? Have students imagine that the characters in story 1 are suddenly put into the time and place of story 2. Ask students to tell how the story would be different.
Practice and Apply If students have trouble ordering story events, refer them to pictures and words to recall “what happened next.” For example, on page 6, you might ask: After they decided to do something special for Mom’s birthday, what did they do next? Who helped them decide what to do?
Assessment Tip
Observe if students are able to recall what happens in the story. Note whether they can reason about why events happen as they do and how this order of events helps the character solve the problem. If students have difficulty, you might want to provide additional modeling.
4
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Build Comprehension:
ANalyze Story Elements Model • Review a familiar story, such as “Rumpelstiltskin,” with students, pointing out the characters in the story and describing the story’s setting, the main character’s problem, and the events that take place. • Model listing story elements, using the text of Everyone Clapped for Jason. Say: Every story takes place in a certain time and place. Every story is also about some characters who solve a problem. As I read the story, I can look for these story parts. Practice • Distribute copies of the Story Elements blackline master. Ask: Where does this story take place? That’s right. It is set in Jason’s home on his mother’s birthday. What are the names of the characters in the story? The main characters are Jason, Jake, Erica, and Lynn. Have students write these answers on the blackline master. • Ask students to recall what problem the characters have and what happens first. Help them record this information on the blackline master. Apply • Have students finish writing down what happens in the story on the remaining lines. Remind them to put the events in the order they happened. • As students share their responses with the class, have them make additions or corrections as necessary.
Title
Everyone Clapped for Jason
Where and when?
At home on Jason’s mother’s birthday
Who?
Jason, Jake, Erica, Lynn, Mom, and Dad
What is What to do or make for Mom’s birthday the problem? What happens? 1. Jason suggests doing something special for Mom’s birthday. 2. Jason thinks of putting on a play. 3. Jake says he’ll write, Erica says she’ll paint, and Lynn says she’ll sing. 4. They can’t think of good ideas. 5. Jason gives them good ideas. 6. Jason is sad because he can’t do anything special. 7. They put on the play. 8. Everyone claps for Jason because he had all the ideas.
© 2011 Benchmark Education Company, LLC
11/17/10 2:14:12 PM
Writing Mini-Lesson: Using a Beginning, Middle, and Ending • Review the story in summary form. Ask students to think about what happens in the beginning, in the middle, and at the end. • Involve students in a discussion about the beginning, middle, and ending of a story by asking the following questions: What do you learn at the beginning of this story? (Jason, Jake, Erica, and Lynn are brothers and sisters. Jason asks his brother and sisters to work with him to do something special for their mom’s birthday.) In the middle of a story, events happen. What events happen in this story? (Jason helps his brother and sisters get ideas for Mom’s birthday play. He is sad because he has nothing special to do.) How does the story end? (Mom and Dad love the special birthday surprise. Jason’s family claps for him because he thought it all up.) • Explain to students that a story always has a beginning, middle, and ending. The beginning introduces the situation and characters. The middle describes what happens as the characters work on solving a problem. The ending tells how the problem is solved. • Use other fiction trade books to point out the beginning, middle, and ending in stories. Summarize what happens in each story as you turn through the pages. Help students recall the characters, setting, and plot of each story. • Write an outline summary of one story’s beginning, middle, and ending on chart paper for students to use as a model.
writing Checklist
As students review their piece of writing, have them ask themselves: • Does my story have a beginning that tells who and what? • Does the middle of my story tell what happened? • Are the events in the right order? • Does the ending of my story tell how the problem was solved?
Reread for fluency Read aloud sections of Everyone Clapped for Jason using appropriate phrasing, intonation, and expression to model fluent reading. Then have pairs of students take turns reading the pages of the book to each other.
Link to Journal Writing Have students find a piece of fiction writing in their journals. Ask them to see if it has a beginning, middle, and ending and if they need to add details to make any of those parts better. If students don’t have a suitable piece of fiction writing in their journal, ask them to begin a new piece of writing in which they try to include a clear beginning, middle, and ending.
Connect to home Have students read the take-home version of Everyone Clapped for Jason to family members. Suggest that they talk about a special birthday surprise their family has made for a brother, sister, grandparent, or other relative.
© 2011 Benchmark Education Company, LLC
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Everyone Clapped for Jason
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Skills Bank ell
Support Tips
for English-Language Learners
Phonics If students have difficulty with the CVCe pattern, write the word woke on the board. Run your finger under the word as you sound out the word by blending the sounds. When you come to the final e, draw a slash mark through the e and put your finger over your lips to reinforce that the e is silent. Repeat with other examples you have written on the board, and have students sound them out with you, putting their fingers on their lips as you point to the final e in the word.
Vocabulary Things the group mentions will probably be action words. Use this opportunity to build students’ vocabulary of verbs. Write each verb on an index card, for example: write, draw, sing, run, jump, play, dance, and cook. Have students draw a card, read the action word, and act out its meaning.
Phonemic Awareness: Segment and blend sounds • Have students listen as you say the word woke, then say it sound by sound: /w/ /o–/ /k/. Have students repeat the sounds, then blend them together to say the word. • Repeat with other words from the book: early, twin, plays, write, paint, sing, sadly, trip, beach, swim, clapped.
Phonics: CVCe patterns • Write the word woke on the board and have students read it aloud. Ask: What vowel sound do you hear? (/o–/) Point out that this word has a consonant-vowel-consonant-e, CVCe, pattern. Explain that words with this pattern usually have a long vowel sound. • Write other words that fit the pattern on the board: cake, bite, joke, grape. Ask students to read each word and confirm that it has a long vowel sound. • Pair students and have them find three more book words with the CVCe pattern. (Jake, like, write)
Concept Vocabulary: Words that describe hobbies or talents • Have students describe the things each character in the story could do well and record them on a word web. • Ask: What are some of your special talents, or things you do well? What are some of your hobbies, or things you enjoy doing? • Record students’ responses on the word web. Encourage each student to come up with one activity she is especially good at or really enjoys. • Challenge students to come up with something they could do for someone using this special talent or interest. Show students the prereading web to help them come up with ideas.
Grammar/Word Study: Ending -ing • Write the verbs write, sing, and draw on the board in a column. Ask: How are these words alike? That’s right. They are all actions. • Write the following sentence on the board: I ___ well. Have students use each verb in the sentence. Add the sentence I am ____ something. Challenge students to use the same action words in this sentence. • Say: Some sentences need the -ing form of the action word. These sentences tell about the action going on right now. • Add think, listen, and swim to the list of verbs. Have students find the -ing forms of the verbs in the story. Point out that the final e is dropped to make writing and the final consonant is doubled to make swimming. 6
Everyone Clapped for Jason
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© 2011 Benchmark Education Company, LLC
11/17/10 2:14:12 PM
Name _______________________________________________________ Date ___________________
Story Elements Title
____________________________________________ .
Where and when? ____________________________________________ . Who? ____________________________________________ . What is the problem? ____________________________________________ .
What happens?
1.
____________________________________________________________ .
2.
____________________________________________________________ .
3.
____________________________________________________________ .
4.
____________________________________________________________ .
5.
____________________________________________________________ .
6.
____________________________________________________________ .
7.
____________________________________________________________ .
8.
____________________________________________________________ .
© 2011 Benchmark Education Company, LLC
14106_TG.indd 7
11/17/10 2:14:12 PM
Name _______________________________________________________ Date ___________________
Word Web
Things We Do Well
Directions: In the outer ovals, have students write action words that tell things they do well.
© 2011 Benchmark Education Company, LLC
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