ELA 2-3 The Pumpkin Book

Common Core State Standards for English Language Arts: K-12 Close Reading Tas

Essential and guiding questions:

Using the illustrations and text, what are some ways to get a pumpkin patch ready for planting?
Look at page 7. (Pumpkin Seed) What text feature is used on this page? What kind of information does it provide? How does it help
you as a reader know more about pumpkin seeds?
As a seed grows into a pumpkin, how does it get its food? Use the text to support your answer.
Explain the process of pollination. Support your thinking by citing evidence in the book and explain why pollination is important to a
pumpkin?
On page 16 the author says, “In the fall, when the vines begin to dry up and die, it is harvest time.” What are some other ways Gail
Gibbons suggests you can tell it is harvest time?
What are some ways Gail Gibbons suggests that people use pumpkins?
Look at “How to Carve a Pumpkin” on page 25. Explain how Gail Gibbons uses the illustrations to support the text.
What is the author’s purpose in writing this book? How do you know?

Blooms taxonomy level:

Understanding

Differentiation suggestions:

Scaffolding and support for special education students, English language learners, and struggling readers:

Use real and visual representations of content-specific vocabulary
Use graphic organizers (flow map, main idea/details, etc.) and “foldables” to organize information
Use partner reading
Listen to the text on CD
Use repeated, close reading of text
Chunk the text
Model strategies to decode unknown words
Ask text-based questions while reading
Model how to stop for and check for understanding (Read/Cover/Remember/Retell strategy) Participate in shared writing about the reading
Hold individual conferences while writing
Have exemplar journal examples for students who need additional help and a visual representation

Originator: