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Snappsy The Alligator (Did Not Ask to Be in This Book) read by David Harbour

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    • David Harbour reads "Snappsy The Alligator (Did Not Ask to Be in This Book)"
    • Preview of SnappsytheAlligator_TeacherActivityGuide_Final.pdf - page 1
      Subject English Language Arts — Language, Reading Foundational Skills, Reading Standards for Fiction, Speaking and Listening, Writing
      Grade Level Grades 1-3
      Resource Type Activity
      Attributes
      Good for Parents
      Standards Alignment
      Common Core State Standards
      License

      Attribution Non-commercial NoDerivative

      CC (BY-NC-ND)

      About This Lesson

      Snappsy the alligator is having a normal day when a pesky narrator steps in to spice up the story. Is Snappsy reading a book...or is he making CRAFTY plans? Is Snappsy on his way to the grocery store...or is he PROWLING the forest for defenseless birds and fuzzy bunnies? Is Snappsy innocently shopping for a party...or is he OBSESSED with snack foods that start with the letter P? What’s the truth?

      Storyline Online's Snappsy the Alligator (Did Not Ask to Be in This Book) is read by David Harbour, written by Julie Falatko and illustrated by Tim Miller.

      Resources

      Files

      beta
      EdBrAIn uses AI to customize lesson resources for your students’ needs.

      SnappsytheAlligator_TeacherActivityGuide_Final.pdf

      Activity
      September 30, 2020
      373 KB
      External resources
      Videos
      Snappsy The Alligator (Did Not Ask to Be in This Book) read by David Harbour

      Standards

      Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
      Read More About CCSS.ELA-Literacy.SL.2.1
      Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
      Read More About CCSS.ELA-Literacy.SL.3.1
      Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
      Read More About CCSS.ELA-Literacy.SL.2.2
      Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
      Read More About CCSS.ELA-Literacy.SL.3.2
      Distinguish their own point of view from that of the narrator or those of the characters.
      Read More About CCSS.ELA-Literacy.RL.3.6
      Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
      Read More About CCSS.ELA-Literacy.RL.2.6
      Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
      Read More About CCSS.ELA-Literacy.RL.2.1
      Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
      Read More About CCSS.ELA-Literacy.RL.3.1
      Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
      Read More About CCSS.ELA-Literacy.RL.3.7
      Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
      Read More About CCSS.ELA-Literacy.RL.2.7
      Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
      Read More About CCSS.ELA-Literacy.W.3.3
      Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
      Read More About CCSS.ELA-Literacy.W.2.3
      Use knowledge of language and its conventions when writing, speaking, reading, or listening.
      Read More About CCSS.ELA-Literacy.L.3.3
      Use knowledge of language and its conventions when writing, speaking, reading, or listening.
      Read More About CCSS.ELA-Literacy.L.2.3
      Read with sufficient accuracy and fluency to support comprehension.
      Read More About CCSS.ELA-Literacy.RF.2.4
      Read with sufficient accuracy and fluency to support comprehension.
      Read More About CCSS.ELA-Literacy.RF.3.4
      Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
      Read More About CCSS.ELA-Literacy.W.2.2
      Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
      Read More About CCSS.ELA-Literacy.W.3.2
      Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
      Read More About CCSS.ELA-Literacy.RL.3.4
      Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
      Read More About CCSS.ELA-Literacy.RL.3.5
      Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
      Read More About CCSS.ELA-Literacy.RL.2.4
      Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
      Read More About CCSS.ELA-Literacy.RL.2.5

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