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LEVELED

Grade 2

EditorialDevelopment:DeGibbs CamilleLiscinsky LisaVitarisiMathews CopyEditing:CarrieGwynne ArtDirection:KathyKopp CherylPuckett Illustration:KarenDugan DonnaNettis CherylNobens CoverDesign:DavidPrice Design/Production:ArynneElfenbein MarciaSmith

Congratulations on your purchase of some of the finest teaching materials

in the world.

Photocopying the pages in this book is permitted for single-classroom use only. Making photocopies for additional classes

or schools is prohibited.

ForinformationaboutotherEvan-Moorproducts,call1-800-777-4362,fax1-800-777-4332,orvisitourWebsite,www.evan-moor.com.

Entirecontents©2009EVAN-MOORCORP.18LowerRagsdaleDrive,Monterey,CA93940-5746.PrintedinUSA.

Visitteaching-standards.com toviewacorrelationofthisbook’sactivitiestoyourstate’sstandards.Thisisafreeservice.

Correlated to State Standards

EMC 3482

LEVELS

G

G

H

H

I

I

I

J

J

K

K

© Evan-Moor Corp. • EMC 3482 • Leveled Readers’ Theater 3

Contents

Introduction

What’s in Every Unit?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Using the Leveled Scripts to Increase Reading Fluency . . . . . 6

Scripts and Activities

What a Skunk Needs to Do . . . . . . . . . . . . . . . . . . . . . . . . . 7

Over in the Meadow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

The Otters and the Octopus . . . . . . . . . . . . . . . . . . . . . . . . 31

The Goats in the Garden . . . . . . . . . . . . . . . . . . . . . . . . . . 45

The King of Everything’s Cat . . . . . . . . . . . . . . . . . . . . . . . 59

The Silly Wishes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Messy Jessie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

The Best Way to Pull a Tooth . . . . . . . . . . . . . . . . . . . . . . . 99

Camp Hate-It. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Little Spider Spins a Web . . . . . . . . . . . . . . . . . . . . . . . . . . 127

Animals of the Grasslands . . . . . . . . . . . . . . . . . . . . . . . . . 141

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

4 Leveled Readers’ Theater • EMC 3482 • © Evan-Moor Corp.

Level G

© Evan-Moor Corp. • EMC 3482 • Leveled Readers’ Theater 7

What a Skunk Needs to DoThis play is about a skunk who defends himself against a fox.

Skunk Fox Chorus 1 Chorus 2 Chorus 3

1 Build BackgroundDiscuss different ways animals protectthemselves. For example, some animalshave sharp claws, and some animalshave venom. Explain that skunksprotect themselves by spraying a very stinky oil. Ask students if they have ever smelled a skunk’s odor. Have them take turns describing what it smells like. For example, A skunk’s odor smells like rotten eggs.

2 Assign PartsThis play has readings for three choralgroups. The choral readings are wellsuited to students reading on or below grade level. The reading parts for Skunk and Fox are also well suited to students reading on or below grade level. Allof the reading parts follow a rhyming pattern.

3 Introduce VocabularyDictionary: Point to each picturedword. Read the word aloud and have students echo you. Discuss word meaning as needed.

Words to Know: Point to each word. Read the word aloud and have studentsecho you. Explain phonetic structuresthat are unfamiliar. For the wordground, for example, you might say, When you see the letters ou together inwords like ground, pound, and around,they often sound like /ow/. Discuss word meaning as needed.

4 Preview the ScriptGuide students in previewing the script. Have students look at the illustrations and make predictionsabout what will happen in the play.Then go through the script again, page by page, having students highlight their speaking parts.

5 Practice the Script andShare the PlayHave students read the script aloud as a group several times. Model how to useintonation and expression to emphasizethe rhyme. Then model how to use ahand signal as a cue for the members of a choral group to begin reading inunison. After students can read thescript fluently, have them read the playfor an audience.

6 Conduct Follow-up ActivitiesModel the chant for students. Talk about its rhythm. Have students echo you as you recite the chant again. Then have students recite the chant as a group.

Distribute practice pages 16–18 and guide students in completing them.

What a Skunk Needs to Do8 Leveled Readers’ Theater • EMC 3482 • © Evan-Moor Corp.

Dictionary

flee lifting

pound squirted

chubby ground hiss hungry

scare stubby waddle whimper

What’s in Every Unit?

Offers suggestionsfor introducing the

topic and activatingstudents’ prior

knowledge

Differentiates reading parts

as above, on, orbelow grade level

Includes suggestionsand examples for

making vocabularymore accessible

Suggests waysto enhancecharacterdevelopmentand fluency

Extends thelesson throughlanguage play andother skill-basedactivities

Identifies otherimportant wordsfrom the script

Provides students with visual cues to

connect key words and meanings

2 A reproducible dictionary page introduces vocabulary from the script.

1 A teacher resource page guides instruction.

© Evan-Moor Corp. • EMC 3482 • Leveled Readers’ Theater

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Written by: Stinky Sally

1

Skunk:

I am a skunk.

I live under rocks.

Chorus 1:

One day, the skunk met

a hungry red fox.

A reproducible minibook script is designed especially for students in the primary grades.

Easy assembly:• Reproduce script pages.• Cut along dotted lines.• Staple into a minibook.

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Written by: Stinky Sally

Writing Activity

Name

What a Skunk Needs to Do18

Look at each p

Vocabulary Activity

What a Skunk Needs to Do

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Comprehension Activity

Name

What a Skunk Needs to Do

16

Leveled Readers’ Theater • EMC 3482 • © Evan-Moor Corp.

About the PlayFill in the circle next to the correct answer. 1. The play is about .𝖠 a skunk who is hiding𝖡 a skunk who is hungry𝖢 a skunk who squirted stink on a fox

2. Where did the skunk live?𝖠 in a hole in a tree𝖡 under rocks𝖢 in a hole in the ground

3. What did the fox want to eat?𝖠 skunk meat𝖡 roots and nuts𝖢 rabbit meat

4. What should you do if you see a skunk that hisses and pounds?

𝖠 pet it𝖡 yell at it𝖢 move away from it

Illustrationssupportcomprehension.

3

4 5A reproducible chantprovides additional fluency practice.

Chant

What a Skunk Needs to Do© Evan-Moor Corp. • EMC 3482 • Leveled Readers’ Theater 15

Follow the rhythm to recite this chant.

What’s a Skunk to Do?

If a skunk meets a fox,What’s the skunk to do?Give a hiss, Skunk.Hiss, hiss, hiss.

If the fox doesn’t move,What’s the skunk to do?Thump your feet, Skunk.Thump, thump, thump.

If the fox doesn’t care,What’s the skunk to do?Squirt some stink, Skunk.Squirt, squirt, squirt.

Now get away, Skunk!Move, move, move!

Reproducible activity pages reinforce vocabulary and comprehension.

Size and orientation make it easy to handle.

Level G

© Evan-Moor Corp. • EMC 3482 • Leveled Readers’ Theater 7

What a Skunk Needs to DoThis play is about a skunk who defends himself against a fox.

Skunk Fox Chorus 1 Chorus 2 Chorus 3

 1   Build BackgroundDiscuss different ways animals protect themselves. For example, some animals have sharp claws, and some animals have venom. Explain that skunks protect themselves by spraying a very stinky oil. Ask students if they have ever smelled a skunk’s odor. Have them take turns describing what it smells like. For example, A skunk’s odor smells like rotten eggs.

 2   Assign PartsThis play has readings for three choral groups. The choral readings are well suited to students reading on or below grade level. The reading parts for Skunk and Fox are also well suited to students reading on or below grade level. All of the reading parts follow a rhyming pattern.

 3   Introduce VocabularyDictionary: Point to each pictured word. Read the word aloud and have students echo you. Discuss word meaning as needed.

Words to Know: Point to each word. Read the word aloud and have students echo you. Explain phonetic structures that are unfamiliar. For the word ground, for example, you might say, When you see the letters ou together in words like ground, pound, and around, they often sound like /ow/. Discuss word meaning as needed.

  4   Preview the ScriptGuide students in previewing the script. Have students look at the illustrations and make predictions about what will happen in the play. Then go through the script again, page by page, having students highlight their reading parts.

 5   Practice the Script andShare the PlayHave students read the script aloud as a group several times. Model how to use intonation and expression to emphasize the rhyme. Then model how to use a hand signal as a cue for the members of a choral group to begin reading in unison. After students can read the script fluently, have them read the play for an audience.

 6   Conduct Follow-up ActivitiesModel the chant for students. Talk about its rhythm. Have students echo you as you recite the chant again.Then have students recite the chant as a group.

Distribute practice pages 16–18 and guide students in completing them.

What a Skunk Needs to Do8 Leveled Readers’ Theater • EMC 3482 • © Evan-Moor Corp.

Dictionary

flee lifting

pound squirted

chubby ground hiss hungry

scare stubby waddle whimper

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Written by: Stinky Sally

1

Skunk:

Iamaskunk.

Iliveunderrocks.

Chorus 1:

Oneday,theskunkmet

ahungryredfox.

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2

Skunk:

IthinkIwillhiss

toscareFoxaway.

Chorus 2:

ButFoxdidnotmove.

Hewantedtostay.

Skunk:

I’llpoundontheground.

I’llthumpwithmyfeet.

Fox:

Iwon’tgoaway.

Iwantskunkmeattoeat!

Chorus �:

FoxandSkunkcouldnotagree.

Whichonewouldleave?

Justwaitandsee!

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4

Skunk:

Heregoesmytail.

I’mliftingithigh.

Chorus 1:

Skunksquirtedsomestink

inthatredfox’seyes.

Chorus 2:

Foxletoutawhimper

andcried.

Fox:

Ican’tsee!

Chorus �:

Sotheslowlittleskunk

hadenoughtimetoflee.