Text set

Weather
A text set designed for 2nd grade
Text set developed by Ashley Ivey

Weather
Letter to the students
Weather is happening all around us it’s not just rain or snow but extreme weather. I think
everyone should know about every kind of weather no matter where they live. The weather
affects our every day life, we need to know what to wear and how to distinguish between season.
This is why I made this text set was to expand your vocabulary, research different weather
attributes, and make you knowledgeable about your surrounding. I provided fiction and
nonfiction books, magazines, poems, and different ideas and strategies for you to learn the best
way you can.
This text set included activities in these subject areas: Science, Reading and Language arts, and
social studies. This will give you a broad knowledge of the weather topic. You will learn new
vocabulary words, be able to work in groups amazingly, you will learn about Benjamin Franklin
and what he had to do with weather, and most importantly learn about the world around you and
why things occur.
Hope you enjoy it and learn a lot!
-Ashley Ivey

Annotated Bibliography
Ballard, Jerry & Ballard Kimberly. (1998). Four Seasons for Little People.
Goldish, Meish. (2000). Water, Water Cycle, and Weather Poems. Weather. Retrieved from
http://k12.hi.us/~shasincl/poems_prop_cycle_weather.html
Horowitz, Rachael. (2010). Flash Flood In Arkansas. Time for Kids.
Kridler, Chris. (2008). Sky Diary. Retrieved from http://skydiary.com/kids/
Macdonald Educational. (1975). Weather. London, England: Macdonald and Company.
Moore, Helen. (2000). Water, Water Cycle, and Weather Poems. What Makes Weather?
Retrieved from http://k12.hi.us/~shasincl/poems_prop_cycle_weather.html
O’Hare, Ted. (2002). Rain, Snow, & Ice. Kids Discover. 2-19.
Simon, Seymour. (1997). Lightening. New York, NY: William Morrow & Company Inc.
Simon, Seymour. (1999). Tornadoes. New York, NY: William Morrow & Company Inc.
Simon, Seymour. (2003). Hurricanes. China: Harper Collins.
Tompkins, Gail. (2009). 50 Literacy Strategies: Step by Step. Boston, MA: Prentice Hall.
Walters, Catherine. (1997). When Will It Be Spring? New York, NY: Scholastic.
Wicker, Crystal. (2010). Weather Wiz Kids. Retrieved from http://weatherwizkids.com

TEKS
Reading & Language Arts (ELA)
2.3(A) use ideas (e.g.,illustrations, titles, topic sentences,key words, and foreshadowing) to make and
confirm predictions;
(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and
support answers with evidence from text;
(C) establish purpose for reading selected texts and monitor comprehension, making corrections and
adjustments when that understanding breaks down (e.g.,identifying clues, using background knowledge,
generating questions, re-reading a portion aloud).
2.(4) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are
expected to read aloud grade-level appropriate text with fluency (rate, accuracy,expression, appropriate
phrasing) and comprehension.
2.5(B) use context to determine the relevant meaning of unfamiliar words or multiple-meaning words;
(D) alphabetize a series of words and use a dictionary or a glossary to find words.
2.(7) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw
conclusions about the structure and elements of poetry and provide evidence from text to support their
understanding. Students are expected to describe how rhyme, rhythm, and repetition interact to create
images in poetry.
2.(10) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make
inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and
respond by providing evidence from text to support their understanding. Students are expected to
distinguish between fiction and nonfiction.
2.(13) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make
inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary
contexts and provide evidence from the text to support their understanding. Students are expected to
identify the topic and explain the author's purpose in writing the text.
2.15(B) use common graphic features to assist in the interpretation of text (e.g., captions, illustrations).
2.19(C) write brief comments on literary or informational texts.
2.22(A) write legibly leaving appropriate margins for readability;
(B) use capitalization for:(i) proper nouns;
(ii) months and days of the week; and
(iii) the salutation and closing of a letter; and
(C) recognize and use punctuation marks, including:
(i) ending punctuation in sentences;
(ii) apostrophes and contractions; and
(iii) apostrophes and possessives.
2.23(F) use resources to find correct spellings.
2.25(A) gather evidence from available sources (natural and personal) as well as from interviews with
local experts;
2.(26) Research/Synthesizing Information. Students clarify research questions and evaluate and
synthesize collected information. Students are expected to revise the topic as a result of answers to initial
research questions.
2.(27) Research/Organizing and Presenting Ideas. Students organize and present their ideas and
information according to the purpose of the research and their audience. Students (with adult assistance)
are expected to create a visual display or dramatization to convey the results of the research.
2.28(A) listen attentively to speakers and ask relevant questions to clarify information; and
(B) follow, restate,and give oral instructions that involve a short related sequence of actions.
2.(30) Listening and Speaking/Teamwork. Students work productively with others in teams. Students
continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon

rules for discussion, including listening to others, speaking when recognized, and making appropriate
contributions.
Science:
2.1(B) describe the importance of safe practices;
2.2(A) ask questions about organisms, objects, and events during observations and investigations;
(D) record and organize data using pictures, numbers, and words;
(E) communicate observations and justify explanations using student-generated data from simple
descriptive investigations; and
(F) compare results of investigations with what students and scientists know about the world.
2.8(A) measure,record,and graph weather information, including temperature, wind conditions,
precipitation, and cloud coverage,in order to identify patterns in the data;
(B) identify the importance of weather and seasonalinformation to make choices in clothing, activities,
and transportation;
(C) explore the processes in the water cycle, including evaporation, condensation, and precipitation, as
connected to weather conditions; and
D) observe, describe, and record patterns of objects in the sky, including the appearance of the Moon.
2.9(A) identify the basic needs of plants and animals;
(B) identify factors in the environment, including temperature and precipitation, that affect growth and
behavior such as migration, hibernation, and dormancy of living things;
(C) compare and give examples of the ways living organisms depend on each other and on their
environments such as food chains within a garden, park, beach,lake, and wooded area.
2.10(A) observe,record,and compare how the physical characteristics and behaviors of animals help
them meet their basic needs such as fins help fish move and balance in the water;
Social Studies:
2.2(C) create and interpret timelines;
2.4(B) identify historic figures such as Amelia Earhart and Robert Fulton who have exhibited a love of
individualism and inventiveness;
2.5(A) use symbols, find locations, and determine directions on maps and globes;
2.7(A) describe how weather patterns,natural resources,seasonalpatterns, and natural hazards affect
activities and settlement patterns;
2.16(A) describe how science and technology have changed communication, transportation, and
recreation;
2.17(B) obtain information about a topic using a variety of visual sources such as pictures, graphics,
television, maps, computer software,literature, reference sources,and artifacts;
(E) interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and
contrasting.
2.18(A) express ideas orally based on knowledge and experiences;

Book: Ballard, Jerry & Ballard Kimberly. (1998). Four Seasons for Little People.
Genre: Blended Fiction and Nonfiction
Awards:
Synopsis: This book gives a break down of all four seasons in a kid friendly way. It has vibrant
bright pictures and words that are easy to read, most are sight words students would learn or
would already know. At the end of each season these is a section for parents and teacher. This is
helpful to explain why each season happens, it gives the scientific reasoning behind each season.
It is a very in depth book for young readers.
TEKS:
Science: 2.8ABCD, 2.9B
ELA: 2.15B, 2.28AB, 2.30
Reading Strategy: Clusters (9) is what I would want them to do after reading this book. This
book separates all the seasons, so I would have them pair up and discuss each season. Then they
would fill out a cluster for every season.
Additional Activity: You can do a graphic organizer where they have to sort the different
pictures to match the season. They will be using fine motor skills to cut, glue, and color the

pictures.
Teacher Tidbits: You could have a grand conversation about the students favorite things in each
season and you can write it up on the board for them to remember.

Book: Walters, Catherine. (1997). When Will It Be Spring? New York, NY: Scholastic.
Genre: Fiction
Awards:
Synopsis: This book is about a young bear who is told to come and sleep or hibernate through
winter. He keeps waking up and thinks it is spring. Finally he wakes up and it is spring and he is
so excited because it felt like forever. This book has beautiful pictures that describe the change
from winter to spring. In the pictures have little details that the teacher can point out that gives
clues to what season it is.
TEKS:
Science: 2.8BC, 2.9ABC, 2.10A
ELA: 2.19C, 2.22ABC, 2.28A, 2.30
Reading Strategy: Quick write (33) about how and why animals prepare for seasons, like bears
hibernating.
Additional Activity: Dress a tree for winter and for spring. Talk about typical weather for the
seasons, like what clothes you would wear and why.

Teacher Tidbits: Cut and paste pictures from magazines for each season.

Book: Simon, Seymour. (2003). Hurricanes. China: Harper Collins.
Genre: Nonfiction
Awards:
Synopsis: This book is also nonfiction, and it explores everything anyone would want to know
about a hurricane. The book talks about where the word hurricane came from. It has many
vocabulary words associated with hurricanes, and it explains each one. At the end of the book
Mr. Simon gives tips to his readers about what to do after a hurricane hits. The pictures inside the
books are from photographers who took them after hurricanes hit and show what a disaster they
are. It also has meteorology maps and forecasts.
TEKS:

Science: 2.1B, 2.2AEF
ELA: 2.3AB, 2.10, 2.13, 2.15B, 2.25A
Social Studies: 2.2C, 2.17BE, 2.18A
Reading Strategy: Before reading we would start a KWL (22). After reading we would finish the
chart and just talk about the book trying to remember important information in the book. We
could talk about if any students had been in a hurricane because we live in the gulf coast.
Additional Activity: We could read articles from the newspaper about hurricanes and talk about
how powerful they are. We could make a timeline of the hurricanes that happened in the last 5
years.
Teacher Tidbit: Make a hurricane survival kit and talk about how to stay safe.

Book: Simon, Seymour. (1997). Lightening. New York, NY: William Morrow & Company Inc.
Genre: Nonfiction
Awards:
Synopsis: This book has somewhat of a mystery behind it because scientists still haven’t really
figured lightening out. This book has wonderful pictures of lightening and shows different types
of lightening. It gives students perspective by comparing lightening to light bulbs and to their
fingers so that they understand it better. This book also gives us some history about Benjamin
Franklin and probably the most famous experiment.
TEKS:
Science: 2.2A, 2.8BC
ELA: 2.26, 2,28AB, 2.30
Social Studies: 2.4B, 2.16A

Reading Strategy: Grand conversation (17) after reading the book. Talk about most
important/interesting parts. Talk about things that they didn’t know.
Additional Activity: Try to make Benjamin Franklin’s experiment and talk about how it worked.
Teacher Tidbit: We could take off our shoes and rub our socks on the carpet and touch a door
knob to watch the sparks. Then talk about how this experiment relates to Benjamin Franklin’s.

Book: Simon, Seymour. (1999). Tornadoes. New York, NY: William Morrow & Company Inc.
Genre: Nonfiction
Awards:
Synopsis: This book is of course about tornadoes and just like the other books is scientific
information about how tornadoes are formed. This books show the different kinds of tornadoes
and also maps of where they are most commonly seen. It has pictures that show destruction from
a tornado because they are so powerful. It gives detailed explanations of the F-scale and what
each one is capable of. Mr. Simon tells about some myths that are associated with tornadoes and
reminds his readers to get to safety.
TEKS:
Science: 2.1B, 2.2AE
ELA: 2.3ABC, 2.19C, 2.26, 2.27
Reading Strategy: All About…Tornadoes (1). Have students get in groups of 4 or 5 each students
gets a piece of paper and they write and color the most important thing they learned from the
book.
Additional Activity: Make tornado kit. Talk about all the supplies and why they need to be in the
kit. Talk about tornado safety and what to do if you are at your house or at school (drills).

Teacher Tidbit: Make a bottle tornado.

Weather
Book: Macdonald Educational. (1975). Weather. London, England: Macdonald and Company.
Genre: Nonfiction
Awards:
Synopsis: Weather is a nonfiction book that explains the scientific process behind the weather.
This book has many vocabulary words that would be useful to the students to know when
learning about weather. It has graphics that are easy to understand. Even though this is an older
book, it is the best book I found that explains every aspect of the weather.
TEKS:
Science: 2.2DEF
ELA: 2.5BD, 2.23F
Social Studies: 2.5A, 2.7A
Reading Strategy: Word wall (49) after reading this book get in groups and pick out all the
weather words. Go back to circle then compile all the words then write all the words you found.
Additional Activity: Have each student write a story about some kind of weather they have been
through using the words from the word wall.
Teacher Tidbit: Have them illustrate their story to post in the hall.

What Makes Weather?
What makes weather?
Do you know?
What makes rain,
and sleet,
and snow?
What makes summer warm and breezy?
What makes winter cold and sneezy?
What makes autumn crisp and keen?
What makes spring so warm and green?
I know, I know
what makes weather!
Lots of things that work together:
Wind and water,
earth's rotation,
bring the seasons
to each nation.
So now we all know
what makes weather—
lots of things that
work together!
by Helen H. Moore
Moore, Helen. (2000). Water, Water Cycle, and Weather Poems. What Makes Weather?
Retrieved from http://k12.hi.us/~shasincl/poems_prop_cycle_weather.html
Genre: Poem
Awards:
Synopsis: This poem talks about seasons and what comprises them. It talks about what makes
weather.
TEKS:
Science: 2.8AB
ELA: 2.3C, 2.27, 2.7, 2.15B
Reading Strategy: Sketch to stretch (40) in groups. Draw a collaborative picture of what the
poem means to you. Then share with the class.
Additional Activity: Copy the last part of the poem onto paper. Then for each thing that makes
the weather (wind and water) list why those effect the weather.
Teacher Tidbit: Highlight the rhyming words throughout the poem.

Weather
Weather is hot,
Weather is cold,
Weather is changing
As the weeks unfold.
Skies are cloudy,
Skies are fair,
Skies are changing
In the air.
It is raining,
It is snowing,
It is windy
With breezes blowing.
Days are foggy,
Days are clear,
Weather is changing
Throughout the year!
by Meish Goldish
Goldish, Meish. (2000). Water, Water Cycle, and Weather Poems. Weather. Retrieved from
http://k12.hi.us/~shasincl/poems_prop_cycle_weather.html
Genre: Poem
Awards:
Synopsis: This poem tells about how weather changes throughout the year.
TEKS:
ELA: 2.3A, 2.4, 2.7, 2.15B
Reading Strategy: Choral reading (7) read the poem together or one by one so they understand
the meaning.
Additional Activity: Put pictures to the weather words and then re-write/draw the poem for them
to remember and look back on.
Teacher Tidbit: Write the poem on big paper and save it for read around the room for them to
refer back to.

Horowitz, Rachael. (2010). Flash Flood In Arkansas. Time for Kids.
Genre: Magazine
Awards:
Synopsis: This magazine is news for kids, it tells about real world news that is going on around
them. This keeps them in touch with the world around them and helps them keep up with world
events. This issue is about the major rain that caused flooding all over Arkansas.
TEKS:
ELA: 2.3C, 2.4, 2.15B
Reading Strategy: Tea party (45) I would have them read the article in the magazine together.
Then pick out the main events and discuss them in the group for comprehension.
Additional Activity: Have the students fill out a cause and effect chart about the article. Then
compare what all the students wrote. We could also make a classroom cause and effect chart.
Teacher Tidbits: Look at pictures on the computer of the destruction from the floods.

O’Hare, Ted. (2002). Rain, Snow, & Ice. Kids Discover. 2-19.
Genre: Magazine
Awards:
Synopsis: This issue of KIDS Discover is called Rain and Snow it covers everything from the
water cycle to, the life of a raindrop, and fire in the sky. It is kid friendly, it has real pictures,
weather maps, and fun games.
TEKS:
ELA: 2.3C, 2.4
Reading Strategy: Interactive read aloud (20) I would let them pick 2 stories out of the article for
me to read. I would read them and as I was reading I would ask them questions. Then with the
remaining stories I would have them get into groups and read them then discuss them.
Additional Activity: Make our own magazine, each student can pick a page they want to write
and decorate about what ever part of the weather they want.
Teacher Tidbit: Bind the magazine and put it in the book center.

Supportive Websites
1.Kidstorm
http://skydiary.com/kids/
Summary: This site is a diary from Chris Kridler who is a photographer and writer. He likes to
chase thunderstorm and documents them as he goes. There is data plots, a store that sells storm
gear, and a gallery of all kinds of cool photos.
2.Weather Wiz Kids
http://www.weatherwizkids.com/
Summary: This is a site that is made by a meteorologist. There is information on every kind of
weather students need to know about. It shows local forecasts and weather headlines. Pretty
much a students meteorology lab online.

I hope you enjoyed all my work and learned everything you wanted to know about weather. The
weather is a very important part of life because we all live our lives according to what’s going on
outside. We need to know what to wear and how to dress for the elements.
Please share this important information to anyone who would like to know! If you would like to
know more about weather please refer to this video.
http://www.youtube.com/watch?v=3Ja4j4ltnRw&feature=related
-Ashley Ivey

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