The Most Magnificent Thing by: Ashley Spires
At a Glance: We think this would be a great read for kindergarten to first grade. 380 Lexile with Adult Direction.
At a Glance: We think this would be a great read for kindergarten to first grade. 380 Lexile with Adult Direction.
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Where to find The Most Magnificent Thing: GWAEA Educators: In print or eBook Amazon Link Check your local library! |
Check out the printables below to help you get started!
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Maker Challenge Prompt: Use Design Cards to allow students to create their Most Magnificent Thing.
Provide students two stacks of cards, you can make your own or you can use our template to get started. Students will choose one card from each stack to use as their prompt to get started. One stack of cards will be shapes, One stack of cards will be sensory adjectives. --> Click here for sample design cards to print out. |
Vocabulary List
Scowl Grumble/Grumbled Disagree Bothering Magnificent Regular Wonderful Assist/Assistant Print your own Vocabulary Cards! |
Women's History Month Connection:
Nonfiction Texts Featuring Female Inventors
From AEA Online Resources
GWAEA Educators: You will need to use your AEA Online Resources login to access the articles below
Marie Curie: InfoBits Britannica Elementary
Maria Telkes: Britannica Elementary
Rosalind Franklin: Brittanica Elementary
Margaret Knight: Britannica Elementary
Virginia Apgar: Britannica Elementary
Stephanie Kwolek: Britannica Elementary
Not an educator in our AEA Schools?
Check out the Book: Good Night Stories for Rebel Girls
Maria Telkes: Britannica Elementary
Rosalind Franklin: Brittanica Elementary
Margaret Knight: Britannica Elementary
Virginia Apgar: Britannica Elementary
Stephanie Kwolek: Britannica Elementary
Not an educator in our AEA Schools?
Check out the Book: Good Night Stories for Rebel Girls
Standards Connection
Literacy
Language K.5
With guidance and support from adults, explore word relationships and nuances in word meanings.
What evidence of understanding might look like:
Reading Literature K.3
With prompting and support, identify characters, settings, and major events in a story.
What evidence of understanding might look like:
Language K.5
With guidance and support from adults, explore word relationships and nuances in word meanings.
- Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
- Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
- Identify real–life connections between words and their use (e.g., note places at school that are colorful).
- Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
What evidence of understanding might look like:
- With prompting and support sort words from the story into antonym pairs (rough/smooth, big/small, long/short)
- With prompting and support sort words from the story into emotional states.
- For example Angry - Smash, Jam, Pummels, Explodes.
- Students make connections between the new vocabulary words and their own experiences for example: On a Flipgrid or Seesaw ask them to describe something that they have seen that is magnificent. Use the stem: One thing that I have seen that was magnificent was ______________. What made it magnificent was ______________.
Reading Literature K.3
With prompting and support, identify characters, settings, and major events in a story.
What evidence of understanding might look like:
- On Seesaw have students take a picture of the main characters in the book and describe them.
- Ask the students to describe where the story takes place. Take a picture in Seesaw to go along with their description.
- Take a picture in Seesaw of a major event in the story. Describe what is happening in the picture.
Science
Engineering, Technology, and Applications of Science
K–2–ETS1–2
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
What evidence of understanding might look like:
Engineering, Technology, and Applications of Science
K–2–ETS1–2
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
What evidence of understanding might look like:
- Students will create a physical model that encompasses each of the cards that they select to create a new functioning object. Students will be able to explain their model and the parts to connect how it functions. Students could record their explanations in Seesaw.
Math
Geometry
K.G.A.2
Correctly name shapes regardless of their orientations or overall size.
What evidence of understanding might look like:
K.G.A.1
Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
What evidence of understanding might look like:
Geometry
K.G.A.2
Correctly name shapes regardless of their orientations or overall size.
What evidence of understanding might look like:
- Students will be able to correctly identify the shapes that make up their model and others in the classroom
K.G.A.1
Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
What evidence of understanding might look like:
- Students will be able to explain the shapes in their model and how it functions.