Make a Magic Wish
Correlations to Core Standards for Teaching
The following list are core teaching standards that Make a Magic Wish addresses. This book can certainly be used in the classroom!
RL.K.1; RL.1.1; With prompting and support, ask questions about key details in the text.
RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in the text.
RL.K.3; RL.1.3 With prompting and support Identify characters, settings and major events in a story.
RL.2.3 Describe how characters in a story respond to major events and challenges.
RL.K.4 Ask and answer questions about unknown words in a text
RL.K.6 With prompting and support, name the author and the illustrator of a story and define the role of each in telling the story.
RL.K.7, RL.1.7, RL.2.7 With prompting and support, describe the relationship between the illustrations and the story in which they appear. (e.g. what moment in a story and illustration depicts.) Use information gained from the illustrations and words to demonstrate understanding of its characters, setting or plot.
RL.K.9 With prompting and support, compare and contrast the adventures and the experiences of characters in familiar stories.
Analyze how two or more texts address similar themes of topics in order to build knowledge or to compare the approaches the authors take. Compare “Make a Magic Wish to Maurice Sendak’s “Where the Wild things Are”
Reading: Informational Text
RI.K.1 With prompting and support, ask and answer questions about key details in a text.
RI.K.2 With prompting and support, identify the main topic and retell key details of a text.
Determine central ideas or themes of a text and analyze their development, summarize the key supporting details and ideas
RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Analyze how and why the individual, events, and ideas develop and interact over the course of a text.
RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.
Interpret words and phrases as they are used in a text including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RI.K.5 Identify the front cover, back cover, and title page of a book
RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.
Massachusetts State Standards
As Piaget noted, young children tend to describe anything that moves as alive. For purposes of working with students in grades PreK–2, who do not yet understand the continuity of life (e.g., from seed to seedling to tree to log), living can be defined as anything that is alive or has ever been alive (e.g., muskrat, flower, roadkill, log) and nonliving can be defined as anything that is not now and has never been alive (e.g., rock, mountain, glass, wristwatch). Over time, students refine their intuitive understanding. They begin to include in their definition of living such behaviors as eating, growing, and reproducing. They learn to use their senses to observe and then describe the natural world. Noticing differences and similarities, and grouping organisms based on common features are skills developed in the life science curriculum at this grade span. For a more in-depth discussion of this issue, please refer to the National Science Education Standards.
Learning standards for PreK–2 fall under the following four subtopics: Characteristics of Living Things; Heredity; Evolution and Biodiversity; and Living Things and Their Environment.
Life Science (Biology), Grades PreK–2
Recognize that animals (including humans) and plants are living things that grow, reproduce, and need food, air, and water.
Design and construct a habitat for a living organism that meets its needs for food, air, and water. (T/E 1.1, 1.2, 1.3)
Identify the ways in which an organism’s habitat provides for its basic needs (plants require air, water, nutrients, and light; animals require food, water, air, and shelter).
Have students draw pictures of their houses and an animal’s habitat. Discuss differences and similarities (e.g., type of materials used to build each shelter). (T/E 1.3)
Standards to cover in PreK-2
- Animals and plants are living things that grow, reproduce, & need food, air, & water.
- Characteristics of living and nonliving things.
- Plants and animals have life cycles that vary.
- Plants and animals closely resemble their parents in observed appearance.
- People and other animals interact with the environ-ment through their senses.
- Animals and plants go through changes in appearance as the seasons change.
- An organism’s habitat provides for its basic needs.
Life Science (Biology)
- Observe and discuss animals in their natural habitats.
- Observe and record the names of plants and animals in your neighborhood or on a field trip, then prepare a field guide that describes these animals.
- Choose an animal and provide students with a list of its habitat needs. Allow the students to imagine that they are that animal. Can they find what they need to survive (i.e., food, water, shelter/space)?
- Explain how tools of technology such as glue, scissors, tape, ruler, paper, toothpicks, straws, spools, and other mechanical fasteners can be used to make or build animal habitats. (T/E 1.2, 1.3)
- Using pencil and paper or graph paper as tools, sketch a drawing of the front view of an animal habitat made by humans. (T/E 1.3)