Bloom's Literacy

BY: BAILEY SIMONTON

If You Give a Mouse a Cookie

By: Laura Numerof

Illustrator: Felicia Bond

Publisher: HarperCollins Publishing

Bailey Simonton

Read 3311-010

October 26, 2016

Second Grade

TEKS

(14) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make

inferences and draw conclusions about and understand expository text and provide evidence
from text to support their understanding. Students are expected to: (B) locate the facts that are
clearly stated in a text.

Art: 4(A) Compare and contrast ideas found in collections such as real or virtual art museums,
galleries, portfolios, or exhibitions using original artworks created by artists or peers.

Theater: 3(A) Select aspects of the environment such as location, climate,

or time for use in dramatic play.

TEKS

(18) Writing/Literary Texts. Students write literary texts to express their ideas and
feelings about real or imagined people, events, and ideas. Students are expected to:
(A) Write brief stories that include a beginning, middle, and end.

(15) Reading/Comprehension of Informational Text/Procedural Text. Students

understand how to glean and use information in procedural texts and documents.
Students are expected to: (B) Use common graphic features to assist interpretation
of the text.

(14) Reading/Comprehension of Informational Text/Expository Text. Students

analyze, make inferences and draw conclusions about and understand expository
text and provide evidence from text to support their understanding. Students are
expected to: (C) describe the order of events or ideas in a text.

TEKS

(17) Writing/Writing Process. Students use elements of the writing

process (planning, drafting, revising, editing, and publishing) to
compose text. Students are expected to: (E) publish and share writing
with others.

(21) Oral and Written Conventions/Conventions. Students understand

the function of and use the conventions of academic language when
speaking and writing. Students continue to apply earlier standards with
greater complexity. Students are expected to: (A) understand and use
the following parts of speech in the context of reading, writing, and
speaking: (i) verbs (past, present, and future);

Book Summary
When

the boy takes the mouse to the

movies it turns into a repetition of the
mouse asking for things. The mouse
asks for popcorn, a Christmas tree, and
then again to go to the movies.

Level 1: Knowledge

Question: Can you list 3 things that the mouse asked for?

Activity: Have the students take pictures of the things that the mouse asked
for and put them in sequential order as they happened in the book.

(14) Reading/Comprehension of Informational Text/Expository Text.

Students analyze, make inferences and draw conclusions about and
understand expository text and provide evidence from text to support
their understanding. Students are expected to: (B) locate the facts
that are clearly stated in a text.

Level 2: Comprehension

Question: What can you say about the mouse when he is given
something?

Activity: Construct a picture timeline telling us what happened with the

mouse in the story.

(14) Reading/Comprehension of Informational Text/Expository Text.

Students analyze, make inferences and draw conclusions about and
understand expository text and provide evidence from text to support
their understanding. Students are expected to: (C) describe the order of
events or ideas in a text.

Level 3: Application

Question: Can you make use of the facts at the end of the book
to determine what will happen next?

Activity: Make a brochure on what a mouse needs to survive.

(15) Reading/Comprehension of Informational Text/Procedural

Text. Students understand how to glean and use information in
procedural texts and documents. Students are expected to: (B)
Use common graphic features to assist interpretation of the text.

Level 4: Analysis

Question: What is the theme of the objects that the mouse is asking for?

Activity: Distinguish the similarities between the mouse's activities at

Christmas and what you do. Write a short story using a beginning,
middle, and end.

(18) Writing/Literary Texts. Students write literary texts to express their

ideas and feelings about real or imagined people, events, and ideas.
Students are expected to: (A) Write brief stories that include a
beginning, middle, and end.

Level 5: Evaluating

Question: What would you recommend the ending to be?

Activity: Decide what you would do if you had a day with the mouse and write a short
play of the day. Include the climate, time of day, and location for your play.After writing
your play share with your table buddies.

(17) Writing/Writing Process. Students use elements of the writing process (planning,
drafting, revising, editing, and publishing) to compose text. Students are expected to: (E)
publish and share writing with others.

Theater: 3(A) Select aspects of the environment such as location, climate, or time for use
in dramatic play.

Level 6: Synthesis

Question: Suppose you could take the mouse anywhere in the world, where would you take it?

Activity: Use your imagination to draw a picture of the place that you would take your mouse.
Compare your drawings to other's in the classroom.

(21) Oral and Written Conventions/Conventions. Students understand the function of and use
the conventions of academic language when speaking and writing. Students continue to apply
earlier standards with greater complexity. Students are expected to: (A) understand and use
the following parts of speech in the context of reading, writing, and speaking: (i) verbs (past,
present, and future);

Art: 4(A) Compare and contrast ideas found in collections such as real or virtual art museums,
galleries, portfolios, or exhibitions using original artworks created by artists or peers.

Student-Friendly Links

This Kid Reviews Books

https://thiskidreviewsbooks.com/2011/03/14/if-you-take-a-mouse
-to-the-movies/

About Laura Numerofhttps://lauranumerof.com/

Mouse Cookies Bookshttp://www.mousecookiebooks.com/

References

Texas Essential Knowledge and Skills. (n.d.). Retrieved October 24,

2016,
from http://tea.texas.gov/curriculum/teks/