Read & Write Booklets - Holidays

by Alyse Sweeney
NEW YORK • TORONTO • LONDON • AUCKLAND • SYDNEY

MEXICO CITY • NEW DELHI • HONG KONG • BUENOS AIRES
Nonfiction Read & Write Booklets: Holidays © Alyse Sweeney, Scholastic Teaching Resources
For Ginnie
Scholastic Inc. grants teachers permission to photocopy the reproducible

pages from this book for classroom use. No other part of this publication
may be reproduced in whole or in part, or stored in a retrieval system,
or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without written permission of the
publisher. For information regarding permission, write to Scholastic Inc.,
557 Broadway, New York, NY 10012.
Cover design by Brian LaRossa
Cover and interior illustrations by Maxie Chambliss
Interior design by Ellen Matlach for Boultinghouse & Boultinghouse, Inc.
ISBN-13: 978-0-439-56758-9
ISBN-10: 0-439-56758-0
Copyright © 2007 by Alyse Sweeney
Published by Scholastic Inc.
All rights reserved.
Printed in the U.S.A.
1 2 3 4 5 6 7 8 9 10 40 15 14 13 12 11 10 09 08 07
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Why Teach Nonfiction? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Connections to the Standards . . . . . . . . . . . . . . . . . . . . . . . 5
How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
How to Assemble the Booklets. . . . . . . . . . . . . . . . . . . . . . . 6
Extension Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Nonfiction Read & Write Booklets

My Book About Election Day. . . . . . . . . . . . . . . . . . . . . . . . 9
My Book About Thanksgiving . . . . . . . . . . . . . . . . . . . . . . 13
My Book About Winter Holidays. . . . . . . . . . . . . . . . . . . . 17
My Book About New Year’s Celebrations. . . . . . . . . . . . . . 21
My Book About Dr. Martin Luther King, Jr. . . . . . . . . . . . 25
My Book About Presidents’ Day . . . . . . . . . . . . . . . . . . . . 29
My Book About Earth Day . . . . . . . . . . . . . . . . . . . . . . . . . 33
My Book About Memorial Day . . . . . . . . . . . . . . . . . . . . . 37
My Book About Flag Day . . . . . . . . . . . . . . . . . . . . . . . . . . 41
My Book About the Fourth of July . . . . . . . . . . . . . . . . . . 45
Introduction
During the time I was a Scholastic editor, a large for helping students comprehend the features of
part of my job was finding out from primary- nonfiction and for satisfying their curiosity about
grade teachers what materials would be most the world around them.
useful to them in the classroom. Over the years
second- and third-grade teachers spoke of the
growing need for the following: Why Teach Nonfiction?
• engaging nonfiction texts that tie in
Research has provided insight into the
to the curriculum
importance of teaching nonfiction. Here are
• more opportunities to engage students in some key findings:
meaningful writing • Informational text helps students build
• writing prompts that connect to texts and knowledge of the world around them (e.g.,
build higher-order thinking skills Anderson & Guthrie, 1999; Duke & Kays, 1998,
as cited in Duke & Bennett-Armistead, 2003).
Nonfiction Read & Write Booklets: Holidays
This can potentially deepen students’
delivers each of these valuable components in
comprehension of subsequent texts (e.g.,
an interactive mini-book format. The ten
Wilson & Anderson, 1986, as cited in Duke
booklets cover key topics about holidays and
& Bennett-Armistead, 2003).
engage students with lively text, thought-
provoking writing prompts, and opportunities • Many students struggle with content area
to draw. Best of all, when students are finished, reading (Vacca, 2002; Walpole, 1998, as cited in
they’ll have a unique, personalized book to take Kristo and Bamford, 2004). Providing students
home and share. The sense of ownership and with high-quality nonfiction materials may help
accomplishment that comes with completing better prepare them to meet these challenges.
these mini-books is highly motivating. • Providing students in the lower grades with
Each booklet is filled with a variety of more exposure to nonfiction may alleviate the
nonfiction features and structures to help decline in achievement often observed in fourth
students learn to navigate informational text. grade (Chall, Jacobs, and Baldwin, 1990; Duke,
They’ll learn key concepts from reading charts, 2000, as cited in Boynton and Blevins, 2005).
webs, and diagrams. In addition, each mini-
• Exposing students in the early grades to
book presents students with opportunities to
informational texts helps improve their skills as
write informational text. After reading a chart,
readers and writers of informational text when
diagram, or short passage, students are asked to
they are older (Papps, 1991; Sanacore, 1991, as
infer, evaluate, apply, analyze, compare, explain,
cited in Kristo and Bamford, 2004).
or summarize. As a result, children develop
critical-thinking skills and gain a deeper • Studies have shown that some students prefer
understanding of each topic. nonfiction to fiction (Donovan, Smolkin, and
With these interactive booklets in hand, Lomax, 2000; Caswell and Duke, 1998, as cited
children reflect upon what they are reading, in Boynton and Blevins, 2004). Including more
think critically, develop their own ideas, and nonfiction materials in your classroom
express themselves in writing. Nonfiction Read instruction taps into these students’ interests
& Write Booklets provide an engaging format and may increase their level of motivation.
4
• Teaching students to read nonfiction will give Lane, 1998, as cited in Duke & Bennett-
them real-world skills and prepare them for Armistead, 2003). Students will encounter
the materials they’ll read outside of school. informational text not only on the Web but
One study found that the text on the World also all around them—it’s essential that they
Wide Web is 96 percent expository (Kamil & have the tools to comprehend it.
Connections to the Standards

These books are designed to support you in meeting the following standards outlined by
Mid-continent Research for Education and Learning (McREL), an organization that collects
and synthesizes national and state standards.
Reading History
—Uses the general skills and strategies of the —Understands selected attributes and
reading process, including: historical developments of societies in
• Uses meaning clues such as picture Africa, the Americas, Asia, and Europe.
captions, title, cover, and headings to aid • Knows the holidays and ceremonies of
comprehension. different societies.
—Uses reading skills and strategies to —Understands how democratic values came
understand and interpret a variety of to be, and how they have been exemplified
informational texts, including: by people, events, and symbols.
• Understands the main idea and • Understands how important figures
supporting details of simple expository reacted to their times and why they were
information. significant to the history of our
• Relates new information to prior democracy.
knowledge and experience. • Understands the historical events and
• Uses text organizers (e.g., headings, topic democratic values commemorated by
and summary sentences, graphic major national holidays.
features, typeface) to determine the main
ideas and to locate information in a text. Civics
• Understands structural patterns or —Understands the central ideas of American
organization in informational texts (e.g.,
constitutional government and how this
chronological, logical, or sequential
form of government has shaped the
order; compare-and-contrast; cause-and-
character of American society.
effect; proposition and support).
—Understands the importance of Americans’
Writing sharing and supporting certain values,
beliefs, and principles of American
—Uses the general skills and strategies of the
constitutional democracy.
writing process.
• Knows how various American holidays
—Uses the stylistic and rhetorical aspects of reflect the shared values, principles, and
writing. beliefs of Americans.
—Uses grammatical and mechanical Source: Content Knowledge: A Compendium of Standards and Benchmarks for K–12
Education. 4th edition. (Mid-continent Research for Education and Learning, 2004)
conventions in written compositions.
5
How to Use This Book
These booklets can be completed during class or Read, Write, Draw, and Learn
as homework. Before students begin, walk them Read and discuss the text together, pointing out
through each page so that they clearly vocabulary words and raising questions. Then
understand how to respond to the writing move on to the accompanying writing and
prompts and how to read any challenging text drawing prompts. Generate possible answers
features, such as charts or diagrams. If students with students. Encourage students to write in
need additional support, guide them as they complete sentences. Talk about what they
work on a section of a booklet. You might have learned from a particular section. Were they
students complete a booklet over the course of surprised about something they learned? Do
several days, working on a few pages at a time. they want to know more about a topic?
Activate Prior Knowledge Share

Introduce each booklet with a discussion that At various points in the bookmaking process,
activates students’ prior knowledge. Ask have students share their written responses
students what they know about the topic, what with their classmates. Draw attention to the
they think they’ll learn about the topic from the similarities and differences in their responses.
booklet, and what they would like to learn Be sure to send the booklets home for students
about the topic. to share with families. The repeated readings
will help children develop fluency.
Walk Through the Booklet
After introducing the booklet and discussing the Extend Learning
topic, walk through the pages together to satisfy On pages 7–8, you’ll find two extension
children’s curiosity and clarify the instructions. activities for each booklet. These will reinforce
Point out the writing and drawing prompts and concepts covered in the books and explore a
explain to students that although everyone is particular topic in more depth.
starting with the same booklet, they will each
have a unique book when they are finished.
How to Assemble the Booklets

´
10
It works well to assemble the booklets together as a class.

12
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Nonfiction Read & Write Booklets: Holidays Scholastic Teaching Resources
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This way the center pages will lie flat while students are writing.
6
Extension Activities
My Book About Election Day My Book About Winter Holidays
• After explaining to students that a presidential • Have students research other winter holidays.
inauguration is the swearing in to office of the Invite them to add pages to their booklets
president-elect, compile data to create a T- with information about these holidays.
chart showing the age of several presidents at • Use the chart on pages 3 and 4 of the booklet
the time of their inauguration. Then analyze as a jumping-off point for holiday research.
the data. Were any presidents the same age at Then have students select two holidays to
inauguration? Who was the youngest compare and contrast in a Venn diagram.
inaugurated president on your list?
• Have students use their letters on page 7 of My Book About
the booklet to inspire a poster that persuades New Year’s Celebrations
reluctant Americans to vote. Discuss the
• Invite students to make New Year’s cards for
written messages as well as the visuals that
the different traditions included in the
might convince people to vote.
booklet. Display these on a bulletin board
with the title “Celebrating the New Year
My Book About Thanksgiving Around the World.”
• Invite students to create books about what • Make a K-W-L chart. Before completing the
they are thankful for. Have students fold two booklets, have students share what they
sheets of paper in half to create an eight-page already know about all the New Year’s
book. On the cover, have students write, “I traditions presented in the booklet. Create a
Am Thankful for . . .” On the first spread, chart for each New Year or divide one chart
students can write something they are into three sections. Find out what else
thankful for on the left and draw an students want to know about each holiday.
illustration on the right. Have students After completing the booklet, discuss what
continue to fill in the rest of the spreads in the students learned.
same way. On the back page, students can
draw their Thanksgiving celebration.
My Book About
• Students may be surprised to learn that the Dr. Martin Luther King, Jr.
Harvest Feast of 1621 was not the first
• Have students write five questions based on
celebration for giving thanks. Native
the timeline on pages 3 and 4 of the booklet,
Americans held Thanksgiving celebrations
such as “How many years after Dr. King
long before Europeans arrived in America.
became a minister did he give his ‘I Have a
In fact, the Wampanoag held several
Dream’ speech?” Students can then trade
Thanksgiving festivals throughout the year.
papers with a partner.
Have students research and share information
about Native American Thanksgiving • Create a chart-size version of the timeline.
celebrations. Leave room for students to add new
information as they learn about Dr. King.
7
My Book About Presidents’ Day My Book About Flag Day
• Display a picture of Mount Rushmore and • The history of the holiday is presented as a
share information about this national sequence of events on pages 1 and 2 of this
monument and the presidents featured on it. booklet. Discuss other ways to share the same
Visit www.nps.gov/moru for more information information, such as on a timeline, in a date-
about Mount Rushmore. event T-chart, or in a written paragraph. Help
• Create class books titled “If We Met George students realize that there are many ways to
Washington” and “If We Met Abraham present the same information. Discuss the
Lincoln.” Have students share with the class strengths of each format.
what they wrote on pages 5 and 6 of the • Have students create a personal flag. Discuss
booklet. Then have students rewrite their the symbolism of the stars and stripes in the
responses on a larger sheet of paper and United States flag. Encourage students to
illustrate them on a separate sheet. Compile design a flag that represents aspects of
the written responses and illustrations to themselves—for example, they might use four
create two class books. hearts to show the number of people in their
family or eight stripes to show their age.
My Book About Earth Day
• Begin with a discussion of the word pledge. My Book About the Fourth of July
Then brainstorm things we as individuals can • Review the timeline on pages 3 and 4 of the
do to make Earth a safer place for all living booklet. On chart paper, demonstrate how
things. What actions are students taking that information might look written in
already? What new actions are they willing to paragraph form. Explain that the paragraph
take this year? Have students record and needs to follow the same sequence as the
illustrate their pledges and then share them timeline.
with their classmates. • Have students create their own multiple-
• Create a collaborative Earth Day bulletin board choice quizzes similar to the one on page 2 of
based on the information in this book. You the booklet. Encourage them to ask questions
might include a large picture of Earth about our nation’s history. Have students take
surrounded by what students learned about each other’s quizzes and discuss the answers.
the importance of caring for our planet.
Selected References
My Book About Memorial Day Boynton, A. & Blevins, W. (2005). Nonfiction
• Invite students to write poems about passages with graphic organizers for independent
Memorial Day. Encourage them to think about practice: Grades 2–4. New York: Scholastic.
what they learned about this holiday and to Boynton, A. & Blevins, W. (2004). Teaching
focus their poem on one aspect of it. students to read nonfiction: Grades 2–4. New
• Make a Memorial Day word web. Write York: Scholastic.
“Memorial Day” in the center of the web, and Duke, N. K., & Bennett-Armistead, S. V. (2003).
help students brainstorm words associated Reading & writing informational text in the
with this holiday, such as war, peace, courage, primary grades. New York: Scholastic.
soldier, flag, American, families, parade,
Kristo, J. V., & Bamford, R. A. (2004). Nonfiction
remember, and honor. Discuss the meaning of
in focus. New York: Scholastic.
the words and how they relate to the holiday.
8
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9
Voting Is Important
Did you know that only about 6 out of every
10 people who are able to vote actually do
My Book About
vote in a presidential election? Election Day
Write a letter to a person who chooses not
to vote. Explain why each person’s vote is
important.
Dear American Citizen,
Sincerely,
7 by
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Governor: A governor is the elected leader
All About Election Day of a state. Governors work in the state capitol
building in the capital city of their state. A
WHAT is it? governor’s job is to make sure that businesses,
Election Day is the day when Americans elect, schools, transportation, and other things work
or choose through voting, their leaders. These well in the state.
leaders will run the government at the local,
state, and national levels. Mayor: A mayor is the elected leader of a
town or city. Mayors work in their town or
WHEN is it? city, sometimes in a building called City Hall.
Election Day in A mayor’s job includes overseeing fire and
this country is police departments, schools, and libraries.
always the
Tuesday after ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★★ ★ ★
the first Monday
in November. YOUR Community’s Elected Leaders
Governor:
Mayor:
Senators:
and
Congressperson or Congresspeople:
1 6
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HOW does it work?
Our Elected Leaders On Election Day, most voters go to a public
President: The president of the United building, such as a school or firehouse,
States is our country’s top elected leader. to vote. Some people are away from their
The president is elected every four years hometowns on Election Day or are not able
and lives and works in the White House in to get to a voting location. These people can
Washington, D.C. The president has many vote by mail.
jobs, including signing laws, being in charge
of the military, and meeting with other WHO can participate?
world leaders. To vote on Election Day, a person must be at
least 18 years old and a United States citizen.
Senator: The United States Congress is
responsible for making the country’s laws. ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★★ ★ ★
Congress is made up of two parts: the Senate
and the House of Representatives. Each state Voting is thought of as a special right.
elects two senators to the Senate. The When will you have the right to vote?
president cannot make many important Here’s how to figure out the number
decisions without the advice and agreement of years.
of the Senate. Senators meet in the United
States Capitol building in Washington, D.C. 18 (how old you have to be to vote)
Congressperson: Each state elects at
least one congressperson to the House of – (your age)
Representatives. The total number elected
depends on how many people live in that
state. Congresspeople focus on writing the (how many years before you can vote)
country’s laws that have to do with money
and taxes. Like senators, they meet in the
United States Capitol in Washington, D.C.
5 2
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Choose one rule from page 3 and explain
Five Ways to Keep why it is important. What might happen
if this rule did not exist?
an Election Fair
Candidates (people running for a
1 position or political office) and political
parties (such as Democrats and
Republicans) must be able to freely
share information with the voters.
Any person who meets the requirements
2 (such as age and citizenship) must be
allowed to vote.
Why is it necessary to have rules about
voting?
Any person who meets the requirements
3 (such as age and citizenship) must be
allowed to run for office.
People must be allowed to vote in
4 private. This way, people will feel free
to vote as they wish.
All votes must be counted fairly and
5 correctly.
3 4
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My Thanksgiving
Draw a picture of the family and friends
you will spend Thanksgiving with this year.
My Book About
Write something that is special about the
people in your picture.
Thanksgiving
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The First Thanksgiving
Read the sequence of events Squanto showed the
below to learn about Pilgrims the best places
the Harvest Feast of 1621. to catch fish.
This is sometimes called
“the First Thanksgiving.”
September 16, 1620
The Pilgrims set sail from England. They seek
He helped the Pilgrims
religious freedom in their new home.
and Native Americans
➧
communicate and trade

November 11, 1620 with each other.
After a difficult journey at sea, the Pilgrims
land in Massachusetts.
➧
Winter of 1620 Without Squanto’s help, the Pilgrim’s story

Many Pilgrims do not survive the first hard might have ended very differently. What do
winter. you think might have happened to the
Pilgrims without Squanto?
Spring of 1621 ➧
With the help of a Native American named
Squanto, the Pilgrims learn to farm and hunt
food. Squanto was a Wampanoag.
➧
Fall of 1621
The Pilgrims and about 90 Wampanoag share
a feast to celebrate the successful harvest.
1 6
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Lending a In 1863, Abraham Lincoln made
Thanksgiving a national holiday.
Helping Hand On this day, we think about what
A Wampanoag named Squanto helped the we are thankful for.
Pilgrims survive in their new home.
Describe two things you are thankful
for this year.
Squanto helped the Pilgrims

build warm homes. 1.
He taught the Pilgrims to

plant corn as soon as the
leaves on the trees were the
size of a squirrel’s ears.
2.
Squanto taught the Pilgrims

how to grow corn. He told
them to plant fish along with
the corn. The fish fertilizes
the soil, or makes it rich with
nutrients. Rich soil helps the
corn grow quickly.
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The Harvest Feast
Look closely at the food on this Thanksgiving
table. Put an X on four foods that the Pilgrims
and Wampanoag would not have eaten.
Remember, the Harvest Feast of 1621 celebrated
the foods that the Pilgrims and Native
Americans grew, caught, or prepared themselves.
hamburger
bread
squash
deer
turkey
spinach
cabbage hot dog duck
pizza
fish carrots
soda pumpkin beans
Which foods that you eat on Thanksgiving
Explain why you think these four foods were are the same as or similar to those eaten
not eaten at the Harvest Feast of 1621. at the Harvest Feast of 1621?
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Holiday Greetings
Create a greeting card for a holiday you My Book About
celebrate. Think about the pictures and
words you would like on your card. Then Winter
explain why you chose those pictures and
words for your holiday card. Holidays
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This is my favorite holiday tradition:
What the Holidays Are
Christmas celebrates the
day that Jesus Christ was
born. This is an important
holiday for Christians
around the world.
Hanukkah is also called the Festival of Lights.
It celebrates a victory and a miracle. Long
ago, Jewish warriors won a battle against the
Syrians. Jewish people were again free to pray This is a picture of my favorite holiday
as they wished. When they took back their tradition:
temple, they could find only enough oil to
light the menorah for one
day. The miracle is that the
oil burned for eight days.
That is why Hanukkah is
celebrated for eight days.
This is something I learned
about these holidays:
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My Winter Holiday All About
In the winter, I celebrate . . . Kwanzaa celebrates the
heritage of African
Americans. The holiday is
based on African harvest
This is how I help decorate my home: festivals. One of seven
principles is remembered
on each day of the holiday. Some of these
principles are unity, creativity, and faith.
Las Posadas remembers

Mary and Joseph’s journey
to Bethlehem and their search
for shelter before Jesus was
born. This nine-day-long
These are some of my favorite holiday holiday is part of Christmas
foods: celebrations in Mexico.
This is something I learned

about these holidays:
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Lights, Food, Fun!
Holiday Lights Special Foods Fun
Christmas People hang lights Family and friends People exchange gifts
on bushes and gather for a big meal. and sing Christmas
Christmas trees. Christmas cookies and carols.
gingerbread houses
are favorite sweets.
Hanukkah People light candles Potato latkes with Children play a dreidel
in the menorah for applesauce are a game and win treats.
eight nights. favorite treat. People open presents
and sing songs.
Kwanzaa People light a candle Kwanzaa ends with People exchange
in the kinara for each a feast called the handmade gifts called
night of Kwanzaa. karamu that includes zawadi and tell stories.
lots of fruits and
vegetables.
Las Posadas In some places, lights Sweets and fruits are Families walk from house
are strung on trees given to children on to house to reenact Mary
and buildings. People each of the nine and Joseph’s search for
also hold candles as nights. shelter. They stop at a
they gather to sing. home for a party.
What is similar about these holidays? What is different about these holidays?
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Try a New New Year’s
Tradition! My Book About
Draw a picture that shows you enjoying one
of the New Year’s traditions that you just
New year’s
learned about. Then describe what you are
doing in your picture and why you chose
Celebrations
that tradition.
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Happy New Year! Lucky or Unlucky?
New Year’s Eve is celebrated Chinese New Year traditions are often about
on December 31—the bringing good luck for the New Year. Below is
evening before the first day a list of lucky and unlucky objects and actions.
of the New Year. Around
the world, people gather
with friends and family Lucky Unlucky
to celebrate the beginning
of a new year.
Here are just a few traditions • a clean house on • using bad language
New Year’s Day during New Year’s
that welcome the New Year.
• flowers that bloom • crying on New Year’s
inside the house on Day means you will
United States: People watch New Year’s Day cry all year long
the celebration in New York • “lucky money” is put • an odd amount
City’s Times Square on TV. As in red envelopes with of “lucky money”
the ball drops, they count the good luck messages because odd
last ten seconds till midnight. on them and given numbers are
Then they cheer, blow to children considered unlucky
noisemakers, and shout,
“Happy New Year!”
Make up your own lucky or unlucky
tradition and describe it below.
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Spain: People listen as a
Gung Hay Fat Choy! large clock in Madrid strikes
This Chinese greeting means, “Have a midnight. Then they eat 12
prosperous (wealthy) and happy new year!” grapes—one at each of the
The Chinese New Year is a very important 12 chimes.
holiday in China and is celebrated by Chinese
people all around the world. It takes place on
different dates each year, between January 21 Japan: At midnight,
and February 20. people begin to laugh.
This is believed to bring
The New Year celebration lasts for 15 days.
good luck.
People have feasts, visit family and friends,
and watch parades in which silk dragons and
lions dance down the street.
England: When a huge
clock tower in London called
Big Ben strikes midnight,
people link arms and sing
“Auld Lang Syne.” These
are Scottish words that
mean “the good old days.”
Describe similarities between these
New Year’s traditions.
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Le Shanah Tovah! Rosh Hashanah Traditions
This Hebrew greeting means, “May it be People eat apples
a good and sweet year.” These words are dipped in honey
said at Rosh Hashanah, the Jewish New Year. to welcome a
Rosh Hashanah takes place in September sweet year.
or October. This is when the new year begins
on the Jewish calendar. Challah (pronounced HA-la)
Rosh Hashanah begins the ten days that are is a type of bread that is
called the High Holy Days. At this time, Jewish usually shaped like a long
people think about how they may have hurt braid. For Rosh Hashanah,
friends and family over the past year. Then the challah is baked round.
they ask those they have hurt for forgiveness. A round challah stands for
The High Holy Days end with Yom Kippur. the circle of life.
On this day, people don’t eat until sunset.
This is meant to cleanse away their sins. The shofar is a ram’s
horn. It is blown 100
times during Rosh
Bill, I’m sorry for That’s okay, Greg. Hashanah to begin
borrowing your book Thanks for telling me.
without asking first. the High Holy Days.
Families and friends
gather on Rosh
Hashanah for a feast.
The meal includes new
fruits of the season,
such as pomegranates.
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25
Dreams of Equality
Martin Luther King, Jr., dreamed of a day My Book About
when all people would be treated equally.
Thanks to his peaceful speeches, marches,
and boycotts, our country is a better place.
Dr. Martin
Draw a picture that shows how you treat Luthe r King, Jr.
people with equality. Then describe your
picture.
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Use your own words to explain what the
A Leader for Equality quotation on page 5 means.
Martin Luther King, Jr., lived
from 1929 to 1968. He was an
important leader for civil
rights in the United States.
During his lifetime, there were
unfair laws that segregated
people, or kept them apart.
These laws were found mostly
in southern states.
Under these laws, African-American people
and white people could not go to the same Think about what you’ve read about
restaurants, schools, or playgrounds. There Martin Luther King, Jr. Write four words
was even a law that said that African or phrases that describe this great leader.
Americans had to sit at the back of a bus,
while white people sat in the front.
1.
Civil rights are the rights to have freedom
and be treated equally. How were African
Americans denied their civil rights during 2.
Dr. King’s lifetime?
3.
4.
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27
Martin Luther King, Jr., studied peaceful
Words to Remember ways to end the unfair laws. One day in
Montgomery, Alabama, a woman named
“I have a dream that my four little children
Rosa Parks refused to give up her bus seat
will one day live in a nation where they to a white person. She was arrested.
will not be judged by the color of their skin
In response, Dr. King led a bus boycott. He
but by the content of their character.” thought that if African Americans stopped
—Martin Luther King, Jr. riding the bus, the bus company would have
August 28, 1963 to change the rules. For 381 days, most
African Americans stopped riding the bus
in Montgomery. The Supreme Court finally
decided that people riding the bus had the
right to sit where they wanted.
Dr. King spent the rest of his life peacefully
standing up for people’s civil rights.
Why do you think the bus boycott was

important?
Word What It Means in This Quote
formed an opinion about

judged
someone or something
content what is contained in something
the qualities that make a person

character
or thing what it is
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The Life of a Leader He is given an
important award
for his work
He leads the Montgomery called the Nobel
Bus Boycott in Alabama. Peace Prize.
The Civil Rights Act is passed.
Martin Luther King, Jr., is He marries This law gives African Americans
born in Atlanta, Georgia. Coretta Scott. more rights and protection.
1920 1930 1940 1950 1960 1970 1980 1990
He becomes a pastor at a church. He is killed in Tennessee.
At Boston University, he earns a doctorate He gives his Martin Luther King, Jr.
degree (the highest university degree). “I Have a Dream” Day becomes a national
speech in holiday on the third
Washington, D.C. Monday in January.
Dr. King was the youngest person
to receive the Nobel Peace Prize. The Nobel Peace Prize is awarded to someone
How old was he at that time? who has done outstanding work for peace.
How did you use the timeline to find Why do you think Martin Luther King, Jr.,
the answer? was awarded this prize?
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29
President (write your last name here)
Now imagine that you are the president of

My Book About
the United States of America! Write three
P res ide nt s’ Day
things you would do to make our country
a better place to live.
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Remembering Our
Former Presidents
Presidents’ Day first began as two separate Abraham Lincoln is also known as “Honest
holidays to celebrate the birthdays of George Abe.” It is said that when he was a young
Washington and Abraham Lincoln. Both of man working at a store, a woman once
these presidents were born in February. Today overpaid him six cents. What did Abe do?
Presidents’ Day honors the accomplishments He walked three miles to the woman’s house
of all former United States presidents. It takes and returned the money.
place on the third Monday in February.
Imagine that you lived at the same time
Read about some former United States as Abraham Lincoln. What would you say
presidents on the next page. Write three to him or ask him?
things you either know or would like to
know about some of these or other former
presidents.
1.
2.
3.
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31
You May Also Know Some Former Presidents
Them as . . .
George Washington is also known as the Name Number of Years
Presidency in Office
“Father of Our Country” because he was the
first United States president and helped create John
2nd president 1797–1801
the country’s first laws. Adams
Thomas
Imagine that you lived at the same time as 3rd president 1801–1809
Jefferson
George Washington. What would you say to
Ulysses S.
him or ask him? 18th president 1869–1877
Grant
Theodore
26th president 1901–1909
Roosevelt
Woodrow
Wilson
Calvin
Coolidge
Franklin Delano
Roosevelt
John Fitzgerald
Kennedy
Ronald
Reagan
William
Jefferson Clinton
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Comparing Two Presidents
In the center of the Venn diagram, write
ways that these two presidents are similar.
George Washington Both Abraham Lincoln
Presidents
• our nation’s 1st president • our nation’s
16th president
• born February 22 •
• born February 12
• grew up in Virginia
• grew up in Kentucky
• liked to ride horses,
and Indiana
swim, and help with the •
family farm as a child • liked to read, tell jokes, and
race other kids as a child
• led our country to
victory against England • led the North to victory
in the Revolutionary War • against the South in
the Civil War
• his face is on the one-dollar
bill and the quarter • his face is on the
five-dollar bill and
the penny
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33
Pitch In!
Draw a picture that shows you doing
something to help Earth. Then describe how
My Book About
you are helping our planet in the picture. Earth Day
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Choose an endangered or Draw your
The Man Who Began threatened animal to
animal here.
research. Complete the chart
Earth Day with the information you
learned about this animal.
Animal:
Gaylord Nelson was always interested in the
environment, even as a boy. When he grew
up, he became a senator. A senator is
someone who helps make laws in our country.
Nelson worked to write laws to protect the
environment. The laws helped, but he wanted
to do more.
He had an idea. Why not have a day on
which people learn about Earth’s problems
and work on solutions? More than 20 million
people from across the country took part in
the first Earth Day on April 22, 1970. Today,
people all over the world make promises to
help our planet on Earth Day.
Thank you, Gaylord Nelson, for helping us
see that Earth needs our attention and help!
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35
You Can Help Problem-Solution
When we protect the environment, we also Chart
protect animals’ habitats. Some of these
animals are endangered or threatened. What are some of the problems in our
environment? What are some possible
Bengal Bald solutions? Fill in the chart below.
Animal
Tiger Eagle
Bengal tigers Bald eagles build Problem Possible Solution
live in grasslands, nests on edges of 1. People use a lot of 1. People can carpool
Where is shrublands, rain rivers, lakes, and gas to drive their or take the bus so
the animal’s forests, and seashores, and cars. This pollutes that there are fewer
habitat? mangroves in along high the air. cars on the road.
India, Nepal, and peaks in North They can also walk
Southeast Asia. America. to places that are
nearby.
People kill tigers A farm chemical
Why is the for their fur and called DDT made 2. 2.
animal use the tigers’ fat fish sick. Eagles
endangered and crushed ate the fish. The
or bones to make DDT made their
threatened? medicine. eggs soft. Few
babies hatched.
Reserves and In 1972, DDT 3.
3.
conservation was banned.
How is the
programs protect Zoos also began
animal
tigers. The govern- to breed bald
being
ment of Nepal eagles and
protected? tags tigers to keep release them
track of them. into the wild.
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36
How Rain Forests
Help the World Imagine you are writing a letter
• More than half of the world’s to someone who doesn’t think the
animal species live in the rain forest is important. In your
rain forest. letter, explain why we need to
preserve the rain forest.
• Almost half of all the medicines
we use come from the rain forest.
• Rain forests take in huge amounts Dear ,
of carbon dioxide (a poisonous gas).
Through photosynthesis, leaves
on plants and trees change carbon
dioxide into oxygen that we breathe.
How People Harm
the Rain Forest
• Logging companies cut down too many trees.
As a result, animals lose their homes.
• Cattle ranchers clear land to raise cattle.
When the cattle destroy the land, the
ranchers move on to new land. Sincerely,
• Many tourists visit rain forests, leading people
to cut down trees to make room for roads and
hotels. This also causes more pollution.
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37
Freedom!
Countries often fight wars to protect their
freedom, protect the freedom of others, or win
My Book About
freedom from another country. In the United
M emor ia l Day
States, we have many freedoms, such as the
freedom to say and write what we think and
to vote for our leaders.
Below, describe freedoms that you and your

family enjoy. In what ways is freedom
important to you?
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If you were to design a memorial, what
Remembering would it look like and whom or what would
it honor?
Our Heroes
Memorial Day falls on the last Monday in
May. On this holiday, many people celebrate
the beginning of summer with picnics and
outdoor fun. But Memorial Day is serious, too.
On this holiday, we remember the men and
women in the American armed forces who
died in war.
Describe your memorial below.
Memorial Day began a long time ago,
after the Civil War ended. The Civil War
took place between 1861 and 1865. In the
Civil War, the northern and southern states
fought each other, and many soldiers were
killed. People wanted to remember the soldiers
who had died.
Read the timeline on page 2 to learn how
Memorial Day came to be.
1 6
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39
Our Memorials Memorial Day Timeline
A memorial is built to remind people of an
important person, group, or event. Below are 1865: May 5, 1866: The first Decoration
The Civil Day is celebrated in Waterloo,
just a few memorials that honor our soldiers. War ends. New York. People remember
soldiers by placing flowers and
Name of flags on their graves.
Why It Was Made
Memorial
1967: Decoration 1971: President
Day is officially Nixon makes
This memorial honors changed to Memorial Day a
soldiers who died in any Memorial Day. national holiday.
American war and whose
Tomb of the names are not known.
Unknowns
Arlington, Virginia 1860 1880 1900 1920 1940 1960 1980
This memorial honors

soldiers who fought in the What words of gratitude, or thankfulness,
Vietnam War. Soldiers’ would you share with those who have
names are carved in the served our country in the military?
Vietnam Veterans
Memorial stone wall.
Washington, D.C.
This memorial honors all
who served during World
War II—the soldiers who
died, the veterans, and the
sacrifice and spirit of
National World
War II Memorial Americans at home who
Washington, D.C. supported the war.
5 2
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40
People fly flags Navy soldiers throw
at half-mast to flowers into the ocean
show respect. to remember soldiers
People go who died at sea.
to parades. Soldiers at army
bases fire their rifles
into the air to
remember soldiers
How People who died.
Remember Soldiers
Who Have Died Children learn
about wars American
soldiers have fought so
that Americans can live
in freedom.
People put Families gather
flowers and flags to talk about
on graves. People visit family soldiers
war memorials. who died.
This is something I could do on Memorial
This is how I have celebrated Memorial Day Day to remember the American soldiers
in the past: who have lost their lives:
3 4
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41
The American Flag
and You My Book About
The American flag is an important symbol Flag Day
of our country. It stands for many American
ideals, such as freedom, hope, equality,
individuality, and justice.
Use the letters in the word flag to write

an acrostic poem that describes what the
American flag means to you.
The letters f, l, a, and g may be the first letter
of each line of the poem, or they may appear
in the middle of a sentence or word.
G
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The Story of Flag Day
Americans celebrate Flag Day on June 14. Betsy Ross told George Washington that she
Read about the history behind this holiday. thought the stars would be better with five
points rather than six. She also thought the
1775 flag would fly better in the wind if it were
The United States was not a country at this a rectangle instead of a square. George
time. There were 13 colonies in North America Washington and the other men approved of
that were ruled by England. The colonists no her plan and asked her to sew the first flag.
longer wanted to be ruled by England and
unfairly taxed by King George III. To win Why do you think people continue to tell
their freedom, they went to war against the story of Betsy Ross?
England. The Revolutionary War began on
April 19, 1775.
JULY 4, 1776
The Declaration of Independence was signed.
Written by Thomas Jefferson, this document
announced to the world that “These United
Colonies” were “Free and Independent States.”
The United States declared that it was free
from England’s rule, but the war continued.
JUNE 14, 1777
George Washington and other American
leaders felt the United States needed a flag.
They choose a design that included a star and
stripe for each of the 13 colonies. On June 14,
1777, this design became official.
1 6
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43
1885
Who Was Betsy Ross? A Wisconsin schoolteacher
Some people think that Betsy Ross made named B. J. Cigrand had an
the first American flag. But many experts idea to celebrate the flag’s
agree that we can’t prove that this actually birthday. Many magazine
happened. Even so, the story of Betsy Ross and newspaper articles were
continues to be told. This is her story. written about his idea, and Flag Day
Betsy Ross was a seamstress. She worked out celebrations spread across the country.
of her shop near the Pennsylvania State
House. One day in 1776, George Washington 1949
and two other leaders came to her shop. They President Truman made Flag Day
showed her a drawing of a flag and asked if a national holiday.
she could make it.
Do you think it’s important to celebrate
Flag Day? Why or why not?
5 2
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44
Our First Flag Our Flag Today
The 13 white stars stand for the 13 original As more states were added to the
colonies. The stars are in a circle so that no union, more stars were added to
one colony would be viewed as more the flag. Today’s flag has 50 stars—
important than another. one for each state.
red red
white white
red red
white white
red red
white white
red red
white white
red red
white white
red red
white white
red red
Thirteen stripes also stand for Thirteen stripes stand for
the 13 original colonies. The the 13 original colonies.
stripes are red and white.
How are the two flags the same? How are the two flags different?
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Let’s Celebrate!
My Book About the
Draw a picture of how you might celebrate
this Fourth of July. Then describe what is th o f
happening in your picture. Fou r July
by
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46
Independence Day Who Wrote the
The Fourth of July is also known as
Independence Day. To be independent means:
Declaration?
Congress chose a five-person committee, or
• To be able to take care of your own needs group, to write the document. The committee
asked Thomas Jefferson to create a draft. He
• To make your own rules
summarized the important beliefs and ideas
• Not to be under the control or rule of the colonists. The people who signed the
of another Declaration of Independence put their lives in
• Not to be connected with anyone danger. Writing something against the British
or anything else government was a crime!
Think about all you learned about the
colonists and their fight for independence.
Write four words that describe the colonists.
1 6
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47
Do you know how our country gained
What Is the Declaration independence, and from whom?
Take this quiz. Then check your answers
of Independence? on the timeline on the following pages.
The Declaration of Independence is a
document written by the colonists. In it, they 1. Where did the Pilgrims come from?
announced to England that they would govern s France s England s Spain
themselves. The Declaration of Independence
also describes a new government that had 2. How many original colonies were there?
never been tried before—a government that s 13 s 50 s5
gets its power from the people it governs.
3. Why were the colonists angry with the
British?
s The British demanded that the
colonists return to England to live.
s The British ignored the colonists and
didn’t offer them any help.
s The British taxed the colonists on
everyday goods and did not let them
rule themselves.
4. Who led the colonial army in the war
against the British?
s Samuel Adams
s George Washington
s Abraham Lincoln
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A Nation Is Born
In 1620, Pilgrims left England to seek April 19, 1775: The Revolutionary War
religious freedom. They made their home in begins with the battles of Lexington
Massachusetts. Over the years, 13 colonies were and Concord.
established along the east coast. These colonies
were ruled by England. What happened next?
July 4, 1776: The Declaration of
Independence is signed, stating that
1767: England puts a tax 1772: Samuel Adams the colonies are free from England.
(or fee) on imported goods forms a committee
such as tea, paper, and in Boston to
glass. The colonists protest organize the
by not buying these items. colonies’ protest
against the British. 1781: The British surrender.
1760 1765 1770 1775 1780 1785
1768: British troops arrive in June 15, 1775: George
Boston to stop the colonists Washington is chosen to
from giving the British lead the colonists in the
authorities a hard time. war against England.
Write something you learned about how our
1773: In an act of rebellion, colonists
dress as Native Americans, walk onto country became an independent nation.
a British ship, and throw 342 chests
of tea into Boston Harbor. This is
known as the Boston Tea Party.
3 4

Read & Write Booklets - Holidays

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by Alyse Sweeney

NEW YORK • TORONTO • LONDON • AUCKLAND • SYDNEY

Scholastic Inc. grants teachers permission to photocopy the reproducible

Why Teach Nonfiction? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Connections to the Standards . . . . . . . . . . . . . . . . . . . . . . . 5

How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

How to Assemble the Booklets. . . . . . . . . . . . . . . . . . . . . . . 6

Nonfiction Read & Write Booklets

My Book About Thanksgiving . . . . . . . . . . . . . . . . . . . . . . 13

My Book About Winter Holidays. . . . . . . . . . . . . . . . . . . . 17

My Book About New Year’s Celebrations. . . . . . . . . . . . . . 21

My Book About Dr. Martin Luther King, Jr. . . . . . . . . . . . 25

My Book About Presidents’ Day . . . . . . . . . . . . . . . . . . . . 29

My Book About Earth Day . . . . . . . . . . . . . . . . . . . . . . . . . 33

My Book About Memorial Day . . . . . . . . . . . . . . . . . . . . . 37

My Book About Flag Day . . . . . . . . . . . . . . . . . . . . . . . . . . 41

My Book About the Fourth of July . . . . . . . . . . . . . . . . . . 45

Connections to the Standards

Activate Prior Knowledge Share

How to Assemble the Booklets

It works well to assemble the booklets together as a class.

l cit that ings wo se on ist?

81⁄2- by 11-inch paper. erso wed d to llelected free (your age)

depends on howusmany t be peoplepeop live in that

3. Fold each page in half along the dashed line. 1

Dear American Citizen,

communicate and trade

Winter of 1620 Without Squanto’s help, the Pilgrim’s story

Squanto helped the Pilgrims

He taught the Pilgrims to

Squanto taught the Pilgrims

Las Posadas remembers

This is something I learned

Describe similarities between these

Why do you think the bus boycott was

Word What It Means in This Quote

formed an opinion about

content what is contained in something

the qualities that make a person

Now imagine that you are the president of

Below, describe freedoms that you and your

This memorial honors

Use the letters in the word flag to write

Do you think it’s important to celebrate

4. Who led the colonial army in the war

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