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Why do beans grow apart? Because SOME beans become cool beans... or do they? Follow the during on the bean as it realizes how important acts of kindness are!


This printable PDF book study includes 3 activities that can be completed as a class or independently, for Jory John and Pete Oswald's story entitled The Cool Bean. Topics include past and present tense, comprehension, media literacy (redesign the book cover) and Social Emotional Learning. This package can be used with grades 2-4 as the level of difficult for the writing pieces can vary.


About This Product:

  • 3 PDF printable activities
  • Includes past and present tense, comprehension, media literacy and Social Emotional Learning activities!
  • All images are black and white so student's can colour!
  • Great to leave as emergency or supply day plans as well!
  • Clip Art from Clip Art 4 Teachers and Fonts from KG Fonts and PB Fonts on Teachers Pay Teachers


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Ontario Expectations covered in this product:




1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand texts (e.g., activate prior knowledge through brainstorming and/or developing mind maps; ask questions to focus reading and clarify understanding; use visualization to clarify details about such things as homes and clothing of early settlers; use pictures to confirm understanding of printed text)


1.4 demonstrate understanding of a variety of texts by identifying important ideas and some supporting details (e.g., restate important ideas and some related details from an informational text about early settlers; retell a story giving details about specific elements of the text such as setting, characters, and theme)


1.5 make inferences about texts using stated and implied ideas from the texts as evidence


1.6 extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them


1.8 express personal opinions about ideas presented in texts (e.g., identify traits they admire in the characters; comment on actions taken by characters)




1.3 gather information to support ideas for writing in a variety of ways and/or from a variety of sources (e.g., from discussions with family and friends; from teacher read-alouds, mentor texts, shared-, guided-, and independent-reading texts, and media texts) Classifying Ideas


1.4 sort ideas and information for their writing in a variety of ways (e.g., by using graphs, charts, webs, outlines, or lists)


1.5 identify and order main ideas and supporting details into units that could be used to develop a short, simple paragraph, using graphic organizers (e.g., a story grammar, a T-chart, a paragraph frame) and organizational patterns (e.g., comparison, chronological order)


2.4 vary sentence structures and maintain continuity by using joining words (e.g., and, or) to combine simple sentences and using words that indicate time and sequence to link sentences (e.g., first, then, next, before, finally, later)


3.5 use parts of speech appropriately to communicate their meaning clearly, with a focus on the use of: proper nouns for titles (e.g., of businesses, teams); the possessive pronouns my, mine, your, yours, his, her, hers, its; action verbs in the present and simple past tenses; adjectives and adverbs; question words (e.g., when, where, why, how)


Media Literacy


3.4 produce media texts for specific purposes and audiences, using a few simple media forms and appropriate conventions and techniques (e.g., • a series of video stills or photographs about a topic of their choice to display to the class • a simple slide show for a multimedia presentation to a younger class • a tape-recorded interview with a classmate about a favourite show, toy, or game • a comic strip for publication in a class newsletter • a skit, including sound effects, based on a photograph • a compilation of images from magazines, newspapers, or the Internet that convey the mood of a poem or song • an illustrated pamphlet about a unit of study • a storyboard for the climactic scene in a short story • a scrapbook of images from newspapers, magazines, posters, the Internet, and so on, illustrating camera shots from different angles and distances)


What are the benefits of using Smarty Pants Studies’ educational resources?


All Smarty Pants Studies’ resources have been used in the classroom and crafted using Ontario curriculum expectations with increasing student engagement and understanding in mind. Smarty Pants Studies’ resources are little to no-prep and many are cross-curricular, print and/or digital, allow for student choice and foster creativity.


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The Cool Bean Book Study

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