Interactive Read-Alouds

Kindergarten

Second Nine Weeks

1 Day 3 Days 6 Days 2 Days

2 Days 1 Day 3 Days 2 Days

Nothing Sticks Like a ShadowAnn TompertLexile: 480 (Adult Directed)Grade Level Band: NADays: 1 (plus 1 day for rereading)Kindergarten

Planning Note If there is not a direct source of sunshine in your classroom, have a lamp or flashlight

handy.Develop or Activate Background Knowledge

Our book today is called Nothing Sticks Like a Shadow. It was written by Ann Tompert and illustrated by Lynn Munsinger. This book is about some friends who want to help Rabbit [point to cover] with a problem. But their ideas never seem to work. Let’s find out why. And as I read, think a good question you would ask Rabbit if you had a chance. I’ll ask you to write your question later.

Ask Questions During Reading and Model Comprehension Strategies[Page 5]I can infer something here. When I infer, I use what I know to figure out something I don’t know. I see that the characters are animals that wear clothes and can talk. So I can infer that this story couldn’t really happen. This book is a fantasy. Remember that a fantasy is a story that could not really happen.

[Page 7]So, what do you think? Will Rabbit really be able to escape his shadow? Tell your partner what you predict.

[Page 9]Maybe he should try running. Rabbits are very fast, aren't they? Raise your hand if you think Rabbit will be able to run faster than his shadow.

[Page 11]Why is his shadow keeping up with him? Talk to your partner.

[Page 13]How many of you like Beaver’s idea? Let's see if you’re right.

[Page 14]He's giving it a good try, isn't he? Do you think it will work?

[Page 16]So it didn't work. Let's review how many things he has tried so far. [Start a list on chart paper or a white board: hiding, running, sweeping. This will be the basis of a story map, so leave room to the left.]

[Page 17]Maybe Skunk will have a good idea. He seems to be very smart. Tell your partner if you think Skunk will know how Rabbit can escape the shadow.

[Page 19]What shall we add to our list of ideas Rabbit has tried?

[Page 21]Shall we add “cutting” to our list? Let's count how many ideas he has tried so far. We can number our list.

[Page 23]Rabbit has listened to a lot of friends. Everyone has had an idea. But not one of the ideas has worked. And now we have Raccoon. What do you think of his idea, that you can use water to get rid of your shadow?

[Page 24]We still don't know, do we? But now Rabbit has a bigger problem, doesn't he?

[Page 27]Let’s add to our list of bad ideas. How many of you think Rabbit will give up?

[Page 29]Why did Woodchuck say that Rabbit had won?

[Page 30]What did Rabbit think made his shadow go away? Shall we add “melting” to our list?

DiscussionLet’s review all the ideas that Rabbit has tried. [Say each word as you point to it.] Now, count them with me. What is the one thing you need to have a shadow? [Do a quick demonstration using sunlight or the flashlight.] Now let’s map our story.[Add character, setting, and problem to the left of the possible solutions you’ve listed.]

Teach Tier 2 WordsOne of the words in this book is advice. What word? Advice is an idea you give someone about what they should do. When you tell me about a problem you are having, I might give you some good advice to help you solve your problem. In our book, Woodchuck says to Rabbit, “Take my advice.” Of course, his advice wasn’t very good, was it? When you give someone an idea about what they should do, that is called giving advice. What word?

Another word from this book is miserable. What word? Miserable means feeling very bad. When I had the flu once, I felt miserable. So now I get a flu shot every year. In our book, remember that when Raccoon pulled Rabbit out of the water, he was wet and cold. “Never had he felt so miserable,” the author wrote. When you feel very bad, you are miserable. What word?

Sentence ComposingImitateNothing sweeps better than a new broom.Nothing sweeps better than a _______ broom.Nothing ______ better than a new ______.

ExpandRabbit took longer and longer leaps.

Written ResponseWrite a question you would like to ask Rabbit.

The Story of PocahontasCaryn JennerLexile: 290Grade Level Band: NADays: 3 (plus 1 day for rereading)Grade: Kindergarten

Planning Notes Plan to use a white board to hand-draw the map below. Consider playing the opening 4 minutes of the movie, The New World, perhaps after a

second reading. The movie shows how the Indians, including Pocahontas, might actually have looked. It depicts them watching from the banks of the James River as the English arrive. They have never seen ships or white men and their astonishment is obvious. There is not a single spoken word. John Smith is seen below deck looking up through a grate. He was actually confined during the voyage because of his behavior, but you won’t need to explain that. It simply appears he’s below the deck. The haunting music is Wagner’s “Vorspiel,” from his opera Das Rheingold, which is about another river. Here’s the link:https://www.youtube.com/watch?v=lFkyAD9gS6g

Note that Indian is now an accepted term. It appears, for example, in the name of the American Indian Museum in Washington, DC.

Day 1Introduce Book and Teach Technical Vocabulary

This book is called The Story of Pocahontas. It was written by Caryn Jenner. Pocahontas was an Indian girl who lived 400 years ago in Virginia. Of course, it wasn’t called Virginia then. She was here when the first people from England arrived in ships. They had sailed all the way across the Atlantic Ocean. The setting of our story is along the James River in Virginia. Pocahontas became friends with the English, and she helped make sure her people did not attack them. I think the story of her life is just as exciting as any make-believe story. How many of you have seen the movie called Pocahontas? You will see that the real story is not quite the same. In fact, I think the real story is more interesting than the movie.

Here are some of the important words in this book. They are the names of people and places. [Use white board to make and label a rough map. Write and explain names.]

Text StructureThis book is just like a make-believe story. But this story really happened. The author will tell us the events in the order they happened, one after another. We call it a narrative. As I read you can help me remember what happened in the right order.

Ask Questions During Reading and Model Comprehension StrategiesAs I read, pay attention to details about how Pocahontas looked. Later, I’ll ask you to draw your own picture of her and write about it.

[Pages 4-5][Read the sidebar first and point out how it is a miniature of the map you drew.]You can see an Indian pointing to the ships in the distance. He looks excited. Let’s see what he says.

[End of page 4]Pale means skin that is light in color. Very white.Have the ships landed yet? How do we know?

[End of page 5]Why isn’t her father excited?

[End of page 7]Scouts are people sent to find out what’s happening.Why did they hide in the trees?Why were the Indians surprised by the men’s hairy faces?

[End of page 9]Why do you think the English did not know how to grow corn? [The book doesn’t say, but the answer is that corn is not native to Europe. Children should be prompted to infer.]

[End of page 10. Read sidebar as well.]Let’s take a vote. Put your fist on your chest. When I say vote, show me one finger if you think the Indians should attack and two fingers if you think the Indians should trust them. Vote![Discuss why they voted as they did.]

Discussion[Review the map and names of people and places. Prompt children to retell key events so far.]

Sentence ComposingImitateIsn’t it exciting, Father?Isn’t it ______, _______?

CombinePocahontas stepped forward. Pocahontas greeted them with a smile.[Prompt use of the word after.]

Written ResponseDraw a picture of Pocahontas. Write about your picture.

Day 2Review and Share Written Responses

[Review events from Day 1 while referring to your map. Ask partners to share their pictures of Pocahontas.]

Ask Questions During Reading and Model Comprehension StrategiesAs I read, pay attention to details about how John Smith taught Pocahontas. Later, I’ll ask you to draw your own picture of them and write about it.

[Before reading page 12]Powhatan came up with a clever plan. He would not trust the English and he would not attack. Let’s see what he decided to do.

[End of page 13]What do you think of Chief Powhatan’s plan? Was it a good one? Talk it over with your partner.

[End of page 15]So let’s think about what happened. Did Powhatan change his mind? How do we know?

[End of page 16]Why did John Smith teach Pocahontas to speak English?

[End of page 17]How do we know the peace will not last?Let’s see if you can make a prediction. What do you think will happen to end the peace?

[End of page 18]Why did Powhatan get mad?

Discussion[Review the events of this day’s portion of the story.]

Sentence ComposingUnscrambleanother ship / settlers / one day / arrived / bringing more / from England

ExpandPocahontas raced forward.

Written ResponseDraw a picture of John Smith teaching Pocahontas. Make speech bubbles for what each one is saying. [Model if needed.]

Day 3Review and Share Written Responses

[Review events from Day 1 while referring to your map. Ask partners to share their pictures of Pocahontas and John Smith talking.]

Ask Questions During Reading and Model Comprehension StrategiesAs I read, pay attention to details about Thomas. Later, I’ll ask you to draw your own picture of him and write about it.

[Start with page 20][End of page 21]Pocahontas made a big decision, didn’t she? She decided to warn John Smith. What if you were in her place? How many of you would have gone against your father to warn the English? Raise your hands. [Discuss reasons.]

[End of page 22]Why did Pocahontas think it was safe to go on the English ship?Why do you think they took her prisoner?

[Before reading page 24]Before I show you this picture, I’ll tell you that Pocahontas no longer is wearing Indian clothes. She is learning to dress as a settler. As I read, try to make a picture of it in your mind. Then I’ll show you the picture.[End of page 24, discuss the illustration]

[End of page 25]How do you think Powhatan feels about all this? Tell your partner.

[End of page 27]What was the wedding present the author talks about? [Reread if necessary.]What do you think the people in England will think of Pocahontas?What do you think Pocahontas will think of England? Let’s find out.

[End of page 29]How do we know which one is the king?

[End of page 31]It’s very sad that she died so young. But is it really a sad ending to her story?

DiscussionRemember that this book is a narrative. It tells what happened in time order, one event after another. Let’s review the main events. You can help me. First …

Sentence ComposingImitateAll of the settlers liked Pocahontas.All of the ______ liked _______.

CombineThey all sailed. They went across the ocean.

Written ResponseDraw a picture of Thomas. Write about your picture if you wish.

Thanksgiving on Plymouth PlantationDiane StanleyLexile: 630 (with adult direction)Grade Level Band: NADays: 6 (plus 2 days for rereading)Kindergarten

Planning Notes Number the pages for easy reference in the lesson plan. Page 1 shows the cars. The speech bubbles will make it necessary for you to project the pages so that you

can point to character speaking. This book refers to the Pilgrims living in the Virginia colony. This was technically

true, though it may seem a little confusing. The east coast was soon partitioned into additional colonies so that Virginia became smaller and smaller. You may want to point out Virginia on a present-day map and explain how it was once much larger.

In this plan, we use the word Indians rather than Native Americans, but please feel free to switch. We realize this is a sensitive subject. Our guidance is the federal government’s decision in naming the American Indian Museum in Washington, DC. Note that the author avoided the question entirely by referring only to tribal names.

Day 1Pages 1-6

Introduce Book and Teach Technical VocabularyYou are going to love this book. Has anyone ever seen a Magic School Bus show? On Magic School Bus, Ms. Frizzle takes the kids on adventures so that they can learn about science. They go in their school bus, and then they can shrink and go inside volcanoes or inside the body. It’s fun to watch them, and we learn a lot of new things. But what happens to the kids is not real. Buses can’t really shrink or fly.

This book is like Magic School Bus. We are going to see that a grandmother takes her grandchildren on a trip back in time. That can’t really happen, but it is a great way for the author to teach us things.

This book is called Thanksgiving on Plymouth Plantation. The author is Diane Stanley, and the illustrator is Holly Berry. One thing that will help you to understand this book is to know about settlers. Settlers are people who move to a new place to start a better life. Our country is called the United States of America. But the land was here before our country was made. You have to imagine that there was just forest here. No roads, no buildings. Settlers came on big boats to make a better life. They came from England, and they traveled across the ocean (show on map) and they had a pretty hard life. But they came because they thought that they could work hard and have a better life. So remember that settlers are people who travel to a new place to start a new life. The settlers in this book were called Pilgrims and their boat was called the Mayflower.

Text StructureThis author chooses to use two parts of the page for words. The first part is like a regular book. You will see that there are words, just like we usually see. But then there is another spot where the author uses speech bubbles [show on page].

These are things that the characters are actually saying. I asked you to draw some for Pocahontas! When I read, I am going to read the regular words first, and then the speech bubbles. I’ll try to point to the person so you can see who is talking when I am reading the speech bubbles.

Ask Questions During Reading and Model Comprehension StrategiesAs I read, pay special attention to the three different characters. Later, I’ll ask you to write about them.

[She takes us traveling through time.]I have to stop here because I think that it doesn’t make sense that the grandmother can take them traveling through time. You can travel through a town, you can travel through a forest, but you can’t travel through time. But now I remember that this is like the Magic School Bus. It couldn’t really happen.

[We’d rather stay home with Grandma.]Why do you think the kids wanted to stay? Tell your partner.

[After speech bubbles on page ending, “If you don’t, they will think you’re really strange.]I can make a connection here. We know that the kids are changing clothes to go back in time to see the Pilgrims. I know that in the old days people wore clothes that were not so comfortable as our clothes. So I think that they are going to be a little bit uncomfortable.

[Stop at “But the northern part of Virginia they called New England”]Discussion

Now that the kids and grandma and the dog are in the past, they are in a place called Virginia, but it’s much bigger than the state of Virginia today. What do you think they might see? Remember that the Pilgrims were settlers who came before there were any roads or buildings.

Sentence ComposingExpandWhat a weird name.

CombineThe breeze was cool. The breeze smelled woodsy.[Prompt the use of and.]

Written ResponseDraw a picture of our three characters. Write about your picture.

Day 2Pages 7-14

Review and Share Written Responses[Ask partners to share their drawings of the three characters. Review Day 1.]

Teach New Technical VocabularyLet’s make a list of some of the words we’re learning. Yesterday we learned that settlers are people who travel to a new place to start a new life. They build a town called a settlement. We learned that the settlers in Plymouth were called Pilgrims. The place where Pilgrims went was a colony. A colony is like a state. It’s very big. As time goes by, a colony will have many settlements in it. It is a place where people live together. They have to decide what the rules are. We are going to see that the Pilgrims worked very hard to make their colony a good place to live. And remember that they had to do everything themselves. There were no roads or stores or houses.

settlerssettlementPilgrimscolony

Ask Questions During Reading and Model Comprehension StrategiesAs I read today, pay special attention to what a Pilgrim house was like. You’ll get to write about it later.

[Our ship had sprung a leak.]I can make an inference here. That’s when I think about what I know and see what I can figure out. The author says that the people they met were surprised. It says that the nearest settlement was very far away. I think that they were surprised to meet new people because they never saw anyone new. They knew all of the settlers who lived in the colony.

[we could use your help with the harvest]Does anyone know what a harvest is? [Explain if no answer.]

[Next page]Why do you think that people were happy to have help at the harvest?

[Next page]How is the house that these settlers live in different from our houses?

[Next page]What are some of the hard things that had happened to the Pilgrims? Tell your partner.

Discussion[End of page 14]Now we know a little bit more about the life of the Pilgrims. Life was different for them. What are some of things that they had to do that made life different?

Sentence ComposingUnscrambleThe house / was / just one / big room / with a fireplace / at one endExpandPilgrim life was different than life today.

Written ResponseDraw a picture of what you remember about the pilgrim house. Write about your picture.

Day 3Pages 15-20

Review and Share Written Responses[Ask partners to share their drawings of the Pilgrim house. Review Day 2.]

Teach New Technical VocabularyWe have learned that settlers are people who move to make a better life. We learned that the place they moved to is a colony. The Pilgrims were settlers who moved to the Virginia colony so that they could have religious freedom. That means that back in England they wanted to have their own church, and people wouldn’t let them. That’s why they moved. They had to work very hard to organize their colony. Today we are going to learn more about the very hard work that they had to do. We are going to learn that they had help from Indians. When the settlers came to the Massachusetts colony, there were no other white people there, but there were Indians.

Ask Questions During Reading and Model Comprehension StrategiesToday, we’ll learn how an Indian named Squanto taught the Pilgrims to grow food. I’ll ask you to write that later.

[Even Mary is learning – aren’t you Mary?]How was learning different for these children?

[Beer was actually healthier.]How was life different for these children? Talk to your partner.

[And it will feed us through the winter.]Let’s summarize here. They have to do a lot of chores about food. They have to grow it and they have to pick it and they have to dry it and store it for winter. They also have to hunt. I think that is because there are no stores and no refrigerators. So when it is cold in the winter, they won’t have vegetables from the garden. They will have to save food for winter.

[Next page]How did Squanto help the Pilgrims?

DiscussionWe learned a lot today about how the Pilgrims made sense of their world. They had to work very hard for the freedom that they wanted. They had to learn how to grow food and store it. They got help from Indians like Squanto who already knew how to grow food.

How do you think you would like living in pilgrim times? What would be fun about it? What would be hard?

Sentence ComposingImitateWe picked _________ and, of course, lots of _________.

CombineSquanto escaped. Squanto finally got back home.

Written ResponseDraw a picture of Squanto teaching the Pilgrims how to grow food. Write about your picture.

Day 4Pages 21-24

Review and Share Written Responses[Ask partners to share their drawings of Squanto teaching the Pilgrims to plant corn. Review Day 3.]We have learned a lot about the settlers who came to America! We also learned that some settlers came because they wanted to be able to go to their own church. The settlers who came to the Virginia colony were like that.

Teach New Technical VocabularyToday we are going to learn a bit about what their church was like. In the new world, the Pilgrims were free to go to the church that they believed in. The name of their church was Puritan.

Ask Questions During Reading and Model Comprehension StrategiesAs I read, pay special attention to the inside of a Puritan church and how people sat. Later, you will write about that. You will be surprised.

[He’s our ruling elder, you see.]I have to stop and make sure I understand here. I thought that the Pilgrims came to the Virginia colony for religion. And they went to church nearly all day on Sundays. But they didn’t even have a minister yet. That doesn’t make sense to me. I guess that is one of the hard things that the Pilgrims had to do. It must mean that their church was very important to them.

[Children-hush.]Has anyone been to a church? How is this church different? [If children cannot answer, explain.]

DiscussionToday we learned a little bit about how the Pilgrims made sense of the world. They used Sundays to go to church, and every person in the colony went. That’s different from the way that we make sense of the world today. Some families choose to go to church on Sundays, and some don’t. And they can each go to any church they like.What else can you think of that was different about life in this colony?

Sentence ComposingUnscramblethen after / lunch which / they called / dinner / we went / back for / three more / hours

ExpandChurch was important.

Written ResponseDraw a picture of the Pilgrim church with the men sitting together and the women and children sitting together. Write about your picture.

Day 5Pages 25-32

Review and Share Written Responses[Ask partners to share their drawings of the Pilgrims’ church. Review Day 4.]We have learned a lot about the Pilgrims! Help me summarize. [Covert these statements to questions if you wish.] They were settlers who came to the Virginia Colony to have their own church. Their church was called Puritan. They had to do a lot of work to live in the new world. They had to organize their colony. They had to build all of their own houses. They had to grow their own food, and keep enough for winter.

Teach New Technical VocabularyToday we are going to learn about a great celebration that they had when the harvest time was done. Do you remember what harvest means? We are going to learn about a celebration. Celebration is a fancy word for a party when something good and important happens. We are going to learn about a celebration that is sort of like our Thanksgiving. Tell me what we do for Thanksgiving.

Ask Questions During Reading and Model Comprehension StrategiesAs I read, think about all the details the author shares with us about the Pilgrim celebration. Later, I’ll ask you to write about their celebration.

[That’s stuffing to you.]Why do you think they chose this time of year for a celebration, or party?

[means Yellow Feather in Wampanoag]How is this celebration different from our Thanksgiving?

[I get what falls under the table.]How is this celebration different from our Thanksgiving?

[next page]How is this celebration different from our Thanksgiving?

DiscussionDo you think you would have liked to be a Pilgrim? Why?

We have our Thanksgiving in November, like the Pilgrims. It is the time when the harvest is finished. Tell your partner how their celebration is like Thanksgiving at your house. Tell how is it different.

Sentence ComposingImitateDon’t you like your stewed eel?

CombineWe helped set the tables. We helped serve the food. We helped clear the dishes away.

Written ResponseDraw a picture of the pilgrim celebration. Write about your picture.

Day 6Pages 33-End

Review and Share Written Responses[Ask partners to share their drawings of the Pilgrims’ celebration. Review Day 5.]Yesterday we learned about the harvest celebration of the Pilgrims. Remember that celebration is a word that means party when something very good happens. We learned about how they cooked and ate food and we learned that they had invited guests from the Wampanoag people, who were Indians.

Teach New Technical VocabularyToday we are going to learn more about the celebration, and we are going to finish our book. [There are no technical terms to teach, but if you have time, consider comparing a few of the Pilgrim’s terms with their present-day counterparts.]

trencherexercise armspottagepompionsalletnasump

plateshoot at targetsstewpumpkinmixed vegetablesground corn

Ask Questions During Reading and Model Comprehension StrategiesToday we’ll finish our book, Thanksgiving on Plymouth Plantation. You’ll enjoy learning about the games they played at the big celebration. Later you’ll get a chance to write about the games.

[We had races and wrestling matches.]I can make a connection here. They play games after dinner. At my house, we watch football on TV after eating our Thanksgiving dinner. So that is a way that our Thanksgiving is like this harvest celebration.

[Maybe it’s time for us to go.]Is it good that more colonists are coming? Why? Talk to your partner.

[I wish you safe passage.]Remember that they are pretending to be going back on a ship.

[What on earth are you talking about.]Why does the dad say that?

DiscussionWe know that Pilgrim life was hard, don’t we? But we also know that the Virginia Colony was the beginning of the United States of America. We are lucky that the settlers came here and worked so hard.Who remembers what a settler is?What is a colony?Why did the Pilgrims come to the Virginia colony?What was hard about their life?How did they celebrate the harvest?

Sentence ComposingUnscramblea few minutes / after that / mom and / dad came / home with / a bag of / apples and / two gallons / of cider

ExpandThe Pilgrims worked hard.

Written ResponseDraw a picture of the Pilgrims playing games after dinner. Write about your picture.

The Pain and the Great OneJudy BlumeLexile: 680Grade Level Band: 2-3Days: 2 (plus 1 day for rereading)Kindergarten

Day 1Develop or Activate Background Knowledge

How many of you have a brother or a sister? Raise your hand. Do you always get along? Now, think a minute! I’m sure you could tell me all the things that bother you about a brother or sister. That’s what our book today is about. It is called The Pain and the Great One, and it was written by Judy Blume. It was illustrated by Irene Travas. The Pain is what the sister calls her little brother. The little brother calls his sister The Great One. This book is in two parts. In the first part the sister tells how she feels. In the second part, the brother gets his chance.

Ask Questions During Reading and Model Comprehension StrategiesAs I read, pay attention to all the ways the sister thinks her brother is a pain. I’ll ask you to write about one of them later.

[End of breakfast table page]The sister is already dressed and eating breakfast, isn’t she? How many of you think he’s a “pain” so far?

[End of page with girl and backpack]When does her mother yell at her? Why does he cry?

[End of page with boy on mom’s lap]How do you think she feels?

[End of page with dinner table]What does he get? Why does he get it if he doesn’t eat his meat?

[End of page with bathroom]A slob is someone who’s very messy. Does he look like a slob to you?

[End of page with mom and dad on couch]Let’s vote. Put your fist on your chest. When I say “Vote!” show me one finger for yes or two for no. Ready? Here’s the question: Do you think older children should get to stay up later? Vote!

[End of page with umbrella]Here is a chance for me to infer. Put on your thinking caps with me. She says she is waiting for the fun to start. But nothing happens. So I infer that staying up late is not so much fun. It takes more than that.

[End of page ending, “And she smiled”]Now we know why she is not having fun, don’t we. Why?So, is her brother really such a pain? Talk to your partner.

[End of page with telephone]What’s the answer to her question?

[End of page with boy in bed]I can make a connection here. My own cat hardly ever comes when I call. It’s hard to tell why cats do what they do!

DiscussionNow that’s the end of part one. Let’s think about what we’ve read. There are two characters in this story. Who are they? The sister has made a list of all the things she doesn’t like. What are some of them? What about that last sentence? [Reread] Do you think her parents really love their son better?

Teach Tier 2 WordsOne of the words in this book is ordinary. What word? Ordinary means the same as common, everyday, just what you’d expect, and kind of dull. If I had an ordinary breakfast I would eat the same old thing. But if I decided to have a salad for breakfast, that would not be ordinary. In our book, the sister says his pictures “aren’t great at all but just ordinary first grade stuff.” Ordinary means the same as common or everyday. What word?

Another word from this book is disgusting. What word? Disgusting means yucky or gross. If a person makes a mess and doesn’t clean it up, that would be disgusting. In our book, the sister says this about her mother: “She’s always kissing him and hugging him and doing disgusting things like that.” Disgusting means yucky or gross. What word?

Sentence ComposingImitateThe Pain is just what they always wanted.The _______ is just what they always wanted.The _______ is just what _______ always wanted.

CombineHe’s six. He’s in first grade. He’s a pain.[Prompt the use of and and the creation of a series.]

Written ResponseDraw a picture showing one thing that tells why she thought her brother was a pain. Write about your picture.

Day 2Review and Share Written Responses

[Ask partners to share their pictures showing why she thought her brother was a pain. Review some of the ways.]

Ask Questions During Reading and Model Comprehension StrategiesRemember that our book is called The Pain and the Great One. These are nicknames for the two characters. Last time we heard from the sister. She told all the reasons why she thinks her brother is a pain. Who remembers some of her reasons? You drew a picture of one of them. Today we will hear from her brother. His part of the book is called, “The Great One.”

As I read, pay attention to all the ways the brother thinks his sister is a pain. I’ll ask you to write about one of them later.

[Before starting]Let’s make a prediction here. The first part of the book was all about the things his sister didn’t like. I’ve told you that the second part of the book is about how her brother sees things. What do you predict the second part of the book will be about?

[End of page with piano]So far what does the brother not like about his sister?

[End of page with kitty dish]Why does he think the cat likes his sister better? Tell your partner what you think.

[End of page with boy behind couch]Does it look like we were right – that this part of the book is a list of all the things he doesn’t like?

[End of page with boy in truck]Why does he knock the blocks down? Is it an accident or does he do it on purpose? Let’s vote.

[End of page ending with “playing blocks”]Why didn’t he enjoy playing with the blocks?

[End of page ending with hair pulling]Why is he pulling her hair? [Discuss alternatives]

DiscussionDoes the end of part 2 remind you of part 1? How?Let’s compare the two parts of the book. How are they the same?Now let’s contrast the two parts. How are they different?Do you think his parents really love his sister better?[Note that Story Mapping doesn’t work well with this book because of its two-part structure.]

Teach Tier 2 Words[There are no Tier 2 words in part two, except for disgusting, on the last page. Remind them of its meaning and refer to this new example.]

Sentence ComposingUnscramblewhen we / go / I can’t / swimming / stand / my sister

ExpandShe’s really smart.

Written ResponseToday I would like you to draw a picture showing one thing that tells why he thought his sister was a pain. Write about your picture.

The Ugly PumpkinDave HorowitzLexile: AD450LGrade Level Band: N/ADays: 2 (plus 1 day for rereading)Kindergarten

Planning Note If possible, bring a squash to show on Day 2.

Day 1Develop or Activate Background Knowledge

Our book is called The Ugly Pumpkin. It was written by Dave Horowitz. This is the time of year when people go out looking for just the right pumpkin. What do they need a pumpkin for? What does a really good pumpkin look like? [Ask children to suggest features.] But what if a pumpkin had a different shape? What if it were tall and skinny instead of fat and round? This book is about a pumpkin like that. The pumpkin is the main character in this story. In fact, he is telling the story. He is sad because all the other pumpkins are chosen first. But wait! Can pumpkins really talk? No, and that why we know that this story is a fantasy. In a fantasy, things can happen that couldn’t possibly happen in real life.

Ask Questions During Reading and Model Comprehension StrategiesThink about carving a pumpkin at Halloween. What would you do if your pumpkin were very strange looking? I’ll ask you write about that soon.

[End of first page]Does it look like the other pumpkins are laughing at him? Would you pick a pumpkin that looked like him?

[End of page where pumpkin is leaning against wall]It looks like the child is pointing at him, like he wants to choose him. But I can make a prediction here. I know the whole book is about not being chosen. And I can see a very nice round, fat pumpkin behind him. I predict the child is pointing to the pumpkin behind.[Reread before turning page]

[End of next page]Was my prediction right?

[Read two pages and pause before reading the word way to see if students can complete the rhyme.]No one seems to want the ugly pumpkin.

[End of page with rear view mirror – pause before reading alone.]When I roll my eyes, I go like this. [Dramatic demo] So why does it say that the skeleton rolled his eye? Let’s turn back and take another look at this illustration.

[Page with apple tree – pause before reading please.]So now it’s November. I think I can infer something here. Halloween is in October, and

October comes before November. So I can infer that the ugly pumpkin has missed Halloween. Too bad.

This time the pumpkin says “please.” Do you predict that being polite will help? Tell your partner.

[End of page ending with “spread yer roots”]Were you right? Do the trees like him? Let’s find out. [Reread page, then turn page and read to complete rhyme.]He is tricked again. We were wrong. These trees aren’t very nice.

DiscussionWe’ll finish our book next time. Right now, help me remember all the times the pumpkin was not chosen.

Teach Tier 2 WordsOne of the words in this book is crispy. What word? Crispy can mean more than one thing. In our book it means cool weather, but not quite cold. When the weather is crispy, I put on a sweater. In the book it says, “A skeleton came for pumpkins one bright and crispy day.” What word? Crispy is a word for cool weather that is not quite cold. What word?

Another word from this book is plain. What word? If something is plain, it’s there for everyone to see. My desk is in plain sight. In our book, it says, “I am the ugly pumpkin, as you can plainly see.” That means anyone who looks at him can see that he’s ugly. If something is plain it’s there for all to see. What word?

Sentence ComposingImitateA skeleton came for pumpkins.A ______ came for ______.

CombineI asked him a question. I asked if I could get a ride.[Prompt combining by eliminating the word question.]

Written ResponseImagine you only had a squash for Halloween. Draw a picture showing how you would carve it. Write about your picture.

Day 2Review and Share Written Responses

[Ask partners to share their pictures of carved squashes. Review what’s happened so far.]Ask Questions During Reading and Model Comprehension Strategies

Today, we’ll finish The Ugly Pumpkin. As I read, think about your favorite part of the whole book. You can write and tell me about it later.

[End of yelling page]Wow! Look at the size of those letters. He is really shouting! Who’s he talking to?

[Reread page, then turn page and read to complete rhyme, pausing before cry to let children supply the word.]Why do you think it started to rain just then?

[End of page with yellow squash]Know what? I think I can infer again right here. I’m looking at the picture of the ugly pumpkin [point] and the squash [point], and they look almost the same. So I’m inferring that he only thinks he’s a pumpkin and that he’s really a … squash! [Turn page and read]

[Before reading last page]There’s one page left. But before I show you I want to tell you how good readers make pictures in their minds as they read. Do it with me. I see lots of vegetables sitting like people at a long Thanksgiving dinner table. The table has a white tablecloth. There’s lots of food and everyone looks happy. Do you see it in your mind? Here’s the way Dave Horowitz drew the picture. That doesn’t mean your picture is wrong. He just saw it a little differently in his own mind. [Read text, turn page and finish reading] It looks like the ugly pumpkin found a friend, doesn’t it?

DiscussionI wonder why he thought he was a pumpkin. Could we say that instead of being an ugly pumpkin, he was a handsome squash? Maybe there’s a lesson for people in this book. Do you think people need to find out what they’re good at?[Display squash if possible.]

Now let’s map our story. Where does it take place? Who is the main character? What is the problem? How does he solve his problem?

Teach Tier 2 WordsOne of the words in this book is shelter. What word? Shelter means a safe place when there is bad weather. If a storm comes, we should find shelter. In our book, it says the ugly pumpkin “took shelter in a garden that was overrun with squash.” Shelter means a safe place when there is bad weather. What word?

That same sentence has another word from our book. The word is overrun. Overrun means there are lots and lots of something. A house could be overrun with bugs, or a lawn could be overrun with weeds. In our book, it means there were lots of squash in the garden. Overrun means there are lots and lots of something. What word?

Sentence ComposingUnscramblestarted / so I began / and then it / raining / to cry

ExpandLet the feast begin.

Written ResponseToday I would like you to draw a picture showing your favorite part of the book. Write about it too, and say why it was your favorite.

A Tree for All SeasonsRobin BernardLexile: 420LGrade Level Band: NADays: 1 (plus 1 day for rereading)Kindergarten

Introduce Book and Teach Technical VocabularyThis is a wonderful book filled with beautiful pictures. I know you'll like it as much as I do. It is called A Tree for All Seasons, and it was written by Robin Bernard. Through this book we will visit a maple tree during each of the 4 seasons. Before we begin, I will write the names of each season in a circle with arrows. I am using a circle because that is how the seasons change. We will start with winter. [Make the diagram at right on your whiteboard and name each season.]

Text StructureSo this book has four parts. As we read, we will move through time, from one season to the next. We will start with … that’s right, winter!

Ask Questions During Reading and Model Comprehension StrategiesWhen we finish, I’ll ask you to draw pictures of two leaves, one in summer and one in autumn.

[End of page with 4 trees]This is winter [point]. You can see the snow on the ground. Here is the same tree in spring. Here it is in summer and in autumn. Let's find out more about each season.

[End of page 3]What season will it be when the buds open?

[End of page 5]Do you believe that syrup can come from a tree? Maple syrup does come from trees.

[End of page 7]When the buds open, what do they become? Lots of animals live in the tree. Which ones have we seen so far? Tell your partner.

[End of page 9]Sap is a liquid. It carries food and water to all parts of the tree. It is like blood in animals.

[End of page 11]Why is it cool under the tree in summer?

[End of page 13]Let's vote. Put your fist on your chest. When I say vote, show me one finger for yes and two fingers for no. Do you think the maple tree is prettiest in autumn? Vote!

[End of page 15]Why do squirrels hide the nuts?

DiscussionRemember that this book is in four parts. Each part is about the tree during a different season. The parts of the book go in order of time.[Review the diagram, showing pictures of the tree in each season.]

Sentence ComposingImitateA little bird sits on a branch.A little ______ sits on a ________.

CombineIn winter the tree is bare. In winter the tree looks dead.

Written ResponseDraw a picture of two leaves. Make one for summer and one for autumn. Write about them also.

CloudsAnne RockwellLexile: 290L (Computed from uploaded sample)Grade Level Band: NADays: 3 (plus 1 day for rereading)Grade: K

Day 1Introduce Book and Teach Technical Vocabulary

How many of you have ever watched clouds? What do you like about them? Our book today is called Clouds. It was written by Anne Rockwell and illustrated by Frané Lessac. It will tell us many interesting facts about clouds. Later I’ll ask you to draw a picture of one kind of cloud and draw a picture to go with what you write, so pay attention!There are many kinds of clouds. Today we will learn about several kinds. [List on white board, even though the children will not be able to decode the words.] One kind is fog. Fog is a cloud that is so low it touches the ground. The highest clouds can be 4 miles above the ground. They are called cirrus, cirrostratus, and cirrocumulus. Those are long names but each part means something.

Text StructureAnne Rockwell decided to write about every kind of cloud. She starts by telling us about the highest clouds, then the clouds at the middle level, and finally the lowest clouds. So her book goes from the top to bottom.

Ask Questions During Reading and Model Comprehension Strategies[End of page 7]I can infer something here. It says that clouds are dark or bright and that one kind brings weather. I know that it must be the dark clouds because that’s the way the sky looks when a storm is coming.

[Middle of page 8]Four miles high! That is all the way from here to [pick a place]. I think I can infer something else. It says the very highest clouds are made of ice. I know it’s too warm for ice on the ground. I can infer that the higher you go, the colder it gets.

[End of page 8]So if a cloud’s name starts with c-i-r-r, it means it is very high up. Here are the three words we wrote. [Refer to diagram] And here they are in the book. [Point them out on page 9.]

[End of page 10]The word cirro meant small pieces of hair. Or some people might think of feathers.

[End of page 11]That makes sense, doesn’t it? If c-i-r-r means high up and stratus means flat, cirrostratus clouds must be high and … flat.

[End of page 13]Now it’s your turn to infer: If cumulus means puffy, cirrocumulus means puffy and …

[Review the diagram.]Discussion

[Review the diagram.]Sentence Composing

ImitateYou can learn a lot from looking at clouds.You can learn a lot from looking at _______.You can ______ a lot from ______ at ______.

CombineAll clouds are made of water. All clouds are made of particles of dust.

Written ResponseDraw a picture of some stratus clouds. Write about your clouds.

Day 2Share Written Responses

[Ask partners to share their pictures of stratus clouds.]Review and Teach New Technical Vocabulary

[Begin by reviewing the diagram you made for Day 1. Add 2 new words: altostratus and altocumulus. Remind the children that stratus means flat and cumulus means puffy. You can add that alto means high – but not as high as cirro.]

Ask Questions During Reading and Model Comprehension StrategiesLater today you are going to write about a different kind of cloud. So pay attention!

[End of page 14]Now I will show you the picture of altostratus and altocumulus clouds, but I will keep my hand over the names. See if you can tell which is which from the shapes. Let’s vote. How many of you think this is altostratus? [Do the same for altocumulus. Then explain the difference.]

[End of page 17]Let’s compare the pictures. Look closely. Which one is altostratus? Why? So this must be altocumulus. But why?Now we will learn about the lowest clouds – except for fog, that is! There are 5 more kinds of clouds that are near the earth.[Add the names to the diagram as you say them.] These clouds are only about 2 miles high. [Write “2 miles”] They bring lots of weather, like rain, snow, and hail. That’s why they are so interesting. Especially cumulonimbus, which is the most dangerous of all.

[As you read page 18, point to the words you’ve added to the diagram.]Yes, sometimes clouds do look like mountains. I like to see what other shapes they remind me of. Sometimes I see faces or animals. What other shapes have you seen in clouds? Tell your partner.

Now let’s look at the picture of each kind. [Read and point on page 19]

[End of page 21]Think about that name: stratocumulus. Strato means … flat, and cumulus means … puffy.

Can a cloud be flat and puffy at the same time? Look at the picture.

[End of page 23]If I told you nimbus clouds were on the way, what would you do?

[End of page 24]What are some of the dangerous things about cumulonimbus clouds? Think of them with your partner.

Discussion[Review the diagram, which now contains all 10 types of clouds studied.]

Sentence ComposingUnscrambleclouds / and cover / the whole sky / stratus / are gray

ExpandRain or snow falls steadily.

Written ResponseThis time draw a picture of a nimbus cloud. Write about your picture.

Day 3Review and Share Written Responses

[Ask partners to share their pictures of nimbus clouds. Quickly review cloud types, using diagram.]

Ask Questions During Reading and Model Comprehension StrategiesToday, we’ll finish our book. Before we do, I have a question. Some clouds are dangerous. So wouldn’t it be a better world if there were no clouds? Tell your partner what you think.

Later I’ll ask you to draw one more picture, but this time it will have lots of different clouds. So as I read be thinking about which ones you’ll put in your picture.

[End of page 27]Do you feel better about having clouds?

[End of page 29]Raise your hand if you think you can tell what the weather will be like from looking at clouds. I don’t think I can. That’s why I watch the meteorologist on TV. I call him (or her) the weatherman (or lady)!

Let’s review the types of clouds one more time.[Go over the diagram one last time. Then ask the children to retell some ways clouds are helpful.]

Discussion[Review the entire diagram.]

Sentence ComposingImitateIf there were no clouds, there would be no rain.If there were no _____, there would be no rain.If there were no ______, there would be no ______.

CombineClouds bring the rain that plants need. Clouds bring the rain that animals need.

Written ResponseDraw a picture with many different kinds of clouds. Label the clouds. Their names are on the board.

Happy Birthday, Martin Luther KingJean MarzolloLexile: 800Grade Level Band: 4-5Days: 2 (plus 1 day for rereading)Grade: Kindergarten

Day 1Introduce Book and Teach Technical Vocabulary

Today we have a special kind of book to share. It is called a biography. A biography is a book about a person’s life. Our book is about the life of a famous American, Dr. Martin Luther King, Jr. The title of the book is Happy Birthday, Martin Luther King. One of the ways that we can learn about famous Americans is to read biographies about their lives. This biography was written by a team, an author and an illustrator. The author, Jean Marzollo, did her work first. She decided that the life of Dr. King was special enough that she wanted children to know about it. She learned all about his life and then she wrote the words of this book. After the words were written, Brian Pinkney was chosen as illustrator. He is a very famous illustrator. Take a look at the cover illustration. You will see that Brian Pinkney uses very dark colors and then scratches through to lighter colors. I want you to pay attention to the words and to the artwork in this book. Then I will give you a chance to draw two pictures of Dr. King yourself. So pay attention to what he looked like.

Text StructureRemember, this book is a biography, a story of a person’s life. That means that the author will give us a sequence of events in time order. We will start with the person’s early life, and go in order as the person gets older. What do you think we will learn about first?

Ask Questions During Reading and Model Comprehension Strategies[His parents loved him very much.]I can make a connection here. The words say that his parents loved him very much and the picture shows a mother and father holding a baby. I remember that when my children were very tiny, I used to hold them and stare at them because I loved them so much. I can use what I know to help me understand how Martin’s parents felt. I’m sure they felt the same way I did.

[Martin was called Martin Luther King, Jr.]Why do you think that they put that extra part, junior, on his name? What do you think junior could mean?

[Divinity school in Pennsylvania]I can make an inference here. I can take words from the book and ideas from my head and use them to understand better. It says he went to divinity school. I know that divinity school is a place that people go if they want to be ministers. A minister is a person who preaches in a church. He or she helps the people in the church. So I think that Martin wanted to be a minister and that’s why he went to a special school.

[After page beginning, Martin became a pastor]A pastor is another name for a minister. And reverend is a special word to describe a pastor. Do you remember what a minister does? Why do you think that both Martin and his father were called reverend? Tell your partner what you think.

[He visited sick people in the hospital]What kind of person do you think Martin was?

[Peaceful ways to solve problems]Look at this illustration. How can we tell that the boys were using peaceful ways to solve problems?

Discussion[Stop at Martin led people in prayer and song.]We’ll stop there today. Remember that this is a biography. It tells the story of a person’s life, in order, from when that person was a baby.What did we learn about Martin so far?What were the events in his life?What did we learn about him as a person?What kind of a person was he?

Sentence ComposingImitateHe visited sick people in the hospital.He visited _______ people in the ______.

CombineMartin went to elementary school in Atlanta.Martin went to high school in Atlanta.Martin went to college in Atlanta.

Written ResponseDraw a picture of Martin when he was a baby and then when he was a grown up. Think about the differences. Label your picture.

Day 2Review and Share Written Responses

[Ask partners to share their two pictures of Martin. Encourage them to explain the similarities and differences.]

Ask Questions During Reading and Model Comprehension StrategiesToday we will finish our book about Martin Luther King, Jr. Later, I’ll give you a chance to draw another picture and write about it. This time your picture will be about Martin’s dream of people living together without being mean.

[Black people had to sit in the back]Wait. That doesn’t make sense to me. It would be crazy for black people to have to sit in the back. I am going to reread that page and see if I can figure it out. [Reread] I guess that it means that that silly rule had to be changed and Martin helped to change it. I can read on and see if I am right.

[Now all people can share the same restaurants and drinking fountains.]It would be unfair for people not to be able to go where they want. Put your thumb up if you are glad that that law was changed.

[Now black children and white children can go to school together.]Why is it good for all children to go to school together? Tell your partner.

We can take things from some different pages and bring them together now. It says that Martin helped the poor, and visited people in hospitals, and helped to change laws that were unfair, and that people liked to listen to him. I think that means that he was famous when he was alive. I bring those ideas together and make a new idea.

[live together without being mean to each other]Why do you think Martin wanted people to live together without being mean?

[shot and killed in 1968]Make a face to show how you think people felt when Martin was killed.

DiscussionYesterday we learned about Martin’s life and his work in the church. Today we learned a lot more about him. [Review the events of this day’s portion of the book.]Can you remember something that Martin did that was special?Why is it a good idea to have a special holiday on Martin Luther King, Jr.’s, birthday?

Sentence ComposingUnscrambleMartin / Luther King /and / many other / people / helped change / these laws

ExpandMartin Luther King Jr. was special.

Written ResponseDraw a picture that shows Martin’s dream of people living together without being mean. Write about your picture.