somewhere - mondo publishing · the word meadow, how would you figure out its meaning? look at the...

GuidedReadinG

NARRATIVE POEM

Mondo Bookshop GRade 1 1

ISB

N 9

78-1

-628

89-0

79-2

LITERACY STANDARDS ADDRESSED IN THIS PLAN

KEY IDEA This illustrated poem describes wonderful things happening in nature.

Written by Jane Baskwill and illustrated by Trish hill

somewhere

RL.1.1* MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Ask and answer questions about key details in a text including characters’ feelings or actions while referring to what is explicitly stated in the text and use details to support basic inferences. *standard adapted from another grade

RL.1.4 Craft & Structure sessions 1, 3 identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

RL.1.6* MAIN FOCUS Craft & Structure Sessions 2, 3 Identify differences in the points of views of characters and how the text and illustrations convey this to the reader. *standard adapted from another grade

RL.1.7 MAIN FOCUS Integration of Knowledge & Ideas Sessions 1, 2, 3 Use the illustrations and details in a story to describe its characters, setting, or events.

RL.1.10 Range of Reading & Level of Text Complexity sessions 1, 2, 3 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

SL.1.1 Comprehension & Collaboration sessions 1, 2, 3 participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

L.1.4 Vocabulary Acquisition & Use sessions 1, 2, additional instruction determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

L.1.5a Vocabulary Acquisition & Use additional instruction sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

RF.1.3e Phonics & Word Recognition session 2, additional instruction decode two-syllable words following basic patterns by breaking the words into syllables.

RF.1.4 Fluency session 2 Read with sufficient accuracy and fluency to support comprehension.

W.1.1 Text Types & Purposes Writing Connection Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

W.1.8 Research to Build & Present Knowledge sessions 2, 3 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

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GR_G1_B1_Somewhere_LP.indd 1 12/1/14 1:55 PM

2 Somewhere

Session 1 Text selection: pp. 2–22

PrevIewIng the text 5 minutesread the title and the author and illustrator credit. Discuss the cover illustration. then read the back cover together.

The title of today’s book is Somewhere. Who can tell us what the word somewhere means?

It’s a place, but you can’t say exactly where. It’s all over the place.

Let’s look at the front cover and read the author’s and illustrator’s names. What does the picture show?

It shows a leaf. It looks like a leaf I’ve seen in the fall.

Let’s read the words on the back to learn more. Share any questions you have about this illustrated poem.

What places on the planet will the poem show us? What wonderful things are happening in nature?

Those are good questions. Keep them in mind as we read.

reADIng the text 10 minutesexplain the learning focuses. have students read pages 2–3. Check on their application of the focuses. Provide support if needed. then read the book.

As we read today, we are going to ask some questions about the characters, settings, and events. We will look for the answers to our questions in the text and in the details in the illustrations. We might also need to use what we know about nature to help us understand what’s happening. Remember that we’ll read about the “wonderful things” happening in nature. They will be the characters in this poem. Let’s read pages 2–3 and answer our questions. We’ll start with, “What places will the poem show us?”

One place is inside a raindrop.

Tell us where it says that.

On page 2, it says “Somewhere in the raindrop.”

That’s a surprising place. What’s the wonderful thing here?

It’s the rainbow.

What details make you think so?

The words tell about a rainbow. I see a rainbow in the raindrop on page 2. I see a big rainbow on page 3.

Yes, a rainbow is a wonderful thing in nature. Does anyone have another question about this character?

Why is the rainbow big on page 3?

Who found an answer in the poem?

It says the rainbow forms from light. It’s raining, so the air is full of raindrops. I see a yellow light in the picture. It’s the sun shining on the raindrops. They all make a big rainbow.

If you are satisfied that students can apply the learning focuses, set the reading assignment for the session. If you are not, prompt students to reread pages 2–3 and ask and answer questions about the poem’s characters and settings.

Today our work as readers is to ask questions about characters, settings, and events and find answers in the text. We’ll also use the illustrations to help us.

VOCABULARY

RL.1.4 Discuss the phrase still as stone on page 12. Elicit from students that by comparing the hare to a stone, the author helps readers understand how perfectly still it is sitting.

Corrective FeedbackHave students closely reread the title and pages 2–3 to ask and answer questions about key details. Encourage them to silently reread section by section, stopping to think and talk together about their understandings.

LEARNINg FOCUSES RL.1.1*, RL.1.7

Students read closely and use explicitly stated text evidence to ask and answer questions about key details, including who and what the characters are and what they’re doing. They use illustrations and details to describe characters, settings, or events.

ELL SUPPORT

L.1.4 Vocabulary Support vocabulary words such as forest, ocean, and meadow in context using the ELL vocabulary strategies in Getting Started.



DISCUSSIng the text 10 minutesInvite students to share questions they had and answers they found as they read. guide them to point out details in the poem and the pictures. remind them to take turns speaking with their partners or members of their groups.

What questions did you have as we read the poem?

I thought of the questions we asked earlier.

Who can remind us of the first question?

It was, “What places are shown?”

Who can tell how you answered it?

I read the words and looked at the pictures.

What answers did you find?

The pages begin with the word Somewhere. Then the poem names a place, like a forest, a desert, or the ocean. The pictures show each place that the words tell about.

What about the second question, “What wonderful things happen in nature?”

The poem tells about different things, like a star in the darkness, a black crow in the treetops, and a hare in the meadow.

Clarify the meanings of the words meadow and hare on page 12.

Let’s look at the words that go with the picture of the hare. If you don’t know the word meadow, how would you figure out its meaning?

look at the picture or look in a dictionary

What clues are in the picture?

I see a field. I see trees and flowers. There’s a bunny.

Who can use these clues to tell what a meadow is?

It’s a field with flowers and grass. It’s an open space with grass and flowers.

What could help you know what a hare is?

The picture looks like a bunny. I heard the story The Tortoise and the Hare, so I knew what it was.

You used picture details and what you know to figure out these words.

Confirm students’ good use of the learning focuses and encourage them to keep them in mind whenever they read poems.

You asked questions about the poem and answered them using details you found in the text and pictures. Remember to do this when you read an illustrated poem.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focus.

TEACHER’SCHOICE COMPrehenSIOn: ASk AnD AnSwer QUeStIOnS E-RESOURCEE-RESOURCE Formative Assessment have students use the blackline master on page 10 to list three questions they had about Somewhere. have them use details from the text and illustrations to write the answers to their questions. review students’ work as you evaluate their mastery of the learning focus.

SL.1.1 DISCUSSION Collaborative

COMPREHENSION SHARE

Good readers use the language patterns and rhythm of poetry to help them think about the meaning of the poem.

L.1.4 VOCABULARY Vocabulary Strategies

DISCUSSION TIP

Remind students to listen carefully as others speak so they can contribute to the discussion.

RL.1.1* COMPREHENSION Ask & Answer Questions


4 Somewhere


retUrnIng tO the text 5 minutesAsk students to reflect on the text read previously. guide them to recall how they applied the learning focuses to their reading.

Let’s talk about what we did in the last session.

We read a poem about the wonderful things in nature. We asked questions about the places and the wonderful things it told about. We looked for answers in the text and pictures. This helped us answer the questions.

reADIng the text 10 minutesexplain the new learning focuses. Invite students to reread pages 2–3. Check in to see how well they have understood the new focuses. If you are satisfied that students can apply them, set the reading assignment for the session. If not, provide corrective feedback as suggested on page 2 of this lesson plan.

Today as we reread, we’ll continue to ask questions about things in nature and look for answers in the poem. We’ll also focus on how the words and the pictures work together to help us understand the different ways that the characters see the world. How each living thing in nature sees the world is its point of view. We don’t know exactly what the characters are thinking and feeling, but we can figure it out. We can make a good guess, called an inference. We can start by looking at what they’re doing in the pictures. Let’s think of a question about a character’s point of view and see what we can figure out.

I see the whale diving. How does that tell me about what it thinks about the world?

Here’s what I’m thinking: Each of the living characters in the poem is shown in a setting, or where it lives. Each one knows its own world and how it has to live to survive. That’s true of animals in the wild. On these pages, I see the whale swimming and diving and living free. Because it’s so big, I think it sees the world as a place to do whatever it wants, traveling great distances and searching for food. I don’t think it sees the world as a scary place.

Formative Assessment: Phonics and Fluency Listen to each student read a portion of the text. Observe how easily they can decode two-syllable words that contain long vowel sounds, such as rainbow on page 2 and treetop on page 11. Pay close attention to fluency as well. If students need additional practice with decoding or fluency, provide the necessary support at the end of the session. Ask students to note words or phrases they find challenging for discussion after the reading.

LEARNINg FOCUSES RL.1.1*, RL.1.6*, RL.1.7

Students read closely to identify the different points of view among the characters in the poem. They continue to read closely, use text and illustrative evidence to ask and answer questions about key details, and make basic inferences.

TEACHER TIP

Suggest that students use self-stick notes as they read to mark pages they have questions about. Encourage them to ask their questions during your discussion.

ELL SUPPORT

RL.1.1* Discussing the Text Ask questions at students’ language proficiency levels and provide the following sentence frames for student responses: B: Why does ___ feel ___? ___ feels ___ because ___. Why did ___ happen? ___ happened because ___.I/A: I wonder why ___ feels/did ___. ___ felt/did ___ because ___. I know because the text says ___.



DISCUSSIng the text 10 minutesFacilitate a discussion in which students ask and answer questions, analyzing text and illustrative details to reveal the different points of view among some of the living things in the poem. encourage students to share their ideas with the group.

Let’s look back through the text and continue to talk about the different points of view of the things in nature. Who’ll ask a question to start?

What’s important to things in nature in the poem?

That’s a great question. The answer will help us figure out, or make inferences about, how each living thing sees the world. How can we find the answer?

We can read the words and look at the pictures. They tell and show what each living thing is doing. Their actions help us understand how it sees the world.

Who’ll share an example from the poem?

The picture shows the wolf alone in the Arctic. It says it starts to cry. I think it does that so other wolves will hear him and come. Then they can hunt together to find food.

Who can talk about another character’s point of view?

I can’t figure out what’s important to the black crow. Why does the picture show fields and hills?

Who would like to try to figure this out?

Well, the words tell about the treetop. That’s the setting for the crow. It can see everything all around from the treetop. Maybe everything it sees from up high, like the fields and hills, make up its world. It can fly anywhere to get food. It probably thinks like the whale and thinks the world is a great place. It doesn’t think the world is scary. Crows aren’t scared of anything.

guide students to synthesize the information they’ve found in the text by asking questions; finding details in the text and illustrations to describe characters, settings, and events; and identifying the different points of view in the poem. help them understand the purpose of the poem.

Now, I’d like you to think about the different points of view you’ve figured out by reading closely and looking at the pictures. Why do you think the author and illustrator chose to include all of these things from nature in the poem and to show us how each thing sees the world differently?

They did it to show us what nature is like, to show us how the world is different to different things in nature, and to help us picture how pretty and interesting nature is.

Those are all good reasons. You understand that the author and illustrator want you to react to nature in some way after reading the poem. Everyone reacts differently to poetry, but that’s what makes it fun to read.

Clarify the meaning of the word echoes on page 8.

I noticed that some of you had difficulty with the word echoes on page 8. The ch in the middle of the word has a /k/ sound. From reading this section, what do you think the whale is doing?

making a noise

How do you know?

I read the word sound.

Who knows what the word echoes means?

making a sound


COMPREHENSION SHARE

To figure out the point of view of each thing in nature, ask yourself: • What is important to the

thing?• What makes up its whole

world?• Which text details tell me?• Which picture details show

me?

DISCUSSION TIP

Help students make sure that everyone has an opportunity to speak during small group discussions.

L.1.4 VOCABULARY Clarify Meaning


6 Somewhere

Yes, the verb echo means to repeat a sound. Echo is also a noun, which means “a repeated sound.” Whales listen for echoes, too. It helps them find things in the ocean.

Confirm students’ good use of the learning focuses and encourage them to keep the focuses in mind whenever they read illustrated poems.

Thank you for sharing your thoughts during our discussion. You asked and answered questions to learn about the characters in the poem. Where did you look for answers?

in the poem’s words and pictures

What did you figure out about the characters?

They have different points of view about the world around them.

Remember to ask questions and look for answers like this whenever you read illustrated poems.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this lesson’s learning focus. Observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focus.

TEACHER’SCHOICE PhOnICS AnD FLUenCY FOLLOw-UP Two-Syllable Words with Long Vowels write rainbow and treetop on a small whiteboard. Divide and underline the two syllables in this way: rain bow, tree top. then use the read the Parts routine to help students decode the word.

Let’s use our Read the Parts routine to read this word. First, we’ll say each underlined part. Then we’ll say the whole word. Listen to me: rain bow, rainbow; tree top, treetop. Now you read the parts (Point to each underlined part; students read the parts.) Say the word.

rainbow

Let’s repeat for our next word. Now we’ll go back to pages 2 and 11 and read these words in our books.

Fluency Practice Model reading several pages fluently. Share your thinking about how reading at a natural and consistent rate helps you understand what you are reading. have pairs practice reading with a natural, consistent rate by repeatedly reading aloud the pages you selected. As one partner reads aloud, the other should follow along in the text.

TEACHER’SCHOICE COMPrehenSIOn: POIntS OF vIewE-RESOURCEE-RESOURCE Formative Assessment have students use the blackline master on page 11 to further explore the different points of view in the poem. review students’ answers as you evaluate their mastery of the learning focuses.

TEACHER’SCHOICE COnStrUCteD reSPOnSe: COLLeCt text evIDenCe E-RESOURCEE-RESOURCE Formative/Summative Assessment Use the blackline master on page 12 to introduce the constructed response question: Have you ever seen any of the things in nature from the poem? Write your own poem, story, or informative paragraph about what you’ve seen. Use details from the poem in your writing. have students use self-stick notes to mark places in the book that help them answer the question. Point out that details can come from illustrations as well as the main text. review students’ self-stick notes as you evaluate their mastery of the learning focuses.

RF.1.3ePHONICS & WORD RECOgNITION

Decode Two-Syllable Words

RL.1.6*COMPREHENSION

Points of View

RF.1.4FLUENCY

Paired Reading

W.1.8, RL.1.1*WRITINg

gather Information



retUrnIng tO the text 5 minutesexplain that students will reread the book to gain a deeper understanding of the poem.

You’re going to reread Somewhere one more time. Do you remember what it’s about?

wonderful things in nature all over the planet

This time we’ll ask more questions about the details in the poem to help us better understand what we’ve read.

reADIng the text 10 minutesState the learning focuses. then have students reread pages 2–5. Check their application of the focuses, as you have done previously. have students reread the rest of the book.

Today we’ll dig deeper into the poem as we ask and answer questions about what the poem says and notice the different points of view. When we read earlier, we found answers in the text and pictures. We used clues in the text and pictures to make good guesses about things that weren’t stated. Let’s keep doing that. Now reread pages 2–5 on your own. . . . Did you have any questions as you reread this part of the book?

Who sees the sky lit up by the star?

Is the answer found in the words?

no

What can we learn from the illustrations?

I see a whole town under the star. The people there must see the sky lit up, even though we can’t see them.

You mentioned that the people see the star. Does the illustration show us anything about their point of view?

The picture shows the star leaving a pretty trail of light, like a bridge in the sky. I guess that’s what the people can see. Maybe their point of view is that they like the night sky.

DISCUSSIng the text 10 minutesPrompt a discussion that continues to link the three learning focuses. Support students as they share their questions and answers. remind students to wait until a speaker has finished talking before they offer their own ideas.

Does anyone have a question to share?

Why does the leaf fall?

Let’s talk about the answer.

because the time of year is fall

Does the text say so?

No. I looked at the pictures. The colors are orange and yellow, like it’s fall.

LEARNINg FOCUSES RL.1.1*, RL.1.6*, RL.1.7

Students continue to read closely and use text evidence to ask and answer questions about key details and to make basic inferences. They also identify different points of view and use illustrations and details to describe characters, settings, or events.

VOCABULARY

RL.1.4 Point out the phrase burns up the sky on page 14. Ask if the sky is actually burning. Elicit from students that the words make them think of flames and something on fire so that they’ll understand how hot the desert is.



COMPREHENSION SHARE

Looking closely at the illustrations will give you more information about what’s happening in the poem. Illustrations can show why characters do certain things.


8 Somewhere

The text doesn’t say it’s fall, but you used the picture clues to make an inference that it is. Would someone like to talk about a character’s point of view?

The hare sees the meadow as a dangerous place. I found details in the picture. There’s a fox behind a tree. I think the hare knows the fox is near. The fox could catch and eat the hare. The hare must be scared.

Anyone else?

The crow sees the world differently. It feels safer than the hare. It can fly away to treetops and be safe.

Draw students’ attention to the end of the poem.

Did anyone have a question about the ending?

Why does this page start with “Something”? The other pages start with “Somewhere.”

Who’ll answer that?

The author thinks the birds are the most marvelous things in the whole poem.

Does everyone agree?

I disagree. I think the words are different because it’s the end of the poem. It says that something marvelous happens every minute. Baby birds com-ing out of their shells is just one marvelous thing.

encourage students to share their understandings with a partner.

Remember to politely comment on your partner’s ideas before offering your own.

We can ask and answer questions about characters in a poem. We can ask and answer questions about how their points of view are different. Yes, and when the answers aren’t said directly, we can use clues in the text and the pictures to help us make good guesses.

TEACHER’SCHOICE COnStrUCteD reSPOnSe: wrIte tO SOUrCeE-RESOURCEE-RESOURCE Formative/Summative Assessment have students use the black-line master on page 12 to write their response to the question: Have you ever seen any of the things in nature from the poem? Write your own poem, story, or informative paragraph about what you’ve seen. Use details from the poem in your writing. tell students that they can use their self-stick notes to help them write their answer.

DISCUSSION TIP

Add comments that will help spark new ideas for students to add to the topic under discussion.

W.1.8, RL.1.1*WRITINg

Respond to Question

TEACHER’SCHOICE writing Connection

W.1.1WRITINg

Opinion

wrItIng An OPInIOnE-RESOURCEE-RESOURCE Summative Assessment reinforce ideas in the book by having students write about their favorite lines from the poem, Somewhere.

You’ve done some great thinking about the poem and the things in nature that it tells about. Now, it’s your turn to write about the poem. Take out a sheet of blank paper. Write a short paragraph about your favorite pair of lines from the poem. Make sure to state your opinion clearly at the beginning of your paragraph and include your favorite lines. Explain the reasons you like the lines best and include details from the poem and its pictures to support your opinion. Finally, end your paragraph with a sentence that restates your opinion in a new way.



wOrD StUDYSort Words into Categories reinforce word concepts by having students sort words into categories. write forest, whale, ocean, black crow, treetop, hare, meadow, desert, wolf, and Arctic on a whiteboard or easel. Below the words, write the categories Places in Nature and Animals. read the words and categories with students. then have them sort the words into categories and add more words to each to demonstrate their understanding of the concepts.

Read these words with me as I point to them. We will sort these words into categories. Listen as I read the categories. Now let’s sort the words. Which words should we place into the Places in Nature category?

forest, ocean, treetop, meadow, desert, Arctic

How about Animals?

whale, black crow, hare, wolf

Now I’d like you to name other words we can add to each category. Who can think of a word to add to the first category, and tell us how it fits in with the other words?

vOCABULArYUse Word Parts help students break down and understand the meaning of the word marvelous.

Let’s look at the word marvelous on the last page. That’s a big word, isn’t it? Does anybody know what it means?

Does it mean pretty? We can break the word down into smaller parts to figure it out. You can use this routine with many big words. The root, or main part, of the word marvelous, is marvel. That’s a naming word meaning “an amazing sight.” The last part of the word is -ous. This is a suffix that can be added to a naming word to change it into a describing word. The suffix -ous means “full of” or “having the quality of” or “being like” something. Who’d like to put together what we now know about the word marvelous to tell what it means?

Marvelous means “being like an amazing sight.” When something is marvelous, it really gets your attention because you think it’s really great. The author thinks that what happens on the last page is marvelous. What is it that happens? Do you think it’s marvelous? Let’s share our opinions about this!

PhOnICSTwo-Syllable Words with Long Vowels this book contains a number of two- syllable words with long vowel sounds. Use the read the Parts routine you practiced with students on page 2 to read the following words: a lone; rain drop; o cean; tree top; mead ow; de light.

Let’s practice using our Read the Parts routine with more words that contain long vowel sounds you know. I’ve written them here and underlined the separate parts. To read them, we’ll say each underlined word part. Then we’ll say the whole word. Listen to me: Say a•lone.

alone We’ll read the rest together. Ready?

L.1.5a VOCABULARY Sort into Categories

VOCABULARY TIP

Have students keep a section in their vocabulary notebooks to keep track of the categories they have sorted, such as, colors and clothing.

L.1.4 VOCABULARY Vocabulary Strategies

RF.1.3e PHONICS & WORD RECOgNITION Decode Two-Syllable Words

TEACHER’SCHOICE Additional Instruction


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10 Somewhere

name date

Comprehension: Ask and Answer Questions

write three questions you had about the poem. then write the answers. Look back at the poem to find the details that help you answer your questions.

Questions Answers Details

1.

2.

3.

Score:



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Comprehension: Points of viewThe animals in Somewhere each have different points of view, or ways of seeing the world they live in.

pick two animals from the poem. Tell how each of them sees the world.

Animal Point of view

1.

Animal Point of view

2.

3. are these points of view similar or different? explain your answer.

4. draw or write about the point of view of something else in the poem. use the pictures for ideas.

Score:


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12 Somewhere

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Constructed responseHave you ever seen any of the things in nature from the poem? Write your own poem, story, or informative paragraph about what you’ve seen.

use details from the poem in your writing.

I have seen

Score:


somewhere - mondo publishing · the word meadow, how would you figure out its meaning? look at the...

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