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Interactive Read-Alouds

Grade 1

Fourth Nine Weeks

2 Days

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1 Day

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3 Days

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When I Grow Up

Al Yankovic

Lexile: NA (poetry)

Readability: NA

Days: 2 (not including 1 day for rereading)

Grade 1

Planning Notes

Al Yankovic is none other than Weird Al Yankovic, the musical satirist. It is written in clever, Seuss-like couplets, though it contains many words first graders arent likely to know. But the gist is clear and fast-scaffolding some of the words will help.

An interesting way to close out the book might be to play the YouTube interview (2:28) with Al about the book: http://www.youtube.com/watch?v=j3Gr-FTA7GU

Day 1

Develop or Activate Background Knowledge

Raise your hand if youve ever thought about what you want to be when you grow up. Every child thinks about that. There are so many jobs you could have, so many things you could do. This is an unusual book about an unusual boy. It tells the story of Billy, who thinks of so many jobs its hard to keep up with him. A lot of these jobs dont really exist, but that doesnt matter to Billy. He has quite an imagination. The book is called When I Grow Up. It was written by Al Yankovic and illustrated by Wes Hargis.

Ask Questions During Reading and Model Comprehension Strategies

As we read about all the crazy jobs Billy might do, try to think of another one you can suggest for him.

[Clock]

I can make a connection here. Whenever I can connect a book to my own life, it helps me understand. Heres my connection. When I was Billys age, I already knew I wanted to be a teacher. So if I were in Mrs. Krupps class, thats what I would have talked about at noon. What if you were in Mrs. Krupps class? What would you say you wanted to be? Tell your partner.

[Ahem]

What do you think Billy will say he wants to be when he grows up?

[Chef]

Does any of this food sound good to you?

[Wall of awards]

What skills do you think a chef needs to have?

[Billy and Mrs. Krupp]

Do you think Billy should give someone else a chance to share? How do you feel when other people wont give you a chance to talk?

[Snail trainer]

Does this sound like a job you would like to have? Why?

[Lathe operator]

He is working by himself. Lets take a vote. Raise your hand if youd like to have a job working by yourself. Now raise your hand if youd like to have a job working with other people.

[Giraffe]

Do we really get milk from a giraffe? Mother giraffes do give milk, but its only for their babies. What kind of job would you have if you had animals that provided milk for people?

[Mrs. Krupp with hand to forehead]

How do you think Mrs. Krupp feels right now? How do you think the other kids feel?

[Gorilla masseuse]

Do you think this is a real job? Why or why not?

Discussion

Some of these jobs are make-believe. Lets see if we can tell which ones. When I say the job, show me two fingers for make-believe and one finger for real. Ready?

Chef

Snail trainer

Lathe operator

Giraffe milker

Gorilla masseuse

Teach Tier 2 Words

One word from our book today is vocation. What word? A vocation is the kind of job you have. My vocation is teaching. Billy says, I proudly stood up and began my oration concerning my choice for a future vocation. That means he started talking about what kind of job he wanted. A vocation is the kind of job a person has. What word?

Another word from our book is esteemed. What word? If someone is esteemed, other people look up to that person. When I was in school, I learned from some very esteemed teachers. In our book, Billy says, Esteemed friends and colleagues and dear Mrs. Krupp, I know what Im gonna be when I grow up. If someone is esteemed, other people look up to that person. What word?

Sentence Composing

Imitate

My walls will be filled with awards.

My walls will be filled with ______.

My ______ will be filled with ______.

Expand

I waited until noon.

Written Response

Write a message to Billy and suggest another crazy job he might do. Draw a picture to go along with your message.

When I Grow Up

Day 2

Review and Share Written Responses

[Ask partners to share messages to Billy. Discuss the jobs mentioned yesterday.]


As I finish reading our book, be thinking about some jobs you might like. You can write and tell me about them later.

[Before reading artist through deodorant tester]

Yesterday, we talked about how some of his jobs arent real. When I read these next two pages, think about which jobs you think are real ones. [Vote]

[Scientist]

Which of these jobs is not real?

[Mrs. Krupp says choose]

Can we make a prediction here? When we predict, we think about what we know and try to predict what will happen next. What job do you predict Billy will choose? Talk to your partner. My prediction is that there are so many choices he will not be able to choose one.

[Great-grandfather]

I can make a connection here. My grandfather sold candy! [Personalize.]

Do you know your grandfathers job?

[Billy is only eight]

Should you already know what job you will have by the time you are eight years old?

Do you think you will change your mind a few times before you find the right job?

[Picture for Mrs. Krupp]

How many of you think you may want to be a teacher? What skills does a teacher need?

I hope that some of you will think about becoming teachers when you grow up. You know the best part of being a teacher? Its working with great kids like you!

Discussion

Now I want you to show me how you feel about doing some of these jobs yourself. Would they be good jobs for you? Everyone make a fist and put it on your chest. When I say a job, show me one finger for yes, two for maybe, or three for no. Ready?...

Teach Tier 2 Words

One word from our book today is sculpts. What word? Sculpt means to make a statue. When we make something out of clay, we are sculpting. In our book, we heard about an artist who sculpts out of chocolate mousse. Thats very strange stuff to make a statue out of. Sculpt means to make a statue. What word?

Another word from our book today is professional. What word? Professional means you earn your living that way. If youre a professional, you know a lot about a job. Im a professional teacher. In our book, Billy says that maybe hell be a professional pickle inspector. Professional means you earn your living at a certain job. What word?

Sentence Composing

Unscramble

which one of those things are you going to choose

Expand

Im only eight now.

Written Response

Make a list of jobs you think you really might like. Remember how you just voted! Maybe we can find some information about them together.

The Relatives Came

Cynthia Rylant

Lexile: 940 (Adult Directed)

Readability: NA


Grade 1

Planning Notes

Consider sharing pictures of one of your own family gatherings.

Also, an activity following the read-loud could involve pictures of family gatherings shared by students.

A wall map or a projected map of the U.S. will be useful for a geography minilesson.

Day 1


Has there ever been a day when lots of your relatives got together at one person's house? I know I can make a connection with that idea because I have been to many family gatherings. You never know what will happen or what people will say. [Perhaps offer a personal anecdote.] But the family gatherings Ive been to only last a few hours. Then everybody goes home. But what if the relatives came to your house? And what if they stayed for weeks? Thats what happens in today's book, which is really funny. It was written by Cynthia Rylant and illustrated by Stephen Gammell. [Mention other Rylant books the children may know.]


As we read today, pay attention to the cooler. Think about all the things you would put in a cooler on a long trip. You can write about them later.

[First page]

Why did the relatives pick a good time to go visiting? Tell your partner.

Now, when we talk about traveling somewhere, sometimes we use the word up to mean north. [Indicate Virginia on a wall map or on a projected map if possible.] Here is Virginia. We don't know where the relatives are going, but it must be north of here. You can see why people say "Up." It's because north is always at the top of a map up here! So when you go north, its like going up.

[Next page]

Pop is what people up north say when they mean soda. Coke and Sprite and Pepsi are kinds of pop. A pop is what you hear when you open a bottle or can. People who live in different places sometimes have different names for things.

Why do you think the relatives left so early?

[End of page where they arrive]

How would you feel if you were one of the relatives, and you were just getting out of the car? [Prompt how long theyd been driving. They were tired and stiff.]

[Page with hugs]

What does it mean, "They hugged us for hours"? [Prompt the fact that this was an exaggeration.]

[Page with hugs viewed through windows]

Why are they hugging so much?

[Page with meal]

Why don't they all sit at the same table and have dinner?

[Before showing page with sleeping relatives]

Before I show you the next picture, I will read the words. I want you to try to make a picture in your mind about what is happening. That is what good readers do. They form a mental picture to help them understand the story. Are you ready?

Discussion

Now let's compare what you saw in your mind with what the illustrator drew. [Discuss the mental images. Try to relate them to details in the text.] Who is telling this story? Do we really know? I think there is a clue in this picture.

Teach Tier 2 Word

An interesting word from our book today is particular. What word? If youre particular, it means that you want things just the way you like them. Not just anything is good enough for you. I once knew a boy who was very particular about his clothes. They had to look just right or he wouldn't wear them. In our book, it says, "The relatives werent particular about beds, which was good since there weren't any extras." If you are particular you want everything just the way you like it. What word?

Sentence Composing

Imitate

They hugged us for hours.

They hugged us for ______.

They ______ us for ______.

Combine

They ate up all their crackers. They pulled into our yard.

[Prompt them to express chronology using words like after and then.]

Written Response

Draw a picture of the cooler when the relatives started out. Also, show me what you would add to the cooler if you were one of the relatives. Write the names of things in the cooler and draw arrows.

The Relatives Came

Day 2


[Ask children to share their cooler drawings with partners.]

Help me summarize whats happened so far. When we summarize we think of the important things that have happened. I would start by saying that the relatives decided to go visiting up north while they were waiting for their grapes to get ripe. Whats next?


As we finish our book today, youll find that the families are planning to get together next year. But next time, they will meet up north. Think about what that meeting might be like. You can write and tell me about it later.

[Page with haircut]

Do you think they all got tired of each other after weeks of being together? How would you feel?

[Page with strawberries]

Raise your hand if you think that's fair. Tell your partner why.

[Page with picnic blanket]

Now do you think they are tired of each other? How can you tell?

[Page with car leaving]

Why did their beds feel too big?

[Page with bridge]

The grapes are dark purple now. Are they ready to eat? Why do you think the relatives left when they did?

[Last page]

Why did they dream about next summer?

Discussion

[Although a work of fiction, this story does not follow the typical pattern involving a main character facing a problem. A story map would be inappropriate.]

Would you rather be in the family from Virginia or in the family they visited up north? Why? What will happen next summer?

[Prompt the possibility that the northern family will come to Virginia because of the invitation to eat grapes.]

Teach Tier 2 Word

One word from our book today is tend. What word? Tend means to watch and take care of. A farmer has to tend his animals. Parents need to tend their children. If Im cooking soup, I have to tend it carefully so that it doesnt boil over. In our book it says, "The relatives stayed for weeks and weeks. They helped us tend our garden." Tend means to watch something and take care of it. What word?

Sentence Composing

Unscramble

we watched the relatives disappear down the road

Expand

The relatives stayed for weeks and weeks.

Written Response

Draw a picture of the people who live up north visiting the Virginia relatives next year. Write about your picture.

Thunder Cake

Patricia Polacco

Lexile: 630

Grade Level Band: 2-3


Grade 1

Planning Notes

A wall map or projected map of the U.S. would be helpful so that you can show the location of Michigan. If you are female, consider bringing a headscarf (babushka) to model on the first day.

For a rereading, consider a YouTube video of Polacco reading the book aloud (9:11): https://www.youtube.com/watch?v=YhhtKGCsAyY

Theres another way to celebrate this book, of course, and thats to bake a Thunder Cake! The recipe is on the last page. Are you in?

Day 1


Have you ever been afraid during a storm? One second the sky is black and then bright lightening forks down from the sky and thunder shakes your house? Todays book tells the story of a girl who is very afraid of thunderstorms. It is called Thunder Cake, and it was written and illustrated by Patricia Polacco. This is not a pretend story but a real story of her childhood. She grew up in Michigan. [Point out Michigan on map.] She was very afraid of storms until her grandmother taught her how not to be. Lets find out what happened.


Lets also find out what a thunder cake is. Later Ill ask you make a list of what you think goes into it.

[Middle of first page]

Babushka is a Russian word that also means a scarf that a woman wears around her head. Can you see that shes wearing a babushka? Theyre very warm.

[End of first page]

I can sure make a connection here! [Relate an anecdote about yourself or a friend who feared storms.] How do you think Grandma will help the girl overcome her fear of thunderstorms? Think about how you would help someone? Tell your partner.

[Grandma looking at the horizon]

How do you think Grandma knows a storm is coming?

[Girl hiding under bed]

How will hiding under the bed help the girl feel safe during a storm? Raise your hand if you think that hiding under a bed is a good idea?

[Grandma hugging girl]

Why do you think Grandma wants to bake a cake if a storm is coming?

[Grandma with pencil]

Why is Grandma in a hurry?

[Middle of page with girl gathering eggs]

Why does Grandma say the hen wouldnt hurt the girl?

[End of page]

How do we know the storm is getting closer?

[Grandma milking cow]

Why do you think Grandma named the chicken Nellie Peck Hen and the cow Kick Cow?

What do you think a dry shed is? Tell your partner.

Why would Grandma keep flour, sugar and chocolate there?

[Walking down the path]

How do you think the girl is feeling about the storm now?

[In the shed]

What do you think the secret ingredient is? Talk to your partner?

Discussion

Now they can only count to 6 between lightning and thunder. Do you predict they will make it in time? Lets vote. By the way, you will have to wait until next time to find out what the secret ingredient is!

Teach Tier 2 Words

One of the words in this book is sultry. What word? If we say a day is sultry we mean its hot and still. Many days are sultry in August. Our book began this way: On sultry summer days at my grandmas farm in Michigan, the air gets damp and heavy. A sultry day is hot and still. What word?

Another word from this book is stammered. What word? To stammer means to say the first part of a word more than once, especially when youre scared. [Consider modeling something in the nature of I dont believe in g-g-ghosts. This is a sensitive topic, obviously, because of speech pathology.] When the girl in the book first hears the storm, shes afraid. Thunder Cake? I stammered as I hugged her even closer.

Sentence Composing

Imitate

She looked so big.

She looked so _________.

_______ looked so _______.

Expand

A loud clap of thunder shook the house.

Written Response

Draw a picture of what you think a thunder cake might look like. Make a list of ingredients a list of all the things you would put in your thunder cake.

Day 2


[Ask children to share their pictures. Review the story so far.]

Who remembers who is telling the story. [Prompt that its the girl.]

Sometimes we cant be sure, but in this book we know. The girl uses the word I to refer to herself. She is narrating the story for us.


Shes also afraid of the coming storm. Soon Ill ask you write a message to her about what she might do to not be afraid.

[Girl picking tomatoes]

Do you think putting tomatoes in a cake will make it taste better or worse? Why? Tell your partner.

[Mixing ingredients]

How do you think they feel after putting the cake in the oven?

[Prompt any words that relate to feelings.]

What will they do now that the storm is almost there? Will the girl get back under the bed?

[Waiting for cake]

Do you agree with Grandma that the girl is brave? Why or why not?

[Putting on strawberries]

Make a prediction! When we predict we think about what we know and try to figure out what will happen. What do you think they will do next?

[Eating cake]

Do you think Grandma really had a recipe for a cake called Thunder Cake?

The girl says she never feared the voice of thunder again. Why does she say thunder has a voice?

Discussion

Now lets map our story. Where does it take place? Who is the main character? What is the problem? How does the character solve the problem? (Or, this case, how does her Grandma help her solve it?)

Teach Tier 2 Words

One of the words in this book is trellis. What word? A trellis is a frame for plants to grow on. The boards of a trellis make squares. When they are waiting for the cake to bake, her Grandma tells her all the brave things she did. You climbed the trellis in the barnyard, she reminded her granddaughter. [Turn back to picture.] Here is the trellis. A trellis is a wooden frame for plants to grow on. What word?

Another word from this book is glistening. What word? Glistening means wet and shiny. When people work outdoors and its hot, their skin may glisten with sweat. In the book, when they are putting on strawberries, it says, She beamed as she added the last strawberry to the glistening chocolate frosting on top of our Thunder Cake. Glistening means wet and shiny. What word?

Sentence Composing

Unscramble

just then the lightning flashed and this time it lit the whole sky

Expand

Im not brave, Grandma.

Written Response

Write a message to the girl. Tell her something else she can do to stop being afraid.

Tops and Bottoms

Janet Stevens

Lexile: 580



Grade 1

Planning Notes

If possible, bring in samples of a few of the plants in the story. (It may be hard to find the tops with roots still attached.)

Useful on Day 2 would be an example of a tassel, such as one found on a graduation cap, as would an actual corn tassel.

Day 1


Todays book was written and illustrated by Janet Stevens. Its called Tops and Bottoms. That can mean lots of things! But when I open it, you can see just what it means. [Open to title page.] This picture shows how vegetables grow. The part above the ground is the top, and the part under the ground is called the bottom. Do we eat the top or the bottom? [Prompt the fact that it depends.] This book is about a clever rabbit and a lazy bear and how the bear is tricked. He doesnt pay enough attention to his tops and bottoms!


Some rabbits are called hares. Thats what Janet Stevens calls him in this book. Hares live underground in burrows. As I read about Hares burrow, notice all of the things he keeps there. Later, youll get a chance to suggest some new things he might add to his burrow.

[First page]

Remember that the setting is where a story takes place. What do we know about the setting of this story?

What will happen to bears farm if he sleeps too much?

[Hare and his family]

I can make a connection here. I think the Hare is talking about another story. The story of the tortoise and the hare. This must be that same hare later on. Look at the things in Hares burrow. What are they using for a ladder? What is the tennis shoe for? Why do they have an old newspaper? It says Hare is smart. Is it smart to think of new ways to use old things?

[Hares plan]

Does Bear know what Hare will plant? Why does he choose tops? Do you think that was a good choice? Talk about it with your partner.

[Hare family working]

I can predict something here. When I predict, I think about what I know and try to figure out what will happen next. I know that Bear chose the top half. I also know that Hare is very smart and that he can choose what to plant. So I predict he will plant things that have bottoms that he and his family can eat. Raise your hand if you agree.

[Hare waking up Bear]

Do you think Bear will help with the harvest? Talk to your partner. Now its your turn to predict. Think about what you know.

[Hare digging carrots]

Which do you think will be better food, the tops or the bottoms of carrots, radishes, and beets? Why? [Show real examples, if you have them. Pictures of each appear on the inside cover.]

[Hare with pile of carrots, radishes, and beets]

How did Hare trick Bear? Tell your partner.

Discussion

We are halfway through our book. Lets make a prediction for next time. We know that Bear chose tops. We know Hare planted things with bottoms to eat. Now we know that Bear has chosen bottoms. So thats what we know. What can we predict Hare will plant now? Next time well find out if were right.

Teach Tier 2 Words

One of the words in this book is risky. What word? If something is risky, it could be dangerous. If its risky, you are taking a chance. In cold weather, its risky to go outside without a coat. In our book, it says that Hare had lost a risky bet with a tortoise and had sold all of his land to Bear to pay off the debt. He took a chance on the race and he lost. If something is risky, you are taking a chance. It could be dangerous. What word?

Another word from this book is grunted. What word? Grunt means to make a low sound when you are not pleased. Someone might grunt if they have to do a chore. Heres how you grunt. Now grunt with me! When Hare tells Bear to wake up, it says, Bear opened one eye and grunted. He didnt want to wake up. Grunt means to make a low sound when you are not happy. What word?

Sentence Composing

Imitate

All Bear wanted to do was sleep.

All ______ wanted to do was ______.

Combine

Hare had once owned land. Hare now owned nothing.

[Prompt the use of contrast words, such as but and although.]

Written Response

Draw a picture of Hares burrow and put in some other things that might be useful. Write about your picture.

Tops and Bottoms

Day 2


[Ask partners to share their drawings of additions to Hares burrow. Review the story and remind the children of their prediction about what Hare will plant.]

Today we will find out if we are right.


After we finish our book today, I will ask you to make a chart of which vegetables are tops and which are bottoms. So be thinking about that.

[Hare family planting new seeds]

What do you think they will plant this time? Remember our prediction, and remember that Bear wants the bottoms. [Prompt with actual veggies or pictures on inside cover. Include a negative example, like a carrot.]

[Hare waking up bear]

Do you think Bear will be happy with the bottoms?

[Hare family gathering lettuce, broccoli, and celery]

How do you think Bear feels after being tricked again? What do you think he will do?

[Bear wants tops and bottoms]

Do you think Hare will let Bear have both the tops and the bottoms, or will he trick Bear again? Talk to your partner.

[Hare family planting again]

The Hare family works together to get the work done. How do you help your family get work done? Tell your partner one way.

[Bear slept]

Why doesnt Bear help with the planting and harvesting the crops?

[Hare family with corn]

How did Hare trick Bear this time?

[Hare family sitting in chairs]

Would you rather be a business partner with Hare or Bear? Why? Tell your partner.

Help me think of some words that would describe each character. Lets make a chart. Who can tell me a word that might describe Hare? What about Bear? [Be prepared to prompt.]

Hare

Bear

Remember that in our last book, The Relatives Came, a little girl was telling the story. Who has been telling this story? Is Bear telling the story? What about Hare? [Prompt that it is told by the author.]

Discussion

Now lets map our story. Where does it take place? Thats the setting. Who is the main character? What is the problem? How does the character solve the problem? Do you think Hare is being fair to Bear? Was it cheating?

Teach Tier 2 Words

One of the words in this book is tassels. What word? A tassel is a group of strings tied together. It could be for decoration, like this one. [Show the one you brought or a picture like the one at the right.] It could also be part of a plant. Corn has tassels before it is picked. [Turn back to illustration. Show actual tassel if you have one.] In our book, it says, Hare tugged off the roots at the bottom and the tassels at the top and put them in a pile for Bear. [Return to illustration.]

Another word from this book is business. What word? Business means working to make money. People in business work together to earn a living. Just like we have partners when I read you a book, people in business can have partners too. At the end of the book, it says, And although Hare and Bear learned to live happily as neighbors, they never became business partners again! Business means working to make money. What word?

Sentence Composing

Unscramble

Bear went back to sleep and Hare and his family went to work

Expand

Hare, you cheated me again.

Written Response

Here is a list of the vegetables from our book. [Write a single, mixed list.] The first column will be tops and the second will be bottoms. Write the name of each vegetable in the correct column. Remember that corn will not fit in this chart!

lettuce

carrot

broccoli

radish

celery

beet

Apple Pie Fourth of July

Janet S. Wong

Lexile: 730

Readability: 2-3


Grade 1

Planning Notes

Children can listen to the author discussing this book and how it is really a public apology to her parents (2:51): http://www.youtube.com/watch?v=SlBuvwVHN44

The point of the book is that there is no culture that is uniquely American, that we are a society that includes many cultures. As you lead a discussion of the book, prompt this insight.


This book is about a birthday, but not just any birthday. How many of you know what birthday we celebrate on the 4th of July? Todays book was written by Janet S. Wong and illustrated by Margaret Chodos-Irvine. It is the true story of when the author was a girl. She was a Chinese American. She thought that Chinese food was not the right food for the 4th of July. In this book she learns that she was wrong.


After I read, Ill ask you to write a letter to the girl in the story. Think about what you might tell her about eating Chinese food on the Fourth of July.

[First page]

Do you think they should close the store on the 4th of July?

[Family cooking]

I can make a connection here. Our family always has a picnic on the 4th of July. We eat hamburgers and hotdogs [modify to suit]. Whenever I can make a connection with my own life, it helps me understand a story.

[On the street]

Do you think the girl would rather help her family cook or go to the parade? Which would you rather do? Why?

[Girl on stools]

What do you think she is waiting for?

[Girl eating noodles]

Why do you think she says no one wants Chinese food on the 4th of July? Do you like Chinese food?

[Straightening shelves]

How do you think she feels when two customers order Chinese food to go?

[Girl with hands out]

Why would she say that they do not have any Chinese food left?

[People outside store]

How do you think she feels by 8:00 when lots of people have bought Chinese food?

[Closed sign]

Why do you think they are going up to the rooftop?

[Girl eating pie]

Do you think apple pie is a good dessert for the 4th of July? What dessert would you have picked?

Discussion

What lesson did the girl in the story learn?

Teach Tier 2 Words

[None in this book.]

Sentence Composing

Expand

I hear the parade passing by.

Imitate

Mother piles noodles on my plate.

Mother piles noodles on ______ plate.

Mother piles ______ on my plate.

Mother piles ______ on my ______.

Written Response

Write a letter to the girl in the story. Tell her what you think about eating Chinese food on the 4th of July.

Newton and Me

Lynne Mayer

Lexile: 600

Readability: 2-3


Grade: 1

Planning Notes

This book is based on Jerome Bruners idea that even difficult abstract concepts can be introduced early, as long as the level is appropriate. The concept of force, and especially the force of gravity, is introduced in charming verse. These concepts would get deep in a hurry if we went very far, but that does not happen.

The dog, Newton, is the namesake of Sir Isaac Newton, one of the first to explore gravity.

Have on hand a rubber ball and a glass of water. This plan does not include the information and materials mentioned after the narrative ends.

Introduce Book and Teach Technical Vocabulary

[Hold out a small rubber ball.] You see whats in my hand. What will happen if I drop this? [After they say it will fall.] Lets see if youre right. [Drop and retrieve] You were right! But why did it fall? [Prompt that gravity pulled it.] Gravity is one kind of force. A force can pull or push something. I can put a force on the ball by tossing it up. [Toss and catch.] My force made the ball go upward for just a second, but then what happened? [Prompt that gravity pulled it back.] Gravity is always pulling objects toward the earth. We can move them ourselves, but sometimes we have to fight against gravity. But many times we use gravity. Gravity is a force that helps us. Why is the water staying in this glass? What would happen to the water if there were no gravity? [Prompt that it would float out.] And what would happen to us if there were no gravity? This book tells how a boy learns about gravity and other forces just by thinking and watching. It is called Newton and Me. It was written by Lynne Mayer and illustrated by Sherry Rogers.

When scientists want to show that theres a force, they draw an arrow. [Construct diagram at right.] So if this is the earth, gravity would be a force pulling things down, toward the earth. I can add a force that goes up, like I did with the ball, but gravity will pull it back down. Or I could add a force by pushing or pulling something on the earth, like a wagon, but gravity would still be pulling it down. [Roll the ball on your desk.]

Text Structure

The boy in this book thinks like a scientist. He is always trying to figure out the way things work. He does things to see what will happen. In this book, he tries one idea after another and learns about gravity.


The boy in our book has lots of ideas for experiments. An experiment is when you try out an idea to see if youre right. See if you can think of any new experiments he might try. You can write and tell me about them later.

[Dog on bed]

Why did the ball fall on his head?

[Sidewalk]

I can predict something here. When we predict, we think about what we know and try to figure out what will happen next. I know the boy is adding a sideways force to the ball. I know gravity is pulling the ball down. I will predict that the ball will stop. I dont think it will just keep going until the sidewalk ends. Raise your hand if you agree with my prediction.

Hmm, I can see from the next page that we wont find out by reading. Can you think of another way? [Conduct a simple experiment on the floor. Add very little force.] You know what? We just did an experiment. We have been thinking like scientists!

How could I make the ball go farther? [Prompt that you could add more force.]

[Bush]

Thats just what happened to the ball in the grass, isnt it?

[Next page]

Weve done that experiment ourselves, havent we?

Discussion

[Review using the diagram.]

Sentence Composing

Expand

Newton, my dog, dropped his ball on my head.

Unscramble

I filled up my wagon with piles of stone but with all of the rocks I couldnt pull it alone

Written Response

Draw a picture of something else the boy could try to learn about gravity. Write about what you think might happen.

Newton and Me

Day 2


[Ask partners to share what they wrote. Review the ideas from Day 1.]


When we finish our book today, Ill give you a chance to show me what youve learned. I will give you the first part of several sentences and you will complete them. Just like Newton might have!

[Motionless truck]

What does he have to do to make it move? [Theyll say push, but clarify that pushing adds force.]

[Car]

Why are heavy things harder to move than lighter things? Talk to your partner.

We have to add more force to move them.

[Wagon full of rocks]

Why is the wagon harder to move with the rocks inside?

[Dog in wagon]

Why is the wagon moving now? [Prompt that both the boy and his dad are adding forces.]

[Cat behind post]

How is the wind helping him? Tell your partner.

[Pedaling hard]

The boy is adding force to move ahead. What is the wind doing? [Prompt adding force]

[Rope]

Why didnt they move at first? [Prompt that each added the same amount of force.] I can show that in a diagram. Two equal forces are pulling on the rope in opposite directions. Nothing happens because the forces are the same.

But what happens when one force is greater than the other. [Extend one arrow.]

[Dominos]

What has the dog done to the first domino? What does the first domino do the second domino?

Discussion

Help me summarize what we have learned. When we summarize, we decide on the most important facts. Summarizing helps us understand and remember. I will start. Gravity is a force that pulls everything toward the earth. We can add forces of our own to fight against gravity. Whats next?

Sentence Composing

Imitate

The wind was blowing quite hard that day.

The ______ was ______ quite ______ that day.

Combine

We got home. We had lots of energy. We played tug-of-war.

[Prompt them to create a chronological series using words like after and then.]

Written Response

Complete these sentences:

When two forces pull in opposite directions, _______.

When I throw a baseball into the air, ______.

Water stays in a glass because ______.

Eleanor

Barbara Cooney

Lexile: 810


Days: 3

Grade: 1

Planning Notes

Capturing photographs of Eleanor Roosevelt from the Internet could be useful. Make sure they are from different stages of her life.

Also, a map of the New York area will enable you to embed some quick geography lessons now and then. The location of the Hudson River, Long Island, and New York City can be easily indicated at the right moment.

Also, keep in mind that the prose will be quite challenging for first graders. It is a good idea to read it closely in advance and decide which words and references should be fast-scaffolded.

Finally, although technically nonfiction, this book contains no content area terms to teach. We have therefore chosen to focus instead on Tier 2 words.

Day 1

Introduce Book and Build or Activate Background Knowledge

This book is called Eleanor. It was written and illustrated by Barbara Cooney. It is the story of Eleanor Roosevelt. She grew up to be a very famous woman and a very important one. She was born over 100 years ago, in a time when women had less power than men. What they thought didnt matter very much. But the man she married became president. So Eleanor had a chance to change things.

Text Structure

This is the story of when she was young. It is a biography. A biography is almost like a make-believe story, except that it tells the true story of a persons life. Most biographies start with the person being born. And thats just where this one starts.


As I read, pretend you are the illustrator. Think about how you would draw a picture of your favorite part of the book so far. Later Ill ask you to draw your illustration and to write and tell me why you drew it the way you did.

[Christening page]

Why did her mother want a boy?

[Eleanor thrown into the air]

Would you like to have a father who hunts tigers?

[Lifeboat page]

I can make a connection here. When I was a child, I fell off a slide and I have been afraid of heights ever since. [Substitute similar personal anecdote.]

So I think I know how Eleanor feels.

[Pond page]

Eleanor is afraid of many things. So far, does it sound like she will grow up to be a great woman? Why?

[Mirror page]

Why does Eleanor's mother want her to be beautiful?

[Granny page]

Was that a cruel name to call her daughter? Talk to your partner about it.

[Thanksgiving page]

What do you think she thought when she saw these things?

Discussion

We have to stop there. Help me summarize what has happened so far. When we summarize, we say the most important events. It helps us understand and remember. I will begin by saying that when Eleanor was born, her mother didnt like her very much. Whats next?

Teach Tier 2 Words

One word from our book today is adored. What word? Adore means to like something very much. I might say to my friend, "I adore your new dress." In our book, it says, "Eleanor adored her brave and handsome tiger-hunting, polo-playing father." Adore means to like something very much. What word?

Another word today is terrified. What word? Terrified means very frightened. If I found a snake in my kitchen I would be terrified. In our book, we read that after she was dropped into the lifeboat Eleanor was "terrified of the ocean." I don't blame her. Terrified means very frightened. What word?

Sentence Composing

Combine

Eleanor clung close to Nanny's skirts. Eleanor was frightened by strange children.

[Prompt use of the causal word because.]

Expand

How very beautiful her mother was.

Written Response

Draw a picture of your favorite part of the story so far. Write about your picture.

Eleanor

Day 2


[Ask partners to share their pictures. Review content of Day 1.]


Today well read about the headmistress of Eleanors school. A headmistress is like a principal. Pay attention to details about her so you can write and tell me later.

[Mother reading]

It was very common in those days for children to die. Doctors did not have the medicines to save them. Her father is gone, and her mother and little brother have died. How do you think Eleanor feels now? Talk to your partner.

[Oak Terrace page]

This was a very rich family. I wonder why they don't have electric lights. Talk to your partner about it.

[Croquet page]

Do you think Eleanor minded doing chores? Her grandmother was rich. She could've said "Eleanor you don't have to chores." But she didn't say that. Was it a good idea for Eleanor to do chores?

[Rowboat page]

Let's take a vote. Raise your hand if you would like to go with Eleanor and her aunt to get the mail. Hands down. Now raise your hand if you would like to stay by the side of the river and wait for them.

Do you think Eleanor likes oak Terrace better than the house in town? Why?

[Uncle Ted]

I can make a connection here. When I was young I had cousins like that. They were wild. It was fun while they visited, but I was happy when they left and I could have some peace and quiet. I think that is how Eleanor felt. [Modify or substitute your own anecdote.]

[Christmas tree page]

This reminds me of another story. See if you can infer what I am thinking. It is a story about a poorly dressed girl and her beautiful sisters. There is a great dance, and the poor girl would seem very out of place there.

Can you guess the story?

But there are some differences, arent there?

[Writing desk page]

It was almost like her grandmother was saying, "I dare you to let her into your school." [Point out London on a map.]

Discussion

Make a prediction. Do you think Eleanor will be allowed to go to that school? Why? Well find out next time.

Teach Tier 2 Words

One word from our book today is remarkable. What word? Remarkable means surprising. We'd be very surprised to hear a three-year-old use a big word. That would be remarkable. In our book we learned that the school near London has a "remarkable headmistress." We knew right then she was very good at her job. Remarkable means surprising in a good way. What word?

Another word from today is unmerciful. Unmerciful means unkind, not showing any mercy at all. If a judge is unmerciful, the punishment will be very bad indeed. In our book, we read that "Alice teased Eleanor unmercifully." That means she hardly ever stopped. Unmerciful means being unkind and not showing any mercy. What word?

Sentence Composing

Unscramble

Eleanor had trouble keeping up with Uncle Ted and the cousins

Imitate

She thought about people less fortunate.

She thought about people less ______.

She thought about ______ less ______.

Written Response

Draw a picture of what the headmistress might look like. Write about her too and tell why you drew her that way.

Eleanor

Day 3


[Ask partners to share and compare their pictures of the headmistress. Review content of Day 2.]


As we finish our book, well learn about what life was like for Eleanor in the White House. Later Ill ask you to write it.

[Page with Eleanor in front of school]

Why did Eleanor take her father's letters? Talk it over with your partner.

[Eleanor beside tree]

Why did everyone suddenly like her now?

[Page with new dress]

[Indicate location of Paris] Paris has many great dressmakers. No wonder her dress looks so good.

[Second moonlit page]

How is this different from living with Eleanor's family back in New York?

[Last page]

A portrait is a painting of a person. Why did she keep her teachers portrait nearby?

[Afterword]

What did her friend mean when he said she would rather light candles then curse the darkness?

Discussion

What are some words that describe Eleanor? Help me make a list of them.

What else would you like to know about Eleanor?

Teach Tier 2 Words

One word from our book today is confident. What word? Confident means believing in yourself, believing you can do something. I hope you are confident that you can do well in school. I am certainly confident that you can. In our book, it says that "Eleanor returned home poised and confident." That means she now believed in herself. Confident means believing you can do something, believing in yourself. What word?

Another word from our book today is inspire. What word? Inspire means to give someone a wonderful idea or help do something great. I hope I can inspire you to be a good writer. In our book we read that Eleanor's teacher "inspired her to think for herself." Inspire means to give someone a wonderful idea or help do something great. What word?

Sentence Composing

Expand

Eleanor never loved a dress more.

Combine

Eleanor did all the packing. Eleanor bought the tickets. Eleanor arranged for cabs.

[Prompt creating a series and using the word and.]

Written Response

Draw a picture of Eleanor when she first arrived in the White House. Be sure to show how she is dressed and what she is carrying. Think back to what you learned from the book. Write about your picture.

Picture Book of George Washington Carver

David A. Adler

Lexile: 830



Grade: 1

Planning Notes

A map of Kansas would be useful for indicating a few of the place names mentioned in this book.

Some peanut butter on crackers would be a good way to celebrate it, although its vital to check for peanut allergies first.

Because there are few important content area terms, we have used the text as a source of Tier 2 words.

Finally, note that there are some troubling references in this book, involving violent acts against African Americans. Use your own discretion about how to manage this portion.

Day 1

Introduce Book

George Washington Carver! Thats quite a name! It belongs to one of the most important Americans in our history. Ill bet you can never guess who he was named after! And just by looking at the cover of this book, you might be able to tell what he was interested in. He studied many plants, but especially peanuts. The next time you eat a peanut butter and jelly sandwich, you can thank George Washington Carver. But his life was not an easy one. He was born a slave, and it was hard for him to get a good education. This book is called A Picture Book of George Washington Carver. It was written by David A. Adler and illustrated by Dan Brown.

Text Structure

This is his story. It is a biography, which is like a make-believe story except that all of the events really happened. The word biography has two parts, bio means life and graph means writing. So a bio-graph-y is writing about someone's life. [Write the word and indicate its parts.]


As I read, youll find out about George Washington Carvers secret garden. Later, Ill ask you to write about it, so look for details.

[First page]

How do you think George Washington Carver felt about not knowing when his birthday was?

[Men in hoods]

How do you think James and George felt about living with the Carvers?

[George with flowers]

Why do you think that he called the flowers his pets?

[School]

What questions do you think George had?

[George and Mariah]

Do you think George missed having time to play? Talk to your partner.

[Ft. Scott Hotel]

Would you say that George is lazy or hard working? Why?

[Lynching]

Do you think he was wise to leave Ft. Scott? What would you have done?

[Highland University]

What do you think George meant when he said he had a thirst for knowledge?

[Sod House]

George has been very busy working and going to school and now the author says he has a house, a garden and friends? Which of these do you think is most important to him? But dont raise your hand unless you can give me a reason.

Discussion

Help me summarize the life of George Washington Carver. When we summarize, we try to think of the most important facts. I will start. He was born a slave. He grew up loving plants. What else?

Teach Tier 2 Word

One word from our book today is considered. What word? Consider means to judge. I consider all of you to be good boys and girls. That means I judge you to be good. I consider this a nice day. George said that growing flowers was considered foolishness in that neighborhood. That means people judged it to be silly. Consider means to judge. What word?

Sentence Composing

Expand

There was no time for play.

Unscramble

but when he arrived to begin his studies he was told that he could not attend the school because he was black

Written Response

Draw a picture of George in his secret garden. Write about your picture and the things you might see there.

Picture Book of George Washington Carver

Day 2


[Ask partners to share and compare their pictures of Georges secret garden. Review content of Day 1.]


When we finish our book today, Ill ask you to pretend that you are George. Ill ask you draw something George might have drawn and then write about your picture as though you were George using Georges voice.

[Garden]

How do you think he felt as the first African American student at Simpson College?

[In science lab]

Do you think science or art was a better choice for George? Lets vote. Why did you vote that way?

[Carver and Washington]

What do you think Booker T. Washington did that caused people to respect him? How do people earn respect?

[Cotton field]

What other crops might farmers grow?

[Peanuts]

Why do you think he said that sweet potatoes and peanuts were two of the greatest products God has given us?

[Studying plants]

How do you think George felt about his accomplishments?

[Carver and Edison]

Would you have cashed the checks? [You may need to explain.]

What would you have done with the money? Tell your partner.

[Painting]

A model is someone you want to be like, someone you look up to. I have always thought of ___ as a good model for me.

[More paintings]

Do you think George believed in recycling? Why?

Discussion

Think back about what you learned from this book. How did George Washington Carver help make the world a better place for all people?

Teach Tier 2 Words

One word from our book today is displayed. What word? Display means to put something where everyone can see it. A storeowner displays things in the window. In our book it says, In 1941 he displayed his handicrafts made of seeds, peanuts and chicken feathers. That means he wanted people to see them. Display means to put something where everyone can see it. What word?

Another word today is mourned. What word? Mourn means to feel sad after someone dies. When friends die, we mourn them. After George died, People all over the world mourned his death. Mourn means to feel sad after someone dies. What word?

Sentence Composing

Imitate

George Washington Carver loved his work.

George Washington Carver ______ his ______.

______ loved his ______.

Combine

George made many useful products from sweet potatoes. He made flour, syrup, starch, molasses, glue, vinegar, alcohol, and synthetic rubber.

[Prompt use of words indicating instances or examples: like and such as.]

Written Response

Pretend you are George. Draw a picture of something he might have drawn. Write about your picture.

From Seed to Plant

Gail Gibbons

Lexile: 660

Readability: 2-3


Grade: 1

Planning Notes

Have handy an envelope or two of garden seeds, plus a few common seeds.

Bring several acorns, an apple, and a paring knife.

Note that in this book many botany terms are introduced. You should not expect first-graders to emerge with a thorough knowledge of them. The idea is to provide an initial exposure and to build background knowledge that will be useful later.

Day 1

Introduce Book and Preview Technical Vocabulary

I have here some seeds. These are seeds you might find in your kitchen or your backyard. And here is an envelope of seeds to plant in a garden. If we plant these seeds, plants will grow. Today's book will tell us how that happens. The book is called From Seed to Plant. It was written and illustrated by Gail Gibbons.

In this book we will learn many words that describe a plant. We will also see how the seed changes to become a plant. To help us understand these changes, I will make a diagram. It will take us through time. We will need to give it the shape of a circle. Thats because the same events happen over and over again. [Draw diagram at right.] The seed first grows roots down into the soil. Then a young green shoot grows up into the air. It becomes a young plant. Flowers grow on the plant and that is where new seeds form. This book will explain how it all happens.

Text Structure

This diagram also tells us how Gail Gibbons planned this book. She will take us through time. But she does not start with seeds, like these. She starts by telling us where seeds come from in the first place.


As I read you can help me make two lists. Later I will ask you to write sentences using the lists.

[First page]

Here are some of the plants that grow from seeds. [Point and name.]

[Page with seeds]

Seeds have very different shapes. But do you think that seeds from the same plant have different shapes? Or do they all have the same shape? Talk to your partner. [Display acorns.] All of these seeds are from the same oak tree. You can see that they are shaped the same.

[Page with oak tree]

Look at the seed from a sunflower and the seed from an oak tree. They are shaped differently. Could a sunflower seed grow up to be an oak tree?

[Page with diagram, after discussing parts of flower]

Where are the seeds? Let's find out.

[Pollination page, point out stamen and stigma]

Can the pollen go from here to here on the very same flower? [Discuss.] No, it must travel to another flower, and it must be the same kind of flower. What would happen if pollen from a rose traveled to a sunflower? Talk to your partner and make a prediction.

[End of right-hand picture with bird]

Do the insects and birds know that they are pollinating flowers? Do they care?

What are the three ways that pollen can travel? [List on board: wind, insects, and birds.]

[On page with tube, point out the tube, which is a bit hard to see. Turn back several pages and contrast it with the diagram without a tube.]

It looks like a pollen grain from one flower goes into the ovule of another flower. Remember that it takes parts of two different flowers to make a seed.

[Page with fruit]

What are some fruits with seeds inside?

[Cut the apple in half for a quick demonstration.]

[Page with squirrel]

Who remembers how pollen is scattered? [Review list.] Seeds are scattered in even more ways. Let's make a new list. [Birds, water, wind, animals, people]

[Page with boy]

Is this boy scattering seeds? [Prompt the fact that he is.] Sometimes we scatter seeds on purpose.

Discussion

[Review the process of pollination, turning back through diagrams.]

Sentence Composing

Combine

Seeds are different shapes. Seeds are different sizes. Seeds are different colors.

[Prompt creating a series and using the word and before the last item.]

Imitate

A flower is made up of many parts.

A ______ is made up of many parts.

A ______ is made up of many ______.

Written Response

I want you to write two sentences. Write one sentence that tells me the ways that pollen is scattered. Write another sentence that tells me how seeds are scattered. Look at our lists as you write.

From Seed to Plant

Day 2


[Have partners share their two sentences. [Briefly review the process of pollination, turning back through diagrams.]


Today we will finish our book, From Seed to Plant. Yesterday I asked you to write sentences from our lists of important words. Later today, I will ask you to write sentences from our diagram. So pay careful attention to what the diagram tells us.

[Page with girl]

Why is she putting the envelope on a stick? [After discussing] Here is an envelope I brought last time. When I plant the seeds, I will put the envelope on a stick.

[Page with seed cross-section]

What is the food for? Today we will start with a seed like the one in this picture, and we will see how it grows into a plant. [Review the cycle diagram.]

[Page with rain]

What are the two things the seed needs to sprout? [Prompt and list soil and water.] There is one more thing. We will find out on the next page. Can you predict? Talk to your partner.

[Page with germination, add sun to list]

[Page with shoot]

Look at these two diagrams. They show the plant at two different times. So when I look from this page to that page, am I moving through time? [Remind them of second circle of the cycle diagram.]

[As you read each of these pages refer to cycle diagram.]

[Page with bud]

Our timeline continues. [Turn back to page with rain.] Let's pretend that we put a camera near the ground right here and took a picture. Now imagine that we left the camera there for a few days. Pretend that we came back and took another picture.

[Point to germination page.] Your picture would look like this. You wouldn't see anything but soil in the second picture because the plant is underground.

[Discuss taking an imaginary picture on each of the next three pages.]

The five pictures we took would be the name of our book [show cover] From Seed to Plant.

[Last page, point to examples in the picture]

When you have dinner tonight, think about how much of your food came from seeds. Tell your family the ones you know. Ask them if they know any others.

Discussion

[Review the cycle diagram one last time.]

Sentence Composing

Expand

Up grows a shoot.

Unscramble

when the sun shines and warms the ground the seed coat breaks open and the seed begins to grow

Written Response

This diagram shows how a seed becomes a plant and how that plant makes more seeds. It happens over and over, turning like a wheel. That is why our diagram is shaped like a circle. It is like a timeline, but the same things happen again and again. Look at the diagram and write a few sentences telling how a seed becomes a plant.

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