Interactive Read-Alouds

Kindergarten

First Nine Weeks

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Caps for SaleEsphyr SlobodkinaLexile: 480Grade Level Band: 2-3Days: 1 (plus 1 day for rereading)Kindergarten

Develop or Activate Background KnowledgeI want you to think for a minute and raise your hand if anyone has ever played a trick on you. Now put your hands down. Think again and raise your hand if you have ever played a trick on someone else. That's what I thought. My class is filled with tricksters! Our book today tells about how a group of monkeys played a trick on a man. We'll also find out what the man did. This book was written many years ago it is called Caps for Sale. It was written by Esphyr Slobodkina.

Model Comprehension Strategies and Ask Questions During ReadingThis story is about a man and some monkeys. One thing is left out of the story. The author doesn’t tell us what happened to the monkeys. As I read, I want you think about what might have happened to them. Later I’ll ask you to write about what you think became of the monkeys.

[Page beginning “One morning”]It surprised me when I read that he wanted to take a walk in the country when he was so hungry. Taking a long walk takes a lot of energy. What would you have done? Share with your partner.

[End of page starting “When he woke up”]Here's a picture of the man when he wakes up. Did you notice anything surprising?

[Page starting “But before standing up”]So put yourself in the place of this man. What would you do first?

[Two-page spread with monkeys.]So now we know the trick that the monkeys played on the man. His problem is how to get the caps back. He can't just let the monkeys have them, can he? What would you do? Talk it over with your partner.

[Page starting “Now he felt quite angry”]What do the monkeys do every time the man does something? Help me summarize.

[Page starting “At last he became”]Now is a good time to infer. When I infer I think about what I already know and I put it together and see if I can learn something new. I see that the man throws his hat on the ground. I ask myself, what did the monkeys do every time the man did something? Remind me. That's right, they did exactly what the man did. So I put the facts together. And now I have an idea of what they might do. What do you think they will do now?

[Page beginning with “An old gray cap”]You're right! But do you think the man knew the monkeys would throw the caps down? Or was he just angry? So I don't think it was a real trick, was it? It was really an accident that turned out well.

[On page starting “And slowly, slowly”]And so he gets all his caps back, and it looks like he's going back to town. Do you think he's still hungry? How do you know?

DiscussionThe story contains a surprise, doesn't it? If we read the story again, we will already know the surprise. But it will still be fun to read because we can think about other things in the story. Right now, I'm thinking about those monkeys. I'm wondering if they really wanted to steal the man's caps. They certainly took the caps while he was asleep, didn't they? But what happened in this story to tell us that the monkeys were just playing and that they didn't want to keep the caps? When we think about the facts of the story, we can come to conclusions like this, but we really do have to think.

Now let's map our story. The setting is where the story takes place. Do we know the setting? We only know that it happened under a tree in the country. Who is the main character, the person we meet in the beginning? We never learn his name, do we? Let’s just call him the peddler. Like most stories, the main character has a problem to solve. His first problem is that he is hungry and has no money. But that's not really the main problem in the story, is it? His main problem is getting the caps back. How does he do that? What are the things he tries first? What does he try that works? So he solves this problem, by accident. When the book ends, he's back where he started. No money and no food. As readers, we will just have to guess what he does next.

Teach Tier 2 WordsOne word from our book is ordinary. What word? Ordinary means not special. It means just what you would expect. If I said that today is an ordinary day I would mean there's nothing special about it. Here's a sentence from our book: "But he was not like an ordinary peddler carrying his wares on his back." Many years ago peddlers carried everything they sold on their backs. This was the ordinary way to do it. But the man in our book was not an ordinary peddler. Where did he carry the caps he sold? Ordinary means not special. It means just what you would expect. What word?

Another word from our book is disturb. What word? Disturb can mean to bother. If I play loud music it might disturb someone. But in this book disturb has another meaning. It means to move something from where it’s supposed to be. If I put some books on my shelf I might say to people please don't disturb these books. They're right where I want them. In our book it says, "and he sat down very slowly, under the tree and leaned back little by little against the tree trunk so as not to disturb the caps on his head." Disturb means to move something from where it is supposed to be. What word?

Sentence ComposingImitateAt last he became so angry that he pulled off his own cap.At last he became so ________ that he _________.

I’ll do one first to give you the idea:At last he became so sleepy that he fell asleep on the couch.

Now let’s start over with an antonym for angry. An antonym means the opposite. What’s a good antonym for angry?At last he became so ________ that he _________.

ExpandHe looked behind the tree.

Written ResponseAt the end of the book, the monkeys are gone. Draw a picture of where you think they might be. Write about your picture.

Charlie Needs a CloakTomie dePaolaLexile: 500Grade Level Band: 2-3Days: 1 (plus 1 day for rereading)Kindergarten

Planning Note Note that there are several words in this book related to making woolen garments.

They are listed on the last page. Most are rare, Tier 3 words. Consider quickly scaffolding them as you read.

Develop or Activate Background KnowledgeThis book is about a shepherd named Charlie. A shepherd is a person who takes care of sheep. You can see Charlie and his sheep on the front cover. To stay warm in the field, Charlie wears a cloak. A cloak is a coat without sleeves. Charlie's cloak is all worn out. It is in tatters. He needs a new one very badly. So Charlie decides to make a new cloak out of wool. Raise your hand if you know where wool comes from. Yes, so Charlie has all the wool he needs. This book was written and illustrated by Tomie dePaola. He wrote the words and he drew the pictures.

Model Comprehension Strategies and Ask Questions During ReadingAs I read, think about how Charlie will look in the future. Later, I’ll give you a chance to write about it.

[On page that reads, "He really needed a new cloak."]If we look at the picture, we can see that he really does need a new one. It is full of tatters. Tatters are pieces that are hanging loose.

[On page with shearing]It looks like there are six people here, but the author really wants to show us that Charlie has to go all over the place. They are all pictures of Charlie.

[Page with washtub]Why do you think Charlie washed the wool? Let’s start a list of all the things he has to do. We will write them in order. What was the first thing he did? Help me word it. What did he do next?

[Page that reads “and carded the wool to straighten it out”]And here is the third thing for our list. Help me word it.

Now is your chance to infer! Remember that when we infer we think about what we know and then we use it to learn something new. We know that Charlie has to put the wool on a flat card to make it straight. Why does he have to do that?

[Page with spinning wheel]And here is the next thing he does. Help me word it.

[Page with berries]Why do you think Charlie wanted a red cloak? Tell your partner.

Shall we put picking berries on our list? What if you didn't care about the color of your cloak? Could we skip this step?

[Page with tug-of-war]What do you think of a loom is used for? It looks like one sheep doesn't want him to make a cloak. Raise your hand if you think the sheep is just being playful. Now raise your hand if you think the sheep really doesn't like its wool being used. Let’s add this to our list. Help me word it.

[Page with fall evening]Here is another thing for our list. Help me word it.

Now think back. Now we have another chance to infer! Remember that when we infer we think about what we know and then we use it to learn something new. When did Charlie shear the sheep? How long is it taking him to make the cloth? After spring comes ___

[Page where he cuts cloth into pieces]We can add this to our list. Help me word it.

[Page where he pins the pieces together]One more thing on our list! Help me word it. There are lots of steps, aren’t there?That sheep is as playful as a cat!

[Page with fireplace]This is the last step. Help me word it. Remember the season is fall. It is getting colder, isn't it? How can you tell? Tell your partner the reasons.

What season will come next? Charlie had better hurry if he wants the cloak to be ready by wintertime.

[Page with snow]How can we tell it's winter now? That was easy!

[Page with red cloak]Just in time. Isn't it beautiful? And look at the sheep. One of them is being naughty. And what do you notice about all the sheep. They are ready for winter too!

DiscussionNow let's map our story. Where does the story take place? Do we know the setting? Can we just say it happens on a sheep ranch? And what is the main character’s name? In most stories the main character has a problem he or she must solve. What is Charlie's problem? And how does Charlie solve this problem? Do you think Charlie is happy with the way things turned out?

Teach Tier 2 WordsOne word from this book is dye. What word? Die can mean to stop living, and we spell it d-i-e, but it also has a different meaning. Dye, spelled d-y-e, can also mean to change the color of something, especially something we wear. I could dye what I'm wearing now if I wanted to change the color. In our book it says, "Then Charlie dyed the yarn red in the berry juice." Dye can mean to change the color of something. What word?

Another word from this book is strand. What word? A strand is a long piece of hair. There are many hairs in one strand. [Consider demonstrating.] If a girl wanted to braid her hair, she would wrap or weave several strands together. In our book it says, "After the yarn was dry, Charlie put the strands on the loom." A strand is a long piece of hair. What word?

Sentence ComposingUnscrambleon the loom / after the / yarn / was dry / Charlie put / the strands

ExpandCharlie was a shepherd.

Written ResponseToday I want you to draw a picture of Charlie next summer. Think about what he might be wearing. Write about your picture.

FrederickLeo LionniLexile: 500Grade Level Band: 2-3Days: 1 (plus 1 day for rereading)Kindergarten

Develop or Activate Background KnowledgeThis book is called Frederick. It was written and illustrated by Leo Lionni. The writer writes the words and the illustrator draws the pictures. Leo Lionni does both, just like Tomie dePaola. You can probably guess what kind of animal Frederick is by looking at the front cover. That’s right, it’s about a mouse. And this mouse seems to be very lazy, but you will have to decide whether or not you think he is really lazy. He lives with four other mice. The other four are busy gathering food for the winter that is coming, but Frederick does not seem to help them.

Model Comprehension Strategies and Ask Questions During ReadingLater I’ll ask you to write a card to Frederick. So be thinking of what you might say.

[End of page with ants]Why do you think these mice made their home near a barn and granary. A granary is a building where the farmer stores grain.

[End of page with wheat]Well, now we know there was nothing in the barn or the granary for them to eat. But they are still able to find food, aren't they? You can tell which one Frederick is, can't you? How do you think the other mice feel about Frederick? Tell your partner how you think they feel.

[End of page with corn]Do you think the mice believe Frederick? Is it possible for a mouse to gather sunrays?

[End of page that ends, “run out of things to say.”]What did the other mice think Fredrick was doing this time? That's right, they thought he was sleeping. Gathering words is not the same as gathering food, is it?

Now it is a good time to infer. Remember that when we infer, we use what we know to come up with something we don't know yet. Can we infer that Frederick went into the hideout with the other mice? One clue is in the picture. You can see him walking in the same direction as the other mice. But a bigger clue is what I read to you. Listen again. It says, “The five little field mice took to their hideout in the stones.” Now, there were only five mice in all, weren’t there? That means Frederick must have gone into the hideout as well. We can infer that he did even though the author doesn’t tell us.

[End of page where food is almost gone]What do you think it means when it says that "the corn was only a memory"? Why didn't any of the mice feel like chatting now?

[Before turning page]When I read this next page, I will not show you the picture right away. I want you to make a mental picture in your mind. To do this we have to pay attention to details the author gives us. This will help us to understand better what we are reading. Are you ready?

[End of page beginning “close your eyes”]Now what details did we learn to help us make this picture? We know that Frederick climbed on top of a big stone. We know that the four little mice had their eyes closed. They were listening to Frederick. Do you have that picture in your head? Here is what Leo Lionni drew. How do you think Frederick made the other mice feel warmer? Did he really capture the rays of the sun?

[End of color page]They still have their eyes closed, don't they? But they are imagining all the different colors that Frederick has mentioned. They made pictures in their mind just the way you did a moment ago.

[After reading “And the word’s, Frederick?"]Why did the other mice ask him about words?

[End of page with poem]Did you like Frederick's poem? Talk to your partner about what you liked about it.

[End of last page]I'm not sure how Frederick does it, but the other mice enjoyed everything he did. So do you still think Frederick is lazy? Can some people help by using words to make people feel better? Or should everyone do the same kind of work, like gathering nuts? Let’s take a vote. Why?

DiscussionNow let's map our story. Where did the story take place? And who is the main character? And did Frederick have a problem to solve? What was the problem in the story? And what did Frederick do to prove to the other mice that he was not lazy? And did that fix Frederick’s problem?

Teach Tier 2 WordsOne of the words in this book is abandoned. What word? Abandon means to leave something alone and never come back. A bird might abandon its nest when it flies south for the winter. In our book it said that “the farmers had moved away, the barn was abandoned, and the granary stood empty." Abandon means to leave something alone and never come back. What word?Another word from this book is anxiously. What word? Anxious means wanting something very much and being worried you might not get it. When I get lost I feel anxious about finding the right way again. In our book it says, "And how about the colors, Frederick?" they asked anxiously. They were afraid they might not get the colors. If you're anxious it means you want something very much but you're worried that you might not get it. What word?

Sentence ComposingImitateIt was cold in the wall.It was ____________ in the wall.It was ____________ in the _____________.

ExpandThey were a happy family.

Written ResponseToday I want you to write and decorate a card that you might send to Frederick. Tell him how you feel.

The Doorbell RangPat HutchinsLexile: 340Grade Level Band: NADays: 1 (plus 1 day for rereading)Kindergarten

Planning Note It will be helpful to use a document camera to project 12 tokens so that you can

arrange them in groups of various sizes. You could also use a smart board and rearrange icons.

Develop or Activate Background KnowledgeRaise your hand if you think it's a good idea to share. Put your hands down. Now raise your hand again if sometimes you really don't want to share. In this book two children have to share something with each other, and then they have to share it with more and more people. I think you've all had that happen to you. I know I have. This book is called The Doorbell Rang, and it was written and illustrated by Pat Hutchins. Who remembers what the illustrator does?

Model Comprehension Strategies and Ask Questions During ReadingAs I read, be thinking about a time when you had to share but you really didn’t want to. I’ll ask you to write that time later.

[First page, mother with plate of cookies]So the mother gives them a whole plate of cookies. She says there are plenty, and it really does look like there are a lot. Do you think the children will be happy to share them with each other?

[End of page showing mother with mop]Why do you think they're happy to share?

[End of page with two children at the door]Now the children will have to share the cookies with two friends. Do you think they will still be happy to share? Notice that Sam is reaching for two more plates. That's a clue for us.

[End of page with mother mopping up footprints]So they started with 12 and Victoria and Sam each got 6. And now there are 4 children and each will get three. [Project tokens with a document camera or use a SmartBoard to actually push 12 tokens or icons into different piles.]

[End of page with fifth and sixth child arriving]Now there are 6 children to share the cookies. Help me decide how many each child will get.

[End of next page]Do you think Victoria and Sam are still happy to share? Look at their faces. Now they will only get two cookies. What if you were in their place? Would you be happy that so

many other children have arrived? Tell your partner how you might feel.Now is a chance to infer. Remember that when we infer we put together the facts we know to get a fact we don't already know. We know that every time the doorbell rings there are more people to share the cookies with. And now the doorbell rings again. What do you think will happen?

[End of page with six more children]You were right! Of course, we couldn't tell exactly how many children there would be, but we inferred that there would be more. Now we know there are 12 children in all and 12 cookies. How many will each child get?

[End of page with 12 children around the table]Oh, no! It will be hard to share the cookies if there are any more people to share them with. But the doorbell's ringing.

[End of page with Sam about to open the door]Why did Sam say it might be better to eat the cookies before opening the door?

[End of page with Grandma]I guess Grandma saved the day, didn't she? Sharing will not be a problem now, will it?

[End of last page]But wait! It says the doorbell is ringing again. This is the last page, so we cannot find out who is there. What do you think? Tell your partner.

DiscussionNow let's map our story. Where does the story take place? And the two children at the beginning are named [pause] Victoria and Sam. Like most stories everything is okay for awhile, but then there is a problem. What is their problem? And how did they solve their problem? [by sharing] What did Victoria and Sam do when more and more children arrived? The ending was really a surprise, isn't it? The first way they solved their problem was to share the cookies, but at the end of the story it really didn't matter because there were plenty of cookies to go around.

Teach Tier 2 WordsOne word from our book is stared. What word? When you stare at something it means to look right at it without looking away. When I saw a woodpecker in my yard, I couldn't help but stare at it. In our book, it says that "the children stared at the cookies on their plates." Stare means to look at something without looking away. What word?

Another word from our book is enormous. What word? Enormous means very big. That woodpecker I saw was really enormous. It was taller than a crow. In our book it says, "it was Grandma with an enormous tray of cookies." Enormous means very big. What word?

Sentence ComposingCombineThe dog stared at the bone. The bone was enormous.

ExpandYou can share the cookies.

Written ResponseWrite about a time when you had to share and you really didn't want to do it. Tell me about it. Show me how you felt. Draw a picture to go with what you write.

The EggM. P. RobertsonLexile: AD680Grade Level Band: NADays: 1 (plus 1 day for rereading)Kindergarten

Develop or Activate Background KnowledgeToday, I am going to read The Egg, by M. P. Robertson. We don’t know the author’s first name. We just know that it starts with an M. Can we tell if the author is a man or a woman? This book is about a very strange egg and what was inside. At the end of the story, we will decide if this story was a fantasy. In a fantasy, things happen that couldn’t happen in real life.

Model Comprehension Strategies and Ask Questions During Reading[Show page with chicken on top of egg]Why do you think the chicken is sitting on the egg?

[End of page with wheelbarrow]Why did George take the wheelbarrow to his bedroom? Tell your partner why you think he did that.

[End of page with egg beginning to hatch]Let’s take a vote. How many think George is afraid of what might be in the egg? How many think George is curious? Can a person be afraid and curious at the same time?

[End of page with dragon hatched]How did George know what the dragon said?

[End of page with wheelbarrow]How did George know how to teach a dragon to fly?

[End of page with How to Defeat a Knight]Good readers sometimes stop and think back, and this is a good place to do that. There were four lessons in all. Help me review them. In the first lesson, George taught him to ___. In the second lesson, he taught the dragon to ____, etc. See if you can think of a fifth lesson to teach the dragon. Tell your partner what you would teach the dragon next.

[End of page with bedtime story]Why did George pick a book of dragon stories to read?

[End of page with cat on roof]Where do you think the dragon might have been for seven days? [Prompt speculation] We really can’t be sure yet, can we?

[Without showing two-page spread in the clouds]You know, good readers always try to make pictures in their mind to help them understand a story. I noticed details as I just read this page. I noticed that they flew into the night, with George riding the dragon. So I can see the night sky and it’s dark. Since they are flying over oceans and mountains and cities, I see them very high up. Down below I can see the city lights, but they are very tiny. Can you see those things too? Here is the picture M. P. Robertson drew for this page. [Discuss differences]

[End of page with cave]How did the dragon find the cave?

[End of page with George hugging dragon]How did George know what the dragon said?

Remember that in a fantasy, things happen that couldn’t happen in real life. Is this book a fantasy? When did you first know? Think back to some of the other books we’ve read together. Was Frederick a fantasy? How do you know? What about Charlie Needs a Cloak? How about Caps for Sale?

By the way, remember how we couldn’t tell if M. P. Robertson was a man or a woman? Well, I looked up M. P. Robertson on the Internet. I found out that his first name is Mark. What can you infer from that?

DiscussionNow let's map our story.

Teach Tier 2 Words After Both ReadingsOne word from our story is definitely. Definitely means you’re very sure of something. This is definitely [day of week]. My name is definitely ___. If someone said, would you like a piece of pecan pie, I’d say, “Definitely!” In our book, it says, “Something was hatching, and it definitely wasn’t a chicken!” That means there was no doubt about it. Definitely means you’re very sure of something. What word?

Another word from our story is longingly. What word? If you look longingly at something, it means you wish you could have it. A dog might watch longingly as a man fries hamburgers. In our book, it says, “the dragon looked longingly at the pictures.” That means he really wanted to be with other dragons. He longed for them. If you look longingly at something, it means you wish you could have it. What word?

Sentence ComposingUnscrambleand three nights / for three days / the egg stories / he read

ExpandThe egg started to rumble.

Written ResponseMake a list of stories George should read to the dragon.

The Full Belly BowlJim Aylesworth and Wendy Anderson HalperinLexile: AD760Grade Level Band: NADays: 1 (plus 1 day for rereading)Kindergarten

Planning Note Consider making the book available later for the children to count the cats on the last

two-page spread. There are 29 – we think!Develop or Activate Background Knowledge

Today’s book is called The Full Belly Bowl. It was written by Jim Aylesworth and illustrated Wendy Anderson Halperin. It tells the story of a very old man and a wee small man. Some parts of the story could have really happened, but other parts could not have happened. So this book is a fantasy, just like The Egg.

Model Comprehension Strategies and Ask Questions During ReadingIn this book we’ll read about some mysterious words. Later I’ll ask you to write what you think they said.

[End of page with fireplace]How do we know the man is poor?

[End of page with fox]In this case, prey means something an animal hunts for food. What is the fox going to do with the wee small man? But foxes do not harm people. Why would this fox want to harm the wee small man?

[End of page with man and walking stick]Why was the man weak?

[End of page with letter]How do you know the letter was written by the wee small man? Talk to your partner.

[End of page with man, cat and empty bowl]How does the man know the bowl is for food?

[End of page with sleeping man]Good readers always think about their own lives when they read. They make connections between what happens in a story and what has happened to them. I know what the old man and Angelina were feeling because I get very sleepy sometimes when I eat too much.

[End of page with spiders]Why were there so many spiders?

[End of page with violin]Why did he put it on the very top shelf?

[End of page with broom]What do you think he will do next? Talk to your partner and make a prediction.[End of page with money bag over shoulder]Did he remember to put the bowl up? Do we know for sure?

[End of page with empty room]This is a good place to infer! When I infer, I think about the facts I know and try to come up with a new fact. I know that whatever goes into the bowl, many more will come out of the bowl. I know that spiders and coins have multiplied. And now I know that a mouse is heading for the bowl. So I can infer that there will soon be many mice. Let’s find out if I’m right.

[End of page with Village Inn sign]So now we learn that the man is staying overnight in the town. What can we infer about the mice?

[End of page with man returning to find the mice]How do you think he will get rid of all those mice?

[End of page with many cats]Was it really a good idea to make more Angelinas? Talk to your partner.

[End of page with man in rowboat]So the man is both happy and sad that the bowl is broken. How would you have felt?

[End of last page]How would you have felt about not knowing which cat was Angelina?

DiscussionNow let's map our story.

Teach Tier 2 WordsOne word from our story is generous. What word? Generous means willing to give things to others. People who are generous are happy to share. Another word from our story is meager. What word? If something is meager, there is very little of it. If all you had was a cracker, that would be a meager lunch. In the book, both of these words are used in the same sentence. It says that “the very old man … shared generously from his meager pantry. That means he gave the wee small man lots of food even though he didn’t have very much. Generous means willing to give things to others. What word? And if something is meager, there is very little of it. What word?

Sentence ComposingUnscramblein the Full / it / landed / Belly Bowl

ImitateEach day the wee small man grew stronger.Each day the wee small ______ grew stronger.Each day the ______ ______ man grew _______.

Written ResponseRemember that there were words written on the bowl in a language the old man could not understand. Write or draw what you think they said.

Actual Size (Not actual size )Steve JenkinsLexile: IG1080Grade Level Band: N/ADays: 1 (plus 1 day for rereading)Grade: K

Planning NoteConsider having a ruler nearby to measure some of the objects depicted.

Introduce Book and Preview Technical VocabularyHave you ever seen a picture of an animal, and even though it was a very good picture you weren't quite sure how big the real animal was? Take a look at this picture of a ___. [Point out a posted example.] It's hard to tell exactly how big it is. The book we will read today shows pictures of animals, and the pictures are exactly the right size. The book is called Actual Size, and it was written by Steve Jenkins. Some of these pictures might surprise you. On the front cover you can see the actual size of a gorilla’s hand. Notice how much bigger it is than my hand.

Text StructureSteve Jenkins put this book together in a very interesting way. He simply shows us one picture after another to give us a true idea of how big these animals actually are. This book doesn’t tell a story. It is an information book, and it is very interesting.

FocusOn the board I have made a list of the animals we will meet in this book. As we look at a picture of each one, you will help me write down whether it lives on the land, in the sea, or in the air. [You may wish to use another classification system if you have already introduced terms like reptile, spider, insect, and mammal.]

Ask Questions During Reading and Model Comprehension StrategiesOn the cover you see a gorilla’s hand. Look at how huge it is compared with mine! Later I’ll ask you to trace your own hand and write about the size. So be thinking about that as I read.

As we look at each page I will first ask you to use your hands and fingers to show me how big you think each animal is. Then I will turn the book around and show you its actual size. Ready?

How big do you think a moth is. Show me. [Read text in the upper right and then moth caption.]

There is another animal on this page, though you might not see it at first. [Read about gobi fish.]

Now show me how big you think a giant squid’s eye is.

How about the head of an Alaskan brown bear? Here it is next to my head.

Now show me how big a chicken egg is. You're right! Of course, a chicken egg is not in this book. That’s because you already know. Show me how big you think an ostrich’s egg is. It is the very largest bird egg. An ostrich cannot fly, so it is a land animal even though it is a bird.

Next we have the tongue of a giant anteater. How long do you think it is?

Who remembers the story of Goliath? Goliath was a … That’s right. And sometimes scientists use the word Goliath to describe an animal that’s very large. Show me how big you think a Goliath birdeater tarantula is. Here’s a hint: A tarantula is a spider.

This next picture is a little scary. It is the head of a saltwater crocodile. This reptile has been known to eat people. How long do you think its jaws are?

[Remember foldout!]

How big is the biggest frog that you have seen? So, if I showed you a picture of the actual size of a frog, that’s about how big you would expect the picture to be. Good readers always try to make a connection between what is in the book and what they already know. That's what I did when I first read this book. That is why I was so surprised when I saw the Goliath frog. Here it is.

[Don't forget foldout the other way!]

Next, show me how big you think the tooth of a great white shark might be.

We have already seen how big a gorilla’s hand is. But look at the hand of one of its relatives in nature, the pygmy mouse lemur. The word pygmy means very small. It means the opposite of … Goliath.

What if you were staring at a tiger right in the face? Show me how big his face would be if it was right in front of yours.

Next we have two giant insects. Of course, one of them is called the Goliath beetle. But it is not as big as the world's largest insect. Show me how big you think that might be.

What about an African elephant. Do you think this book is big enough to show you how large an elephant actually is? No, you're right. But it is big enough to show you how large an elephant's foot is. But before I show you, you show me.

[You may wish to use the next 4 pages to learn details about these animals that you can share with the children. Some of these details you might want to share during the second reading. Don't forget the final example of the giant earthworm inside the back cover!]

Discussion1. Which of these animals surprised you the most?2. Are there other animals you were hoping to see in this book? Perhaps we can find out

how big they really are. [You could research a few and measure how big they are with masking tape.]

3. Now pretend you’re the teacher for a moment. Who can think a good question to ask about this book?

Sentence ComposingCombineThe Atlas moth can be confusing. The Atlas moth is so large people sometimes think it is a bird. [Prompt the use of causal words, such as because.]

ImitateDid you ever look a giant squid in the eye?Did you ever look a ______ in the eye?Did you ever ______ a giant squid in the ______?

Written ResponseTrace a picture of your own hand and two other things that are the actual size. Write about their size.

America Is …Louise BordenLexile: AD290Grade Level Band: N/ADays: 1 (plus 1 day for rereading)Kindergarten

Planning Notes Have a map of North America available. If you don’t have a large classroom map,

project one. Also, consider playing a sung version of the national anthem. There are many on

YouTube.Introduce Book and Preview Technical Vocabulary

Today our book is called America Is …. It was written by Louise Borden and illustrated by Stacey Schuett. Do you see these three dots after the title? They always mean that something is left out. As we read the book, you will see why. It’s because America is a lot of things.[Construct concept of definition diagram as you talk]Most of all, America is a country. And it contains 50 states – Georgia and 49 other states. I don’t have enough room to write them all on this diagram, but you can see their names on our map, and there is also a map in this book. You can also see the 50 stars on our flag – one for each state. America is not the only country. There are many others, like Canada, our neighbor to the north, and Mexico to the south.

Text Structure[Text structure is not relevant to this book.]

Model Comprehension Strategies and Ask Questions During ReadingAs I read, think about what America is to you. I’ll give you a chance to write about it later.

[End of page with boats]What does it mean to be free?

[End of page with map]Georgia is one of those 13 very old states. Do you see it on this map? Watch my finger. Tell me if I’m getting warmer.North is always at the top of a map, and south is at the bottom. I said Canada is our neighbor to the north, so where should I point to find Canada? Tell me if I’m getting warmer. [Same for Mexico]

[End of page with flag]Does Georgia have a star? Does Georgia have a stripe? How do you know?

[End of page with pledge][Consider saying pledge even though you may already have done it.]

[After reading page with farmers but before showing it]You know, good readers always try to make pictures in their mind to help them understand a story. I noticed details as I just read this page. I noticed that there is a country road, an old barn, a cornfield, a wheat field, and farmers. Can you see those things too? Here is the picture Stacey Schuett drew for this page. See if it is like the picture in your mind’s eye. Of course, it doesn’t have to be the same!

[End of page with manhole]There are lots of workers in America, aren’t there? Can you think of any other workers? Tell your partner.

[End of page with trash can]There are lots of ways to travel in America. Who can think of another way?

[End of page with trash can]Those are three big cities. Help me find New York City on our map. If we go from New York City [trace your way] to Chicago to Los Angeles, we’ve gone from one edge of America to the other, from the Atlantic Ocean to the Pacific Ocean.

[End of page with rivers]Let’s see if we can find some of these places on our map.

[End of page with Indians]Who are the people we are reading about here? [Prompt if necessary] There are many clues. They were the first people here, and many belong to tribes.

[End of page with soccer game]Does a person have to be born in America to be an American? How do you know?

[End of page with moon]Hmmm, it says listen. What do you think you would hear if you were in this picture?

[On page with snow, point out the places mentioned]Does it ever get that cold in Georgia? [Yes, but not nearly as often]

[End of page with cowboy]Would you rather watch a rodeo like these people, or be in a rodeo like this cowboy? Let’s vote.

[End of page with box kite][Point out Niagara Falls and Grand Canyon]Would you rather live where it’s hot in America, where it’s cold, or where it’s in between? Why?

[End of page with read-aloud]Do you notice anything strange about this picture? I am your teacher, and I’m holding this book and reading it to you, and inside this book is another teacher holding another book and reading it to another class. We can’t see inside her book, but I just wonder … could there be another teacher inside that book reading to another class? We’ll never know!

DiscussionThe author, Louise Borden, as told us many things that are a part of America. Imagine that you were helping her write this book. What else could you mention that is part of America?

Sentence ComposingImitateAmerica is the place we call home._______ is the place we call home._______ is the place we call ________.

CombineSome states are big. Some states are small. Some states are very old.[Prompt the use of and and the creation of a series.]

Written ResponseDraw a picture of some of the things America is to you. Write about your pictures.

How a Seed GrowsHelene JordanLexile: AD400Grade Level Band: N/ADays: 1 (plus 1 day for rereading)Grade: K

Planning Notes Decide in advance whether you will follow the directions in this book exactly. If you

don't wish to, then you will need to modify the teacher comments described in this plan.

Bring some seeds to show! A few acorns would be wonderful.Introduce Book and Preview Technical Vocabulary

Raise your hand if you know what a seed is. In my hand I hold some seeds. What will happen if I put them in the ground and there is sunshine and water? The book I am going to read today will tell us how to plant the seeds. This book is called How a Seed Grows. It was written by Helene Jordan and illustrated by Loretta Krupinski. It will tell us exactly what to do, step by step. As I read the book you can help me make a plan. Together, we will make a list of the steps to follow.

Before we start, here is a diagram of some of the words we will learn about.[Hand-draw the bottom cross-section on p. 26. Label it with these words: root, root hairs, leaf, soil, stem]

Text StructureThere might be lots of ways to write a book about seeds. Helene Jordan decided to organize her book by telling us what to do first, then what you do next, and so on. We call this a sequence of events. Time is very important. We need to do things in the right order if we want our seeds to grow. Count with me … We will need to follow the steps just like that.

Ask Questions During Reading and Model Comprehension Strategies[Signal the writing prompt you will provide so that the students will have a focus. You will need to select one of the two options given at the end of this plan.]

[End of page 3]What about an oak tree? Do you think a giant tree can grow from a tiny seed? Or would it take a great big seed? Let's take a vote. We will find out in this book.

[End of page 5]How can you tell what a seed will grow up to be? Can you tell by looking at it?

[End of page 6]Now we know the answer to my question. Even a huge oak tree grows from a small seed. An oak seed has a special name. Who can tell me the name of an oak seed?

[End of page 9]So, which one should we plant if we want to watch it grow? An acorn or a bean seed?

[Top of page 10]Who do you think "we" is?

[Bottom of page 9]I never thought of planting a seed in an eggshell. Why do you think it's important to have a hole at the bottom? Tell your partner.

Let's start listing our steps. What will our first step be? [Nudge the students toward "Choose a seed."] What about our second step? [Choose a container.]

[Bottom of page 11]Let's list some more steps.

[End of page 12, continue the list of steps. Let the children take turns in wording the steps on your list. Copy them on a white board or chart paper. Wherever you write the list, you will need to be able to refer to it later when you actually plant the seeds.]

[Page 14, list more steps]How can you tell they are planting the seeds at home and not at school?

[Page 16, list more steps]What time every day shall we water the seeds? Let’s decide as a class. First, talk it over with your partner.

[End of page 18]Now the seeds are planted, so that's the end of our list. This next part of the book tells how the children studied the seeds. They wanted to see what was happening. What do these pictures tell us? [Point to the two eggshell cross-sections. Explain how a cross-section diagram works.]

[End of page 21]Why is number 5 so much bigger than number 1?

[End of page 24]Why do you think some of the seeds might not grow?

[End of page 26]Here is a picture of the bean plant. That is what I drew at the beginning. Help me label all the parts. There's one part missing! What part is it?

[After reading page 28, but before showing page 29]In this book we learned three things that a seed needs if it is going to grow. Talk to your partner and see if you can remember all three.

[End of page 31]Here are the bean plants when they are full-grown. What do you think are in here? [Point to pods]

DiscussionReview the steps given in the book and that are now on your list. One way to follow up is to precede the 2nd reading by actually following these steps. That way, the second reading will serve as a checklist of the things you did as a class. Another way to follow up is to do the experiment described on the last page.

Sentence ComposingCombineA seed is a little plant. A seed has yet not started to grow.[Prompt the use of because.]

Unscrambleapple trees and daisies – carrots and corn – clover and wheat – all grow – from seeds[Point out that the order of the 3 elements of the series can be changed without changing the meaning.]

Written Response1. After reviewing the checklist, ask the students to draw a sequence of pictures showing the step-by-step process. Perhaps they could work in groups, dividing the pictures and later jigsawing them into a sequence as a group or class project.OR2. After doing the experiment, have the students draw or write about one of the results.