Interactive Read-Alouds

Grade 1

Second Nine Weeks

2 Days 1 Day 2 Days 3 Days

3 Days 1 Day 1 Day 2 Days

1 Day 2 Days

A Chair for My MotherVera B. WilliamsLexile: 640Readability: 2-3Days: 2 (plus 1 day for rereading)Grade: 1

Planning Note Try to have on hand an object that is charcoal in color.

Day 1Beginning – Page with the three looking through window into burned house

Develop or Activate Background KnowledgeThis book tells a wonderful story about a family when something very bad happens to them. Their house burns down. That doesn’t sound like a wonderful story, I know. What’s wonderful is what happens next and how the family works together. The book is called A Chair for My Mother. It was written by Vera B. Williams. She was also the illustrator.

Model a Comprehension Strategy and Ask Questions During ReadingAs I read, I want you to listen to the details about their house before the fire. Later, I’ll ask you to draw what the house might have looked like before it burned, and I’ll ask you to write about your picture.

[End of first page]What does she do with the other half?

[End of page with jar]Why does her mother worry on some days?

[End of page with sleeping mother]How many people put money into the jar?Why do you think they put money in the jar? Talk to your partner.

[End of page with chair]Now we know what the money is for. I can make an inference here. When I infer, I think about what I know so that I can figure out something new. I know that they want to buy a chair. And I know they must fill a large jar with money. So I can infer that the chair they want must cost a lot of money.

[End of page with tulips]Let’s take a vote. When I say vote, raise one hand if you like the red tulips better and both hands if you like the yellow ones better. [Show picture] Vote!

[On page with fire engines, after reading “Don’t worry.”]I’m a little confused right now. I need to make sure I understand. We always need to make sense of what we are reading. I’m trying to decide how many people were in the house. I’m not sure if there were two people or one. I will read part of the page again. [Reread, starting with “Mama yelled”] [Explain that the same woman can be called

mother by one person and grandmother by another.]

[End of page with the three looking through window into burned house]I can make a connection here. [Please personalize this story.] Once, when my mother was sick, my grandmother came to take care of her. That’s how families stick together in bad times and help each other out.

DiscussionThat’s where we will stop for today. Who remembers what the jar is for? Who can tell me some details about how their house looked before it burned?

Teach Tier 2 WordsOne word from our story bargain. What word? A bargain is when you buy something for a special low price. People like to find bargains when they shop. In our book, it says, “Whenever Grandma gets a good bargain on tomatoes or bananas or something she buys, she puts by the savings and they go into the jar.” To put by means to save. A bargain is when you buy something for a special low price. What word?

Another word from our story is charcoal. What word? Charcoal can mean two different things. It can mean a kind of wood that burns and that we use to cook with outside. But it is also the name of a color – a very dark gray color. In our book, it says, “What was left of the house was turned to charcoal and ashes.” Here is the picture, and this color is charcoal. Charcoal is the color very dark gray. What word?

Sentence ComposingCombineSome days she has lots of tips. Some days she has only a little.[Prompt the use of contrast words, such as but and although.]

ExpandThen Mother looks worried.

Written ResponseDraw a picture of their house before the fire. Write about your picture.

A Chair for My MotherDay 2

Page starting “The first day” – EndPlanning Note

Bring some rolls of coins in wrappers to show, especially a roll of quarters.Review and Share Written Responses

[Ask partners to share their pictures. Discuss the story to this point. Remind them of where you had left off.]

Model a Comprehension Strategy and Ask Questions During ReadingAs I read the rest of our book today, I want you to notice how Uncle Sandy helps. You can write about him later.

[End of page with street scene]Why are people giving them so many things? What do they still need?

[End of page with full jar]What do you think they will do now that the jar is full? Tell your partner.

[End of page inside bank][Show the coin rolls you brought. Ideally, you will be able to show a roll of quarters and a ten-dollar bill. Consider dramatically emptying the roll into a small jar.]Why do the people at the bank want the coins in paper wrappers?

[End of page with blue vase]I can make a connection here. I remember that Goldilocks sat in three different chairs before she found the one she liked. No wonder the girl thinks of that story!

[End of page in chair store]Why did they want the chair right away?

[End of page with chair at home]Why does her mother turn out the light?

DiscussionLet's map our story. Who is the main character?

Teach Tier 2 WordsOne word from our story exchanged. What word? Exchange means to trade one thing for another. When I buy something that’s the wrong size, I have to take it back to the store and exchange it. In our book, it says, “The bank exchanged the coins for ten-dollar bills.” That means they took the coins and gave them paper money. Exchange means to trade one thing for another. What word?

Another word from our story is delivered. What word? If something is delivered, it is taken from one place to another for somebody. A mail carrier delivers letters. In our book, it says, “We couldn’t wait for it to be delivered.” If something is delivered, it is taken from one place to another for somebody. What word?

Sentence ComposingCombineWe tried out high chairs. We tried out low chairs. We tried out soft chairs.[Prompt creating a series and using the word and before the last item.]

Unscramblethe chair / we / found / finally / dreaming of / we were

Written ResponseDraw a picture of Uncle Sandy helping her put a coin in the jar. Write about your picture.

City Dog, Country FrogMo WillemsLexile: 420 (with adult direction)Grade Level Band: NADays: 1 (plus 1 day for rereading)Grade: 1

Develop or Activate Background KnowledgeOur book today is called City Dog, Country Frog. It was written by Mo Willems, and it was illustrated by John J. Muth. I like this book because it makes me happy and sad at the same time. Those words tell about feelings, and they are opposites. It is the story of a dog from the city who moves to the country. Soon he meets a new friend, Country Frog. Let’s see what happens.

Model a Comprehension Strategy and Ask Questions During ReadingAt the end of the book, City Dog meets a new friend. I’ll ask you to make a prediction about what happens. It will help to pay attention to City Dog and his friend right now, Country Frog.

[End of first page]Why did he run so much?

[End of page ending with “But you’ll do”]What does Country Frog mean when he says, “But you’ll do”?

[End of page with nose in water]Why do you think that the dog’s nose is in the water?

[End of page ending with “City Dog games”]I can infer something here. When we infer we put together the things we know to find out something new. I know that City Dog wants to teach Country Frog some games, and I know that he has a stick in his mouth. I can infer that they will use the stick in one of the games.

[End of page with fetching]I inferred correctly, didn’t I?

[End of page with remember-ing games”]What do you think remember-ing games are? Talk to your partner.

[Page with “That was fall.”]What season comes next?

[Page with “That was winter.”]What season comes next?

[Page with “froggy smile”]Do you remember what Country Frog said when City Dog first met him?

[Last page]Why did City Dog smile a froggy smile?

What happened to Country Frog? [They may suspect he died, but frogs hibernate.]Is this a sad story or a happy story? Why?

DiscussionLet's map our story. Where does the story take place? Who are the two characters? Everything is fine for a while, but then City Dog has a problem. What is the problem? What does he do about it? How does the story end?

Teach Tier 2 WordsA word from our book is involved. We use the word involve to tell something that’s an important part. Baseball involves running. School involves reading. Cooking involves food. In our book, it says, “City Dog’s games involved sniffing and fetching and barking.” Those things were part of his games. We use the word involve to tell something that’s an important part. What word?

Another word from our book is admire. What word? Admire means to think that something or someone is very good. I admire the pictures you draw, and I admire you for trying hard here at school. In our book it says, “City Dog didn't stop to admire the green, green grass.” That’s because he was in a hurry to see his friend. Admire means to think that something or someone is very good. What word?

Sentence ComposingImitateCity Dog didn't stop to sniff the falling leaves.City Dog didn't stop to sniff the ______ leaves._______ didn't stop to _______ the falling ______.

ExpandCountry Frog took a deep breath.

Written ResponseDraw a picture of what City Dog and Chipmunk will do. Write about your picture.

Metal ManAaron ReynoldsLexile: AD470Readability: NADays: 2 (plus 1 day for rereading)Grade: 1

Day 1Beginning – Page ending “out of the pieces”Develop or Activate Background Knowledge

This book tells a wonderful story about a boy who lives in the city and loves watching a neighborhood man who is an artist. His art is made out of metal. You may have seen a welder before. They use a very hot torch to melt the edges of metal. Before it cools off and gets hard again they make sure the pieces of metal are touching. When they cool off they are stuck together. The book is called Metal Man because that is what the boy, whose name is Devin, likes to call him. It was illustrated by Paul Hoppe. In this book, Devon is the one telling the story. So we will hear the story from Devon’s point of view.

Model a Comprehension Strategy and Ask Questions During ReadingAs I read, be thinking of something the metal man might make for you. You’ll have a chance to write about it later.

[End of first page]I think I can already make an inference here. When I infer, I put facts together to find out something new. When Devon says, “You know where” to his sister, I can infer that he has been to see the metal man many times before.

[End of garage door page]Do the words of the story sound a little funny to you? Why? [Prompt them to conclude that it's because a boy is telling the story.]

[After “but he don’t stop”]Why doesn't the metal man tell Devon what he's making?

[End of page with Devon pointing]Look at the picture of what metal man is making. Does it look like art, or is Devon's mother right and it’s only junk? Talk to your partner.

[End of page with “Not like school”]Does metal man want everyone to see the same thing when they look at his art?

[End of page where he removes mask]Why does metal man decide to let Devin use the torch today?

[End of page with “star-house”]Why doesn't Devon want to tell him what he would like to make?

[End of page with saw]Goggles are the special glasses they are wearing. Why do you think they are wearing them?

[End of page with close-up of the saw]What does metal man mean when he tells Devon, “Draw it out in your head”?

[Before reading page with pieces]Before I read this page, can you tell from the pictures what these pieces are supposed to be? Talk to your partner.

Have you ever seen a shape in a cloud? Can two people look at the same cloud and see two different things? Is it okay to look at art, maybe a painting, and see it in a different way than someone else sees it? I can make a connection here. I remember when I was little I would draw a picture and show it to my mother. She sometimes saw something different than I thought I had drawn. Maybe we were both right!

DiscussionHelp me summarize our story so far. What happened first? …

Teach Tier 2 WordsOne word from our story grit. What word? Grit means to close your eyes or your mouth really hard. If a person is scared that something will hurt, he might grit his teeth. In our book, Devon says, “I think real hard, eyes gritted up tight.” Grit means to close your eyes or your mouth really hard. What word?

Another word from our story is yank. What word? Yank means to pull something really fast. When I start my lawnmower, sometimes I have to yank the cord to get it to start. In our book, it says that metal man “yanks out his deep-sea goggles.” That means he pulled them out really fast. Yank means to pull something really fast. What word?

Sentence ComposingImitateThe metal man stares at me, hard and strong.The ______ man stares at me, hard and strong.The ______ man stares at me, _______ and _______.

CombineHe made a chimney. He made some windows. He made a round door.[Prompt them to create a chronological series using temporal words like after and then.]

Written ResponseDraw a picture of something you would like the metal man to make for you. Write and tell me about it.

Metal ManDay 2

Page beginning “You stand back now” – EndReview and Share Written Responses

[Discuss the story to this point. Remind them of where you had left off. Ask partners to share their pictures.]

Model a Comprehension Strategy and Ask Questions During ReadingAs we finish our book today, we’ll find out what a star house is. Be thinking of what your own star house might look like. You can write and tell me about it later.

[End of page ending with “in my head”]Wait a minute! Something doesn't make sense to me. Whenever that happens, I have to self-monitor. That means I have to see if I can make it make sense. I thought that metal man was going to let Devin use the torch. But now metal man is using it to make Devin’s star-house. I will go back and read again and see if that helps me. [Go back several pages in read, “But today he looks over at me. ‘Whaddya wanna make?’”] Now I think I understand. Metal man didn't really say that Devon could use the saw. He just asked him what he wanted to make.

[End of page ending “fiery and fierce”]Does Devon still think that it looks dumb? Tell your partner.Devon is using some words for feelings – words like glad and fierce. But can a torch have feelings?

[End of page ending “all the time”]What does the grinder do?

[End of page ending with ferocious]Why doesn't Devon care anymore about how hot it is outside?

[End of page ending “she asks”]Let’s vote. Make a fist and put it on your chest. When I say vote, show me one finger for art and two fingers for junk. What will his mother think his star-house is? Vote!

[Page where he shows star-house to his mother, after second line]What does he mean when he says, “there's a fire in me”?

[Same page, after “inside me”]Why is Devon sweating?

[End of page]So, what does his mother think?

DiscussionLet's map our story. What is setting for most of the story? [Prompt garage] Who is the main character? What does Devon want to do that he has never been able to do before? How does he get to do it? What does he learn?

Teach Tier 2 WordsOne word from our story sizzle. What word? Sizzle means to make a hissing sound when cooking. When I fry hamburgers, they sizzle in the pan. In the book, Devon says that the torch “looked sizzlin’” Sizzle means to make a hissing sound when cooking. What word?

Another word from our story is charred. What word? Charred means burnt and black on the outside. Lightening can sometimes char a tree without burning it up. In our book, Devon says, “The metal’s all charred and black and burnt.” Charred means burnt and black on the outside. What word?

Sentence ComposingExpandYou stand back now.

Unscramblecool and comfy / everything’s / by the / silver /star

Written ResponseDraw your own star-house that looks different from the one in the book. Write about your star-house.

Pepper’s JournalStuart J. MurphyLexile: 510Grade Level band: 2-3Days: 3 (plus 1 day for rereading)Grade: 1

Planning Notes One objective of this book is to acquaint children with the calendar. Make a point of

referring to the calendar diagram on the right-hand side of each two-page spread. This book straddles the line between fiction and nonfiction. The left-hand side of each

two-page spread is fiction, the right-hand side nonfiction. It’s possible to read the book first for the story and then again with the facts added.

Day 1Pages 1-11

Develop or Activate Background KnowledgeThis book tells a wonderful story about a girl who gets a new cat. She decides to keep a journal and tell all the things that happen. So the title of the book is Pepper’s Journal. It was written by Stuart J. Murphy and illustrated by Marsha Winborn. Now, even though the girl in this book is not a real person, the book is written just like a journal. A journal is a place where we can write down our thoughts from time to time. [Leaf through book] You can see that on each page the girl starts by writing the date, and then she tells what happens on that day.

Model a Comprehension Strategy and Ask Questions During ReadingAs I read, think about how Pepper looks when he first tries to walk. You can write about that moment later.

[Before reading page 2]Now the first two pages are before she starts her journal, but all the rest of the book is what she writes in it.

[End of page 3]Wait a minute. I'm not sure that makes sense. I need to stop and think. The title of this book is Pepper’s Journal, and I thought that Pepper was the girl’s name. But now it looks as if the girl's name is Lisa. I wonder if Pepper is really the kitten’s name. That would make sense.

[End of page 4]I think I can make an inference here. When I infer, I think about what I know to see what else I can figure out. I know that the full title of this book is Pepper’s Journal: A Kitten’s First Year. I know that the first time she writes in the journal is on March 6. [Point it out] So I can infer that the last time she writes in the journal will also be March 6. Let's turn to the end of the book to see if I inferred correctly. [Turn to page 32]

[End of page 5]How does Lisa know so much about kittens?

[End of page 7]Why can’t the kittens find their mother’s milk just by looking?

[End of page 9]How will they decide which kitten to keep? Here they are. One is white, one has stripes, and one has spots. Talk to your partner about which one you would choose.

[End of page 11]Why was Pepper a good name?

DiscussionHelp me summarize. [Review key event of each journal entry.]

Teach Tier 2 WordsOne word from our story wobble. What word? When you wobble you try to walk straight but instead you move from side to side. [Model] When you first learned to walk, you wobbled and had to hang onto something. In our book, Lisa writes that after one month “they can see and hear just fine, and even walk. Or is it wobble.” She meant they weren’t very good at walking yet. When you wobble you try to walk straight but instead you move from side to side. What word?

Another word from our story is frisky. What word? Frisky means playful and full of energy. When my dog was a puppy, he was frisky. In Lisa’s journal, she writes that “the black-and-white kitten was the most frisky and friendly.” Frisky means playful and full of energy. What word?

Sentence ComposingCombineThe kittens looked like bits of fluff. The kittens had bright pink noses.

ExpandWe finally met the kittens.

Written ResponseDraw a picture of Pepper when he first tries to walk. Write about your picture.

Pepper’s JournalDay 2

Pages 12-21Review and Share Written Responses

[Discuss the journal to this point. Remind them of where you had left off. Ask partners to share their pictures.]

Model a Comprehension Strategy and Ask Questions During ReadingToday we will read about show-and-tell. Later I’ll ask you to pretend that it was you who took Pepper to our class for show-and-tell. Be ready to write some facts you would tell us.

[End of page 12]Is Pepper a girl or a boy? How do you know?Where was Pepper before they brought him home?

[End of page 15]This list has 7 things every cat needs. Can you think of any more? Talk with your partner.

[End of page 17]Why was Joey scared?

[End of page 19]Why did the children bring out the kitty treats?Do you think it’s important for animals to see and hear better than people?

[End of page 21]How could you tell if a cat were right pawed?

DiscussionHelp me summarize. [Review key event of each journal entry for Day 2.]

Teach Tier 2 WordsOne word from our story reflect. What word? Reflect is when light bounces off something. A mirror reflects light. The light bounces off the mirror and into our eyes. Lisa writes in her journal that “all cats have ‘mirrors’ in the backs of their eyes that reflect light.” Reflect is when light bounces off something. What word?

Another word from our story is cozy. What word? Cozy means warm and safe and comfortable. When I read at home I like to curl up in a big cozy chair. In her journal, Lisa writes, “Mom helped me make a cozy bed” for Pepper. Cozy means warm and safe and comfortable. What word?

Sentence ComposingCombineWe will need a little box. We will also need combs. We will need toys.[Prompt creating a series and using the word and before the last item.]

UnscrambleI told / spooky / stories / but Joey / got / the biggest scare

Written ResponseImagine you took Pepper to show-and-tell. Write some things you would tell our class.

Pepper’s JournalDay 3

Pages 22 – EndReview and Share Written Responses

[Discuss the journal to this point. Remind them of where you had left off. Ask partners to share what they would say during show-and-tell.]

Model a Comprehension Strategy and Ask Questions During ReadingToday we will finish Pepper’s Journal. Remember that the book is written as a journal. Later I will ask you to write a journal entry for today [date]. You will write some things you learned about Pepper today.

[End of page 23]Why does Joey want to know Pepper’s secret?

[End of page 24]Let’s take a vote. Raise your hand if Pepper likes Sam because they are the same age. Raise your hand if it’s because of his blanket.

[End of page 25]Can Pepper really understand the story?

[End of page 27]I think I can make an inference here. I know that people sleep about 8 hours each day. Now I know that cats sleep for 18 hours. 18 is 10 more than 8. So that means that a cat sleeps 10 hours more than you and I do every single day. Sleepy cats!

[At end of page 29, discuss the riddles]

[End of page 31]Why did Lisa put the pictures one after another like this in her album.

DiscussionHelp me summarize the last part of her journal. [Review key event of each journal entry for Day 3.]

Teach Tier 2 WordOne word from our story toss. What word? Toss means to throw something gently. If I tossed [name a child] a [any object that’s handy] I would throw it very easily like this. [Demonstrate.] In her journal, Lisa writes that Pepper “curls his tongue like a cup and tosses drops of water to the back of his mouth.” So a cat uses its tongue to gently throw water into the back of its mouth. Toss means to throw something gently. What word? [Only one Tier 2 word in this portion of the book]

Sentence ComposingImitateJoey and I shopped all day for holiday presents.Joey and I shopped all day for _______ presents.Joey and I shopped all day for holiday _______.

Joey and I shopped all _______ for holiday presents.

ExpandLots of family came to visit on Thanksgiving.

Written ResponseWrite a journal entry for today and be sure to tell a few facts you learned about Pepper.

The Pilgrims’ First ThanksgivingAnn McGovernLexile: 460Grade Level Band: 2-3Days: 3 (plus 1 day for rereading)Grade: 1

Planning Note A map of the East Coast would be helpful so that you can point out Plymouth.

Day 1Beginning – Page with children running on the beach

Introduce Book and Teach Technical VocabularyLong ago, the Pilgrims came to America across the ocean. This book tells about the Pilgrims and their first year in America. [Start drawing semantic map.] The book is called The Pilgrims’ First Thanksgiving, and it was written by Ann McGovern. The illustrations are by Elroy Freem. It will surprise you how hard it was to live in America in those days.There are some important words in this book. Because it is all about the Pilgrims, I wrote that word at the center. [Continue making semantic map.] The name of their ship was the Mayflower. The town they started in America was called Plymouth. Squanto was a friend they met who helped them. He was an Indian. [Indian is now the accepted term.] After the first year, they gave thanks, and we still call that time Thanksgiving.

Text StructureAnn McGovern, the author, decided to tell the story from start to finish. I will make a picture that shows their first year. She starts with the trip across the ocean, and we learn about the Pilgrims’ very first fall, or autumn. Then the book tells about their first winter, then the spring, then summer and their second fall. That’s when they had the idea for Thanksgiving.When we get to Winter, the author writes a subheading for us so we’ll know that a new section is starting. A subheading is just a word or phrase. [Point it out] Here is the word Winter. That’s a simple subheading. [Point out Spring, etc., and remind them of each subheading when you come to it.]

Ask Questions During Reading and Model Comprehension StrategiesAs I read today, pay close attention to what the Mayflower was like. Later I’ll ask you to write about it.

[End of first page]Those are two very important words. [Refer to semantic map.] Say them with me.Why do you think the Pilgrims couldn’t pray the way they wanted?

[End of page ending with “washing”]Remember that this was very long ago – almost 400 years! There were no refrigerators. They had to put food in salt to make it last longer.

I can make a connection here. I remember taking a long car ride with my parents when I was little. Sometimes I would be bored, and sometimes I would be hungry and thirsty. We might not stop for awhile to have something to eat and drink. Then I think about the Pilgrim children. They were on that ship for many days. It must have been very hard.

[End of page ending with “smelly”]Why didn’t they wash their clothes? Talk to your partner.

[End of page ending with “see land”]Why didn’t they go back?

[End of page ending with “saw land”]Two months! That’s almost as long as we’ve been in school. Imagine being on a small boat all of that time. Let’s look at our calendar. [Refer to September, October, and November.]

[End of page ending with “their feet”]Why did the children run?

DiscussionWhat if you were a Pilgrim? Just imagine! You’ve just left the Mayflower. You have run along the beach and looked around. What would you do next?

Sentence ComposingExpandThe people were called Pilgrims.

CombineOn the ship were men and women. On the ship were children. On the ship were two dogs and a cat. [Prompt creating a series and using the word and before the last item.]

Written ResponseDraw a picture on the Mayflower. Write about your picture.

The Pilgrims’ First ThanksgivingDay 2

Page starting with Winter – Page ending with “rocks in the water”Review and Share Written Responses

[As you review, refer to both the semantic map and the cycle diagram. Ask partners to share what they’ve drawn and written about the Mayflower.]

Ask Questions During Reading and Model Comprehension StrategiesToday we’ll find out about what life was like for the Pilgrims. Later I will ask you make a chart and list the things you like and the things you don’t.

[Start of page ending with “Plymouth”]Now we will learn about their first winter. [Refer to cycle diagram and point out subheading.]

[End of page]They called their town Plymouth. [Refer to Plymouth on semantic map] That is also the name of a town in England, the country they came from. Why do you think they used the same name? Talk to your partner.

[End of page ending with “Mayflower”]You can see that men are using tools to make boards. Why didn’t they bring boards with them on the Mayflower? Why didn’t they buy boards when they came to America?

[End of page ending with “died”]You can see the Mayflower. It’s right there in the water! Why didn’t they just go back to England?

[Start of page ending with “sermons”]Now we will find out about the Pilgrims’ first spring in America. [Refer to cycle diagram and subheading.]

[End of page ending in “fire out”]Why did their houses have only one room?

[End of page ending with “spoons”]The Pilgrims were smart, weren’t they? Tell your partner some ways you think they were smart.

[Middle of page after “soap”]I can infer something here. That’s when I think about the things I know so I can figure out something new. I know the Pilgrims made many things. I know they did not make things made of iron. And I know there were no stores to buy things made of iron. So I can infer that they brought the iron things with them on the Mayflower.

[End of same page]What kind of seeds do you think the Pilgrims brought? Tell your partner.

[End of page ending with “so well”]So now we learn something about Squanto. [Refer to his name on semantic map.]

[End of page ending with “plant corn”]How did Squanto know so much?

[End of page ending with “Squanto”]Why did Squanto want to live with the Pilgrims?

[End of page ending with “them first”]Why didn’t the Pilgrims build a school?Are the children’s manners the same as your manners? Talk to your partner.

[End of page ending with “the day”]Why did they have to turn the stick?

[Middle of next page after “sleeping”]What are they putting inside the mattress? Look at the picture.

[End of same page]This kind of mussel is not like the ones in your body. It is like a clam. [Consider finding projecting a picture of a mussel.]

DiscussionLet’s vote. Raise your hand if you would like to be one of the Pilgrims. [Prompt reasons.]

Sentence ComposingCombineMany Pilgrims got sick. Some Pilgrims died.[Prompt use of the causal word because.]

ExpandThey had to make mattresses.

Written ResponseNow’s your chance to make a chart of the things you like and don’t like about the Pilgrims’ life. Write some things you like on the left and some things you don’t like on the right. [Consider doing an example together.]

Things I like about the Pilgrims’ life Things I don’t like about the Pilgrims’ life

The Pilgrims’ First ThanksgivingDay 3

Page beginning with “Every day they cooked” – EndReview and Share Written Responses

[As you review, refer to both the semantic map and the cycle diagram. Ask partners to share their charts.]

Ask Questions During Reading and Model Comprehension StrategiesWhen we finish our book today, I’ll give you a choice of what to write about. You can write about Pilgrim boys playing games or Pilgrim girls helping their mothers.

[End of page ending with “on board”]If there was not even one Pilgrim on the ship, then who was sailing it? [Discuss] I think I can make an inference here. I know that no Pilgrim was on the ship. And I know that there were people sailing it. I can infer that not everyone who came to America on the Mayflower was a Pilgrim. Maybe some were sailors. Perhaps one was a ship captain.

[Start of page ending with “together”]Spring is over for the Pilgrims. Now we will learn about their very first summer.[Refer to cycle diagram and point out subheading.]

[End of same page]I wonder what the Indian village looked like. There is no picture of it in this book. What do you think? Talk to your partner.

[End of page ending with “celebrate”]Why was everyone so happy?

[Start of page ending with “fish”]Now it is fall again. This is the Pilgrim’s second fall in America. It is when they had the idea for Thanksgiving. [Refer to cycle diagram. Then refer to semantic map and the word Thanksgiving. Last, point out the subheading.]

[End of same page]Three whole days for Thanksgiving! That’s a long time. But I can make a connection here. Nowadays we have Thanksgiving for one day, but we have several days to celebrate. Thanksgiving is always on … Thursday. [Refer to calendar.] And then we have Friday, Saturday, and Sunday too. Some people take trips to visit their families because they have four days.

[End of page ending with “sharing”]I’ve just read the names of many foods. Can you think of anything else that you might eat for Thanksgiving that the Pilgrims did not have? Talk to your partner.

[End of page ending with “serving”]Why didn’t the girls get to play games?

DiscussionWho did the Pilgrims thank? Let’s think about their first year. [Refer to cycle diagram and prompt them to recall some things that happened during each season.]This picture of the year is called a timeline. Why did I make it into a circle?

Sentence ComposingUnscramblemattresses / make / for / had to / sleeping / they

ImitateThe long, hard, terrible year was over.The long, hard, terrible _______ was over.The ______, ______, ______ year was over.

Written ResponseHere’s a choice. You may draw a picture of the boys playing games. Or, you may draw the girls helping their mothers. Write about what they are doing.

Stand Tall, Molly Lou MelonPatty LovellLexile: 550 (with adult direction)Readability: NADays: 1 (plus 1 day for rereading)Grade: 1

Develop or Activate Background KnowledgeOur book today is called Stand Tall, Molly Lou Melon. It was written by Patty Lovell, and it was illustrated by David Catrow. I love this book because it is about a child who learns to live with her problems. In fact, they turn out not to be problems at all. Molly Lou gets some very good advice from her grandmother. Let’s see what happens.

Model a Comprehension Strategy and Ask Questions During ReadingAs I read, think about her grandmother. Later I’ll ask you to write a letter giving Molly Lou some good advice – just as though you were her grandma!

[End of first page]When we look up, we tilt our head this way. But “look up” can mean something else. When we look up to someone, we think they are special. We admire them. [Reread last sentence.]

[End of buck teeth page. Point to them in the mirror]What can people see when she smiles?

[End of page with frog]Do you believe her grandmother? Tell your partner what you think.

[End of page with dishes]What do you think it means to believe in yourself?

[End of page with unicycle]We can do lots of good things when we believe in ourselves.

[End of page with For Sale sign]I can make a connection here. When I was a child my family moved. It took me awhile to make new friends. So I think I know how Molly Lou must feel. How do you think she feels?

[End of page with football]Why did Molly Lou think she could play football so well? Do you think she remembered her grandmother’s words?

[End of page with pennies]There is a name for someone like Ronald Durkin. He is a bully. A bully is someone who picks on others and calls them names. What did Molly Lou do to show Ronald that she didn't care what he said?

There are some good words about feelings on this page. Glee means the children were happy. And it says, “Ronald Durkin felt very foolish.” He felt silly for saying mean things.

[Before turning page]I think I can make an inference here. When I infer I think about what I know to get a new idea. Molly Lou has 4 problems. She is short, she has buck teeth, she has a bad voice, and she makes messes. Ronald Durkin as made fun of 2 of these. I can infer that on the next page he will make fun of her voice. Let’s see if I'm right.

[End of page with Molly Lou on his chest]Why did Ronald feel foolish?

[End of page with Molly Lou and Ronald]Why did Ronald smile?

[Last page, just before letter]What do you think Molly Lou will say?

DiscussionLet's map our story. Who is the main character? And what is her problem? What does she do about it? Does it work? How does the story end?

Teach Tier 2 WordsOne word from our story is foolish. What word? A foolish person is someone who makes bad choices. A foolish first grader is someone who doesn’t try hard. In our book, after Molly Lou scores a touchdown, it says that “Ronald Durkin felt very foolish.” A foolish person is someone who makes bad choices. What word?

Another word from our story is revealed. What word? Reveal means to show something that people couldn’t see before. I could open my purse [demonstrate] and reveal a … comb. In our book, it says, “Molly Lou Melon opened up her paper and revealed the most beautiful snowflake of all.” That means everyone could see it now. Reveal means to show something that people couldn’t see before. What word?

Sentence ComposingImitateWalk as proudly as you can.Walk as ______ as you can.______ as proudly as you can.______ as ______ as you can.

CombineShe was short. She had a bad voice. She had buckteeth.[Prompt creating a series and using the word and before the last item.]

Written ResponsePretend you are Molly Lou’s grandmother. You have just received her letter. Write a letter back to Molly Lou. Remember to pretend you are her grandmother.

The Dog Who Cried WolfKeiko KaskaLexile: 530 (based on text sample uploaded)Grade Level Band: 2-3Days: 1 (plus 1 day for rereading)Grade: 1

Develop or Activate Background KnowledgeHow many of you have heard the story of the little boy who cried wolf? It's one of my favorite stories. But it has a sad ending. When the real wolf comes, no one believes the little boy when he cries wolf. Our book today is not about a little boy. It's about a dog. This book is called The Dog Who Cried Wolf. But this book is not sad. It is a funny book about a dog who would like to be a wolf. His name is Moka and he belongs to a little girl named Michelle. Our book was written by Keiko Kasza.

Model a Comprehension Strategy and Ask Questions During ReadingAs I read, listen closely because later I’ll ask you to write a message to Michelle.

[End of page with dog reading book on floor]Can a dog really read a book? No, so this book is a fantasy. In a fantasy, we read about things that cannot really happen.[Discuss the three pictures of wolves.]

[End of page with picnic blanket]Why do you think that Moka wants to be a wolf?

[End of next page]I think I can make an inference here. When I infer, I put together the things that I know. I know that Moka wants to be a wolf. And I know he is running away. I can infer that he is going to try to become a wolf.

[End of page with Moka peeing]Why is he so happy?

[End of page with bunny]What is Moka going to do? There is a clue in the picture.

[End of page with field mouse]I can infer something new here. I see that he cannot catch the rabbit or the skunk or the beetle or the mouse. I can infer that Moka is not a very good hunter.

[End of first page with moon]I wonder what he will try. If you have an idea, tell your partner.

[End of page with real wolves]Was it a good idea to howl like a wolf?Why did he want to howl?

[End of page with Moka running downhill]Why does he not want to be a wolf anymore?

[End of page with Michele coming out of the house]How does Michelle feel right now?

[End of page with monkey book]What do you think will happen? Maybe that story will become another book!

DiscussionLet's map our story. Who are the two characters? What is Moka's problem? How does he try to solve his problem? What does he learn?

Teach Tier 2 Words After Both ReadingsOne word from our story miserable. What word? Miserable means sad and uncomfortable. What word? When I have a bad cold I feel miserable. In our book, Moka felt that way when he was hungry and alone. It says, “By nightfall, Moka was miserable. He missed Michelle.” Miserable means sad and uncomfortable. What word? Miserable is good word for describing our feelings.

Another word from our story is amazing. What word? Amazing means surprising and wonderful. Sometimes when I see a magic trick, I think it is amazing. Moka was amazed when he learned about wolves in the book. It says, “But look how amazing wolves are! They run around free, hunt wild animals, and stay up late to howl at the moon. Amazing means surprising and wonderful. What word?

Sentence ComposingImitateLook how amazing wolves are!Look how ______ wolves are!Look how amazing ______ are!

CombineWolves run around free. Wolves hunt wild animals. Wolves stay out late to howl at the moon. [Prompt creating a series and using the word and before the last item.]

Written ResponseWrite a message to Michelle to warn her about Moka’s next adventure. Tell her what you think he planning.

Do I Need It? Or Do I Want It?Jennifer LarsonLexile: 510Readability: 2-3Days: 2 (plus 1 day for rereading)Grade: 1

Planning Note Have a stack of chips, tokens or coins handy.

Day 1Pages 1-13

Introduce Book and Teach Technical VocabularyThis book is about something very important – money! It is called Do I Need It? Or Do I Want It? It was written by Jennifer Larson. I like this book very much because it tells how we can use our money wisely.We will learn some new words in this book. The most important word is budget. When we budget our money, we decide how much we can spend on things.[Begin semantic map and add the words that follow]We will also think about some words you already know. Two of the words you know are in the title: need and want. Talk to your partner about how these words are different. [Aim for this consensus:] When you need something, you absolutely have to have it. We need food. When you just want something, you really don't need it. You can get along without it.We will also learn about goods and services. Goods are things you can buy, like candy. Services are what we pay people to do, like going to the doctor.

Text StructureJennifer Larson, the author, writes about each one of these topics. [Refer to semantic map] She writes about goods and services and then she writes about wants and needs. The second half of the book is about budgeting our money. So this book is nonfiction. It tells us information. It’s not a story and it’s organized in a different way.

Let’s look at the table contents. It’s right here. It tells all of the topics she will write about in the book, one after another, and it gives the page where each topic starts. [Read topics and pages.]

Ask Questions During Reading and Model Comprehension StrategiesAs I read the first part of the book, pay attention to the difference between goods and services. Later I’ll ask you to make a chart with examples of each.

[End of page 5, these questions are good ones to discuss.]

[End of page 7]Pretend that this is real money. [Refer to your stack.] Pretend that this was your allowance every week. Also pretend that like the girl in the book you will save to buy the camera. If you take just a little of your allowance and put it over here, after awhile you will have enough. That is how you save.

[End of page 8, make a T-chart with goods and services as headers. Give some examples and ask the children which column they belong in.]

[End of page 11]You can write down a budget if you want. [Refer to stack] my budget would tell me how much of my allowance I would spend on different things. [Put tokens in piles and tell what they are for]

[End of page 13]Adults do not get an allowance. They earn income from their jobs, but it is almost the same thing. [Refer to stack]

DiscussionLet’s review what we have learned so far.

Sentence ComposingCombineAn example of a good is ice cream. An example of a good is a trampoline. An example of a good is candy.[Prompt creating a series and using the word and before the last item.]

ExpandA service is something a person does for someone else.[Prompt a contrast with good.]

Written ResponseDraw a line through the middle of your paper. On one side write or draw things that are goods. On the other side, write or draw things that are services.

Do I Need It? Or Do I Want It?Day 2

Pages 14-EndReview and Share Written Responses

[Begin with review, using semantic map. Ask partners to share their charts.]After we read today, I’ll give you a chance to make your very own budget. So be thinking of how you could spend your money!

[End of page 15, make another T-chart with wants and needs as headers. Give some examples and ask the children which column each belongs in.]

[End of page 17]We call this charity.

[End of page 18]Do you think that a new carpet and a bicycle are wants or needs? Talk to your partner.

[End of page 21]Last time, we talked about how a child might save for a camera. Every time the child gets an allowance, a little bit is set aside, and soon there is enough to buy it. [Use stack again]If a person had a lot of money to save, would it be better to put it in a jar or in the bank? Tell your partner.

[End of page 23]Raise your hand if you think having a car fixed is a need. [Discuss]Raise your hand if you think a trampoline is a need. [Discuss]

[End of page 25, use this question to prompt discussion]Do you think our school has a budget? What person in the school do you think knows the most about the budget?

DiscussionLet’s make a budget together. We have an allowance of $10.[Write the number 10, plus some categories]We want to save some of it, spend some of it for candy, and…

[Add two more categories of your own. Elicit ideas about how much should go into each category, and write the numbers. Let them help you make sure the amounts add up to 10. The actual activity in the book is beyond the scope of most first graders.]

Sentence ComposingUnscramblefamily / members / might spend / some of / their money / on things / they want

ImitateHow will you spend your money?How will you spend your ________?

How will you _______ your money?How will you _______ your _______?

Written ResponseNow you will make a new budget. First, copy these 4 things on your paper. [the budget items] Then pretend that you have only $8 to budget. Write down how much you would budget for each thing. Make sure they add up to 8. If you wish, you can also write and explain.

In NovemberCynthia RylantLexile: AD440Grade Level Band: N/ADays: 1 (plus 1 day for rereading)Grade: 1

Planning notes This book is nonfiction, but its purpose is not to introduce a lot of technical words. It

is better to fast scaffold words like cider and cinnamon, since they are actually Tier 2 words.

Providing small cups of cider after the read-aloud would be a real plus! You could mention after reading the page with the pie that they will have a chance to taste some cider.

Introduce Book and Teach Technical VocabularyThis book is about the month of November. It is a special month and it is one of my favorites. It starts the day after Halloween and it ends just after Thanksgiving. It is the month just before winter starts, when the weather is getting colder. The book is called In November, and it was written by Cynthia Rylant. The illustrations are by Jill Kastner.

There are some interesting words in this book. One of them is in the title, November. [Refer to wall calendar.] Here is the word November. It is in the middle of two other months that also and in b-e-r. These months are October and December.

Text StructureThis book is about all of the things that Cynthia Rylant remembers when she thinks about November. The book goes from one thought to another. It doesn't matter which order I read the book in. I could start in the middle if I wanted. But we will read the book from start to finish.

Ask Questions During Reading and Model Comprehension Strategies[Consider pointing out the dedication, telling what a dedication means, and prompting them to think about whom they might dedicate their own book to.]

As I read, think about all the good things the author tells about November. Be thinking about your very favorite and I’ll ask you to write about it.

[End of first page]What makes the ground white?

[End of page]I can make a connection here. Sometimes when I see a tree without any leaves, I think it looks like a person. The limbs look a little bit like arms. Raise your hand if you have thought the same thing.

[End of page]Some birds leave in the wintertime. They fly south. Why do you think they like to go there when it is cold?

[End of page]Let's take a vote. Place your fist on your chest, like this. When I say vote, show me one finger for yes and two fingers for no. Ready? Pretend you were a bird. Would you fly away to the south during the winter? Vote!

[End of page]The farm animals can't leave, can they? But they have thick fur to help keep them warm.

[Before showing illustration on next page]Good readers make pictures in their mind as they read. I will give you a chance to do that now. Before I show you the picture I will read the words. [Read] When I read those words, I think of lots of bees sleeping together in tiny holes. [Close your eyes.] I can picture it. And I am thinking of many mice sleeping side-by-side. Here is the real picture. Is it like the picture in your mind?

[End of page with pie]I can make another connection here. I know that Thanksgiving is in November and I remember all of the wonderful smells that come from the kitchen. Raise your hand if you think that food really does taste better in November than at any other time.

[End of page with dinner table]I think I can infer something here by looking at the picture. When we infer, we think about what we know and try to figure out something new. When I look at the picture, I see lots of food on the plates. I see a person putting a large plate of food on the table. I can infer that the family is just starting the meal.

[End of page with moon]That picture really makes me feel cold. Why do you think Cynthia Rylant says that the sun is a "sometime friend"?

Discussion[Review the three consecutive months on the wall calendar to reinforce their names and order.]Of all the November things Cynthia Rylant writes about, which one is your favorite? Can you think of other things that are not in this book? What would you add to this book?

Sentence ComposingCombineIn November, the animals sleep more. In November, the animals shiver.[Prompt use of the connecting word, also.]

ImitateThe bed is white and silent.The ________ is white and silent.The bed is ________ and _________.

Written ResponseDraw a picture of the thing you like the best about November in this book. Write and tell me about it also.

Map It!Elspeth LeacockLexile: 660Grade Level Band: 2-3Days: 2 (plus 1 day for rereading)Grade: 1

Planning Notes This book will require the children to look closely at the illustrations. Because it is

small, you should plan to project it with a document camera. Note that it is available in big book form.

If you have access to google maps, you will be able to project a variety of maps, including the places depicted in the book. You can also toggle between map and satellite view.

Day 1Pages 1-9

Introduce Book and Teach Technical VocabularyThis book is called Map It! It was written by Elspeth Leacock. Maps show us where we are and keep us from getting lost. Maps are everywhere. [Point out classroom maps.] This book tells all about what you will find on maps.[Construct the diagram at the right as you speak.] Maps have symbols, which are really just pictures without words. Symbols help us use maps quickly. Maps can also help with directions. They help us find our way from one place to another. Maps tell us about landforms, like lakes and mountains. They also tell about transportation, like airports and roads. And maps tell about boundaries, which are places where two areas come together. For example there is a boundary between Georgia and the ocean, and there is another boundary between Georgia and its neighbor states. [Point them out]

Text StructureThis book has several parts. Here is the table of contents. It tells me the name of each part and the page where I can find it. [Review of the sections and page numbers.]

Ask Questions During Reading and Model Comprehension StrategiesAs we read about maps, think about how you could construct a map of our classroom. I’ll ask you to do that later.

[End of page 3]Let's see if we can compare the picture with the map. The picture was taken from an airplane. Raise your hand if you can see the White House. Now look at this building. [Point to Old Executive Office Building.] Here it is on the map. [Do the same for the Treasury Building.]

[End of page 5]Is there any other thing on this map that we could make a symbol for? Talk to your partner. [The walkways might be one example.]

[End of page 6]Compass rose. That's a funny name for this shape. Does it look like a flower to you?

[Before reading page 7]Do you see the compass rose on this map? North is always at the top. You can see the 1st letter, N. What is this direction, with an S? [Repeat for East and West.]

[End of page 7, add some additional questions to help students learn to navigate.]

[End of page 9]A star is the symbol for the state’s capital. Look closely at the map. What is the capital of Texas? Here's another question. Talk to your partner and see if you can decide why the author chose Texas when she wanted to show a map with landforms.

[Return to the semantic map and review the sections you’ve covered so far.]Sentence Composing

ExpandMountains are fun to climb.

CombineTexas is a big state. Texas has many landforms.[Prompt use of the causal word because.]

Written ResponseHere is a good chance make a connection. I would like you to make a map of our classroom. The edges of your paper will be the boundaries. You will need to include things like tables and the door. [Consider making a list of items in the room and adding their names. Students could then not only draw the symbol in the appropriate place but write the name next to it.] I will get us started. [Use a white board or chart paper and show how one symbol might be placed.]

Day 2Pages 10-End

Review and Share Written Responses[Review through page 9, using the sematic map from Day 1. Ask partners to share their classroom maps.]

Ask Questions During Reading and Model Comprehension StrategiesAfter we finish our book today, I’m going to ask you to make one more map. But this time it will be a map of an imaginary place. It can look any way you want, but it has to look like a real map. So pay close attention to how maps work.

[End of page 11, additional questions]Pretend that you are in Tallahassee [point to it] and that you want to go to Disney World. How would you get there? Talk it over with your partner.

[End of page 12][Point out the two types of boundaries in the key.] Sometimes colors can help us tell where the boundaries are. On this map, every state is a different color. What if you came to the boundary between Georgia and North Carolina? [Point] Raise your hand if you think you would find a line on the ground? Let's find out.

[End of page 13]So, boundaries are only on the map, right? [After Mexico question] What country is our neighbor to the north? Do we have a neighbor on our eastern boundary? [Trace your finger along the East Coast.]

[End of page 14]Remember that a continent is a very large land area. Help me name them as I point to each one. An ocean is a very large body of water. Let's name those together too. There is our compass rose again. Help me use it to find the continent that is farthest south.

[Before reading page 15]There are some interesting symbols in the key for this map. Look closely. Each symbol is for an animal you might find in a place on the map. [Review a few.]

[End of page 15]To answer this question, we need to find the equator. Here it is. Let's go across the map from west to east – just like we read! – and see what animals are close to the equator. [Go back and forth from map to key.] If you were in South America and came to the equator, would you find a line on the ground? What if an elephant over here in Africa came to the equator? Would the elephant see a line there? The lines on maps are only there to help us. They are not really on the earth.

Discussion[Use google maps, if available, to project a map of your town. Or you can do it at home and capture screen shots. You might also review some of the major symbols listed on page 16. Stick to the important ones.]

Sentence ComposingImitateWhat place would you like to visit in Florida?What place would you like to visit in _______?What ______ would you like to ______ in Florida?

Unscrambleroad maps / use / symbols to / show different / ways to / travel

Written ResponseToday I have an interesting task for you. I want you to draw a map of a make-believe place. Give your place a name and be sure to include things like towns, roads, and landforms. Be creative!