COMMUNITY

by Cecilia Minden

What is a community?

Are all communities the same?

Look inside this book

to travel around the world

and find the answers to these questions!

COMMUNITY

by Cecilia Minden

Copyright © Mondo Publishing

All rights reserved. Every effort has been made to trace the ownership of all copyright materials in this book and to obtain permission for their use. No part of this publication may be reproduced, except in the case of quotation for articles or reviews, or stored in any retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission from the publisher.

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Visit our website at www.mondopub.com

Printed in Guangzhou, ChinaNordica International Ltd., 12715

Credits: Cover, 6: © karelnoppe/Shutterstock. 3:© tphatrapornnant/Shutterstock. © photoff/Shut-terstock; (bl): © mrmichaelangelo/Shutterstock; (br): © Iakov Filimonov/Shutterstock; (bc): © Kok-hanchikov/Shutterstock. 4: (t): © Matej Hudovernik/Shutterstock Photo; (b): © Axel Lauer/Shutterstock. 5: (tl): © TonyV3112/Shutterstock; (tr): © Sergemi/Shutterstock; (b): © Kobby Dagan/Shutterstock. 7: © Val Duncan/Kenebec Images / Alamy 8: (t): © Igor Plotnikov/Shutterstock; (b): © kRie/Shutterstock. 9: © Rawpixel/Shutterstock. 10: (t): © Anton_Ivanov/Shutterstock; (b): © Anton_Ivanov/Shutterstock. 11: (t): © stockphoto mania/Shutterstock; (b): © Jenoche/Shutterstock. 12: (t): © XiXinXing/Shutter-stock; (b): © kurhan/Shutterstock. 13: (t): © Monkey Business Images/Shutterstock; (b): © Johnny Habell/Shutterstock. 14: (t): © Robert Kneschke/Shutterstock; (b): © michaeljung/Shutterstock. 15: (t): © Ermolaev Alexander/Shutterstock; (b): © Peter Zvonar/Shutterstock. 16: (t): © Petrenko Andriy/Shut-terstock; (c): © Hurst Photo/Shutterstock; (b): © littleny/Shutterstock.

ISBN 978-1-62889-384-7

2

Community-Interior.indd 2 3/31/16 12:04 PM

A community is made up of people and places.

3

Some people live in small towns.

4

Others live in big cities.

5

Some people live in the country.

6

Others live in other countries!

7

How are these communities different from yours?

8

COMMUNITY

by Cecilia Minden

What is a community?

Are all communities the same?

Look inside this book

to travel around the world

and find the answers to these questions!

Sample Only.

For more information about

this product please call

Customer Service at 1-888-88-MONDO

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MoNDo BookshoP GraDe k 1

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LiTeracY sTanDarDs aDDresseD in THis PLan

KeY iDea a community is a place where people live, work, and help each other.

ri.K.1* Main Focus Key ideas & Details Sessions 1, 2, 3 With prompting and support, ask and answer questions about key details in a text, referring to what is explicitly stated in the text and use details to support basic inferences.*standard adapted from another grade

ri.K.4 craft & structure sessions 1, 3 With prompting and support, ask and answer questions about unknown words in a text.

ri.K.6* Main Focus craft & structure Sessions 2, 3 Identify what information the author and illustrator/photographer is trying to explain or share with the reader. *standard adapted from another grade

ri.K.7 Main Focus integration of Knowledge & ideas Sessions 1, 3 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts.

ri.K.10 range of reading & Level of Text complexity actively engage in group reading activities with purpose and understanding.

sL.K.1 comprehension & collaboration sessions 1, 2, 3 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and large groups.

L.K.5 Vocabulary acquisition & use additional Instruction With guidance and support from adults, explore word relationships and nuances in word meanings.

L.K.5a Vocabulary acquisition & use additional Instruction sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

rF.K.3b Phonics & Word recognition session 2, additional Instruction associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

rF.K.4 Fluency session 2 read emergent-reader texts with purpose and understanding.

W.K.2 Text Types & Purposes Writing Connection Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

W.K.8 research to Build & Present Knowledge sessions 2, 3 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Community

Written by Cecilia Minden

2 COMMUNITY

Learning Focuses ri.K.1*, ri.K.7

Students read closely to ask and answer questions about details in a text, referring to what is stated and using details to make inferences. They describe the relationship between the photos and the corresponding text.

VocaBuLarY

ri.K.4 Reread the text on pages 6–7. Discuss the different meanings for the words country and countries.

coMPreHension sHare

Before you begin to read, think about what this book might be about. Look at the cover and the photos. Ask a question if you are unsure. This will help you get ready to read and listen.

corrective FeedbackHave students closely reread the title and first sentences to ask and answer questions about key details. Encourage them to silently or softly reread line by line and look at the pictures, stopping to think and talk together about their understandings.

Session 1

PREVIEWING THE TEXT 5 minutesRead aloud the title and the author credit. Discuss the cover photographs with students. Then read the back cover together.

The title of our book today is Community. This is a nonfiction book, so we’ll read information that is true. Read the title with me. Who can describe what we see on the cover?

There is a group of kids sitting on the grass.

Now let’s read the text on the back cover. . . . What are we going to learn about as we read?

We are going to learn about communities around the world.

I think we’ll learn about communities that are nearby or far away. Let’s get started.

READING THE TEXT CLOSELY 10 minutesExplain the learning focuses to students. Provide support as necessary as you circulate and listen to students read. When you are finished reading, check students’ application of the learning focuses. Provide support if needed.

Our goal today is to read this part closely so we can talk through what the author wants us to learn. Who’d like to start by sharing what we learned by reading pages 3–5?

A community is people and places.

That sums up the most important idea from this section. Is there an important detail that we should remember before we go on?

A community can be in a big city or a small town.

How do the photos help you understand more about this?

I can see different kinds of communities, like big cities with tall buildings and a few houses in a field.

Does anyone have a question about this?

Where are the houses in the city? Where do the people live?

Can someone share an idea about this?

I think a lot of people live in tall apartment buildings instead of single houses. I see apartment buildings in the photo.

These questions and answers help us understand what we’re reading.

If you are satisfied that students can apply the learning focuses, read the rest of the book with them. If needed, prompt students to reread pages 3–5 and have them describe the main idea and key details.

Today our work as readers is to learn about communities. We’ll ask and answer questions about key details, and use the text and photos to help us find the answers.

MoNDo BookshoP GraDe k 3

eLL suPPorT

ri.K.1* Discussing the Text Ask questions at students’ language proficiency levels and provide the following sentence frames for student responses: I found an answer to ___ question.The answer is ___.I found it on page ___.

ri.K.4 VocaBuLarYWord Meaning

sL.K.1 Discussioncollaborative

ri.K.1* coMPreHensionKey Details

DISCUSSING THE TEXT 10 minutesGuide students to use the text and photos to ask and answer questions about key details.

Our purpose for reading today is to think about the key details that tell us more about communities. Who remembers the main idea of the first section?

A community is people and places where they live.

Now let’s look at pages 6–7. What important detail did we learn?

People can live in communities in the country or in another place in the world.

How did the photos help you understand that detail?

I see kids sitting on the grass, and I see trees and a forest, so I know they are in the country. The woman in the next picture is wearing different clothes that I’ve never seen. She and the children live in another country.

The words and the photos work together to explain these details about communities. Let’s read the questions on pages 8–9. How can we find the answers?

We can use the photos.

Good idea. Let’s begin with the photos on page 8. How are these communities the same or different than our community?

The people are wearing different clothes. They are shopping outside.

What can we learn from the photo on page 9?

The girls are wearing different clothes, but they are using a computer, just like we do. It looks like they’re working together like we do, so that is a way our communities are the same.

Focus on the word skills on pages 10–11.

Let’s reread the text on pages 10–11. Point to the word skills. What does that word mean?

I think it means that you can do something well. My coach says we need to practice our soccer skills. He wants us to practice kicking the ball and running.

You’re right. A skill is a talent or something you learn how to do. You did a good job of using what you know to figure out the meaning of this word.

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

You used the text and photos to ask and answer questions about key details. You listened carefully as others shared their ideas.You listened carefully as others shared their ideas.You listened carefully as others shared their ideas.

ERESOURCEERESOURCE Formative assessment: comprehension Using the Quick Start Planner, note this session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focus.

TEACHER’SCHOICE COMPREHENSION: KEY DETAILSERESOURCEERESOURCE Formative assessment Have students use the blackline master on page 10 to record questions and answers about key details in Community. Review students’ responses as you evaluate their mastery of the learning focus.

4 COMMUNITY

Learning Focusesri.K.1*, ri.K.6*, ri.K.7

Students read closely to ask and answer questions about details in a text, referring to what is stated and using details to make inferences. They identify the information that the author and photographer want to share. Students also describe the relationship between photographs and the corresponding text.

TeacHer TiP

Help students make connections between what they read and what they know about the world. This will help them read with greater enjoyment and deeper understanding.

Session 2

RETURNING TO THE TEXT 5 minutesAsk students to reflect on their reading in Session 1. Prompt them to recall how they applied the learning focuses.

Let’s review what we talked about in the last session.

We read and asked questions about communities. We looked at the photos to learn more.

READING THE TEXT CLOSELY 10 minutesExplain the new learning focus. Invite students to read pages 3–5 once more. Check in to see how well they have understood the new focus. If you are satisfied that students can apply it, set the reading assignment for the session. If not, provide corrective feedback as suggested on page 2 of this lesson plan.

Yesterday we discussed our purpose for reading this book—to understand what the author wants to share about communities. Who can share something that they remember?

A community is where people live. People can live in big cities or small towns. Some people live in communities that are far away.

You remembered many details! Who can explain how the photographs helped us learn about communities?

The photos showed people who live far away. We saw the clothes they wear and what they do, like shop in outside markets. We saw different kinds of houses where people live.

The author and photographer work as a team to share information with readers.

Formative assessment: Phonics and Fluency Listen to each student read a portion of the text. Observe how they decode regularly spelled one-syllable words such as big (p. 5) and help (p.11). Pay close attention to fluency as well. If students need additional practice with decoding or fluency, provide the necessary support at the end of the session. Ask students to note words or phrases they find challenging for discussion later.

DISCUSSING THE TEXT 10 minutesFacilitate a discussion in which students use text features, text, and photographs to identify main ideas and key details of the text.

Let’s talk about how we can find the main ideas and details in this text. Some of the information is in words. Other information is shown in photos. Who can share information they found in the words on pages 10–11?

People use skills to help others in the community.

Yes, many people in a community need different skills because they do different jobs. Now let’s look at the photos. What did you learn?

The women are carrying big baskets on their heads! I think that would be hard to do. The farmer helps because people need food to eat.

Good observations. Other comments?

The people are working together to sweep and clean up.

sL.K.1 Discussioncollaborative

MoNDo BookshoP GraDe k 5

ri.K.4 VocaBuLarYWord Meaning

rF.K.3b PHonics & WorD recogniTionLong Vowels

rF.K.4 FLuencYPurpose & understanding

coMPreHension sHare

When you read a question, try to answer it yourself. Look for answers in the text and the photos. Then discuss your answer with others.

Using words and photos helps us understand details about the main idea. It’s a good strategy to use. Now skim the text and the photos about communities. Who has a question?

I’m looking at the photo on page 10. Why are the boys on the boat holding that long pole?

That’s an interesting question. Who has an idea?

That pole is really long. The boys don’t have oars, so I think they use the pole for steering the boat.

Who can add to that comment?

They’re standing up, and I think the boy is holding the pole for balance so that he doesn’t fall in the water.

The text doesn’t explain this, but you used the photo to make a good guess to answer the question.

Focus on the words same and different on pages 8–9.

Let’s reread the sentences on pages 8–9. . . . Find the words same and different. What do you notice about these words?

They mean opposite things.

Right. Opposites are words that mean totally different things. We often use the words same and different to compare how two things are the same and not the same. Now let’s reread the text on pages 4–5. . . . Which two words are opposites?

big and small

When might we use these opposite words?

when we compare the size of two things, like a big dog and a small dog

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

You used the text and photos to ask and answer questions about details in the text. Remember to use these strategies when you read other books that give facts about a topic.give facts about a topic.give facts about a topic.

ERESOURCEERESOURCE Formative assessment: comprehension Using the Quick Start Planner, note the session’s learning focuses. Observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focuses.

TEACHER’SCHOICE PHONICS AND FLUENCY FOLLOW-UP Phonics Practice Write needs and each on a whiteboard or chart paper. Underline the ee of needs, and the ea of each. Guide students to use the Sound and Say routine to read these words.

Let’s practice reading words with the long-e sound using our Sound and Say strategy. We’ll try it together. (Point to underlined letters of the word.). Sound it. (Students say the underlined sound.) Now say the word. (Repeat for the next word). Let’s go back to page 10 to read these words in our books.

Fluency Practice Reread pages 3–6 with students. Remind students to make their voices sound like yours as you read. Read at an appropriate rate to support comprehension. Model how to pause at the end of each sentence.

6 COMMUNITY

TEACHER’SCHOICE COMPREHENSION: TEXT AND PHOTOS COMPREHENSION: TEXT AND PHOTOS COMPREHENSION: TEXT AND PHOTOSERESOURCEERESOURCE Formative assessment Have students use the blackline master on page 11 to show the relationship of what they learned from the text and from the photos. Review students’ responses as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCEERESOURCEERESOURCE Formative/summative assessment Use the blackline master on page 12 to introduce the constructed response question: What communities are you a part of? How are they the same and different? Use details from the text to help you answer the question. Have students use self-stick notes to mark places in the book that help them answer the question. Point out that the details can come from the photos as well as the text. Review students’ self-stick notes as you evaluate their mastery of the learning focus.

W.K.8, ri.K.1*WriTing

gather information

ri.K.7coMPreHension

Text and illustrations

MoNDo BookshoP GraDe k 7

sL.K.1Discussioncollaborative

Learning Focusesri.K.1*, ri.K.6*, ri.K.7

Students reread to ask and answer questions about details in a text, referring to what is stated and using details to make inferences. They identify the information that the author and photographer want to share. Students also describe the relationship between photographs and the corresponding text.

RETURNING TO THE TEXT 5 minutesExplain that students will now reread Community on their own. Encourage them to read independently with as little interruption as possible. Provide support when needed. Observe students’ fluency and make a judgment as to whether or not they need additional fluency practice.

You’re going to reread Community. Who can retell our purpose, or reason, for reading this book?

to learn about where people live and work

As you read, think about the questions you have. Use the text and photographs to help.

READING THE TEXT CLOSELY 10 minutesReview the learning focuses and have students read pages 3–5 independently. Check their application of the focuses as you have done previously. Then have students independently read the rest of the book.

Today we’re going to put together everything we talked about in the past two sessions. We’ll use the photos to help us focus on the key details. Let’s begin by looking at the photos on pages 3 and 4. Who can share what the photos teach us?

People wear different kinds of clothes in different countries.

Who can tell us more?

People travel different ways in communities. These people are walking in the desert and have camels to carry things.

The text says that a community is people and places, and the details in the photos help us understand more about that.

DISCUSSING THE TEXT 10 minutesPrompt a discussion that continues to link the three learning focuses.

Let’s share our ideas about communities. Who can start?

There are all kinds of communities. People work and help each other.

Who can add to that?

Communities are the same in some ways, and different in other ways.

Let’s look at the photos on pages 12–13. What information do we learn from the photos?

People do all kinds of jobs in a community, like help people who are sick and put out fires.

The photos help us think more deeply about jobs in communities. Does anyone have a question about the text or the photos?

What is the man doing under the sink?

Who can answer?

I think he’s fixing the sink. Maybe the sink has a leak. He’s a plumber. He’s holding a wrench. We had a plumber fix something in our bathroom once.

I liked the way you added to each other’s comments. You used what you know to make a good guess about that man’s job.

Session 3

VocaBuLarY

ri.K.4 Draw a word web with the word community in the center oval. Ask students to describe a community. Record their ideas in the word web, and talk about how the details connect to a community.

coMPreHension sHare

As you read, you can put self-stick notes near words or photos that you have questions about. Then you can refer back to the notes to ask questions.

Discussion TiP

During a discussion, remind students not to interrupt when others are speaking. You may wish to use a specific hand signal, such as a finger to your lips, to remind students to wait for their turn to speak.

8 COMMUNITY

Encourage students to share their understandings with a small group.

Let’s look at page 16 and read the question together: How can you help your community? Talk about your ideas. Remember to listen to each other carefully. Take turns speaking so that everyone can listen and share.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE CONSTRUCTED RESPONSE: WRITE TO SOURCE CONSTRUCTED RESPONSE: WRITE TO SOURCEERESOURCEERESOURCE Formative/summative assessment Have students use the blackline master on page 12 to write a response to the questions: What communities are you a part of? How are they the same and different? Use details from the text to help you answer the question. Tell students that they can use their self-stick notes to help them write their answer.

W.K.8, ri.K.1*WriTing

respond to Question

WRITING AN INFORMATIVE PIECEWRITING AN INFORMATIVE PIECEERESOURCEERESOURCE summative assessment Reinforce ideas in the book by having students write and draw about their community.

We’ve done some good thinking about ways to understand information. Now it’s time to do some writing. I want you to write about what your community looks like. Who lives and works there? You can use sentences or pictures with labels.

TEACHER’SCHOICE Writing Connection

W.K.2WriTing

informative

MoNDo BookshoP GraDe k 9

WORD STUDYcompound Words Focus on the word classroom.

Sometimes two words combine to have one meaning. Let’s look at the word classroom on page 14. What two words combine to make this word?

class and room

What is a classroom?

a room at school where children learn; the place where the class meets

Remember that sometimes two words combine to make a word with a new meaning.

VOCABULARYcategories Have students sort words into categories.

We read about people who help others in our community. Let’s make a list of other people in our community who help. Who can begin?

A mailman delivers mail.

Good thinking. Anyone else?

A doctor helps us when we’re sick. And a police officer helps if we get lost.

These people are all helpers. The words all belong in a category: community helpers. Let’s add more words to this category. I’ll write your ideas in a list.

PHONICSLong Vowels Use the Sound and Say routine for more practice with long vowel sounds. Guide students to identify the letters and sounds that differ in a list of words drawn from the text or that you have created in advance. Depending on the ability of your group, you can work with word pairs (need, each) or a word bank containing several pairs of words for students to locate.

Let’s practice finding some letters that stand for the same long vowel sound. Here is the word need. Let’s say each sound in need. (Say the sounds.) Now, here is a word that has the same long e sound as need. (Point to the word each.) Which letters are different? (Students name e and a.) Let’s say the sounds together. What word? (each) Which spelling of long e was different from need? (ea)

L.K.5VocaBuLarYcompound Words

L.K.5aVocaBuLarYcategories

rF.K.3b PHonics & WorD recogniTionLong Vowels

TeacHer TiP

Challenge students to make a category of compound words that relate to school, such as lunchbox, bookcase, backpack, playground, bathroom, and whiteboard.

TEACHER’SCHOICE Additional Instruction

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10 COMMUNITY

Name Date

Comprehension: Key DetailsWrite or draw to show key details.

Main Idea

People live, work, and help in a community.

Key Detail

Key Detail

Score:

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MoNDo BookshoP GraDe k 11

Name Date

Comprehension: Text and Photosreread pages 12 and 13 in Community. What did you learn from the words on the page? What else did you learn from the photos?

Score:

What I Learned from the Words

What I Learned from the Photos

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12 COMMUNITY

Name Date

Constructed ResponseWhat communities are you a part of? How are they the same and different?

Use details from the text to help you answer the question. You can write and draw.

Score: