Interactive Read-Alouds

Kindergarten

Third Nine Weeks

2 Days 2 Days 2 Days 2 Days

2 Days 2 Days 2 Days 2 Days

2 Days 1 Day

ChrysanthemumKevin HenkesLexile: 460Grade Level Band: 2-3Days: 2 (not including 1 day for rereading)Kindergarten

Planning Notes There are two choices for vocabulary – flower types and Tier 2 words. We have opted

to focus on Tier 2 words. Bringing a few of the flowers mentioned, especially a chrysanthemum, would be a

real plus.Day 1

Develop or Activate Background KnowledgeToday’s book is called Chrysanthemum, by Kevin Henkes. Chrysanthemum has a problem. The other children make fun of her because she has an unusual name. Chrysanthemum is also the name of a flower. Let’s find out what Chrysanthemum does about her problem.

Ask Questions During Reading and Model Comprehension StrategiesAs I read, think about how Kevin Henkes has drawn illustrations to go with the words. Later I’ll give you a chance to draw an illustration, but it will have to match what happens in the story!

[Baby Chrysanthemum]Do you think Chrysanthemum is a good name for a baby? Why or why not?

[Page with bed, tree, and sink]Some people have nicknames that are sometimes a shorter version of their names. Jimmy might be called Jim. Can you think of a nickname for Chrysanthemum?

[Page with Chrysanthemum going to school]Why do you think Chrysanthemum is so excited to go to school?

[Roll call] [Read the students’ names.]Why do you think the other students giggled when they heard Chrysanthemum’s name?

[Page with ABC’s]Victoria seems to think it is better to be named after a grandmother than a flower. Do you agree? Let’s vote.

[Naptime]What kind of person is Victoria? Would you like to have her for a friend?

[Students lined up to go home]Do you think Chrysanthemum should change her name?

[After dinner]What is your favorite dinner? Talk with your partner. How do you feel when you get to eat your favorite dinner?

If you could whisper something to Victoria, what would you tell her?Discussion

Let’s map our story so far.Teach Tier 2 Words

One of the words in this book is absolutely. What word? Absolutely means there is no doubt about it. If I told you we will absolutely have school tomorrow, that means you should plan to be here. In our book, it says, “She was absolutely perfect.” Absolutely means there is no doubt about it. What word?

Another word from this book is appreciate. What word? When you appreciate something you feel thankful for it. I appreciate it when you work hard. In our book, it says, “And when she was old enough to appreciate it, Chrysanthemum loved her name.” When you appreciate something you feel thankful for it. What word?

Sentence ComposingImitateNow put your head down.

CombineShe put on her sunniest dress. She ran all the way to school.[Prompt use of the words after and before.]

Written ResponseDraw a picture showing Chrysanthemum and Violet talking. I want to see the looks on their faces. You can write words for them if you want, like in a cartoon or comic book.

ChrysanthemumDay 2

Review and Share Written Responses[Ask partners to share their pictures of Chrysanthemum and Violet talking. Review what’s happened so far.]

Ask Questions During Reading and Model Comprehension StrategiesToday we will finish Chrysanthemum. Then I will ask you to draw the same face with two different looks and write about what happened to make them look the way they do.

[Dream]Why was it pleasant to think that her name was Jane?

[Writing name in dirt]Why do you think that Chrysanthemum walked to school slowly?

[Girls on playground]Why did the girls say, “let’s pick her” and “let’s smell her”?

[Victoria and Chrysanthemum]Do you think Victoria really does not like Chrysanthemum’s name?

[After dessert]Dessert and hugs and kisses made her feel better. But I can make a connection here. These things always make me feel better too. What helps make you feel better when you’re sad? Tell your partner one thing.

[Going to school in the rain]Why do you think she put good luck charms in her pocket? Do you think she will have a good day?

[Mrs. Twinkle]What will the students do to make a good impression?

[Parts for the musicale]Do you think Chrysanthemum is happy to be chosen to play the part of a daisy?

[Mrs. Twinkle shares her name]How is Mrs. Twinkle’s name like Chrysanthemum’s name? How do you think she feels now?

[Rita, Jo, and Victoria change their names]Why do you think the girls picked new names for themselves?

[Epilogue]Do you think Mrs. Twinkle picked a good name for her baby? Why or why not?

DiscussionNow let’s finish our story map. Where does it take place? Who is the main character? What is the problem? How does she solve her problem?

Teach Tier 2 WordsOne of the words in this book is possessions. What word? Possessions are things that belong to us. The clothes you have on are some of your possessions. Here is a sentence from our book: “She loaded the pockets with her most prized possessions and her good-luck charms.” Possessions are things that belong to us. What word?

Another word from this book is wilted. What word? If a plant is wilted, it is dead and dry and curled up. When I shop for flowers I make sure none are wilted. But people can wilt too. It’s when something happens that suddenly makes them look sad. They look almost like a flower wilting. [Demonstrate.] I can be happy when I open a letter, but if there is bad news, I might wilt when I read it. See if you can wilt with me! In our book, it says, “Chrysanthemum wilted.” That means her face turned from happy to sad – just like a flower wilting. When we say that a person wilts, it means that something happens that suddenly makes them look sad. What word?

Sentence ComposingUnscrambleher voice / was like / something out of / a dream / as was everything / else about / her

ExpandShe assigned roles for the musicale.

Written ResponseToday I would like you to draw two pictures of the same face. Make one face happy and one that has a wilted look. Then write about what happened to cause the person’s face to wilt.

George WashingtonGarnet JacksonLexile: 350LGrade Level Band: N/ADays: 2 (Not including 1 day for rereading)Kindergarten

Planning Notes Have on hand a dollar bill and a quarter. Although the book is illustrated, there are many paintings of Washington online, and

if you can project a few of them after a quick Google search, you can enrich the read-aloud by showing a variety of portraits. It is important for the children to develop a good visual memory for Washington.

Day 1Introduce Book and Preview Technical Vocabulary

George Washington was our very first president. It seems like his face is everywhere. It’s on every quarter. It’s on every dollar. Americans have honored him because he was the first president and helped start our country. That is why it is important to know about him. This book about President George Washington was written by Garnet Jackson. It also has two illustrators. That's very unusual. The first illustrator is Cornelius Van Wright, and the second illustrator is Ying-Hwa Hu.Let's make a word map of George Washington. I will put his name in the middle. He was a president, but we will learn that when he was young he was a surveyor. That is someone who measures land. Then he became a general in the army. A general is a very important soldier who makes plans for all the other soldiers. His wife was named Martha. The capital city of the United States is named for him. It is called Washington, DC.

Text StructureWhen we read the story of someone’s life, the author usually starts by telling when the person was born. After that, it is just like a story. So if the story starts with the person being born, where does it end?

A good way to remember what happens is to draw a line. This line shows years. It goes from left to right, just like we read. As I read, I will add the year that Washington was born, the year he died, and some important years in between.

[Use your own judgment about using a timeline with kindergartners. It may be their first exposure to one. However, the book gives actual years, so the following may be helpful.]

Ask Questions During Reading and Model Comprehension StrategiesWhen George was a young man, he worked as a surveyor. A surveyor is a person who measures the land. As I read, think about how young George looked when he was a surveyor. I’ll ask you write about that later.

[Middle of first page]That's really almost 300 years! [Point out February 22 on calendar.]

[End of page]I can infer something here. When I infer, I think about what I know and try to figure out something new. I know that the author tells me that it’s warm inside the farmhouse. And I know that George Washington's birthday is in the winter. So I will infer that it must be cold outside. Raise your hand if you think that is a good inference.

[Page with horse]What animals do you see in this picture? Talk to your partner about other animals that might have lived on George Washington’s farm.

[End of page with follow-the-leader]Why did his sister think he was the best person to lead them?

[End of page with hand raised]Think of something George might have done to make the other students think he was honest. Talk to your partner.

[End of next page]Was George a leader just because he was the biggest?

[End of the vegetable garden page]We still have surveyors today. They measure the land very carefully. Sometimes you see them along the highway. That probably means they are going to build a new road.

[End of surveying page]How did measuring the land help the farmers know how much seed to buy? Talk to your partner.

[End of wilderness page]Wilderness means a place where there are no roads or towns. [Write the word.] The first part of the word is wild. The wilderness is a wild place. That was a long time ago, wasn't it? Most of our state was wilderness in those days. There were not many towns or roads.

Discussion[Use the timeline to review the sequence of events so far.]

Sentence ComposingImitateHe was bigger and taller than the other boys.He was ______ and ______ than the other boys.He was bigger and taller than the ______ boys.

CombineGeorge went to a small country school. George studied very hard.[Prompt use of the word where.]

Written ResponseDraw a picture of George surveying in the wilderness. Write about your picture.

George WashingtonDay 2

Review and Share Written Responses[Ask students to share their picture of George surveying in the wilderness. Then review key events up to this point and the portions of the semantic map already covered.]

Ask Questions During Reading and Model Comprehension StrategiesThere are four parts of our word map left. [Point to remaining parts.] Today we will see how George meets Martha, how he becomes a general in the army, how he becomes president, and how a whole new city is named for him.

As I read, be thinking about what you like best about George. Later, you’ll have a chance to write about it.

[End of soldier page]Why did living in the wilderness help George become a good soldier?

[End of page with George pointing]Let's add that year to our timeline.

[End of next page]A colonel is an important person in the army. A colonel tells many other soldiers what to do.

[After next page, add wedding to timeline and remind students of Martha by pointing to semantic map.]

[End of next page]Mount Vernon is close to Washington, DC, the capital of our country. But you know what? George had never heard of Washington, DC. Why not? See if your partner knows.

[End of page with Washington seated][Add 1775 to timeline and also 1776, which is not mentioned in the book.]

[On page with Washington on horse, point out the word general on semantic map.][After next page, add 1789 to timeline.]

[End of inauguration page]The inauguration is when a person becomes the president. On that day, the person must promise to be a good president.

[End of page with George and Martha]It says he went back to Mount Vernon, his home, after eight years. Let's put that year on our timeline. We will have to figure it out. He became president in 1789. [Point to timeline.] If I add eight, I get 1797. So that is when he went to Mount Vernon.

[After last page]I will add one year that is not in the book. It is 1799. That is the year George Washington died. This timeline now has the most important years in George Washington's life.

Discussion[Review the events on the timeline, and stress that you will go from left to right through time. If available, project additional images of Washington.]

Sentence ComposingExpandThe new country needed a leader.

Unscramblewhen he / was only twenty / years old / he became a / major in / the Virginia army

Written ResponseDraw a picture showing what you like best about George Washington. Write about your picture.

In a NutshellJoseph AnthonyLexile: 450LGrade Level Band: 2-3Days: 2 (not including 1 day for rereading)Kindergarten

Planning Note Plan to bring acorns to class for the children to inspect. Planting them would make a

good long-term project, prior to an eventual rereading of this book.Day 1

Introduce Book and Teach Technical VocabularyThe book I will read today tells about how the biggest tree in the entire forest grew from a tiny acorn, like one of these. How many of you have seen acorns lying on the ground? Raise your hand if you have. Our book is called In a Nutshell and it was written by Joseph Anthony and illustrated by his wife Cris Arbo. They live in Virginia. Here is their picture. [Show last page.]We will learn some important words about trees.

[Draw by hand the diagram at the right and label it as you introduce the terms.]An acorn like this one will open and roots will go down into the soil and a stem will grow up into the air. The stem will soon have leaves. This is a very young tree. It is called a sapling. Every tree starts out like this, but this is the story of just one kind of tree, an oak tree.

Let’s pretend we are acorns. Scrunch up! Now slowly let your feet go down. They are your roots. Next, stretch your arms up. They are your branches and your hands are leaves. You are all oak trees now!

Text StructureThe life of an oak tree happens over and over again. It is almost like a circle. [Draw diagram as you talk.] From the tree an acorn falls to the ground. A tiny new tree, called a sapling, grows from the acorn. It takes many years to grow. When it is big enough, it is full-grown, and it makes more acorns. Then these acorns fall to the ground and new saplings start to grow. This happens again and again. Can you see how it is like a circle turning forever?

Ask Questions During Reading and Model Comprehension StrategiesAs I read, think about what you would do to help an acorn grow. I’ll give you a chance to write about that very soon.

[End of page with “darkness below”]The acorns of the picture look like the ones I brought to show you, don't they?

[End of page with “lost its grip”]What do you think will happen to the acorn when it reaches the ground? How do you know?

[End of page with “bigger than it was”]Do you remember what it will do next? [Refer to sapling figure.]

[End of page with “more each day”]Why do you think the sapling needs sunlight?

[End of page with “burning hot”]There are lots of things that make life hard for a tree. Can you think of anything else that the author hasn't mentioned? Talk to your partner.

[End of page with “reaching for the sun”]What new danger for the tree do you see on these pages? [If the children suggest that mankind was one kind of danger, commend them.] From this picture, I can tell that these people lived long ago. Most people don't make their houses out of logs anymore.

DiscussionLet’s see if we can use this diagram to make a prediction for tomorrow. When we predict, we think about what we know and try to figure out what will happen next. We know that an acorn has fallen from a tree many years ago. It is not a sapling any more, trying to grow taller to reach the sunlight. What is the next step? [Point to top of cycle diagram.] So, can we predict that it will become a large tree? Raise your hand if you think that’s a good prediction. We'll find out tomorrow.

Sentence ComposingImitateThe forest floor was very, very dark.The ______ floor was very, very ______.

CombineSometimes it was icy cold. Sometimes it was burning hot.[Prompt use of the words but and although.]

Written ResponsePretend you had an acorn and that you want it to grow in your backyard. Write about what you would do.

In a NutshellDay 2

Review and Share Written Responses[Ask partners to share their drawings of an acorn after it begins to grow into a sapling. Remind the students of their prediction that the next step will be for the sapling to become a large oak tree.]

Ask Questions During Reading and Model Comprehension StrategiesToday we will finish our book, In a Nutshell. We will learn more about oak trees and also about cherry trees. As I read, think about the differences between an oak tree and a cherry tree. You can write about the differences later.

[End of page with “sturdy branches”]Our prediction was right! From a tiny acorn it has become a giant oak tree.

[End the page with “flowed over”]Do we know now why the tree needs sunlight? [Prompt the fact that light helps the tree make food.]

[End of page with yellow bird]Look at these pictures.Can you find some animals that live in the tree and make it their home?Can you also see why every acorn doesn’t grow up to be a tree?

[End of page with “was to die”]I wonder what that means. How can the tree get bigger if it dies? Does anyone have an idea?

[End of page with storm]What made the tree fall?

[End of page with for sale sign]What has happened to the tree? Do you think that some of its acorns will grow up to be new oak trees?

[End the page with “cherry tree”]It looks like the new family has planted a cherry tree. Why do you think they planted a cherry tree and not an oak tree?

[End of page with “through the forest”]What has happened to the cherry seeds? [Prompt the fact that they are scattered on the ground]I can infer something here. I know what happens to an acorn when it drops to the ground. I think that a cherry is like an acorn. I think it might grow up to be another … cherry tree. Raise your hand if you agree.

[End of last page]And now we see what has happened to some of the cherries!

DiscussionIs it sad when a big tree dies? Does anything good happen because the tree dies?[Review the two diagrams.]

Sentence ComposingExpandTo many, the tree gave a home.

Unscramblewhen the / tree fell / its crash / shook the / whole forest

Written ResponseDraw a picture of an oak tree next to a cherry tree. Be sure to draw cherries and acorns. Those are details that make the two trees different. Write about the two trees and tell how they are alike and how they are different.

A Log’s LifeWendy PfefferLexile: 650Grade Level Band: 2-3Days: 2 (plus 1 day for rereading)Kindergarten

Planning Notes It would be a good idea to create cards with the names of the plants and animals that

live on or around the log. The students can then help classify them as plants or animals. If you have a Smart board, you can make a word bank and drag each word into the chart when it is encountered in the book. Whether you use cards and a pocket chart or a Smart Board, it will take less time than writing the words on a white board or chart paper, though that’s an option too.

For Day 2, having a few acorns on hand would be helpful. If you have read aloud In a Nutshell, make a point of tying the two books together.

Here, instead of following the acorn, we follow the log.Day 1

Introduce Book and Preview Technical VocabularyHow many of you have ever seen a log? Raise your hand. What is a log? Where do logs come from? If you look closely at a log, you can see many things happening. A log can be home to lots of animals and also to plants. This is a book about one log and everything we might find there. The book is called A Log’s Life. It was written by Wendy Pfeffer and illustrated by Robin Brickman.When I read about the plants and animals we might find, you can help me decide if each one is an animal or a plant. We will put the names in a chart.

Text StructureThis book is almost like a story because it takes us through time. It tells us how the log begins and what happens to it as time passes.

Ask Questions During Reading and Model Comprehension StrategiesPay close attention because later I’ll ask you to write about a tree branch and some of the animals that might live there.

[End of 1st page]An oak is one of the biggest and strongest trees. This is a strange picture, isn't it? I think we are looking down on the tree. It seems as if we are high in the air. If we look closely, we can see something right here. It's hard to tell what it is, but I do see a tiny, bushy tail. Can you predict what it is? On the next page we will find out.

[Next page]You were right! They were squirrels. And that is our first word. Is a squirrel a plant or an animal? So I will put it here. [Do the same for porcupine, carpenter ant, woodpecker]Do all of the animals live outside of the tree?

[Next page, after first line]Wow! That's a lot of Bs, isn't it? I don't mean bees that fly. I mean the letter B. I will read that line again.

[End of page with “eat the fungi”]There are many more things that live on the tree. [Prompt children to classify wood-boring beetle, toadstool, mildew, mold, mushroom, slug, snail.]

[End of page with “Leaves scatter”]I think I can predict something here. Remember that when I predict, I use what I know to figure out what will happen next. Here's what I know. Everything we have read so far has happened on the tree. And now a storm is breaking off some of the tree's branches. I predict that a large branch might fall to the earth and become a log. Raise your hand if you agree with my prediction.

[End of next page]Was my prediction right? Yes, that was an easy one. There aren't many words on this page, but the picture shows what the new log looks like.

[Middle of page, after “forest floor”]Can an umbrella be made of leaves? Does the author mean that this is a real umbrella?

[End the page]These animals live in the log while it was still a branch on the oak tree. Do you think they will be able to use the log as their home? Talk to your partner.

[End of next page]So now some new animals are finding the log. Help me tell if they are plants or animals. [Classify spider, millipede, termite.]

DiscussionLet’s review the plants and animals we have come to so far. [Point to each word and say it, then have the children count the number of plants and animals.]

Sentence ComposingImitateSlugs and snails crawl up the tree trunk.

CombineHe spears an insect. He devours it. He hunts for more.[Prompt creating a series and using the words and and then.]

Written ResponseDraw a picture of a branch with three of the animals from our book. Write about your picture.

A Log’s LifeDay 2

Review and Share Written Responses[Begin by reviewing the animals and plants in the two-column chart. You’ll be adding a few more today. Ask partners to share their pictures of three of the animals.]

Ask Questions During Reading and Model Comprehension StrategiesToday we’ll finish our book about a log’s life. Later, I’ll ask you to write about what happens in order. Pay close attention to the sequence of events.

[End of page with “the oak log, too”]Why did the porcupine need to move? I think I need to change my thinking here. I thought that the porcupine lived in the oak tree before the branch fell off. But now I have learned that it lived in a log of its own before the storm. It is just now moving into the oak log. Good readers stop and think when things don’t make sense.

[End of page with “and stay”]New animals are coming, aren't they? Help me decide if they are plants or animals. [Classify click beetle, salamander]

[End page with “eat the millipedes”]There's a whole lot of eating going on here, isn't there? The log is almost like a restaurant. Notice that big animals eat smaller animals. What do the smallest animals, like the pill bugs, eat? Only one new animal or plant was added on this page. It was the pill bug. Do you think it is a plant or an animal? [Add to chart. This completes the chart.]

[End of page with “more solid log”]More time has passed. The log is falling apart. Why are the animals leaving?

[Next page, after 1st sentence]Moss is a think green plant that is soft and smooth. It grows close to the ground. Does the author really mean that the moss is a blanket?

[End of page]What has the log turned into?

[End of page with “black earth”]How do the worms help the log turn into dirt? Talk to your partner.

[End of page with “rich soil”]Why did the squirrel bury the acorn?

[End of next page]Think about our last book. You know that the acorn fell from the oak tree. And now you know that it has started to sprout and grow. What will it grow up to be?

[End of next page]Does this sound like the beginning of the book? The same kinds of animals are living in the new oak tree. What do you think will happen if a storm comes? Talk to your partner.

[End of book]You were right! The same things happen over and over. If you just wait long enough, you will see how it all happens again and again.

DiscussionLast time, I said that our book was like a story. But there’s one difference. This story happens over and over and over. It’s like a circle. [Construct cycle diagram as you explain.] First, an acorn falls to the earth. An acorn is a seed. From the acorn a new tree grows. A branch falls from the tree and becomes a log. After a time, the log becomes dirt. In the dirt, another acorn can grow. Then it starts all over again.

Sentence ComposingExpandThe ants build nests.

Unscrambleone autumn / day an / acorn falls / from a / nearby oak / tree

Written ResponseDraw five small pictures in a row, like a comic book. Draw one picture for each part of our circle. It will be a picture story that shows how an acorn becomes a tree, how a branch falls and becomes a log, how the log becomes dirt, and how a new acorn grows in that dirt.

Miss Bindergarten Celebrates the 100th DayJoseph SlateLexile: 450LGrade Level Band: N/ADays: 2 (not including one day for rereading)Kindergarten

Planning Notes It would be helpful to come prepared with a few examples of your own to show (two

rolls of pennies, for example). This book also leads to a natural writing follow-up, so plan toward the work product. There are few Tier 2 words in this book. In this plan, we have identified one each day.

Day 1Develop or Activate Background Knowledge

Our book today is about the hundredth day of kindergarten. That is a very special day. It means we have been in our kindergarten class for 100 whole days. Our book was written by Joseph Slate, and it was illustrated by Ashley Wolff. There are several books about Miss Bindergarten and this one is called Miss Bindergarten Celebrates the 100th Day. This story is fiction. Miss Bindergarten is not a real person. She’s just a make-believe character in our story. The book is fiction. It is also a fantasy. A fantasy is a story that could never really happen. How can we tell it’s a fantasy just by looking at the front cover?

Ask Questions During Reading and Model Comprehension StrategiesAs we read about all the things the animal characters are bringing Miss Bindergarten, think about what you would bring. You can draw and write about it later.

[End of first page]So today must be the ninety ... ninth day!

[End of next page]Take a look at Miss Bindergarten and her class. She is a dog, isn't he? And all of her students are animals. So could this be a real story or is it make-believe? A make-believe story like this is what we call a fantasy. A fantasy is a story that could not really happen.

[End of page with ice cube trays]How many ice cubes do you think she is going to take to school?

[End of page with umbrella]Here is a place for me to infer. When I infer, I think about what I know and try to figure out something new. I know that Miss Bindergarten is planning for the 100th day, and I know that she is bringing lots of things that add up to 100. So I can infer that the things in her cart also add up to 100.

[End of page with turtle]There are lots of ways to count to 100, aren't there?

[End of page with aquarium]How many hats do you think she will make? How many fish do you think she will make?

[End of page with building blocks]Miss Bindergarten has put up signs on the clothesline. Let’s read some of them. All of these signs about types of ... what?

[Stop after page with Ophelia.]Discussion

I wonder how many of you noticed that the names of the children are in the order of the alphabet. Let's go back and review the names so far. The last letter was O. So the name of the first child we will read about tomorrow will start with what letter?

Teach Tier 2 WordOne word from our book today is create. What word? To create means to make something. In a few minutes you will have a chance to create a picture. In our book it says, "Gwen creates a poster." [Turn back to show poster.] Create is another word for make. What word?

Sentence ComposingUnscrambleMiss / Bindergarten gets / ready for / the 100th / day of / kindergarten

ImitateHenry claps and cheers.Henry ______ and _______.

Written ResponseDraw a picture of what you would bring to Miss Bindergarten's class. Write about your picture.

Miss Bindergarten Celebrates the 100th DayDay 2

Review and Share Written Responses[Review what’s happened so far. List a few of the “100s.” Ask partners to share the pictures they drew of what they would bring to Miss Bindergarten's class.]

Ask Questions During Reading and Model Comprehension Strategies[From this point, pause to point out various features of the illustrations. Adjust the time you spend to fit your schedule.]

[End of last page]Here is the picture that each student drew. You will remember them. Here are 100 polka-dots, 100 crayons, ...

Discussion[Review the second half of the alphabet by revisiting the children’s names.]

Teach Tier 2 WordOne word from our book is delay. What word? A delay is when you have to wait for something and you didn't think you would have to wait. Once a friend of mine was going to give me a ride, but she was late. “I'm sorry," she said. "But there was a delay." In our book, when the children are ready to celebrate, Miss Bindergarten says, "without more delay..." That means they are going to begin to celebrate right away. A delay is when you didn't think you would have to wait but you did have to. What word?

Sentence ComposingCombineSara checks her ant farm. Tommy flies his kite. Xavier shakes his seeds.[Prompt creating a series and using the word and before the last item.]

ExpandXavier shakes his seeds.

Written ResponsePretend it is the fifth day of kindergarten. I would like you to draw a picture showing what you might bring to Miss Bindergarten’s class to celebrate. Write about it too.

OwenKevin HenkesLexile: 370LGrade Level Band: N/ADays: 2Kindergarten

Day 1Develop or Activate Background Knowledge

This book is called Owen, and it was written and illustrated by Kevin Henkes. Here’s Owen on the front of the book. You can see that Owen is a mouse and that he wears clothes. Tell me, do real mice have names and wear clothes? So we know that this is a make-believe story. We call a make-believe story a fantasy. In a fantasy, things happen that could not happen in real life. And that makes them fun!

Ask Questions During Reading and Model Comprehension Strategies[End of the first page]I can certainly make a connection here. When I was little [or my son or daughter, etc.] I had a favorite blanket too. I liked to carry it around everywhere with me, and so I think I know how Owen feels.

Later on, I’m going to ask you to write about what else Owen might do with his blanket. So be thinking about that as I read.

[End of page with washing machine]Who is Fuzzy? Why do you think Owen gave his blanket that name?

[End of page with Owen sitting in bed]I can make another connection here. The Blanket Fairy reminds me of a different kind of fairy. Which one?

[End of page where he goes to sleep]Why did he put the blanket in his pajama pants?

[End of next page]Do you think there was really a Blanket Fairy or was it a trick? Talk to your partner.

[End of page with dentist]Why did Owen like to have Fuzzy with him at these times?

[End of next page]Mrs. Tweezers is full of tricks, isn't she? What do you think the vinegar trick might be?What would you do if you were Owen’s parents?

DiscussionLet’s start a story map of our book so far.

1. Who is the main character in our story?2. Who are the other characters?3. Where does it take place?

4. What is the problem that Owen’s mother and father are trying to solve?5. What have they tried so far?

Teach Tier 2 WordsOne word from our book was positively. What word? Positively means that there is no doubt about it, that something is very true. If you ask me whether we are in school, I might say, "Positively!" In our book, Owen's parents promised him that the Blanket Fairy would bring him a "positively perfect big-boy gift." That means there was no doubt about it. It would be a perfect gift for a big boy. Positively means that something is very true. There is no doubt about it. What word?

Another word from our book is ratty. What word? If clothes are ratty, it means they are worn out. When I painted a room in my house, I wore a ratty old shirt because I didn't care if I got paint on it. In our book, Owen's father tells him that Fuzzy is "torn and ratty." Ratty means that something made of cloth is worn out. What word?

Sentence ComposingUnscramblethat night / Owen's / parents told / Owen to / put Fuzzy / under his / pillow

ImitateOwen had a fuzzy yellow blanket.Owen had a ______ yellow blanket.Owen had a ______ ______ _______. [Two adjectives followed by a noun.]

Written ResponseDraw a picture of something else that Owen might do with Fuzzy. Write about your picture.

OwenDay 2

Develop or Activate Background Knowledge[Ask partners to share their pictures of something else that Owen might do with Fuzzy. Review what’s happened so far by referring to your story map.]

Ask Questions During Reading and Model Comprehension StrategiesAs we finish Owen today, you see that he is just about to go to school. It’s his very first day of school. But you know what? There’s no picture. Later I’ll ask you to draw an illustration of Owen’s first day. But you’ll need to listen closely for clues about what to put in your picture.

[End of page with "good as new"]Did the vinegar trick work?

[End of next page]Why wasn't Fuzzy fuzzy anymore?

[End of next page]Is saying “no” really a trick?

[End of page with Owen crying]This is a good place for me to make a prediction. When I predict, I think about what I already know and see if I can guess what will happen next. I know that his parents have never told him no before. And I know that Owen always gets his way. So I will predict that his parents will give in and let him take the blanket to school.

[End of page with sewing]What do you think she is sewing? Tell your partner.

[End of page ending "wherever he goes"]What did his mother do with Fuzzy?

[End of last page]Did any of Mrs. Tweezers' ideas work? She had three ideas. Let's see if we can remember what they were.

What about my prediction? I predicted that Owen's parents would let him take the blanket to school. Was I right? His mother was a very clever mouse, wasn't she?

DiscussionNow let’s finish the map our story. [Continue the map you began on Day 1.]

Teach Tier 2 WordOne word from our book is absolutely. What word? Last time, one of our words was positively. Who remembers what positively means? Absolutely means the same thing as positively. It means that there is no doubt about it. It is very true. If someone asked me if I am a teacher, I might say, "Absolutely!" In our book it says that his mother's idea was

"absolutely wonderful." Absolutely means the same as positively. It means there is no doubt about it, that it is very true. What word?

[If you have taught Chrysanthemum, remind them of the word. This will be a review.]Sentence Composing

CombineHe carried it. He wore it. He dragged it.[Prompt creating a series and using the word and before the last item. Try switching the order as well.]

ImitateHe started to cry and would not stop.He started to cry and would not ________.He started to ______ and would not _______.

Written ResponseDraw a picture of Owen on the first day of school. Write about your picture too.

Sheila Rae, the BraveKevin HenkesLexile: 440LGrade Level Band: N/ADays: 2 (plus day for rereading)Kindergarten

Develop or Activate Background KnowledgeHow many of you are brave? Raise your hand. I think I’m brave too, most of the time. But if you’re brave it doesn’t mean that you’re never scared. This book is a fantasy by Kevin Henkes. Remember that Kevin Henkes wrote Owen. This book is about another mouse named Sheila Rae, who thinks she is very brave. But she learns a lesson about what it really means to be brave. Our book is called Sheila Rae, the Brave.

Ask Questions During Reading and Model Comprehension StrategiesLater I’ll ask you to draw a picture showing another way Sheila Rae was brave.

[End of 1st page]She's certainly not afraid of standing on just one foot on a chair, is she? Or kissing a spider!

[Middle of next page]Who do you think this is? [Point to Louise. Prompt sister] Yes, this is her sister, Louise. Does it look like Louise is afraid of the dark?

[End of page]Does it look like Louise is afraid of thunder and lightning? How many of you think that Sheila Rae is braver than Louise? We will soon find out. Sometimes people are braver than we think. We don’t really know until something scary happens.

[End of page with jump rope]Pat yourself on the back if you would be that brave. Notice that I didn't pat myself on the back. I don't think I would be that brave, and I would never giggle at the principal!

[End of page with closet]Let's look at the pictures of Louise on these pages. Here she is stepping carefully over the cracks. And in this picture, Louise is the one who thinks there is a monster in the closet. Louise doesn't seem very brave, does she?

[End of page with bicycle]Why does Louise have her hands over her eyes?

[End of page with fence]It looks like Louise is following Sheila Rae.

[End of page where nothing looks familiar]What has happened to Sheila Rae? And here is Louise, watching her from behind a rock. Does this mean that Louise is also lost?

[End of page with “I am fearless”]Why is she saying that to herself? Talk to your partner about it.

[End of page with “she cried”]I can make a prediction here. I see that Louise is still following Sheila Rae. I also see that Louise is not crying. I am going to predict that Louise will turn out to be braver than I thought. Raise your hand if you agree with my prediction. Let's find out.

[End of page with “Follow me”]How does Louise know the way home? Why isn't she lost too, like her sister?

[End of page with “stray cats”]Why does Louise suddenly feel brave? She didn't used to.

[End of page with “They turned corners”]Who is leading the way now? Does it seem like Louise and Sheila Rae have changed places? How do you know?

[End of next page]Why is Sheila Rae so happy now?

[End of next page]Do you agree that Louise is brave? Raise your hand if you do.

DiscussionWhat made Louise seem so brave all of a sudden? Do you still think that Sheila Rae is brave? Can a person be brave sometimes and not all the time? I think that even a brave person is afraid sometimes.

Teach Tier 2 WordsOne of the words in this book is convince. What word? Convince means to help a person believe that something is true. Some people need to be convinced that exercise is good for them. In our book, it says, “Sheila Rae tried to convince herself” that she was brave. Convince means to help a person believe that something is true. What word?

Another word from this book is bare. What word? Bare can mean to uncover something. If a man bares his chest, that means he opens up his shirt. If an animal bares its teeth, it means that it moves its lips so we can see its teeth. That can be a warning. Let's try it. Let's bare our teeth. In our book, it says that Louise “growled at stray dogs, and bared her teeth at stray cats.” [Return to illustration.] Bare can mean to uncover something. What word?

Sentence ComposingImitateShe pretended that the trees were evil creatures.She pretended that the trees were ________ creatures.She pretended that the ________ were evil creatures.She pretended that the trees were evil _________.

CombineSheila Rae heard frightening noises. The frightening noises sounded worse than thunder.[Prompt use of the words which and because.]

Written ResponsePretend it is the next day. Draw a picture showing another way that Louise might be brave. Write about your picture.

Sheila Rae, the BraveDay 2

Review and Share Written Responses[Ask partners to share their pictures showing another way that Louise might be brave.]

Compare and Contrast Two Books by the Same Author[Today will be a compare/contrast lesson of the two books by Kevin Henkes. Set up the Venn diagram below and tell the students to help you think of ways they are different and ways they are the same. We’ve started to fill in the diagram. For example, they are both fantasies, both are about mice, etc. But start with a blank diagram and let the students do the thinking. Have both books handy for reference. Be prepared to suggest several qualities for the children to categorize. End by voting on which story is their favorite.]

Written ResponsePretend that a friend asks you which book you would recommend. What would tell your friend?

Forest Bright, Forest NightJennifer WardLexile: 700Grade Level Band: 2-3Days: 2 (not including 1 day for rereading)Kindergarten

Planning Notes This cleverly designed book almost defies classification. It is two books in one, as

each is accessed by flipping the book over. In addition, it is written in rhyme but presents nonfiction concepts in terms of animal names. The animals are encountered in random order and have little relationship to one another conceptually. We believe the best approach is to treat the book as a simple narrative.

The vocabulary that may be most beneficial to kindergartners are the verbs describing the animals’ actions.

Day 1Introduce Book and Teach Technical Vocabulary

This is a book about the animals that live in the forest. It is a very unusual book because it is not one book but two. The book is called Forest Bright. Or is it? What I turn the book around, the name of the book is Forest Night. One side tells about the animals in the day, the other side tells about the animals at night. The book was written by Jennifer Ward and the illustrations were by Jamichael Henterly. I think I will read about the daytime first. Next time, we will visit the forest at night.

Ask Questions During Reading and Model Comprehension StrategiesAs I read, notice which animals sleep in trees. I’ll ask you to write about one of them later.

[End of page with “tumble”]What time of day is it? That's right, everyone is waking up. Well, maybe not everyone. Take a close look. Do you see some animals that are asleep?

[End the page with “whip”]Not everyone is awake, are they?

[End of page with “squirrels dash”]Do you think those blue jays are loud? And what about those woodpeckers on the last page? It's surprising that anyone can sleep with all that noise.

[End of page with “chipmunks race”]How do you know that chipmunks can run fast?

[End of page with “turkeys gobble”]How good are you at gobbling? Would you make a good turkey? Let's all gobble.

[End of page with “quail rest”]What do you think the mother quail is doing? Tell your partner.

DiscussionWhich animals did you like best? I will turn back through the pages, and when you see the one you like best, raise your hand. [Save summary page for Day 2 discussion]

Teach Tier 2 WordsOne word from our book today is strut. What word? To strut means to walk very proudly because you think you are very important. [Demonstrate.] In this book, it says that the turkeys strut. But I'm not sure they really think they are important. I think that's just the way they walk! But some people strut because they really do think they are important. To strut means to walk very proudly because you think you are important. What word? Strut with me!

Another word today is stumble. What word? Stumble means to almost fall. When you stumble you take a bad step. [Demonstrate] Have you ever stumbled? In our book we heard that the “bear cubs climb and stumble.” I think they are just learning how to climb and they are not very good at it yet. Stumble means to almost fall. What word?

Sentence ComposingExpandBear cubs tumble.

CombineWoodpeckers rap. Woodpeckers tap.[Prompt use of the word also.]

Written ResponseDraw a picture of one of the animals sleeping in a tree. Write about your picture.

Forest Bright, Forest NightDay 2

Review and Share Written Responses[Ask partners to share their pictures of a sleeping animal. Remind them of the book’s structure.]

Ask Questions During Reading and Model Comprehension StrategiesLast time we visited the animals of the forest in the daytime. Some were asleep and some were awake. This time we will visit the forest at night. I think I can predict something here. When I predict I think about what I know and try to figure out what will happen next. I know that many of the animals were asleep during the day. And other animals were awake. I will predict that when we come back to the forest at night, the animals that were asleep will be awake, and the animals that were awake in the day will be asleep at night. Raise your hand if you agree with my prediction. Let's find out.

As I read the rest of the book, pay attention to which animals are asleep and which are awake. You can write about them later.

[End of page with owl]I remember this owl. And I remember this deer. In the daytime, the owl was asleep and the deer was jumping. Do you remember? [Flip back to the illustration.]

[End of page with opossums]And who is asleep now? It's those noisy woodpeckers. They are giving their bills a rest.

[End of page with “salamanders hide”]That tree looks like it is growing upside down. Is that true?

[End of page with “beavers trim”]Now the turkey is sleeping. Do you see the baby turkeys?

[Page with sunrise]Is the sun coming up or going down? Tell your partner how you know.

Discussion[Read both sets of sentences in the middle of the book.]Let’s make a list of some of the animals that are awake in the daytime or in the nighttime. Who can remember a few?

Asleep at NightAwake during Day

Asleep during DayAwake at Night

Teach Tier 2 WordsOne of the words from our book today is prowl. What word? To prowl means to walk quietly, searching for food. A tiger might prowl through the jungle hunting for animals to eat. In the book, it said that the “foxes prowl.” To prowl means to walk quietly, searching for food. What word?

Another word from our book is amble. What word? Amble means to walk slowly when you are not in a hurry. [Demonstrate.] My grandfather used to amble through the yard. In our book, we read that the “skunks amble.” They were in no hurry at all. Amble means to walk slowly when you are not in a hurry. What word? Amble with me a minute!

Sentence ComposingUnscramblemany / forest animals / are / awake during / the night

ImitateA deer leaps through the forest.A deer leaps through the ______.A ______ leaps through the forest.A deer _______ through the forest.

Written Response after Day 2Draw a picture with two animals. Make sure one of the animals is awake and the other is asleep. But first, decide whether it is day or night in your picture. Write about your picture.

What Lives in a Shell?Kathleen Weidner ZoehfeldLexile: 460 (Adult Direction)Grade Level Band: N/ADays: 2 (not including 1 day for rereading)Kindergarten

Planning Notes Bringing examples of shells would be ideal. Also, it would be helpful to project the labeled picture on page 9.

Day 1Introduce Book and Teach Technical Vocabulary

Today’s book is called What Lives in a Shell? That title is a question, isn’t it? And I think the answer will be in this book. It was written by Kathleen Weidner Zoehfeld and illustrated by Helen K. Davie. We will find that are many types of shells and many types of animals that live inside.Most of the animals that live in shells are found in the water. But some are found on land. Help me make a list of them as I read. Let’s make a chart, with two lists, one for water and one for land.[Construct the chart at right and add examples as you come to them. Prompt the children to assist you in classifying.]

Text StructureThe author writes about lots of types of shells so that we can learn about the different types. We will learn new things about shells with each one we read about.

Ask Questions During Reading and Model Comprehension StrategiesLater, I’ll ask you to invent your very own shell. You’ll get to draw it and write about what kind of animal lives in it.

[Page 5]Why is the shell hollow inside now?

[Page 7]Which type home is better for people, for birds, and for bears?

[Page 9]Let’s look closely at the picture. It has words so we can tell what everything is. These words are called labels. [Project and review the diagram.] What does the land snail have that people also have?

[Page 11]How is the land snail different from people?

[Page 13]How do you think the snail feels when it sees a bird coming to eat it?

[Page 15]Do you think the turtle likes having to live in a shell? Why or why not?

[Page 16]Who would win, the turtle or the frog? Let’s take a vote.

[Page 17]Do you think the cat would eat the turtle or just want to play with it? Why?

[Page 19]What do you think happens to the old crab shell?

What if a shell had no opening? The animal inside would be safe, wouldn’t it? But is that kind of shell a good idea?

Discussion[Review chart and what the children have learned about shells so far.]

Sentence ComposingImitateThe shell keeps the snail safe.The ______ keeps the ______ safe.

CombineThis animal lives in that shell. This animal is a land snail.[Prompt use of the word and.]

Written ResponseInvent a new kind of shell. Draw a picture of it and the animal that lives in it. You can label the parts if you want.

What Lives in a Shell?Day 2

Review and Share Written Responses[Ask students to share their pictures of invented shells. Review the chart from yesterday.]

Ask Questions During Reading and Model Comprehension StrategiesToday we’ll finish our book, What Lives in a Shell? Later, I’ll ask you to draw and label your favorite shell.

[Page 21] [Show picture of shells]How are the shells on this page alike and different from each other?

[Page 23]What do you think would happen to the hermit crab if it could not find a shell that it liked?

[Page 25] [Show picture.]How are clams and oysters alike and different?

[Page 26]What do you think would be an enemy of a clam or oyster?

[Page 27]Do you think a scallop can swim fast? Why or why not?

[Page 28]Where might you find a lot of shells? How many of you have looked for shells on the beach?

[Page 30]Why should you leave animals where you find them?

[Page 32]Most of these animals move slowly. Why do you think that they move slow?

Discussion[Review the chart.] Are there more water or land animals? Let’s count. Why do you think there are more water animals with shells?

Sentence ComposingExpandClams have no legs.

Unscramblea hermit / crab has / hard claws / in front / but the back / end of its / body has a / soft shell

Written ResponseDraw a picture of your favorite shell in this book. Label your shell.

Wind FlyersAngela JohnsonLexile: N/AGrade Level Band: N/ADays: 1 (plus 1 day for rereading)Kindergarten

Planning Notes The Tuskegee airmen trained in Tuskegee, Alabama. Have a US map handy so that

you can point out where Tuskegee is. And Alabama, for that matter! Also, bring an object that is mahogany in color.

Develop or Activate Background KnowledgeHow many of you have ever wanted to fly your own plane? Me too! This book is about a boy who would like to do just that. It’s called Wind Flyers. You can see from the cover that it is a book about some of the very first airplanes. The book was written by Angela Johnson, and it was illustrated by Loren Young.

Ask Questions During Reading and Model Comprehension StrategiesAs I read, pay attention to how the boy’s uncle protects other planes. You’ll have a chance to write about that later.

[First page]If he was a great-great uncle, it means he lived a long time ago. I wonder why they called him a Wind Flyer instead of just a pilot.

[Next page]That seems very foolish. Why do you think he jumped off?He was a little smarter when he was seven years old, wasn't he? How do we know?

[Page with dog on wing]A barnstormer was someone who did tricks with airplanes. [Model with your hand.] They could zoom up and down, and sometimes they flew right over a farmer’s barn. It was dangerous back then. Raise your hand if you would pay money to fly with a barnstormer. But why? Why not stay on the ground and be safe?

[Page with plane above clouds]Do you think he was afraid?

[Page with plane back on ground]So now he knew what it was to fly in the wind. Why did that make him cry?

[Page with uncle sitting on the roof]Those were the days of the very first airplanes. No wonder they seemed almost magical. Why is he sitting on the roof?

[Page with black men lined up in front of soldiers]A squadron is a group of pilots. What did he mean when he said there were only four squadrons like us?

[End of page with plane taking off]Why did he not want to come back down?

[Page with flyers lined up in front of plane]Does he really mean they would never touch the ground again? No, I think he meant that they would always be thinking about the sky.

[End of page with red-tailed plane]You can see how planes began to change. They became bigger and flew faster.

[Page with scrapbook]What did he mean when he said that some of us never came back?What was the Tuskegee airmen’s job when they were flying?

[Page with plane inside barn]A cropduster flies over fields and drops fertilizer or sprays the crops to kill bugs. Pretend you were a pilot. Would you rather be a cropduster or fly in a war? Talk to your partner.

[Page with both of them sitting on the roof of the barn]His uncle is an old man now. Do you think he misses going up in airplanes?Why did they go up on the roof?

[Page with both of them in plane]How do you think the boy feels right now?

Discussion[A story map does not suit this book. The history is worth pursuing in pictures, however. These are easily captured from the Internet and, like those at the right and below, they can include planes, people, and the famous WWII poster.]

Teach Tier 2 WordsOne of the words from our book is mahogany. What word? Mahogany is a kind of wood with a dark brown color. We also use the word mahogany for anything that color. [Show the mahogany object you brought.] If I had a mahogany pair of shoes, you know that they would be brown. You could even say that someone's skin is mahogany if it’s a certain color of brown. In our book it says that his uncle touched "his mahogany face."

That means his face was a beautiful shade of brown. Mahogany is a certain color of brown and it is also the name of a wood that has that color. What word?

Another word from our book is protected. What word? Protect means to keep someone from being harmed. A mother lion will protect her cubs if they are in danger. In our book, his uncle says, "we never lost a plane we protected." That means that whenever they guarded a plane, that plane was safe from harm. Protect means to keep someone from being harmed. What word?

Sentence ComposingChoose from the following:

ExpandHe holds my hand.

CombineHe was older. He studied hard. He flew in a war.[Prompt creating a series and using the word and before the last item.]

ImitateSome of us didn't come back.Some of us didn't come ______.Some of the ______ didn't come back.

ExpandThey were young and brave.

Written ResponseDraw a picture of the boy’s uncle protecting one of the other planes. Write about your picture.