Our Solar System. What is out there in space? Theme

Transcription

1 Our Solar System Earth is one among many objects in the sky, which includes stars, the moon, the sun, and the International Space Station. We are only just beginning to explore and understand outer space and Earth s place in the galaxy. Theme 7 7? ESSENTIAL QUESTION What is out there in space? 1

2 Days 1 6 Instructional Overview MAIN READING FOCUSES Key Ideas & Details RI.K.1* 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. Craft & Structure RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. RA RA SR SR SR SR RA SR SR Integration of Knowledge & Ideas RI.K.7 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). SR SR READING: INFORMATIONAL TEXT Craft & Structure RI.K.4 Ask and answer questions about unknown words in a text. Integration of Knowledge & Ideas RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Range of Reading & Level of Text Complexity RI.K.10 Actively engage in group reading activities with purpose and understanding. SR SR SR SR SR SR SR SR READING: FOUNDATIONAL SKILLS Phonics & Word Recognition RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. SR SR RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. BP RF.K.3b Associate the long and short sounds with common spellings for the five major vowels. SR BP SR RF.K.3c Read common high-frequency words by sight. BP BP Cumulative Review BP BP Fluency RF.K.4 Read emergent-reader texts with purpose and understanding. SR SR *standard adapted from another grade RA = Read Aloud SR = Shared Reading MW = Modeled Writing SW = Shared Writing BP = Bookshop Phonics 2 OUR SOLAR SYSTEM

3 Instructional Overview Days 1 6 MAIN WRITING FOCUSES Text Types & Purposes W.K.2 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. MW MW MW Research to Build & Present Knowledge W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. MW SW SW LANGUAGE Vocabulary Acquisition & Use L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. SR SR L.K.5c Identify real-life connections between words and their uses (e.g., note places at school that are colorful). SR SR SPEAKING & LISTENING Comprehension & Collaboration SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). RA SR SL.K.1b Continue a conversation through multiple exchanges. SR SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. RA SR WRITING Research to Build & Present Knowledge W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SR SR SR SR RA = Read Aloud SR = Shared Reading MW = Modeled Writing SW = Shared Writing BP = Bookshop Phonics MONDO BOOKSHOP GRADE K 3

4 Day 1 Read Aloud The Moon LEARNING FOCUS RI.K.1* Students listen closely to ask and answer questions about key details and make basic inferences based on details in the text. TODAY AT A GLANCE READ ALOUD pp. 4 6 SMALL GROUP READING (see Theme at a Glance) PHONICS Bookshop Phonics Teacher s Guide Lesson 81, p. 127 WRITING WORKSHOP pp ELL SUPPORT RI.K.1* Read Aloud Based on students needs, you may choose to differentiate read aloud instruction for ELLs in a small group setting using the ELL read aloud strategies in Getting Started. STOP for discussion KEY IDEA The moon is very different from Earth, even though it s our closest neighbor in the sky. It has no atmosphere, no weather, and no air or water. PREVIEWING THE TEXT Read the title of the selection. Then read to the end of the first paragraph. 1 What have you learned? We live on Earth. Earth is a planet. It moves around the sun. The moon revolves around us. We can see the moon at night. Do you have any questions? What does revolves mean? I ll reread the first paragraph. Listen closely to see if you hear any clues to the meaning of revolve. CLOSE LISTENING TO THE TEXT 7 minutes Explain the learning focus. Share with students that key details are important pieces of information. Good readers ask questions about what they read and use the key details to answer those questions or make inferences. Read to the second stopping point. When I read an informative text like this one, I ask myself a lot of questions. Then I look at the key details to see if they can help me answer my questions. Sometimes the answer is stated right in the text. But sometimes the author does not answer a question directly. I can still use the key details to make an inference, or an educated guess. As I read, listen for key details. You will probably have questions about what you hear. Try to remember them. We will talk about them and try to find their answers shortly. 2 Model how to ask questions and use key details to answer them or make inferences. 3 minutes As I read, I noticed that there are already some questions in the text. Let s discuss at the first one: What is it like on the moon? As I read, I looked for the answers in the details. The text stated directly that the moon can be very cold, very hot, and very quiet. But I also had my own question: Why is the moon so cold, hot, and quiet? The answer to that question is not directly stated, but I think it has something to do with the blanket of air that s missing from the moon. Unlike Earth, the moon doesn t have a blanket of air to protect it. I think that s why it gets so cold and so hot. That s my inference, or educated guess. It s based on key details in the text. Encourage students to think about their own questions as they listen. Continue modeling asking and answering questions about the text. Then finish reading the text. 4 OUR SOLAR SYSTEM

5 As you listen, notice if you have any questions as I read the next section. Listen for details that help answer your questions. Or we might have to make an inference. 3 You just listened to a section about the shape of the moon. I had some questions. Did you? Why does the moon change shape? Let s reread this section.... What details did you notice? It says that the moon sometimes looks like a plate. Sometimes it looks like half a plate. Sometimes you can t see it. Right, but the text doesn t directly tell us why these changes happen. I think we have to make an inference based on the details about how the moon is like a mirror. The moon doesn t actually change its shape. We can only see the parts of it that reflect the sun s light. The sun s light makes the moon seem as if it changes shape. That s my best guess. We might learn more as we keep reading. Let s read the rest of the text. SPEAKING & LISTENING SL.K.1a Review your class rules for discussion. Then point out to students that a good way to enter a discussion in a large group is to wait for a speaker to finish speaking before jumping in to make their own comments. DISCUSSING THE TEXT Guide the discussion by modeling how to ask a question about the text. Encourage students to help you find the answer. I was interested to find out what was on the moon. Does anyone have a question about that? How is the moon different from Earth? 10 minutes Who can use details to answer that question? The moon doesn t have weather, clouds, rain, wind, oceans, or rivers. We have all those things here on Earth. Any other questions? Why is the moon so different? Good question. Who can make a guess using details you heard in the text? I think it has something to do with that missing blanket of air. Earth has air, and it also has clouds, water, and weather. That s an excellent inference. Your questions helped me think more deeply about the text and better understand its ideas. TEACHER S CHOICE CONNECTING TO THE THEME Initiate a conversation about the theme, Our Solar System, and the Essential Question, What is out there in space? Encourage students to turn and talk to a partner to discuss how the text relates to the theme and Essential Question. As we listen to and read the texts in this theme, I d like you think about the Essential Question, What is out there in space? Now turn and talk to a partner about how the text The Moon helps you understand what is out there in space.? ESSENTIAL QUESTION What is out there in space? WHAT S NEXT? SMALL GROUP READING Turn to the Theme at a Glance fold-out in this Teacher s Edition to choose books based on whole group instructional focus and/or reading level, interest, or other criteria. PHONICS Turn to page 127, Lesson 81, in the Bookshop Phonics Teacher s Guide. WRITING WORKSHOP Turn to pages for constructed response modeled writing instruction. MONDO BOOKSHOP GRADE K 5

6 Read Aloud Selection The Moon By Margie Sigman We live on a planet called Earth. Earth revolves, or turns, around the sun. The moon revolves around Earth. We can see the sun in the sky during the day. At night, we can see the moon and the stars. 1 What is it like on the moon? Earth has air around it, like a blanket. The moon does not have a blanket of air. Nighttime on the moon is very, very cold. Daytime on the moon is very, very hot. The moon is also very, very quiet. 2 1 Why does the moon change shape? The moon does not make its own light. It is more like a mirror. It reflects the sun s light. Sometimes it looks like a big, bright plate. Other times it looks like a plate cut in half. Some nights, you can barely see the moon at all. 3 Can people live on the moon? People have gone to the moon in spaceships. They had to bring their own air to breathe. They had to bring their own food and water, too. People weigh a lot less on the moon. When they walked, they seemed to float. 2 What is on the moon? The moon does not have weather. It does not have clouds, or rain, or wind. There are no oceans or rivers on the moon. It is dry, and full of dust and rocks. It has many big holes all over it. The moon is very different from Earth. 3 6 OUR SOLAR SYSTEM

7 Read Aloud The Moon Day 2 REFLECTING ON THE TEXT Engage students in a brief discussion about The Moon. Let s review the selection I read to you in our last session. Who can tell what it was mostly about? It told what the moon is like. The moon isn t like Earth. Think about the questions we had and how we used key details to answer them or make inferences. CLOSE LISTENING TO THE TEXT 7 minutes Explain the new learning focuses for this rereading of the text. Help students think about what the author wants them to learn. Help them ask and answer questions about key details in the selection. As I reread The Moon today, think about what the author wants to teach us. You may have questions about what you hear. We ll share those questions and try to find answers. 1 What do you think the author wanted us to know about the moon? The moon goes around Earth. The moon is different from Earth. It doesn t have a blanket of air around it. So it gets very cold and very hot. Who has a question about this? Why doesn t the moon have a blanket of air? Who can answer? The author doesn t say. 3 minutes Who can make a guess? The author doesn t say that the moon is a planet. Maybe only planets have that blanket of air. Continue reading, stopping at the next two designated stopping points. Model your thinking about what ideas the author is trying to share. As I read the next part, think about the ideas the author is sharing. Then we ll talk about your questions. 2 The author is trying to explain why people can t live easily on the moon. She says that people must bring their own air, food, and water when they visit the moon. I had a question about that. How do people get to the moon? They go in spaceships. LEARNING FOCUSES RI.K.1*, RI.K.6 Students listen closely to name the author and identify information that the author is trying to share with the reader. They continue to ask and answer questions about key details and make basic inferences based on details in the text. TODAY AT A GLANCE READ ALOUD pp. 6 8 SMALL GROUP READING (see Theme at a Glance) PHONICS Bookshop Phonics Teacher s Guide Lesson 82, p. 128 WRITING WORKSHOP pp SL.K.2 COMPREHENSION Ask and Answer Questions ELL SUPPORT L.K.4 Vocabulary Support vocabulary such as breathe, reflect, and light in context using the ELL vocabulary strategies in Getting Started. Read to the third stopping point and encourage students to explain what the author wants to share. Have them ask and answer questions about the key details. I ll read the last section of text. Listen closely and think about what the author wants you to know. 3 Let s share your ideas about what the author wants to teach in this section. The author wants us to know how the moon is different from Earth. STOP for discussion MONDO BOOKSHOP GRADE K 7

8 Read Aloud (Continued) SHARE Make a note about what the author was trying to tell you about the topic. Think about if the author answered questions, explained things to you, or described things. The author shared key details about this. Who has a question about one of those details? Why does the moon have many big holes? Who can help with this question? Maybe it has big holes because it doesn t have water. I think the ocean would be a big hole if it weren t filled with water. That s an interesting point and a good inference. DISCUSSING THE TEXT 10 minutes ELL SUPPORT RI.K.1* Discussing the Text Ask students questions at students language proficiency and provide the following sentence frames for student responses: I found an answer to question. The answer is. I found it on page. WHAT S NEXT? SMALL GROUP READING Turn to the Theme at a Glance fold-out in this Teacher s Edition to choose books based on whole group instructional focus and/or reading level, interest, or other criteria. PHONICS Turn to page 128, Lesson 82, in the Bookshop Phonics Teacher s Guide. WRITING WORKSHOP Turn to pages for constructed response modeled writing instruction. Guide a discussion about the information the author wants to share in the text. Why do you think the author wrote this text? She wants us to know what the moon is like. She wants us to know how it s different from Earth. The author gave us questions about the moon. Then she answered a lot of them. Examples? What is it like on the moon? Why does the moon change shape? What is on the moon? Did the author do a good job of answering these questions? Yes, but we still had our own questions. Encourage students to ask and answer questions about key details in the text. Then remind them to use these strategies when they read other informative texts in the theme. The text explains a lot about the moon. Who has another question about the moon? Why do people go to the moon? I think we ll have to make an inference to answer that question. Who d like to try? It s interesting and different from Earth. People go there to see what it s like. And what did they discover? You can use details to answer this question. It s dry and dusty. There s no air or water. It s full of holes and rocks. There s no noise. You have learned a lot. I think the author would be pleased about how much you ve learned. As we read other informative texts in this theme, think about what the author wants you to know. Ask questions to make sure you understand. 8 OUR SOLAR SYSTEM

9 Shared Reading Earth in Space Day 3 KEY IDEA Earth is a planet that revolves around the sun. The sun is a star. Both Earth and the sun are in a solar system that is part of the Milky Way galaxy. PREVIEWING THE TEXT 3 minutes Invite students to read the title of the text with you. Reintroduce the learning focus to the students from the Day 1 read aloud session. Today we re going to read another informative text. Let s read the title together. What does space mean? It s the stuff between the planets and stars. As we read, let s ask questions and look for the answers among the key details. If the answer is not stated directly, let s use the key details to make inferences. LEARNING FOCUS RI.K.1* Students read closely to ask and answer questions about key details and make basic inferences based on details in the text. TODAY AT A GLANCE SHARED READING pp SMALL GROUP READING (see Theme at a Glance) CLOSE READING OF THE TEXT 7 minutes Ask students to join the reading as they are comfortable. Reread the title and then read the first page together. Encourage students to think about the learning focus as you read. Let s think about the title and the first page. What questions do you have? What does it mean that Earth is a planet? Where is Earth in space? PHONICS Bookshop Phonics Teacher s Guide Lesson 83, p. 129 WRITING WORKSHOP pp At this point in the text, we don t have enough information to answer those questions. Let s keep going. As we read, listen for key details that help you answer those and other questions. Read to the end of the second page. Guide students to keep asking questions and looking for answers among the key details in the text. Now we have a little more information. Who has a question about what we just read? How many planets are there? What is a solar system? Who can answer these questions? Hint: You can use the picture as well as the words. There are eight planets. ELL SUPPORT L.K.4 Vocabulary Support vocabulary such as planet, shines, and travel in context using the ELL vocabulary strategies in Getting Started. How do you know? I counted the planets in the picture. Who can answer our other question? A solar system is the sun and all the planets. That answer was stated directly in the text. Now let s make an inference about Earth and the sun, based on the details on the second page. Who d like to try? Earth turns around the sun, just like all the other planets. MONDO BOOKSHOP GRADE K 9

10 Shared Reading (Continued) RF.K.3, L.K.4 PHONICS & VOCABULARY Decoding in Context Turn to page 5 and point to the word is (without saying it) for students to locate in the text. Then use the Sound, Read, and Check routine to help students decode the word. Let s use the Sound, Read, and Check strategy with this word. When I first try to sound it and blend it, I get ih-suh. Now I ll the read the word in the sentence. Then I ll check to see if it makes sense.... Does ih-suh make sense here? No. I will try to correct it. (Say is.) Now I ll check again. Does it make sense now? When you come to a word you don t know or doesn t seem to make sense, try to sound it out, reread the whole sentence again, and then check to see if it makes sense. Remember sound, read, and check. As you read to the end of the text, remind students to keep asking questions and using key details to answer them or to make inferences. We re going to finish reading the text.... Who d like to share questions about this part? What is a star? What is the Milky Way? What is a galaxy? These are good questions. The author doesn t answer them directly, so lets make some inferences based on the details. Let s start with the question about the star. Who can make an inference? A star is a sun. It s big and hot. All the planets go around it. You took information from different places in the text to answer the question. What about our other questions? The Milky Way is a galaxy. A galaxy is a group of billions of stars and solar systems. The Milky Way contains lots of stars and their solar systems. DISCUSSING THE TEXT 10 minutes SL.K.1b COLLABORATION Multiple Exchanges Facilitate a discussion in which students ask and answer questions about the key details they just read about. Before students discuss, remind them about how a conversation is an exchange of several people s ideas. Let s discuss our questions about what we ve just read. Before we start, let s remember that a discussion is a conversation. Several people get together to exchange their ideas about the same topic. It s important that everyone shares in the conversation. It s also important that everyone listens carefully. When it s your turn to make a comment, try to build on an idea brought up by someone else in the group. Do that by saying something like I agree with you, and I also noticed that... Invite students to meet with partners to share questions they had about the text. 10 OUR SOLAR SYSTEM

11 Help them find answers or make inferences based on the key details. Turn and share a question you had with a classmate. Talk about how you can find the answer.... Who d like to share a question? I wondered if the sun was important. And what did you and your partner decide was the answer to the question? We decided that the text didn t tell us the answer. But we think the sun is pretty important. Without the sun, things on Earth can t grow. It would be really cold. You made an inference based on what you read in the text! Focus on the word solar on page 7. Let s have a close read of the third page of the selection. The text says that Earth and all the other planets revolve around the sun. Then it says that the sun and all its planets are a solar system. What question do you have about that? What does the word solar mean? ELL SUPPORT RI.K.1* Discussing the Text Ask students questions at students language proficiency 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 VOCABULARY Asking Questions About Unfamiliar Words If you look carefully, you ll see that the author has left hints. She mentions the sun three times in three sentences. Who can make a connection between the words sun and solar? Solar has to do with the sun. Right. A solar system is a group of planets and the sun they revolve around. TEACHER S CHOICE PHONICS FOLLOW-UP Write the letter i in isolation as well as the words milky and is on a whiteboard or easel. Guide students to use the Vowel Sounds routine to read these words. Remember, we learned that every word has a vowel sound. I ve written the letter i on our easel, as well as two words from our reading. (Point to the letter i.) What is the letter? (Students name the letter.) Listen as I say the most common sound for this letter: /i/. What is the sound? (Students say the sound of short i.) (Point to the first word and then repeat for second word). What is the word? (Students say the word.) Let s go back to page 8 and read these words in the text. RF.K.3b PHONICS & WORD RECOGNITION Decoding Words with Short Vowels Remind students of the utility of this comprehension strategy. Remember that when we read informative selections, we need to think about the key details. They can help us understand more of what we read. MONDO BOOKSHOP GRADE K 11

12 Shared Reading (Continued)? RI.K.9 W.K.8, RI.K.1* INTEGRATION Compare Texts ESSENTIAL QUESTION What is out there in space? RESEARCH Gather Information TEACHER S CHOICE CONNECTING TO THE THEME Engage students in a discussion about the theme, Our Solar System, and the Essential Question, What is out there in space? Encourage students to compare the information in the two texts you ve read so far. We ve read two selections that told us about Earth, the moon, the sun, and outer space. Let s think and talk about some of the information we have learned from reading The Moon and Earth in Space. Turn and talk with a partner about how the texts are the same and how they are different. Invite students to share their ideas. Who would like to share? Both texts talked about how the planets go around the sun, but The Moon mostly talked about what the moon was like. Earth in Space didn t even talk about the moon. It talked about how Earth is a planet in a solar system and that the sun is a big, hot star. It also talked about the Milky Way. Constructed Response Question What is the Milky Way? Use details from the text to help you answer the question. WHAT S NEXT? SMALL GROUP READING TEACHER S CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 56 for collecting evidence as they answer the following question: What is the Milky Way? Use details from the text to help you answer the question. Have students note details in the text about the Milky Way with the end goal of writing their own responses to the question. Students can work on this task during independent writing time or during shared writing on Day 3 of the theme. Turn to the Theme at a Glance fold-out in this Teacher s Edition to choose books based on whole group instructional focus and/or reading level, interest, or other criteria. PHONICS Turn to page 129, Lesson 83, in the Bookshop Phonics Teacher s Guide. WRITING WORKSHOP Turn to pages for constructed response shared writing instruction. 12 OUR SOLAR SYSTEM

13 Shared Reading Earth in Space Day 4 RETURNING TO THE TEXT 3 minutes Encourage students to share their thoughts about Earth in Space. Then explain the learning focuses for this session. Today we re going to reread the text together. Who will remind us what Earth in Space was mostly about? It was mostly about how the planets move, what the sun is like, and what is in the Milky Way galaxy. Right. Every planet and star in our solar system is a tiny part of the enormous Milky Way galaxy. As we read today, we ll try to figure out what the author is trying to teach us. Then we ll look closely at the photographs to see how they help us understand ideas in the text. CLOSE READING OF THE TEXT 7 minutes Ask students to join in reading as they are comfortable. Read the first page of the text together. Remind students to think about the learning focuses as they read. Let s reread the first page together. As we read, notice any questions you have. Also, think about what ideas the author wants you to understand. Look at the words and the picture on the first page. Who d like to share their thoughts about what they tell us? The picture shows planet Earth. The words say that we live on planet Earth. How does the picture help us understand the idea that Earth is a planet? It shows Earth with the moon in space. Reread the next two pages with students. Guide students to connect the photographs to what they learn about the topic from the words on the pages. Let s think about what the author wanted us to learn from reading the second page. What important ideas are explained by the words and shown by the photographs? Earth is one of many planets. The planets and the sun are a solar system. How do the photograhs and diagrams help us understand that? The picture on page 7 shows Earth and other planets going around the sun. Continue reading to the end of the text. Encourage students to use details in both the text and illustrations to figure out what the author and illustrator wanted them to learn. We ll continue reading to the end of the text. As we read, think about how the author uses words and the illustrator uses pictures to teach us about the solar system. Do you have any questions about the words or the picture? We ll talk about them shortly. LEARNING FOCUSES RI.K.1*, RI.K.6, RI.K.7 Students read closely to name the author and identify information that the author is trying to share with the reader as they describe what text ideas the photos help them understand. They continue to ask and answer questions about key details and make basic inferences based on details in the text. TODAY AT A GLANCE SHARED READING pp SMALL GROUP READING (see Theme at a Glance) PHONICS Bookshop Phonics Teacher s Guide Lesson 84, p. 130 WRITING WORKSHOP pp SL.K.2 COMPREHENSION Ask and Answer Questions VOCABULARY L.K.5c As part of their work on identifying real-life connections between words and their use, have students create pages in their vocabulary notebooks that list places or things that are, like the sun, very hot and very big. MONDO BOOKSHOP GRADE K 13

14 Shared Reading (Continued) FLUENCY RF.K.4 Introduce key vocabulary words Earth, planet, and solar system prior to reading. Then have students echo read the words after you say them. When possible, model how to use clues in the photographs to understand the meaning of unfamiliar words. DISCUSSING THE TEXT 10 minutes Facilitate a discussion about how the author and photographs work together to help readers. Encourage students to identify key details and make inferences. As we read, we stopped to look at and talk about the words and pictures. Based on what you read and saw, what key details did the author want you to understand? Earth is one of the planets that go around the sun. The galaxy is full of many stars and planets. What inference can you make with the help of the diagram on page 7? The sun is the center of our solar system. Guide students to view photographs and diagrams as a way to understand a topic. Let s talk some more about how the photographs and diagrams help us to see key details about Earth, the sun, and the solar system. Look at the picture on page 8. How does it help you understand what a galaxy is? It shows that the galaxy is really big. It s full of many, many stars. W.K.8, RI.K.1* WRITING Respond to Question WHAT S NEXT? SMALL GROUP READING Turn to the Theme at a Glance fold-out in this Teacher s Edition to choose books based on whole group instructional focus and/or reading level, interest, or other criteria. TEACHER S CHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE E-RESOURCE Formative/Summative Assessment Have students continue using the blackline master on page 56 for collecting evidence as they finish the text. Ask them to finalize their thoughts and write their own responses to the question: What is the Milky Way? Use details from the text to help you answer the question. You may wish to have students use the blackline master on page 57 for drafting their constructed responses. PHONICS Turn to page 130, Lesson 84, in the Bookshop Phonics Teacher s Guide. WRITING WORKSHOP Turn to pages for constructed response shared writing instruction. 14 OUR SOLAR SYSTEM

15 Shared Reading The Planets Day 5 KEY IDEA There are eight planets in our solar system Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. Millions of miles apart, they revolve around the sun. PREVIEWING THE TEXT 3 minutes Read the title of the selection with students. Explain that you ll use this selection to review their understanding of and ability to apply the learning focus you ve been practicing. Make sure that students understand how to use key details to answer questions or to make inferences. Today we will read another short informative text. Let s read the title. Who can give us an example of a planet? Earth is a planet. We will apply one of the learning focuses we ve been discussing and practicing by asking and answering questions about what we read. We ll use the key details in the text to answer our questions or make inferences. LEARNING FOCUS RI.K.1* Students read closely to ask and answer questions about key details and make basic inferences based on details in the text. TODAY AT A GLANCE SHARED READING pp SMALL GROUP READING (see Theme at a Glance) PHONICS Bookshop Phonics Teacher s Guide Lesson 85, p. 131 CLOSE READING OF THE TEXT 7 minutes WRITING WORKSHOP pp Ask students to join in the reading as they are comfortable. Read the first five sentences of the text together. Remind students to think about the learning focus as they read along with you. Let s review what we are looking for as we read today. Who would like to share? We are looking for key details that will help us answer our questions or make inferences. Let s read the first five sentences together. Notice if you have any questions as we read to the end of this section. Then we ll talk about how to answer them. Check in to see if students understand the application of the focus. ELL SUPPORT L.K.4 Vocabulary Support vocabulary such as far apart, far away, and go around in context using the ELL vocabulary strategies in Getting Started. We ve just read about three of the eight planets. How do the details help you understand the planets? They tell about the order of the planets from the sun Mercury, Venus, Earth. Does anyone have a question about these planets? How far away are they? Who can answer that question by using details from the text? They are millions of miles apart. Can anyone make an inference about how far Earth is from the sun? It s very far millions and millions of miles away. MONDO BOOKSHOP GRADE K 15

16 Shared Reading (Continued) Explain the importance of using text evidence, photos, and diagrams to back up their thinking. How do we know that Earth is very far from the sun? Use evidence from the text and the picture. The words say that the planets are millions of miles from one another, so Earth, which is the third planet, must be really far from the sun. The picture shows that the planets are far from the sun. RF.K.3, L.K.4 PHONICS & VOCABULARY Decoding in Context Turn to page 9 and point to the word sun (without saying it) for students to locate in the text. Then model the Sound, Read, and Check routine to show students how to decode the word. I am going to show you how to use the Sound, Read, and Check strategy to read a word. When I first try to sound it and blend it, I get suh-nuh. Now I ll the read the word in the sentence. Then I ll check to see if it makes sense.... Does suh-nuh make sense here? No. I will try to correct it. (Say sun.) Now I ll check again. Does it make sense now? So when you come to a word you do not know or doesn t seem to make sense, you can try to sound it out, reread the whole sentence again, and then check to see if it makes sense. Remember sound, read, and check. Continue reading to the end of the selection. Encourage students to keep thinking of questions they have about the text. Let s read to the end of the text. As we read, keep thinking about questions you have. When we re done reading, we ll talk about your questions. ELL SUPPORT SL.K.1a 16 OUR SOLAR SYSTEM COLLABORATION Rules for Discussion RI.K.1* Discussing the Text Ask students questions at students language proficiency and provide the following sentence frames for student responses: I found an answer to question. The answer is. I found it on page. DISCUSSING THE TEXT 10 minutes Guide a discussion in which students ask and answer questions about key details in the text. Remind students of the rules for discussion. When we read informative texts, we ask ourselves a lot of questions. Asking questions and looking for answers in the text can help us better understand the ideas in the text. Before we have a discussion about our questions, let s review the rules for discussion. When you meet with a partner or in small groups, it s important to listen respectfully to others, take turns speaking, and to stay on topic. When you do those things, you will have a good discussion. Encourage students to ask each other questions about the text and guide them to find answers in the text. Remind them of the utility of the learning focus in other reading. Who would like to share a question they had about the planets? I wondered what all the planets have in common. And how did you and your partner answer that question? We looked at the words and the picture. We decided that they all went around the sun in a round path. Some of them were blue. Some were orange or yellow.

17 You used information in the words and in the picture to support your ideas. As you read more informative texts, think about what you want to learn. You ll probably have questions. Remember to look for answers in the text and the pictures. Focus on the word fourth in the middle of the page. Let s have a close read of this sentence in the middle of the page. We read that Mars is the fourth planet. Stop and think how the word fourth is used here. What questions can we ask about the word to help us figure out its meaning? I see the word four in it. Are the words related? RI.K.4 VOCABULARY Unfamiliar Words Yes. Knowing that, who can explain the word s meaning? It looks like it is another way to say the number four. How does the picture support that definition? It shows that the Mars is four spots away from the sun. TEACHER S CHOICE PHONICS FOLLOW-UP Write the letter i in isolation as well as the words rings and it on a whiteboard or easel. Guide students to use the Vowel Sounds routine to read these words. Remember, we learned that every word has a vowel sound. I ve written the letter i on our easel, as well as two words from our reading. (Point to the letter i.) What is the letter? (Students name the letter.) Listen as I say the most common sound for this letter: /i/. What is the sound? (Students say the sound of short i.) (Point to the first word and then repeat for the second word). What is the word? (Students say the word.) Let s go back to page 9 and read these words in the text. RF.K.3b PHONICS & WORD RECOGNITION Short Vowels TEACHER S CHOICE CONNECTING TO THE THEME Engage students in a conversation about the theme, Our Solar System, and the Essential Question, What is out there in space? Invite them to turn and talk to a partner about the eight planets. Let s talk more about our theme, Our Solar System. Why do we need to know about the things we can see in the sky? Turn and share your thinking with a partner.... Who d like to share? It s important to know what goes on in outer space. We should know about the other planets. Any other thoughts? Each planet is different. Some planets are closer to our sun. Some are really far away. Things in space are really far apart. RI.K.9 INTEGRATION Compare Texts? ESSENTIAL QUESTION What is out there in space? MONDO BOOKSHOP GRADE K 17

18 Shared Reading (Continued) Encourage students to make additional links across the theme. We ve read several texts about the objects in space, including Earth, the sun, the moon, and the other planets. Can anyone make a connection between what we ve read and the theme? We are reading about the things we see when we look up in the night sky planets, the moon, the sun, and the stars. How are the texts we ve read the same and different? They all tell us facts or details about the things in space. We have learned about Earth, the moon, and the sun. W.K.8, RI.K.1* RESEARCH Gather Information Constructed Response Question How are the eight planets in our solar system similar? Use details from the text to help you answer the question. TEACHER S CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 56 for collecting evidence as they answer the following question: How are the eight planets in our solar system similar? Use details from the text to help you answer the question. Have students gather specific evidence about the planets with the end goal of writing their own responses to the question. Note that each guided reading lesson plan includes a constructed response question for students to work on independently as well. WHAT S NEXT? SMALL GROUP READING Turn to the Theme at a Glance fold-out in this Teacher s Edition to choose books based on whole group instructional focus and/or reading level, interest, or other criteria. PHONICS Turn to page 131, Lesson 85, in the Bookshop Phonics Teacher s Guide. WRITING WORKSHOP Turn to pages for performance task modeled writing instruction. 18 OUR SOLAR SYSTEM

19 Shared Reading The Planets Day 6 RETURNING TO THE TEXT 3 minutes Invite students to summarize The Planets, which was read in the last session. Let s quickly recall what the text The Planets was mostly about. Look at the picture if you need help remembering. Who can tell about The Planets? It told about the eight planets. It said what some were like and their order. Explain the focuses for today s reading of the same text. We re going to reread The Planets today. Think back to how last time we asked questions and used the key details to come up with answers or make inferences. Today we ll think about what ideas the author wanted to share with us. We ll also talk about how the pictures helped us better understand the text. LEARNING FOCUSES RI.K.1*, RI.K.6, RI.K.7 Students read closely to name the author and identify information that the author is trying to share with the reader as they describe what text ideas the images help them understand. They continue to ask and answer questions about key details and make basic inferences based on details in the text. CLOSE READING OF THE TEXT 7 minutes TODAY AT A GLANCE Ask students to join in the reading as they are comfortable. This is the third time students are utilizing these learning focuses, and the short text is ideal for additional reading practice. Read the selection and remind students to think about the learning focuses as they read along with you. We re going to reread this text together from the beginning without stopping. Let s think about what the author wanted us to learn about the planets. Let s also think about how the pictures helped us better understand the ideas in the text. SHARED READING pp SMALL GROUP READING (see Theme at a Glance) PHONICS Bookshop Phonics Teacher s Guide Lesson 86, p. 133 WRITING WORKSHOP DISCUSSING THE TEXT 10 minutes pp Facilitate a discussion about the ideas the author wanted readers to understand. Encourage students to ask questions and to use the text s key details to help them answer those questions or make inferences. As we talk today, I want you to share your ideas about what the author wanted us to learn from reading the text. Who d like to start? The author tells us there are eight planets. The planets go around the sun. Some are close to the sun. Some are far away. Who can make an inference about planets that are farthest away from the sun? I know the sun is hot. Maybe the ones that are far away are the coldest planets. That s a reasonable inference. You used details that you read in the text to understand something that the author doesn t tell us with words. What else does the author tell us with words? Mercury is closest to the sun. Saturn has icy, rocky rings. VOCABULARY L.K.5c You may want to make a class book that identifies reallife connections between words related to things or areas at school and words that describe them. On each page, print a description word from the text: third, red, biggest, farthest. Then call on volunteers to name a place or thing at school that is described by it. MONDO BOOKSHOP GRADE K 19

20 Shared Reading (Continued) FLUENCY RF.K.4 Help students build automaticity in reading the sight words are, of, on, from, the, and has. Have students write each sight word on an index card and practice reading the words with a partner. What main idea does the author want us to understand? There are eight planets. They have an order. Guide students to talk about what idea or ideas in the text that the images helped them understand better. Let s look at the pictures on the page and think about how they help us understand ideas in the text. Who has a comment? The pictures help me understand how there are eight planets. They all go around the sun. How do the pictures help you? They help me see the order of the planets. I can see what the planets look like. Does anyone have any other questions about the text or the pictures? How do we know all this information about the planets? Good question. The text doesn t say, but we know about the planets because many scientists have spent time studying the things they see in the sky. We ll learn more about what we see in the sky as we continue reading the texts in this theme. W.K.8, RI.K.1* WRITING Respond to Question WHAT S NEXT? SMALL GROUP READING Turn to the Theme at a Glance fold-out in this Teacher s Edition to choose books based on whole group instructional focus and/or reading level, interest, or other criteria. TEACHER S CHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE E-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 56 for collecting evidence as they finish the text. Ask them to finalize their thoughts and write their own responses to the question: How are the eight planets in our solar system similar? Use details from the text to help you answer the question. You may wish to have students use the blackline master on page 57 for drafting their constructed response. PHONICS Turn to page 133, Lesson 86, in the Bookshop Phonics Teacher s Guide. WRITING WORKSHOP Turn to pages for performance task modeled writing instruction. 20 OUR SOLAR SYSTEM

21 Common Instructional Core Overview Instruction Days 7 15 MAIN READING FOCUSES Key Ideas & Details RI.K.2 With prompting and support, identify the main topic and retell key details of a text. Craft & Structure RI.K.5* Know and use various text features (e.g., headings, captions, and labels) to navigate the text. Integration of Knowledge & Ideas RI.K.7 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). RA RA SR SR SR SR SR SR RA SR SR SR SR SR SR READING: INFORMATIONAL TEXT Craft & Structure RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. Integration of Knowledge & Ideas RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Range of Reading & Level of Text Complexity RI.K.10 Actively engage in group reading activities with purpose and understanding. SR SR SR SR SR SR SR SR SR SR READING: FOUNDATIONAL SKILLS Print Concepts RF.K.1 Demonstrate understanding of the organization and basic features of print. Phonics & Word Recognition RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF.K.3a Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. RF.K.3b Associate the long and short sounds with the common spellings for the five major vowels. RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. SR SR SR BP SR BP BP BP Cumulative Review BP BP BP BP Fluency RF.K.4 Read emergent-reader texts with purpose and understanding. SR SR *standard adapted from another grade RA = Read Aloud SR = Shared Reading MW = Modeled Writing SW = Shared Writing BP = Bookshop Phonics BP SR MONDO BOOKSHOP GRADE K 21

22 Days 7 15 Instructional Overview MAIN WRITING FOCUSES Text Types & Purposes W.K.2 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. Production & Distribution of Writing W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. MW MW MW SW SW SW SW SW MW MW MW SW SW LANGUAGE Conventions of Standard English L.K.1c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). MW SW L.K.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). MW SW Vocabulary Acquisition & Use L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. SR SR SR L.K.5c Identify real-life connections between words and their uses (e.g., note places at school that are colorful). SR SPEAKING & LISTENING Comprehension & Collaboration SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). SL.K.1b Continue a conversation through multiple exchanges. SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Presentation of Knowledge & Ideas SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. SW SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. SW WRITING Production & Distribution of Writing W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Research to Build & Present Knowledge W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. RA RA SR SR SR SR SR SR SR SW SW RA = Read Aloud SR = Shared Reading MW = Modeled Writing SW = Shared Writing BP = Bookshop Phonics 22 OUR SOLAR SYSTEM

23 Read Aloud International Space Station Day 7 KEY IDEA The International Space Station is a place in space where astronauts can live while they conduct scientific experiments and tests. PREVIEWING THE TEXT Read the title of the text. Then read to the first stopping point. 1 Who can tell what this section of the text is mostly about? It s about the International Space Station. That sounds like the main idea of the whole selection. As I read more, pay attention to details that tell you what the International Space Station is. CLOSE LISTENING TO THE TEXT Explain the learning focus. Share with students that every text has a main idea that is supported by key details. Explain that they will be learning how to identify a main idea and retell the key details. When I read an informative piece of writing, I know that there is one important idea that the writer wants me to understand. That s called the main idea. The key details always tell about the main idea. The author uses key details to teach about the main idea. As I read this next section, listen closely and think about what it s mostly about. Then listen for important details that explain more about this main idea. 2 Model how you identify a main idea and retell key details. 3 minutes 7 minutes From what I just read, I think this section is mostly about the International Space Station. What did the author teach about it? Well, this section has a lot of key details. Here s one: The International Space Station is a spaceship. Who can name another key detail about the International Space Station? It s like a house. It has five bedrooms. LEARNING FOCUS RI.K.2 Students listen closely to identify the main topic and retell key details of a text. TODAY AT A GLANCE READ ALOUD pp SMALL GROUP READING (see Theme at a Glance) PHONICS Bookshop Phonics Teacher s Guide Lesson 87, p. 134 WRITING WORKSHOP pp ELL SUPPORT RI.K.2 Read Aloud Based on students needs, you may choose to differentiate read aloud instruction for ELLs in a small group setting using the ELL read aloud strategies in Getting Started. Anything else? The astronauts recycle their water, air, and waste. These key details help me understand more about the International Space Station. I ll keep reading. As you read to the third stopping point, encourage students to think about main ideas and key details. Remind students that the key details tell about the main idea. Then finish reading the selection. I m going to read to the next stopping point. As I read, listen closely for key details that tell us about what it s like to live in the International Space Station. 3 What did we learn about living in the International Space Station? It s crowded. The astronauts are always together. They can make movies and music videos and talk on the radio. STOP for discussion MONDO BOOKSHOP GRADE K 23

24 Read Aloud (Continued) SPEAKING & LISTENING SL.K.1a Remind students to speak only about the topic that is being discussed. Those details help us understand the main idea about the International Space Station. It s crowded, but it s exciting to live there. Let s read the rest of the selection. Keep thinking about what it s mostly about and the key details. We ll talk about them in a few minutes. DISCUSSING THE TEXT 10 minutes Guide the discussion by modeling how to identify the main idea and retell the key details. Encourage students to share their ideas about the section called What is a spacewalk? Let s talk now about the part of the selection you just heard. What do astronauts do in the International Space Station? They float around. They do experiments. They learn about life in space. Who can tell what we learned about spacewalks? A spacewalk is when astronauts go outside the International Space Station. It s exciting but dangerous.? ESSENTIAL QUESTION What is out there in space? WHAT S NEXT? SMALL GROUP READING Turn to the Theme at a Glance fold-out in this Teacher s Edition to choose books based on whole group instructional focus and/or reading level, interest, or other criteria. PHONICS Turn to page 134, Lesson 87, in the Bookshop Phonics Teacher s Guide. What key details told you that a spacewalk can be dangerous? The astronauts have to wear a helmet and bring their own air. They have to be attached to the International Space Station. These key details about the International Space Station also tell us about the main idea of the whole selection: the International Space Station is an interesting and exciting place. As we continue reading more informative texts, let s remember to think about the main ideas and key details. By doing that, we can better understand what we are reading. TEACHER S CHOICE CONNECTING TO THE THEME Initiate a conversation about the theme, Our Solar System, and the Essential Question, What is out there in space? Encourage students to turn and talk to a partner to discuss how the text relates to the theme and Essential Question. As we listen to and read the texts in this theme, I d like you to think about the Essential Question, What is out there in space? Now, turn and talk to a partner about how the text International Space Station helps you understand what is out there in space. WRITING WORKSHOP Turn to pages for performance task modeled writing instruction. 24 OUR SOLAR SYSTEM

25 Read Aloud Selection International Space Station by Marcia Santos International Space Station What if you could float around inside your home? What if your home was moving at 17,500 miles per hour? What if you could see Earth outside your window? Welcome to the International Space Station! 1 What is the International Space Station? 1 The International Space Station is a spaceship. It makes big circles around Earth. It is about the size of a house with five bedrooms. Usually six astronauts live there. They recycle their air and their water. They even recycle their waste! 2 What is it like to live in the International Space Station? The International Space Station is very crowded. The astronauts are together all the time. Sometimes they miss their families on Earth. They take photos of each other. They can make movies, too. They talk on the radio to people at home. One astronaut even made a music video. It was the first one from space. 3 2 What do astronauts do in the International Space Station? Life is very different in space. Everything floats around unless it is tied down. The people float, too! The astronauts work hard. They do many science experiments. Sometimes they do tests on their bodies. They want to learn how to live in space. 3 What is a spacewalk? Sometimes astronauts go outside the International Space Station. They always wear a spacesuit. They wear a helmet, too. They bring their own air to breathe. They are always attached to the International Space Station. A spacewalk is very dangerous. It is also very exciting. MONDO BOOKSHOP GRADE K 25

26 Day 8 Read Aloud International Space Station LEARNING FOCUSES RI.K.2, RI.K.5* Students listen closely to use text features, such as subheads, to navigate the text and to identify the text s main topic and retell key details. REFLECTING ON THE TEXT 3 minutes Engage students in a brief discussion about International Space Station. Let s review the selection I read to you during our last session. Think about what the selection was mainly about and what you learned from the key details. Who can share their ideas? It was about the International Space Station. The details told what life is like for astronauts when they go there. TODAY AT A GLANCE READ ALOUD pp SMALL GROUP READING (see Theme at a Glance) PHONICS Bookshop Phonics Teacher s Guide Lesson 88, p. 135 WRITING WORKSHOP pp ELL SUPPORT SL.K.2 COMPREHENSION Ask and Answer Questions L.K.4 Vocabulary Support vocabulary such as float around, recycle, and attached in context using the ELL vocabulary strategies in Getting Started. SHARE When you read an informative text, see if there are subheads in the text. This gives you a clue about what each part of the text will be about. STOP for discussion 26 OUR SOLAR SYSTEM CLOSE LISTENING TO THE TEXT 7 minutes Explain the new learning focus for this rereading. Help students understand what text features are and how to use them to navigate a text. As you reread each section of text, briefly display the read aloud and point out the subheads. Explain how the subheads can help them identify the main idea of each section. Before I reread International Space Station today, let s look at how the words appear on the page. (Display the read aloud and point out the subheads.) The words in large, bold print are called subheads. There s a subhead above each section of the text. A subhead tells us what we will learn as we read a section. Let s look at this subhead: What is the International Space Station? 1 This subhead tells me that the section will be mostly about the International Space Station. The key details should tell us what the International Space Station is. I ll keep reading to the end of the section to see if that s true.... It is. The subhead and the key details tell what the International Space Station is. Continue reading up to the second stopping point. Model your thinking about how to use subheads to navigate the text and identify the main idea of each section of text. These subheads are pretty useful. They help me figure out what each section of the text is mostly about. Let s read the next one. It is: What is it like to live in the International Space Station? This subhead, like all the others in the text, asks a question. That makes me think that the words following it will answer that question. That s really helpful. I ll keep reading to find out what it s like to live on the International Space Station. 2 What is life like on the International Space Station? It s crowded. The astronauts are always together, but they have fun. Read to the third stopping point and encourage students to explain how the subheads help them know what they will be learning about next. Have them share what they learn after reading each section of the text. Then finish reading the selection. Now I ll read the next section of the text. Listen closely as I read the subhead. Notice the details and think about what they tell you about the main idea. 3 What was the subhead? What do astronauts do in the International Space Station?

27 That s the main idea. And what did you learn about it from the key details? The astronauts float around, work hard, and do experiments and tests. Now listen as I finish rereading the text. DISCUSSING THE TEXT Lead students in a discussion about the last section of text. 10 minutes What did we learn about spacewalks? They are when astronauts go outside the International Space Station. They are dangerous. What details told you spacewalks are dangerous? The astronauts have to wear helmets and bring their own air. They have to be tied to the International Space Station. ELL SUPPORT RI.K.2 Discussing the Text Ask students questions at students language proficiency and provide the following sentence frames for student responses: This text is mostly about. I know because. Then guide students to use the text features to identify the main idea of the entire selection. What did you notice about all the subheads? They were all questions. They told us what each section was mostly about. The details in each section told us about the International Space Station. We can use those details to identify the main idea of the whole text. Would someone like to try telling the main idea? The International Space Station is where astronauts live and learn about space. As we read other selections in this theme, let s look for text features like subheads and use them to figure out the main idea. WHAT S NEXT? SMALL GROUP READING Turn to the Theme at a Glance fold-out in this Teacher s Edition to choose books based on whole group instructional focus and/or reading level, interest, or other criteria. PHONICS Turn to page 135, Lesson 88, in the Bookshop Phonics Teacher s Guide. WRITING WORKSHOP Turn to pages for performance task modeled writing instruction. MONDO BOOKSHOP GRADE K 27

28 Day 9 Shared Reading Our Sun Is a Star LEARNING FOCUS RI.K.2 Students read closely to identify the main topic and retell key details of a text. TODAY AT A GLANCE SHARED READING pp SMALL GROUP READING (see Theme at a Glance) PHONICS Bookshop Phonics Teacher s Guide Lesson 89, p. 136 WRITING WORKSHOP pp RF.K.1 PRINT CONCEPTS End Punctuation KEY IDEA The sun is a star a big ball of hot gas that provides Earth with light and heat. PREVIEWING THE TEXT 3 minutes Preview the cover together by reading the title and asking students to reread it with you. Then read the back cover. Discuss the photo on the cover. We ll read this whole big book today. As we read, don t forget that a period lets you know when you have reached the end of a sentence or a complete thought. Let s read the title together: Our Sun Is a Star. What do you see in the cover photo that helps you understand the title? There s a photo of a sun shining. I am curious to find out how the sun is a star. Reintroduce the learning focus from the recent read aloud session. Remember when we read about the International Space Station? As I read, you listened to find out what the text was mostly about. We looked for key details. The main idea was that the International Space Station is a place where astronauts live and study in space. When we think about the main idea, we can understand more about the text. As we read together today, let s practice the same kind of thinking. Let s think about what the text is mostly about or what the author wants you to learn. Let s pay attention to key details. CLOSE READING OF THE TEXT 7 minutes Ask students to join in reading when they feel comfortable. Read the title page and then read pages 2 5 together. Remind students to think about the learning focus. ELL SUPPORT L.K.4 Vocabulary Support vocabulary such as sun, ball, and hot in context using the ELL vocabulary strategies in Getting Started. We ll read the title page and then continue through page 5. Our work is to think about what the text is mostly about and to notice key details. Ask students to share their ideas about the main idea and the key details after reading pages 2 through 5. The title tells us the main idea of this book: Our sun is a star. The details tell us more about that idea. Who can share a key detail from pages 4 and 5? The sun is big. It s a ball of hot gas. That makes me think that a star is a big ball of hot gas in the sky. Let s keep reading to find out more about the sun. 28 OUR SOLAR SYSTEM

29 Continue reading to the end of the book. Encourage students to notice key details that support the main idea that the sun is a star. I ll continue to read. Join in with me when you can. Think about what the book is mostly about. Notice key details that tell about the main idea. We ll talk about the book s main idea and key details shortly. Turn to page 5 and point to the word gas (without saying it) for students to locate in the text. Then use the Sound, Read, and Check routine to help students decode the word. RF.K.3, L.K.4 PHONICS & VOCABULARY Decoding in Context I m going to show you how to use the Sound, Read, and Check strategy to read a word. When I first try to sound it and blend it, I get jas. Read it with me in the sentence. Then we ll check to see if it makes sense.... Does jas make sense here? No. Let s try to correct it. (Say gas.) Let s check again. Does it make sense now? So when you come to a word you don t know or doesn t seem to make sense, you can try to sound it out, reread the whole sentence again, and then check to see if it makes sense. Remember sound, read, and check. DISCUSSING THE TEXT 10 minutes Facilitate a discussion about what the selection is mostly about. Explain that it is important to figure out the main idea of a text. SL.K.1b COLLABORATION Multiple Exchanges As we talk about the book with classmates, think about what its main idea is what the book was mostly about. Think about the details. The key details tell about the main idea. If you had trouble thinking about the main idea or finding key details, talk to your partner about that. Invite students to discuss the main idea of the book. Remind them that a discussion is a conversation, or an exchange of ideas. Let s turn and talk with a partner about the book. Remember that a discussion is a conversation. Listen carefully to your partner as you take turns speaking. You should each speak several times during the conversation. Try to build on what your partner says.... Who would like to share what you talked about? We learned that the sun is a star. That means that it s a big ball of hot gas. It gives off lots of heat and light. ELL SUPPORT L.K.2 Discussing the Text Ask students questions at students language proficiency and provide the following sentence frames for student responses: This text is mostly about. I know because. MONDO BOOKSHOP GRADE K 29

30 Shared Reading (Continued) RI.K.4 VOCABULARY Unknown Words Focus on the word light on page 7. Let s look at the word light on page 7. The words tell us that the sun is heat and light. What do you think of when you hear the word light? I think about the lights in my house. Light is a word with several meanings. For example, it can mean a light that you turn on with a switch. It can also refer to something that weighs very little. But let s think about which meaning the author means here. What does it mean that the sun is light? Use the photo on the page to help you. It means that the sun shines. The light from the sun lets us see. The photo shows a bright sun in the sky with light shining from it. Yes, and we can double-check the meaning by reading the entry for the word light in the glossary on page 8. A glossary is a kind of dictionary. RF.K.3a PHONICS & WORD RECOGNITION Initial Consonants TEACHER S CHOICE PHONICS FOLLOW-UP Write gas and gives on a whiteboard or easel. Underline the g of gas, and the g of gives. Guide students to use the Sound and Say routine to read these words. Let s practice reading words with the g sound using our Sound and Say strategy. We ll try it together. (Point to the 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 pages 5 and 8 and read these words in the book. RI.K.9 INTEGRATION Compare Texts TEACHER S CHOICE CONNECTING TO THE THEME Initiate a conversation about the theme, Our Solar System, and the Essential Question, What is out there in space? Ask students how the book they just read about the sun fits into this theme. We ve been reading and talking about our solar system. Think about what we learned about the sun from reading this book. Also, think about how this book about the sun is like but also different from the other texts we ve read in the theme. I ll note your ideas as we talk. 30 OUR SOLAR SYSTEM

31 Encourage students to share their thoughts about the things in the solar system. In this book we learned a lot of details about the sun. Who would like to share some? The sun is a star. It s a big, hot ball of gas. It s light and heat. How is the sun like other things we ve read about in the theme the International Space Station, the moon, and the planets? The sun is in space like those things. But the sun is much farther away. The International Space Station is a place where people can live. You can t live on the sun. There are lots of things we can see in our solar system. Most of them are very far away, but we still need to learn about them.? ESSENTIAL QUESTION What is out there in space? WHAT S NEXT? SMALL GROUP READING Turn to the Theme at a Glance fold-out in this Teacher s Edition to choose books based on whole group instructional focus and/or reading level, interest, or other criteria. PHONICS Turn to page 136, Lesson 89, in the Bookshop Phonics Teacher s Guide. WRITING WORKSHOP Turn to pages for performance task modeled writing instruction. MONDO BOOKSHOP GRADE K 31

32 Day 10 Shared Reading Our Sun Is a Star LEARNING FOCUSES RI.K.2, RI.K.5* Students read closely to use text features to navigate the text and to identify the text s main topic and retell key details. TODAY AT A GLANCE SHARED READING pp SMALL GROUP READING (see Theme at a Glance) PHONICS Bookshop Phonics Teacher s Guide Lesson 90, p. 137 WRITING WORKSHOP pp RETURNING TO THE TEXT Ask students to think about Our Sun Is a Star and share the main idea. Before we reread the book today, let s review the main idea and key details. Who can share his or her thoughts about what the book is mostly about? The sun is a star. It s a big ball of gas. It s light and heat. Clarify the learning focuses for this session. 3 minutes Let s reread Our Sun Is a Star together. As we reread, let s look for text features that can help us think about the information in the book. When we read about the International Space Station, we noticed subheads words in bold print that told us what each section would be about. Flip through the pages of our book. Does this text have subheads? No. That s right. So let s look for other kinds of text features, such as a glossary. Who can remind us what a glossary is? It s like a dictionary. It s at the end of the book. It tells the meanings of some of the words used in the book. By looking at text features, such as a glossary, we can learn more about the main idea. SL.K.2 COMPREHENSION Ask and Answer Questions CLOSE READING OF THE TEXT 7 minutes Ask students to join in the reading. Reread the title and the title page. Then reread to page 3. Rereading a text can help us better understand the main idea. Let s reread pages 2 and Who can share what important detail we learned here? We learned that the sun is a star. We often think that stars are things we can only see in the night sky. I think the sun must be different. Let s keep reading to find out more about the sun and what makes it a star. 32 OUR SOLAR SYSTEM

33 Finish reading the book. Encourage students to think about how the glossary on page 8 helps them think about the main idea of the selection. We talked earlier about how a glossary is like a dictionary. A glossary will not have every word, only some important words used in the text. Notice how the important words on page 8 are in dark or bold print. The words that follow them tell their meaning. Who can tell me the glossary s meaning of the word sun? The glossary says that the sun is the biggest star in our solar system. What other words are defined in the glossary? heat and light Does anyone have a question about the glossary? It says that heat and light are kinds of energy. What is energy? Good question. Energy is power. DISCUSSING THE TEXT 10 minutes Facilitate a discussion about what students learned from the text and the text features, including the glossary on page 8. You have been learning how the sun is a star. Let s talk together about what we learned about the sun from rereading the book. The sun is a star. It s a big ball of gas. It is light and heat. How big is the sun and how do you know? It s really big. The picture showed us that the sun is very big. The sun is a source of energy. How did we learn that? from reading the glossary So if the sun is a star, then a star must be a very big, very hot, very bright object in the sky. We learned that from rereading the book and paying attention to the text features. WHAT S NEXT? SMALL GROUP READING Turn to the Theme at a Glance fold-out in this Teacher s Edition to choose books based on whole group instructional focus and/or reading level, interest, or other criteria. PHONICS Turn to page 137, Lesson 90, in the Bookshop Phonics Teacher s Guide. WRITING WORKSHOP Turn to pages for performance task shared writing instruction. MONDO BOOKSHOP GRADE K 33

34 Day 11 Shared Reading Our Sun Is a Star LEARNING FOCUSES RI.K.2, RI.K.7 Students read closely to describe the relationship between photographs and what they read. They continue to identify the main topic and retell key details of a text. TODAY AT A GLANCE SHARED READING pp SMALL GROUP READING (see Theme at a Glance) PHONICS Bookshop Phonics Teacher s Guide Lesson 91, p. 139 WRITING WORKSHOP pp VOCABULARY L.K.4 When students encounter multiple-meaning words, such as ball, gas, heat, and light, provide guidance in helping them determine the correct meaning. Encourage them to look at illustrations, photos, and the words around the multiplemeaning word to decide on the correct meaning. RETURNING TO THE TEXT Invite students to share their thoughts about the selection. Encourage them to ask questions. Explain the learning focus. Before we read today, let s quickly review our reading so far. We learned about the sun. It s a star. It s a big ball of hot gas. It s light and heat. Remember to ask questions to help you understand what we read. In our last two sessions, we paid close attention to the text and the text features to help us learn about the sun. Today we re also going to think about how the photographs show us what the words in the selection are telling us. CLOSE READING OF THE TEXT 7 minutes Ask students to join in the reading as they are comfortable. Read to page 5. Remind students to think about the text as you read. Guide them to pay close attention to the photographs. As we reread the selection today, let s look carefully at the photographs. We ll talk about how the photographs help us understand what we read and how they tell us even more about the sun.... Let s stop first and look at pages 2 3. What do we see? We see the sun in the sky with clouds. What does the photo show us? The sun is really bright. 3 minutes That s something we learned about the sun from the words in the text the sun is light and heat. Now, let s look at the photograph on page 4. What do you see? It s a picture of the sun. How does the photo show what the words tell us? The picture shows that the sun is a big ball of hot gas. It s shooting off fire! The sun in the photo looks very hot indeed. The huge flame coming off the sun s surface is called a solar flare. Scientists believe that a solar flare happens when the sun releases a large amount of energy all at once. 34 OUR SOLAR SYSTEM

35 Continue reading to the end of the text. Encourage students to share their thoughts about the photographs. Let s finish reading the book. As we read, we ll take time to look at the details in the photographs. We ll also talk about how the photos help us understand what we read. DISCUSSING THE TEXT 10 minutes Encourage students to notice how the words and the photographs work together to share information about the sun. Let s use the photographs to help us talk about what we learned about the sun. Take a look at pages 6 7. Who can tell what the photo shows? It shows the sun. The words on page 7 say that the sun is light and heat. Is that shown in the photo s details? Yes, the sun looks very bright in the picture. Guide students to discuss how the text and photos support the main idea. Who can tell us how well the photos and the words work together to teach us about the sun? The words told us that the sun was a big ball of gas. When I look at the sun, it doesn t look like gas. The picture helped me see what the sun looks like up close. I could not picture it in my head. So, you needed both the words and the picture to understand what the sun looks like. The words and the pictures in a book should work together to tell you about the topic. TEACHER S CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 56 for collecting evidence as they answer the following question: What is the sun like? Use details from the text and photographs to help you answer the question. FLUENCY RF.K.4 Have partners take turns reading text aloud. Ask the more fluent reader to read first to provide a model for the less fluent reader. Constructed Response Question What is the sun like? Use details from the text and photographs to help you answer the question. W.K.8, RI.K.2 RESEARCH Gather Information WHAT S NEXT? SMALL GROUP READING Turn to the Theme at a Glance fold-out in this Teacher s Edition to choose books based on whole group instructional focus and/or reading level, interest, or other criteria. PHONICS Turn to page 139, Lesson 91, in the Bookshop Phonics Teacher s Guide. WRITING WORKSHOP Turn to pages for performance task shared writing instruction. MONDO BOOKSHOP GRADE K 35

36 Day 12 Shared Reading Our Sun Is a Star LEARNING FOCUSES RI.K.2, RI.K.5*, RI.K.7 Students read closely to use text features to navigate the text as they describe the relationship between photographs and what they read. They continue to identify the main topic and retell key details. RETURNING TO THE TEXT Explain to students the purpose of this session. Today we re going to think about how the text features and the photographs in the book helped us learn about the sun. As we do this, we ll continue to think about what the selection is mostly about and look for key details. CLOSE READING OF THE TEXT 3 minutes 7 minutes Encourage students to explain the main idea of the selection. TODAY AT A GLANCE SHARED READING pp SMALL GROUP READING (see Theme at a Glance) PHONICS Bookshop Phonics Teacher s Guide Lesson 92, p. 140 WRITING WORKSHOP pp SHARE Look at the photos to see if you can tell you more about the main idea of the book. They may show key details about the text. Now that we ve read the entire book a few times, let s think about what the selection is mostly about. Who can start us off? The sun is a star. Ask students to discuss how the words, text features, and photographs in the book give information about the sun. Encourage students to retell the key details. Let s talk about how the words and the photos work together to tell us about the sun. What did the words tell us about the sun? The sun is a star. It s a big ball of hot gas. It gives off light and heat. What did the photos show? The pictures showed that the sun is bright and round. It s a big ball of hot gas. Did the photos show you something that you didn t know? I didn t know that the sun was a big ball of gas. I thought it was hard and round. The words and the photos helped you learn that. How did the glossary help you learn about the sun? It said that the sun is the biggest star in our solar system. DISCUSSING THE TEXT 10 minutes Facilitate a discussion about the key details and evidence in the text and photos. As we wrap up our discussion about this book, let s think about what we learned about the sun. Who can start? This book showed me that the sun is really big. I never thought about that before. 36 OUR SOLAR SYSTEM

37 Anyone else? This book made me wonder how the picture of the sun got taken. Did people go into space to take it? No, a machine took the picture on page 4. As we learned earlier from reading about the planets, the sun is millions of miles away. That s too far for a spaceship to go. Plus the sun is very, very hot. Continue the conversation by discussing the relationship between the text and the photographs. I think the text and the photographs work really well together to give us information about the sun. Who can share thoughts about reading the book? I liked learning about the sun. The pictures helped me understand what it s made of and what it s like. Remember to look closely at the photographs in a text. They will show you a lot of details. Also, take time to ask questions as you read and look. Finding the answers to your questions will help you understand what you read. TEACHER S CHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE E-RESOURCE Formative/Summative Assessment Have students continue using the blackline master on page 56 for collecting evidence as they finish the text. Ask them to finalize their thoughts and write their own responses to the question using the blackline master on page 57: What is the sun like? Use details from the text and photographs to help you answer the question. W.K.8, RI.K.2 WRITING Respond to Question WHAT S NEXT? SMALL GROUP READING Turn to the Theme at a Glance fold-out in this Teacher s Edition to choose books based on whole group instructional focus and/or reading level, interest, or other criteria. PHONICS Turn to page 140, Lesson 92, in the Bookshop Phonics Teacher s Guide. WRITING WORKSHOP Turn to pages for performance task shared writing instruction. MONDO BOOKSHOP GRADE K 37

38 Day 13 Shared Reading A Rover on Mars LEARNING FOCUS RI.K.2 Students read closely to identify the main topic and retell key details. TODAY AT A GLANCE SHARED READING pp SMALL GROUP READING (see Theme at a Glance) PHONICS Bookshop Phonics Teacher s Guide Lesson 93, p. 141 WRITING WORKSHOP pp ELL SUPPORT L.K.4 Vocabulary Support vocabulary such as dry, long ago, and life in context using the ELL vocabulary strategies in Getting Started. KEY IDEA Scientists want to find out if there was once life on Mars, so they sent rovers to search for clues about water and life on the dusty planet. PREVIEWING THE TEXT Invite students to read the title of the text with you. Reintroduce the learning focus from prior sessions, explaining that you d like them to lead some of the thinking. We re going to read a new selection today. Listen as I read the title and then read it with me. We re going to practice the same thinking that we used with our last two selections. We ll think about the main idea and retell key ideas that help us learn about it. This is a short text, and we ve had practice doing this, so let s get started. CLOSE READING OF THE TEXT 7 minutes Invite students to join in the reading as they feel comfortable. Reread the title and then read the first paragraph. Let s reread the title together and read to the end of the first paragraph. The title tells us what the selection is mostly about: a rover on Mars. Our goal is to find out about the rover. We ll pay attention to the key details that tell about the rover... What did you learn so far? Mars is a planet. It s dry and dusty. Maybe there was water there once. Scientists want to find out. So what did they do? They sent a rover. 3 minutes We don t know what a rover is yet. Let s look at the picture to see if it gives us an idea about what a rover is. Now let s keep reading to find out more about a rover. Read the second paragraph. Encourage students to think about the main idea and the key details. Let s read about a rover. As I read, listen for the key details that tell about it. The details will help us understand the main idea better.... Who can tell us what a rover is? It s a robot on wheels. Who knows what a rover does? It moves around. It takes pictures. It looks for clues. You noticed a lot of details. What do they tell us about the rover? A rover is a robot. It is looking for clues about water and life on Mars. 38 OUR SOLAR SYSTEM

39 Point to the word life (without saying it) for students to locate in the text. Then use the Sound, Read, and Check routine to help students decode the word. I am going to show you how to use the Sound, Read, and Check strategy to read a word. When I first try to sound it and blend it, I get liff. Now I ll the read the word in the sentence. Then I ll check to see if it makes sense.... Does liff make sense here? No. I will try to correct it. (Say life.) Now I ll check again. Does it make sense now? So when you come to a word you do not know or doesn t seem to make sense, you can try to sound it out, reread the whole sentence again, and then check to see if it makes sense. Remember sound, read, and check. RF.K.3, L.K.4 PHONICS & VOCABULARY Decoding in Context DISCUSSING THE TEXT 10 minutes Explain to students that when they talk with a classmate, they need to follow some rules for discussion. As we share our thinking with partners or in groups, it s important that we follow the rules for discussion. The rules will help us have a good discussion experience. Start by listening carefully and respectfully to the person who is speaking. Then take turns speaking. Make sure a speaker has finished before jumping in with your comments. Everyone in the group should talk about the same topic. Guide students in a discussion about the rover on Mars. Let s talk about what a rover is and what it does. Who can start us off? A rover is a robot. It is on Mars. Scientists sent it to look for life and water there. SL.K.1a COMPREHENSION Rules for Discussion ELL SUPPORT RI.K.2 Discussing the Text Ask students questions at students language proficiency and provide the following sentence frames for student responses: This text is mostly about. I know because. How does a rover do this? It has tools. It takes pictures. It moves around. You have found a lot of details that tell us what a rover is. Focus on the word robot in the first sentence of the second paragraph. Let s have a close read of the second paragraph. Who has a question about the word robot? What is a robot? RI.K.4 VOCABULARY Unknown Words Who can answer this question? It s a machine that can do things. What does this robot do? Use details from the text to answer. It can move around on wheels. It can take pictures. It can study rocks and soil. MONDO BOOKSHOP GRADE K 39

40 Shared Reading (Continued) It sounds as if this robot has a special purpose. Any thoughts? Scientists sent it to move around and study Mars. Right. This robot is a rover. RF.K.3d PHONICS & WORD RECOGNITION Similarly Spelled Words TEACHER S CHOICE PHONICS FOLLOW-UP Write life and like on a whiteboard or easel. Underline the f of life and the k of like. Guide students to use the Sound and Say routine to read these words. Let s practice reading words that have similar spellings using our Sound and Say routine. We ll try it together. (Point to the underlined letter 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 and read the word life in the text.? RI.K.9 INTEGRATION Compare Texts ESSENTIAL QUESTION What is out there in space? TEACHER S CHOICE CONNECTING TO THE THEME Prompt a discussion about the theme, Our Solar System, and the Essential Question, What is out there in space? Encourage students to think about how the selection fits into the theme. We ve read several selections about our solar system the sun, the International Space Station, and the rover on Mars. We ve learned that the sun is very big, hot, and bright. We ve learned that the Space Station is a place where astronauts can study space. And today, we ve learned that a rover is a robot that looks for clues about life on Mars. Now let s talk with a partner about what we ve learned about our solar system. Then we ll share our thoughts. Invite students to share their ideas. You ve had some time to share your ideas. Who d like to tell us about your conversation? There are lots of different things in our solar system. Some are very big. Some are robots. Any other thoughts? Some things in space were already there, like the sun. Some we put up there. We sent the International Space Station and the rovers into space. 40 OUR SOLAR SYSTEM

41 TEACHER S CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 56 for collecting evidence as they answer the following question: What does the rover do on Mars? Use examples from the text to help you answer the question. W.K.8, RI.K.2 RESEARCH Gather Information Constructed Response Question What does the rover do on Mars? Use examples from the text to help you answer the question. WHAT S NEXT? SMALL GROUP READING Turn to the Theme at a Glance fold-out in this Teacher s Edition to choose books based on whole group instructional focus and/or reading level, interest, or other criteria. PHONICS Turn to page 141, Lesson 93, in the Bookshop Phonics Teacher s Guide. WRITING WORKSHOP Turn to pages for performance task shared writing instruction. MONDO BOOKSHOP GRADE K 41

42 Days Shared Reading A Rover on Mars LEARNING FOCUSES RI.K.2, RI.K.5*, RI.K.7 Students read closely to use text features to navigate the text as they describe the relationship between photographs and what they read. They continue to identify the main topic and retell key details. RETURNING TO THE TEXT 3 minutes Ask students to share what they remember about the text from the last reading. Before we reread the selection, let s discuss what A Rover on Mars was mostly about. It was about a robot on Mars. It is called a rover, and it looks for clues about water and life. As we read today, we ll think about how the text features and the photograph help teach us about the main idea. TODAY AT A GLANCE CLOSE READING OF THE TEXT 7 minutes SHARED READING pp SMALL GROUP READING (see Theme at a Glance) PHONICS Bookshop Phonics Teacher s Guide Lessons 94 95, pp WRITING WORKSHOP pp Reread the title and the first paragraph of the text aloud. Remind students to think about the learning focuses as they read along with you. What did the author teach you about Mars in this section of the text? Mars is a dry and dusty planet. Anything else? It does not have water now, but maybe it used to. How will scientists find out if that s true? They have sent a rover. This paragraph tells us only a few things we need to know about a rover. Guide students to look at the photograph. VOCABULARY L.K.5c As part of their work on identifying real-life connections between words and their use, have students create pages in their vocabulary notebooks that list one of their favorite places and the real-life words that are related to it. Encourage students to compare the words that describe their favorite place to those in the text that describe Mars. Let s look at the photograph. What did you notice about the photograph? What does it help you understand? It showed what a rover looked like. I didn t know what a rover looked like until I saw the picture. Continue reading to the end of the selection. We ll read to the end of the selection. Try to pay attention to the key details. Think about how the photograph helps you understand more about the main idea what the rover on Mars does. 42 OUR SOLAR SYSTEM

43 DISCUSSING THE TEXT 10 minutes Facilitate a discussion in which students explain the relationship between the photograph and the text and continue to retell key details. Let s talk about how the photograph works with the words to help you understand the selection. Who can point out how the photograph shows things that the words talk about? The words say that a rover is a robot with wheels, and it has tools. In the photo, I can see the wheels and the tools. Anything else? The words say that the rover is on Mars. It says that Mars is dusty and dry. From the picture, I can see what Mars looks like. FLUENCY RF.K.4 Point out the connection between purpose and reading rate. Explain that because students are reading a science text, they should read slowly or reread certain parts to make sure they understand the information. Have pairs talk about the purpose of the text they are reading. Is there anything else? Maybe something the photo shows that you didn t read about? The words didn t really explain what a rover looks like. The photo helped me picture what kind of robot it was. It seems as though you are saying that the photograph added to your understanding of the text. The photo shows you some things the words talk about and also provides new information. TEACHER S CHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE E-RESOURCE Formative/Summative Assessment Have students continue using the blackline master on page 56 for collecting evidence as they finish the text. Ask them to finalize their thoughts and write their own responses to the question: What does the rover do on Mars? Use examples from the text to help you answer the question. You may wish to have students use the blackline master on page 57 for drafting their constructed responses. DAY 15 PUBLISHING AND PRESENTATION Students will spend the majority of the instructional day sharing and presenting their performance tasks. Turn to page 55 for more information. W.K.8, RI.K.2 WRITING Respond to Question WHAT S NEXT? SMALL GROUP READING Turn to the Theme at a Glance fold-out in this Teacher s Edition to choose books based on whole group instructional focus and/or reading level, interest, or other criteria. PHONICS Turn to pages , Lessons 94 95, in the Bookshop Phonics Teacher s Guide. WRITING WORKSHOP Turn to pages for performance task shared writing instruction. MONDO BOOKSHOP GRADE K 43

44 Days 1 2 Modeled Writing Constructed Response LEARNING FOCUS W.K.2 Introduce or review with students characteristics of an informative piece, in which they use a combination of drawing, dictating, and writing to compose informative texts; name what they are writing about; and supply some information about the topic.? SHARE ESSENTIAL QUESTION What is out there in space? Informative texts give facts about a topic. All the information is true and can be checked. As you read or listen to an informative text, try to notice the key details that tell about the topic. DAY 1 OVERVIEW Introduce the theme, Our Solar System, and the Essential Question, What is out there in space? In the selection I read today, we learned about the moon. Let s talk about what we learned from listening to The Moon. Who can start us off? We learned that the moon does not have a blanket of air around it. That makes it very cold and very hot. Anything else? The moon reflects light like a mirror. It changes shape. People need to bring their own food, water, and air when they visit the moon. The moon does not have weather. It s rocky and dusty and full of holes. That s all true. We learned how the moon is very different from Earth. In the other selections we ll read during the next few weeks, we ll learn about other objects in our solar system. Introduce informative writing. State the writing focus for the theme. In this theme, we ll be learning about writing an informative piece. An informative text tells us facts about a topic. A fact is information about something. A fact is also true. Together, we ll choose a topic. Then we ll gather one or two facts about that topic. We ll draw pictures of the topic and our facts or write down words about them. 44 OUR SOLAR SYSTEM

45 DAY 2 COLLECT EVIDENCE/WRITE TO SOURCE E-RESOURCE Explain the learning focus for the session. Project the evidence collecting blackline master (page 56) and display the constructed response question in the margin. Read the question with students and model collecting evidence from the text. Today we ll read a question about the selection called The Moon. I ll model my thinking as I prepare to write an answer to the question. Listen as I read the question. (Read the question in the margin aloud.) The first thing I need to think about is where can I find answers to this question. I need to go back to the selection The Moon to find facts that will support my answer. I see a lot of information about the moon. I need to choose the ones that tell what I would see if I went to the moon. I can use the subheads in the text the questions above each section to help guide me to the facts I need. I think the fourth subhead will tell facts about what the moon looks like. I ll make notes. Model how to draft a constructed response. The first thing we need to do is show what you would see if you went to the moon. Based on our reading, we know that the moon is rocky and full of big holes. That would be a good place to start. I ll draw some rocks and some holes. What else do we know about the moon? It s dry and dusty. Right. It s hard to draw things that are dry and dusty, so I ll just write the words dry and dusty next to our drawings. LEARNING FOCUS W.K.8 With guidance and support, students recall information from experiences or gather information from provided sources to answer a question. Constructed Response Question What would you see if you went to the moon? Use examples from the text to help you answer the question. Writing a Constructed Response Think about the question. Draw a picture or use words to write your answer. Add details to your picture. Check the spelling of your words. INDEPENDENT WRITING Ask students to think about additional text evidence to support their own answer. Then have them use these details to draft their own response to the question. MONDO BOOKSHOP GRADE K 45

46 Days 3 4 Shared Writing Constructed Response LEARNING FOCUS W.K.8 With guidance and support, students recall information from experiences or gather information from provided sources to answer a question. Constructed Response Question What is the Milky Way? Use details from the text to help you answer the question. DAY 3 COLLECT EVIDENCE E-RESOURCE Explain the learning focus for the session. Project the evidence collecting blackline master (page 56) and point out the questions at the top of the page. Read the first question with students and encourage them to think both about the text and possible answers to the question. We just read Earth in Space together. Now let s read this question about the selection. (Read the question in the margin.) First, let s think about what we learned about the Milky Way from our reading. Turn and talk with a partner about this. Invite students to share what they and their partners came up with. Who will share their ideas? The Milky Way is in the sky. It s very big. Any other ideas? It has many, many stars. SHARE Facts are true statements. Opinions are ideas based on feelings that aren t true. Remember to focus on facts for this assignment. You did a good job of remembering key details about the Milky Way that were in the selection. Guide students to find evidence for their possible answers in the text. Remind them of the importance of finding facts in the selection that tell about the Milky Way. With student input, record their answers in the evidence collecting blackline master (page 56). Encourage students to read the text closely for evidence. We don t always perfectly remember things we read or hear, so we should go back to look in the selection for the facts about the Milky Way. Those facts will help us answer the question. Let s return to the text together to find specific evidence that supports our idea that the Milky Way is a big thing with lots of stars. Who can show us where the evidence is in the text? On page 8, the words say that the Milky Way is our galaxy. Yes. Anything else? There are billions of stars in the Milky Way. Our solar system is part of the Milky Way. That means Earth and our sun are part of the Milky Way You did a great job of finding facts in the selection about the Milky Way and making inferences. We can use them in our answer to the question. INDEPENDENT WRITING Ask students to use the blackline master on page 56 to collect text evidence that supports their response to the question. Be sure you have clearly modeled how students will use the page. 46 OUR SOLAR SYSTEM

47 DAY 4 WRITE TO SOURCE Explain the learning focus and review the constructed response question. Support students as they draft their answers using evidence they collected on Day 3. Remind students to recall the steps you modeled for them. Let s draft a response to the question about Earth in Space. We ll use the notes and text evidence we collected to help us draft our answer. E-RESOURCE Record students ideas on a whiteboard or chart. Guide students through each step of drafting their answer. You may wish to use the blackline master on page 57 of this lesson plan to help draft the response. We ll start by drawing a picture of what we re going to write about. Who has an idea? Our picture should look like the one of the Milky Way on page 8 of the text. Right, it s kind of a swirl of stars. I ll do my best to draw it, and I ll also label it Milky Way. What words or phrases should we add under our drawing to help explain what the Milky Way is? big with billions of stars Excellent. I ll also add It is where our solar system is. INDEPENDENT WRITING Students draft their own responses using the text evidence they collected. MONDO BOOKSHOP GRADE K 47

48 Days 5 6 Modeled Writing Performance Task: Informative LEARNING FOCUS W.K.2 Students explore through teacher modeling characteristics of informative texts, in which they use a combination of drawing, dictating, and writing to compose informative texts; name what they are writing about; and supply some information about the topic. DAY 5 ANALYZING THE TEXT TYPE Explain the writing performance task for this theme. Over the next several days, we will be learning more about writing an informative piece and then we ll work toward writing one. First, I ll show you how I might plan and write an informative piece. Then we ll create an informative piece together. You ll have time to write your own informative piece, too. Our task is to decide what we want to write about and gather some facts about this topic. Review the components and characteristics of informative writing. Let s discuss what we already know about informative writing. It s about a topic. Then we write some details, or facts that are true, about the topic. E-RESOURCE Analyze the structure and elements of an informative piece using the mentor text (Themed Text Collection Volume 2, page 42) and the two texts read during shared reading. Let s look at the text Rocks and see what we can learn about informative pieces that might help us write our own. Who can tell what the title tells us? It tells the main topic. I can tell the main topic is rocks. Let s take a minute to look over this text.... What do you notice about it? It tells us some general things about rocks in the beginning. Then it has lots of facts that tell more about rocks. Yes. This is a great example of what is in an informative text and what to think about as you write one. First you tell the topic. Then you give details or facts that tell information about the topic. Did you notice that the pictures gave us information, too? Let s look through the selections we just read together with the purpose of learning more about writing informative pieces. INDEPENDENT WRITING Help students create a page entry in their writing journals titled Informative Writing. Then ask them to write about the big ideas that they learned from the day s lesson. 48 OUR SOLAR SYSTEM

49 DAY 6 CHOOSING A TOPIC/PLANNING Explain the writing performance task for this theme. Model how you choose a topic. Our task is to choose a topic that we would like to write about. Let s try this together. First, I m going to show you what I think about as I choose a topic. I noticed that our planet Earth was mentioned in all three of the selections we have read so far in the theme. Each selection had some different facts about Earth. I learned a lot about Earth that I didn t know before. I think this might be a good topic to write about. Sample Plan Topic: Earth Fact: Earth is the third planet. Fact: Earth goes around the sun. E-RESOURCE Create a planning organizer on chart paper or whiteboard, using the blackline master on page 58. You may wish to do this prior to the lesson, or you can create it as you model your thinking. Model for students the planning of the informative piece you ve come up with. Do this on the hand-drawn planner you ve created in advance, or use the sample provided here. Be sure to save the completed planning organizer for use in the next session. First, I need to decide on a topic. I think I m going to write about planet Earth. I remember a lot of interesting facts about Earth in the selections we read. I will have a lot of facts to choose from when I write my informative piece. INDEPENDENT WRITING Ask students to look for other examples of informative texts from the books in the classroom. MONDO BOOKSHOP GRADE K 49

50 Days 7 9 Modeled Writing Performance Task: Informative LEARNING FOCUSES W.K.2, W.K.5 Students explore through teacher modeling characteristics of informative texts, in which they use a combination of drawing, dictating, and writing to compose informative texts; name what they are writing about; and supply some information about the topic. With guidance and support from adults, students focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. DAY 7 DRAFTING Display your planning organizer from the previous session. Review your plan with students and add any new ideas you might have had. I have been thinking about the topic I m going to write about Earth. I m going to choose two facts to write about. There are many facts about Earth. I need to think of two facts that are true. I can ask myself questions to help. What do you think about that? Create a drafting outline on chart paper or whiteboard using the bullets in the margin. Working off your prewriting chart, model for students how you would draft the informative piece. The first thing I m going to write is the topic: Earth. What if I m not exactly sure how to write the words I need? I can sound out some of the letters before writing them. I can look for the words in the text. I can also ask someone to help me. I can even draw a picture. Here s my picture of the planet Earth. I ll write Earth under it. Model drafting one fact about the main topic. DRAFTING TIP When modeling the drafting of an informative piece, follow this structure: Topic Picture and fact Picture and fact I m going to draw a picture to show a fact about Earth. My first fact is that Earth is the third planet from the sun. I can draw that I ll draw the sun here. It s very big. Then I ll draw Mercury and Venus between the sun and Earth. Now, I ll write a label for my picture: #1. Let s think of a second fact and then draw or write it. Who can tell me another fact about Earth? INDEPENDENT WRITING Students choose a topic for an informative piece. DAY 8 REVISING Display your informative draft from the previous session. Explain that revising gives writers an opportunity to improve their writing. You may wish to add details to your picture. Review your first draft of the informative piece with students. The revising step is my chance to make my work even better. I can look at my picture and words to see if I can add details. We know that Earth goes around the sun. I m going to add that detail. I ll draw the circular path Earth takes around the sun. 50 OUR SOLAR SYSTEM

51 Model how asking questions elicits details that can be used to improve the draft. I wrote the label #1 under my picture of the sun and the three planets, but I think I can do a better job. I ll ask myself a question: What is Earth? Can you answer the question? It is the third planet from the sun. It is one of eight planets. I ll write a sentence: Earth is the third of the eight planets. Notice how I added the letter s to the end of planet to make the plural planets? Also, I wasn t sure about how to spell planet. I knew to write a for the short a sound and e for the short e sound, but I wasn t sure about how many n s I needed. To double-check, I looked back at the selection we read called The Planets. That showed me how to spell the word planets. L.K.1c CONVENTIONS Regular Plural Nouns INDEPENDENT WRITING Students begin to plan their informative piece. DAY 9 EDITING Explain that the editing step is the writer s last opportunity to be sure the text is correct in every detail. Review the editing tips. (See the margin for shareable tips.) Then model the process of editing the text. When I edit, I look at my picture and my labels or sentences. I think about details I can add. I make sure I spelled words correctly and used end punctuation. I wasn t sure about how to spell planet. I knew to write a for the short a sound and e for the short e sound, but I wasn t sure about how many n s I needed. To double-check, I looked back at the selection we read called The Planets. That showed me how to spell the word planets. The tips on the list also help me remember what to do. L.K.2c CONVENTIONS Letter-Sound Correspondence EDITING TIPS Look at your writing and fix any mistakes. Check your spelling. Make sure words that need a capital letter have one. INDEPENDENT WRITING Have students share and compare ideas, facts, and illustrations with peers. MONDO BOOKSHOP GRADE K 51

52 Days Shared Writing Performance Task: Informative LEARNING FOCUS W.K.2 With teacher guidance and support, students share in the writing of informative texts, in which they use a combination of drawing, dictating, and writing to compose informative texts; name what they are writing about; and supply some information about the topic. Performance Task Write an informative piece about an object in the sky that interests you. DAY 10 CHOOSING A TOPIC/PLANNING Explain the writing performance task for this theme. Today we ll begin writing a new informative piece together. You ll do some parts on your own, and I ll help you with the rest. The informative piece we write will be about our theme. To write it, we ll think about some of the things we see in the sky. Last time, I showed you how to write an informative piece about planet Earth. Now it s your turn to write about something else in the sky that interests you. Encourage students to work together to choose a topic for the shared writing performance task. Our work today is to think of something in the sky to write about. First, think about a space object that interests you the sun, a star, a planet, the moon, the International Space Station. What do you know about it? Why does it interest you? Turn and talk with a partner about those questions. INDEPENDENT WRITING Students select a final topic for their independent informative pieces. DAY 11 PLANNING E-RESOURCE Create a planning organizer on chart paper or whiteboard (see sample on page 58). Invite students to think about the parts and how they are organized in preparation for writing the first draft. Our work today is to think of a space object to write about. First, think of something we can see in space that interests you. Is it a place you d like to visit? What makes it interesting to you? Turn and talk to a partner about those questions. Then we ll share our ideas.... Who has an idea to share? I think the sun is really interesting. No one has ever been there. Anyone else? I would like to know more about the International Space Station. I think it would be fun to live in space and float around. Great. Let s think about all the things in space that we read about. Now decide on one of those things for our writing. INDEPENDENT WRITING Students add details and draw pictures to their informative pieces. 52 OUR SOLAR SYSTEM

53 DAY 12 DRAFTING Display and review the planning organizer from the prior session. Encourage students to review it and make changes. We ll use this planning chart to help guide our thinking as we plan our writing. Now that we ve decided on a space object to write about, we need to think about some facts. Remember, a fact gives information that is true. Turn and talk with your partner about two facts about your topic that you will share in your informative piece. Taking notes in your writing journals will help you remember your ideas. Who has an idea to share? I m going to write about the sun. It is really big and hot. It s really, really far from Earth. Draft an outline on chart paper or whiteboard using the model listed in the margin. Use the planning chart to encourage students drafting as you write. Let s take a look at our planning notes. Can you make a change that will help with your writing? Who can share an idea for a change? We drew a picture of the sun. I think we should add Earth to show how the sun gives it heat and light. DRAFTING TIP Have students follow this sequence to facilitate drafting: Topic Picture and fact Picture and fact ELL SUPPORT W.K.2 Writing Based on students needs, you may choose to provide sentence frames to help ELLs draft each section of their informative text. INDEPENDENT WRITING Assist students as they draft their informative pieces. MONDO BOOKSHOP GRADE K 53

54 Days Shared Writing Performance Task: Informative LEARNING FOCUSES W.K.2, W.K.5 With teacher guidance and support, students share in the writing of informative texts, in which they use a combination of drawing, dictating, and writing to compose informative texts; name what they are writing about; and supply some information about the topic. With guidance and support from adults, students focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. DAY 13 REVISING Display students draft. Remind students that revising gives them a chance to make their writing better. Read aloud the first draft of the informative piece with students. The revising step of the writing process gives us a chance to improve our writing. Remember how I read my words aloud to see if they made sense? Let s read our draft together and look at the picture. Raise your hand if you notice a place where a change would be helpful, and I ll mark it with a self-stick note. Review with students the places in the text that were marked for revising. Guide students to use question words to help them add key details. Work with students to make appropriate revisions. Let s have a look at the places you asked me to flag for revising. Who sees a place we could revise? What change would you like to make? I think we could write a sentence instead of a label for the sun. What sentence would you like to write? The sun is a big ball. Does anyone have a question or thought about that? What is the sun made of? Maybe we should add another detail. Good point. How about: The sun is a big ball of hot gas. Asking questions helps us think of more key details to add. INDEPENDENT WRITING Students revise their draft informative pieces using self-stick notes to indicate something that they would like to change. 54 OUR SOLAR SYSTEM

55 DAY 14 EDITING Remind students that the editing step is their last chance to make sure the text is correct in every detail. Display the editing tips in the margin as a guide for students as they edit their draft together. The editing step of the writing process is our last chance to make sure our informative piece is in perfect shape. There are many things that we need to think about as we reread and edit our draft. First, we can look at our picture to make sure it shows enough information. Asking questions will help us think of more details. Next, we ll make sure our words are spelled correctly, especially words that we were not sure how to spell. We can use the word wall, other books, and what we know about word sounds to help us. Then we ll check that any plural nouns, such as planets and stars, are spelled correctly, too. EDITING TIPS Look at your writing and fix any mistakes. Check your spelling. Make sure words that need a capital letter have one. L.K.1c CONVENTIONS Regular Plural Nouns L.K.2c CONVENTIONS Letter-Sound Correspondence INDEPENDENT WRITING Students edit their independent informative pieces using editing tips. DAY 15 PUBLISHING AND PRESENTATION Encourage students to share and present the final group text as well as the informative pieces they wrote individually or with partners. Celebrate their writing accomplishments. We ll start by sharing the informative pieces we made together. Then you will each show the class the piece you created on your own. Later, I ll put your pieces in our browsing box for you to read later. As we listen to each other, think about our theme of the things we can see in the sky. We ll have an interesting discussion about this after we read the pieces you wrote. PUBLISHING & PRESENTATION TIPS W.K.6, SL.K.4, SL.K.5, SL.K.6 1. With the help of an adult, use a variety of digital tools. 2. Use details to describe people, places, things, and events. 3. Add drawings or other visuals to add details to your text. 4. Speak in a clear, loud voice when presenting your text to others. MONDO BOOKSHOP GRADE K 55

56 Name Date Constructed Response: Collect Evidence Check the box of the question you are responding to. Then draw a picture and use words to tell what you found. What is the Milky Way? (RI.K.1*) How are the eight planets in our solar system similar? (RI.K.1*) What is the sun like? (RI.K.2) What does the rover do on Mars? (RI.K.2) Mondo Publishing Score: 56 OUR SOLAR SYSTEM

57 Name Date Constructed Response: Write to Source Draw a picture or use words to answer the question your teacher gives you. Mondo Publishing Score: MONDO BOOKSHOP GRADE K 57

58 Name Planning Organizer Use words and pictures to plan your writing. Date Topic: Fact: Fact: Mondo Publishing 58 OUR SOLAR SYSTEM