Teach | Level K Module 1 | Wit & Wisdom Florida Edition

What are our fve senses?

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Lesson 1: At a Glance

AGENDA

Welcome (3 min.)

Read the Essential Question

Launch (9 min.)

Learn (59 min.)

Listen Actively (10 min.)

Respond Chorally (5 min.)

Share Observations (20 min.)

Share Questions (6 min.)

Examine Response Journals (8 min.)

Experiment with Response Journals (10 min.)

Land (3 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: Ask and Answer Questions About Key Vocabulary (15 min.)

MATERIALS

ƒ Handout 1A: Question Corner Signs

ƒ Wonder Wheel (see lesson for details; retain for future lessons)

ƒ Wonder Chart for My Five Senses by Margaret Miller (retain for future lessons)

ƒ Student Handout: Volume of Reading Refection

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Learning Goals

Ask questions about the illustrations in My Five Senses

Think-Pair-Share using question words from the Wonder Wheel.

Represent learning through drawing and dictation.

Complete a sentence frame for My Five Senses

Vocabulary Deep Dive

Ask and answer questions about key vocabulary in My Five Senses

Think-Pair-Share to develop questions about My Five Senses.

Prepare

ESSENTIAL QUESTION: MODULE 1

How do our senses help us learn?

FOCUSING QUESTION: Lessons 1-5

What are our fve senses?

CONTENT FRAMING QUESTION: Lesson 1

Wonder: What do I notice and wonder about My Five Senses?

CRAFT QUESTION: Lesson 1

Examine: Why is organizing your writing important?

Experiment: How does organizing a Response Journal work?

Students use the Wonder Wheel to develop questions after reading Margaret Miller’s My Five Senses for the frst time. This builds the foundation for the Wonder content stage, where students begin monitoring their reading by becoming aware of what they notice and wonder. Students also focus on how to organize a Response Journal before organizing an entry of their own.

TEACHER NOTE

For more information on the Wonder Wheel, Nonverbal Signal, Echo Reading, Equity Sticks, Think-Pair-Share, Think Aloud, and Choral Reading routines used in this lesson, see the Wit & Wisdom Instructional Routines document.

Welcome

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3 MIN.

READ THE ESSENTIAL QUESTION

Read out the following scenarios and ask students to stand if they have ever had the experience of:

ƒ Smelling something delicious.

ƒ Tasting something sour.

ƒ Seeing something really big.

ƒ Hearing something really loud.

ƒ Touching something very soft.

Explain that this module will help to make sense of these experiences and many more!

Explain to students that over the next few months, they will be trying to answer a big question, called the Essential Question. Essential Questions take a lot of thinking and learning to answer. The students will work together to fnd answers using the books they read. They will also answer smaller questions along the way to help fnd the answer to the Essential Question.

Post and read the Essential Question aloud, pointing to each word as you say it. As you read the word how, model a Nonverbal Signal* by holding up both hands out in a questioning manner.

TEACHER NOTE

Leave the Essential Question posted for students to reference throughout the module.

Students Echo Read the Essential Question using the Nonverbal Signal for how.

Explain to students that this module will be about using tools we already have to learn about the exciting world around us, including the world of reading.

Launch

TEACHER NOTE

9 MIN.

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This framework of questioning, as well as the particular questions introduced here, will be continually revisited over the course of the module. Lingering on them is not necessary; rather, allow for students’ productive struggle, scaffolded by repetition, to help students grasp the process and fnd the answers.

Post the Focusing Question and Content Framing Question.

Read aloud the Focusing Question and Content Framing Question.

Explain to students that Focusing Questions are medium-size questions that help them build toward answering the big Essential Question. They will think about the same Focusing Question for several days in a row.

Read the Focusing Question. Point to the word senses and ask two student volunteers to share what they know about their senses. Reinforce that they will be better able to answer this question after reading and discussing texts in the next couple of days.

Put senses on the Word Wall as a module word.

Remind students that they have one more question to think about: the Content Framing Question. Explain that the Essential Question will take more than a month, the Focusing Question will take about a week, and the Content Framing Question will take about a day. Write these words in different sizes on the board, where the questions are posted, to help convey the meaning. Introduce the day’s Content Framing Question, noting that it is the question that their work for the day will go toward answering.

Ask: “What does it mean to notice?”

Use Equity Sticks* to choose two students to share their thinking. Use responses to reinforce that to notice is to look or listen carefully to and see what catches your attention.

Ask: “What does it mean to wonder?” Volunteers respond.

Use student responses to reinforce that wondering means being curious and coming up with questions to fnd answers for the next time you read. Explain that noticing and wondering as we read a book for the frst time helps us better understand what we are reading, know what we might be able to learn by looking at the book again, and get excited about rereading.

Put notice on the Word Wall as a year-long word.

Explain that the students’ job is to notice and wonder as they read Margaret Miller’s My Five Senses.

59 MIN.

LISTEN ACTIVELY 10 MIN.

Whole Group

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TEACHER NOTE The pages of My Five Senses are not numbered. Page 1 is the page that begins “I have two eyes, a nose.” Consider writing small page numbers in your text for easy reference.

Read the title and author’s name to students. Prompt students to look at the copy of the book in your hands.

Read and label the front cover, back cover, and title page of the text, pointing to each with your fnger as you do. Students Echo Read the labels.

Instruct students to Think-Pair-Share, and ask: “What does the front cover tell us about the book?”

n It tells us the name or the title.

n It tells us what it could be about.

n It shows us a picture of someone in it.

Ask: “What does the back cover tell us about the book?” Volunteers respond.

n It tells us more about it.

n There are some more pictures of people in it.

Ask: “What does the title page tell us about the book?” Volunteers respond

n We learn the title again.

n It says who wrote it, too.

n It gives us another picture of the girl in it.

n It reminds us of what it’s about.

Read the text aloud with minimal interruptions.

Instruct students to Think-Pair-Share, and ask: “What did you learn from this book?”

n I learned there are fve senses.

n I learned that garbage is smelly.

n I learned that you use your body.

Return to the text and display pages 1–2. Students Echo Read the text multiple times, practicing the gestures in the pictures.

RESPOND CHORALLY 5 MIN.

Whole Group

Display the following sentence frames:

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I see with my _____.

I smell with my _____.

I taste with my _____.

I hear with my _____.

I feel with my _____.

As you introduce each sentence frame, draw students’ attention toward the sense. Put see, smell, taste, hear, and feel on the Word Wall as module words below the senses entry.

To reinforce learning, students respond chorally to the frames. Model how to say each word audibly and clearly. Students verbally respond while pointing to the corresponding body part. Repeat several times.

Continue working Echo or Choral Readings of these lines into lessons until students can recite them fuently.

SHARE OBSERVATIONS

Pairs

20 MIN.

Remind students that readers notice and wonder—or see what things strike them and then ask questions—as they read so that they have an easier time understanding what they read. Tell students that frst they will discuss what they noticed.

Introduce Nonverbal Signals for speaking and listening. Explain that an important part of being a member of this learning community is having guidelines that help everyone learn. When students want to share, they should put a hand on top of their head to signal that they have something in their mind that they notice. Students will take turns sharing their observations. When students are not sharing, they should point to their ears to indicate that they’re listening to others. Prompt students to practice these gestures.

Differentiation

Create response cards with an image for notice, such as the one below. Show students how to hold up their cards when they have a notice to share.

Model noticing using the spread on the sense of sight (pages 3–6). While displaying the spread, point to the images and use the following sentence frame to share what you notice: I notice ______.

Scaffold

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If students struggle with the word notice, consider substituting see for this lesson while looking for opportunities to reinforce the connection between the two terms.

Give half of the class a copy of the text. Students who have a book fnd a partner. The student holding the book chooses a page and uses the sentence frame to share one notice from that page. After sharing, pairs switch roles to repeat the process.

TEACHER NOTE

Circulate as students share and offer support as they become comfortable making observations and using the sentence frame to respond.

SHARE QUESTIONS 6 MIN.

Whole Group

Display the Wonder Wheel.

WONDER WHEEL CHART

I wonder...? whowhere how when why what

Remind students that they will also wonder, or ask questions, about a text. Students Echo Read the question words on the Wonder Wheel.

To practice, students chorally respond to and generate a few simple questions using the questions on the Wonder Wheel, such as: “Who is your teacher? Where is your seat? What is your name? Where do you go to school? How old are you?”

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Scaffold

ƒ Make up a Nonverbal Signal for each question word, and use it each time you want to emphasize that word in this and future conversations.

ƒ Rather than beginning with the entire Wonder Wheel, choose 2 to 3 question words to focus on at a time.

Create a Wonder Chart by labeling chart paper with Wonders for My Five Senses by Margaret Miller.

Return to the page spreads for the sense of sight and model how to use a question word from the Wonder Wheel. Record your question on the chart, underlining the question word and then pointing to it on the Wonder Wheel.

Display the page spreads for the sense of smell. Ask: “What questions do you have about these pages?”

Use Equity Sticks to call on two students. As needed, support students in developing their questions. Add questions to the chart, underlining the question words and labeling students’ questions with their initials.

Repeat the procedure for taste, hearing, and touch. Gradually introduce Think-Pair-Share discussions of questions before using Equity Sticks to choose two pairs to share.

TEACHER

NOTE

Students will have a chance to ask and answer questions with question words in the Deep Dive for this lesson.

Pairs share questions about My Five Senses using the Wonder Wheel.

Wonders for My Five Senses

by Margaret Miller

ƒ Why is the girl smiling at herself?

ƒ Why is the girl going through the garbage?

ƒ How do you taste the ocean?

Explain that students will revisit their questions after they continue reading My Five Senses.

TEACHER NOTE

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Using question words to ask questions about a text is a focus skill for this module. If students had diffculty formulating questions using the Wonder Wheel, consider focusing on one question word at a time, beginning with questions about familiar content (home or school) and then moving into the text. Repeated exposure and redirection will support students in developing their ability to ask and answer questions, a Wit & Wisdom Core Practice.

EXAMINE RESPONSE JOURNALS

Whole Group

8 MIN.

Explain that, in addition to noticing and wondering, readers also write about what they are learning. Writing down what you are learning allows you to remember what you read and to think about it in new ways.

Share that students will use a Response Journal to record their thoughts about texts they read. They will also be able to look back on their past ideas and share with others. But in order to do this, they need to make sure their writing is well organized.

Display and read the Craft Question: Why is organizing your writing important?

Tell students to think about this question as you model organizing a Response Journal.

TEACHER NOTE

Students do not need to discuss and internalize Craft Questions in the same way as the Content Framing Questions. Content Framing Questions represent habits of mind for comprehending complex texts, while the Craft Questions outline a gradual release of responsibility. Briefy share the Craft Questions with students to focus them on a specifc craft strategy and cue their level of responsibility for that strategy.

Display a sample Response Journal page on chart paper. Conduct a Think Aloud as you create an entry to respond. As you develop a response, emphasize the following:

ƒ Response Journal entries include words and pictures.

ƒ Words and pictures each have their own space on the page.

ƒ Each page answers one question or completes one sentence.

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Ask: “What did I notice as I read today?” Model completing the Response Journal entry. For Example: I notice a horse.

Instruct students to Think-Pair-Share, and ask: “Why is it important to organize a Response Journal this way?” Call on student volunteers to answer.

n So we can read it.

n So others can read it.

EXPERIMENT WITH RESPONSE JOURNALS

Pairs

10 MIN.

Display and read the Craft Question: How does organizing a Response Journal work? Explain to students that it is now their turn to practice organizing a Response Journal.

Give pairs of students a copy of the text. Instruct students to Think-Pair-Share, and ask: “What did you notice earlier when we read My Five Senses?” Prompt pairs to look at the illustration they chose when they were sharing observations earlier in the lesson.

Circulate and support students in developing a response as needed.

Distribute Response Journals. Students open to the frst page and point to where they are going to place their drawing.

TEACHER

NOTE To maximize instructional time, add the sentence frame to each journal prior to the lesson.

Students draw what they noticed from My Five Senses

Land 3 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Students Echo Read the Content Framing Question. Remind students of how they listened to My Five Senses, shared what they noticed, and used the Wonder Wheel to wonder or ask questions. Point to artifacts from this lesson as you recount these events.

Ask: “Did we answer this question today by doing these things?”

Students use a Nonverbal Signal to indicate yes (thumbs-up), no (thumbs-down), or unsure (thumbssideways). Ask two students to share their thinking behind their response.

Wrap

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1 MIN.

ASSIGN HOMEWORK

Consult with colleagues to develop a grade-appropriate home-reading routine. Use this time in each lesson to remind students of expectations. Once this routine is in place, distribute and review the Volume of Reading Refection. Explain that students should consider these questions as they read and explain classroom systems for sharing their responses.

TEACHER

NOTE See the Implementation Guide for a further explanation of Volume of Reading, as well as various ways of using the refection.

Analyze

Context and Alignment

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Students craft their frst response in their Response Journals by drawing something they noticed about My Five Senses. This lays a foundation for students to use their Response Journals to create organized, text-based responses throughout the module Each student:

ƒ Draws a text-based observation.

ƒ Correctly organizes their response on one page of the Response Journal.

Next Steps

If students had diffculty organizing their Response Journals, provide support by outlining a rectangular box on the journal page for students to use as their space to complete the sentence frame.

LESSON 1 DEEP DIVE: VOCABULARY

Ask and Answer Questions About Key Vocabulary

ƒ Time: 15 min.

ƒ Text: My Five Senses, Margaret Miller

ƒ Vocabulary Learning Goal: Ask and answer questions about key vocabulary in My Five Senses

Launch

TEACHER NOTE

In Vocabulary Deep Dives 16, 21, and 29, you will fnd a direct vocabulary assessment tool and corresponding directions. To best meet students’ language needs, consider using this tool to pre-assess students at the start of this module. Do not share results with students, but use the data to inform and differentiate your vocabulary instruction. At the close of the module, reassess students using the same tool to determine their growth against the baseline data.

Display the Wonder Wheel. Ask: “What do we use this for?”

n We use it to wonder about texts.

n We use it to ask questions about texts.

n We use it to help us ask questions.

Use responses to reinforce that asking questions helps us better understand a text, including the vocabulary within it. Explain that students will learn how to use Question Corners* to ask questions about vocabulary words in My Five Senses.

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NOTE Self-questioning is a cornerstone of strategic reading. Question Corners introduce questioning as a good reading habit in a student-friendly way.

TEACHER

NOTE Prior to this lesson, print Handout 1A to use as Question Corner signs.

Explain that Question Corners is a routine that students will use throughout the year to help them ask questions about a text. Working with one question word at a time, hold up the Question Corner sign as you point to the corresponding question word on the Wonder Wheel. Students Echo Read each question word. Then post the sign in a designated area of the classroom. Explain that when in that “corner,” students ask questions using that particular word. Volunteers move to each corner and share sample questions using the appropriate question word.

Name:

Handout 1A: Question Corner Signs

Directions: Create questions about the text using the question word on the sign.

WHO?

Once all Question Corner signs have been posted, direct students’ attention toward the what corner. Explain that what questions can help us ask about the meaning of words within a text.

Display My Five Senses, and read pages 1–4. Pause on page 4, move to the what Question Corner, and ask: “What does shadow mean?”

Think Aloud as you use clues in the text to answer the question. For example:

From the words, I know that a shadow is something you see. In the picture, I see the girl looking down at the outline of her body. I know that when I stand in the sun, I sometimes see the outline of my body, just like the girl is seeing. So, what does shadow mean? A shadow is an outline.

Put shadow on the Word Wall as a module word.

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TEACHER NOTE

Shadow is a phonetically complex word, featuring the sh digraph. While students will be unfamiliar with this sound at this time, shadow emerges a number of times in these lessons, including during the study of Le Gourmet. Add it to the Word Wall without asking students to make the letter-sound connection in this word.

Return to the text, and read pages 5–6. Pause on page 6, move to the what Question Corner, and ask: “What does city mean?”

Use Equity Sticks to call on students to join you in the Question Corner and share their thinking. Use follow-up questions to encourage students to return to the words and pictures to support their answers.

n A city is something you see.

n A city has lots of buildings.

n A city is where people live.

Put city on the Word Wall as a module word.

TEACHER NOTE

City features a soft c sound. At this time, students are likely most familiar with the hard c sound. However, city will be used throughout this module, especially as students read Last Stop on Market Street. Add it to the Word Wall without asking students to make the letter-sound connection.

Return to the text, and read pages 10 and 11. Pause on page 11, move to the how Question Corner, and ask: “How does tasting the ocean work?”

Students Think-Pair-Share. Pairs stand when they have an answer. Use Equity Sticks to call on pairs to join you in the Question Corner and share their thinking.

n It means you open your mouth and taste the water.

n The water in the ocean tastes salty.

Return to the text, and read pages 15–17. Pause on page 17, and move to the how Question Corner.

Students Think-Pair-Share to develop a how question for page 17.

n How does a piano sound?

n How does a piano work?

Circulate as students discuss, and choose pairs to move to the how corner when you hear they have developed a how question. Pairs share their questions with the class when they arrive at the how Question Corner.

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Students return to their seats. Use Equity Sticks to call on students to share answers to the studentgenerated how questions.

n You press keys, and the piano plays music.

n A piano sounds like music.

Put piano on the Word Wall as a module word.

Land

Students Echo Read the words posted on the Word Wall in this lesson, including notice and wonder Volunteers share what they have learned about these words.

Extension

Students move around the Question Corners, saying each question word three times before moving on to the next one. Copyright

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QUESTION: LESSONS 1-5

What are our fve senses?

Lesson 2

TEXTS

ƒ My Five Senses, Margaret Miller

ƒ Le Gourmet, Pablo Picasso (http://witeng.link/0620)

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Lesson 2: At a Glance

AGENDA

Welcome (2 min.)

Read the Essential Question

Launch (3 min.)

Learn (64 min.)

Partner Read (20 min.)

Act Out My Five Senses (15 min.)

Examine Le Gourmet (10 min.)

Experiment with Response Journals (19 min.)

Land (5 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: Feeling Words (15 min.)

MATERIALS

ƒ World map

ƒ Sample Response Journal entry (created in Lesson 1)

ƒ Wonder Chart for My Five Senses by Margaret Miller (created in Lesson 1)

ƒ Materials and images for Feeling Words Chart

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Learning Goals

Identify key details and discuss the main topic of My Five Senses

Think-Pair-Share to identify the main topic and key details of sections from the text.

Vocabulary Deep Dive

Interpret expressions from My Five Senses and link them to sensory experiences and feelings.

Identify sensory experiences in My Five Senses, and describe the associated feelings based on evidence from the text.

Prepare

FOCUSING QUESTION: Lessons 1-5

What are our fve senses?

CONTENT FRAMING QUESTION: Lesson 2

Organize: What is happening in My Five Senses?

CRAFT QUESTION: Lesson 2

Experiment: How does organizing a Response Journal work?

Students experience Partner Reading for the frst time and act out scenes from Margaret Miller’s My Five Senses. Acting out scenes from the book provides an active and meaningful way to deepen understanding of what is happening in the text. Using Pablo Picasso’s Le Gourmet, students share observations and questions as they begin an exploration of what it means to “read” a painting. In their Response Journals students write what they notice in Le Gourmet.

Welcome

2 MIN.

READ THE ESSENTIAL QUESTION

Refer to the Essential Question: How do our senses help us learn?

Point to each word as you read the question aloud. As you read the word senses, model a Nonverbal Signal by holding up a hand with fve fngers.

Students Echo Read the Essential Question using the Nonverbal Signals for how (both hands out in a questioning manner) and senses.

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Remind students that throughout this module, they will use tools they already have to learn from the world around them.

LAUNCH 3 MIN.

Read aloud the Focusing Question and Content Framing Question, noting that the Content Framing Question is the one they will focus on answering in this lesson. Students Echo Read the question.

Point to the word senses in the Content Framing Question. Ask two volunteers to share something they learned about their senses in the previous lesson, referencing the Word Wall as they do. Use responses to reinforce that there is more to learn about how the fve senses are “superpowers” they use every day.

64 MIN.

PARTNER READ 20 MIN.

Pairs

Before reading, divide students into pairs. Explain that pairs will fnd a place together on the carpet facing the book and sitting “hip-to-hip.”

Choose a student to help you model this position. Hold a copy of the text between you, and turn the pages together. Demonstrate how, if you sat back to back, only one of you would be able to see. The same goes if you sat facing each other, but if you sit next to one another, each has the same access. Reinforce that anytime they engage in Partner Reading they will sit hip-to-hip on the foor or at the table.

Distribute a copy of the text to each pair, supporting kids in sitting hip-to-hip as needed. Read and label the front cover, back cover, and title page, pointing to each as you do so. Students Echo Read the labels and locate each with their partner. Ask volunteers to explain what these parts of a book tell a reader.

Remind students that the day’s focus is what is happening in My Five Senses. Read the text aloud. Prompt pairs to follow along in their copies, and encourage them to alternate turning pages and sharing responsibility for the book.

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TEACHER NOTE

If students struggle with Partner Reading, reread parts of the text until students feel comfortable following along while sharing a book. Cuing when you are turning to a new page might help. Also, look for opportunities throughout the day to practice Partner Reading, to hasten independence and responsibility.

As you read, use the words and pictures to clarify the following vocabulary words by relating them to familiar synonyms (suggestions are in parentheses):

ƒ Page 10: “garbage” (trash)

ƒ Page 16: “a fre engine” (fre truck)

ƒ Page 22: “a rabbit” (bunny)

TEACHER NOTE

As the year progresses, students will be asked to work with related words, including synonyms and antonyms. Use activities like the above to build a foundation for this type of thinking.

ACT OUT MY FIVE SENSES 15 MIN.

Pairs

Explain to students that acting out, or creating a Tableau*, can help them better understand what happens. Acting as a character helps a reader imagine what the character is thinking and feeling. Explain that to act out this book, students will point to the body part that goes with a specifc sense used in the picture. Then, they will act out, or pretend, they are doing the same action.

Briefy explain the difference between feel as in physically touching something and feel as in a feeling you have as a reaction. Explain that you want students to imagine the different emotions, or feelings, that the children have in reaction to using their senses.

One way to do this is by examining the looks on their faces, or their expressions. Invite students to practice by showing various expressions on their own faces, such as a happy expression, sad expression, surprised expression, and scared expression. As students create Tableau scenes, invite them to look at the faces of the children in the pictures and mimic their expressions.

Tell students they will continue working with feel and feelings in the Deep Dive.

Stop on each page to create a Tableau as you read the text aloud. Act out the frst few images with students to help them understand the procedure.

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Students use Nonverbal Signals to indicate what sense is being represented in the picture. For example, when the girl is smelling roses, students point to their noses. Then, students act out smelling a fower.

After each section, ask partners to verbally summarize.

Pairs discuss the following questions: “What is this section about? What in the text makes you think so?” Use Equity Sticks to call on students to answer.

n Pages 3–6: It is about seeing things. The girl looks at her shadow.

n Pages 7–10: It’s about smelling things. The girl smells a fower with her nose.

n Pages 11–14: It’s about tasting things. The girl tastes yucky medicine in her mouth.

n Pages 15–18: It’s about hearing things. The boy hears the fre truck, and it’s too loud.

n Pages 19–22: It’s about touching things. The boy touches the soft bunny.

Explain that all of these key details add up to the main topic of the text, or what we learned from the text.

Instruct students to Think-Pair-Share, and ask: “What did you learn from this text, or what is its main topic?”

n The kids have fve senses.

n The kids are using their senses.

n They are using their senses to do different things.

TEACHER NOTE

Think-Pair-Share questions provide meaningful opportunities for students to develop the skill of responding in complete sentences. Use Think-Pair-Shares to reinforce the expectation of responding in complete sentences while also offering scaffolds, such as modeling and sentence frames, to support students in reaching this goal. Students will engage in focused practice of verbally creating complete sentences later in the module.

EXAMINE LE GOURMET 10 MIN.

Whole Group

Display Le Gourmet: (http://witeng.link/0620)

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Explain that an artist in Spain named Pablo Picasso made this painting in the year 1901–well over 100 years ago. Show Spain and your school on a map of the world to provide some context for students.

TEACHER NOTE

Students will study the continents in Module 4. Consider keeping a world map displayed throughout the year and marking locations as opportunities arise. This will both provide a scaffold for students and demonstrate connections between what they are learning.

Explain that unlike authors, who use words to tell stories, artists create stories with pictures. Viewers use their eyes and imaginations to “read” the story. Tell students that they will now notice and wonder with this painting like they did with My Five Senses.

Extension

Explain that when we use our imaginations we see things in our minds that we do not see in real life. Invite children to close their eyes and imagine a room full of stuffed animals. Direct them to imagine what kind of animals they might see. Have students share what they saw in their imaginations. Emphasize that students will continue to use their imaginations as they “read” Le Gourmet

Students consider the painting for thirty seconds, holding their questions or comments. Ask: “What do you notice and wonder about Le Gourmet?”

Scaffold

If students struggle to remain quiet and focused on the painting for thirty seconds, consider using a pointer to direct their attention to different parts of the painting, including the top and bottom, middle, and corners.

Invite volunteers to share their notices and wonderings about the painting.

Scaffold

Support students in making observations and asking questions by asking a more pointed question, such as: “What do you see in this painting?”

Tell students that they will now think about what’s happening in the painting, just like they did with My Five Senses. Use Equity Sticks to call on students to answer the following Text-Dependent Questions.

1 Where do you think the girl is? And why do you think that?

n I think she’s in her house because she’s by herself.

n I think she’s at a restaurant because it looks fancy.

2 Create a Tableau by imitating her pose. What are you doing?

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n I’m eating what’s in the bowl.

n I’m trying not to break the bowl.

n I’m trying to get the last bite of food.

n I’m standing up while eating because there is no chair.

3 What does her face look like? What might her expression tell us about how she’s feeling?

n She looks serious about what she’s doing.

n She might be really hungry.

n Maybe she is trying to get the last bite.

n Maybe she’s concentrating because it’s a big bowl for a little person.

4 Which senses is the girl using? Describe how.

n She feels the bowl and the spoon.

n The napkin is touching her skin.

n She hears the spoon or fork on the bowl.

n She hears herself chew.

n She smells the food.

n She tastes the food.

n She sees the food.

5 What’s happening in Le Gourmet?

n The girl is eating.

n The girl is fnishing her food.

EXPERIMENT WITH RESPONSE JOURNAL ORGANIZATION

Individuals

Display and read the Craft Question: How does organizing a Response Journal work?

19 MIN.

Remind students of their experience organizing their Response Journals by revisiting the entry from Lesson 1.

Direct students’ attention to Le Gourmet. Remind students that viewers “read” paintings using their eyes and imaginations, and explain that they will be using their Response Journals to record their ideas.

Instruct students to Think-Pair-Share, and ask: “What do you think is in the bowl?”

Display and read aloud the following sentence frame, pointing to each word as you read: I think ____ is in the bowl. Explain that students will use this sentence frame to guide their writing and thinking.

Share how to place an answer in the frame using a Think Aloud. For example:

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Where should I put my answer? I could put it at the end of the sentence. Then it would say, “I think is in the bowl ice cream.” Wait, that doesn’t sound right! Hmm… maybe I should look at the sentence frame again.

Read the sentence frame again, pointing to each word as you read. When you get to the blank space, pause momentarily before reading and pointing to the rest of the words.

Think Aloud to show how the answer goes on the blank line. For example:

When I read the sentence frame, I heard the spot where my answer should go. It was when I got to this blank line. I think my drawing should go in that spot

Sample Response Journal Entries

I notice a horse I think ice cream is in the bowl.

Ask: “Why is it important to organize my writing like this on my page? Why can’t I put my answer anywhere on the page?”

n It helps answer the question.

n If it’s in the wrong place it sounds silly.

n People need to be able to fnd the answer.

Remind students how to organize their writing on one page and that, when responding to a question in their journals, they can use a mixture of writing and drawing to answer the question.

Distribute Response Journals. Students point to where they are going to place their drawing.

TEACHER

NOTE Add the sentence frame to each journal before the lesson to maximize instructional time.

Instruct students to Think-Pair-Share, and ask: “What do you think is in the bowl? What from the painting makes you think that?”

Students use one page to respond to the prompt: “What do you think is in the bowl?”

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Circulate to support students in completing the blank on the sentence frame. Ask follow-up questions about their answers, such as, “What part(s) of the painting made you think that?”

TEACHER

NOTE

Asking follow-up questions reinforces the importance of using textual evidence to support your thinking or draw conclusions. Although this Response Journal prompt is speculative, it provides an opening to reinforce this habit of mind. There will be additional instruction using textual evidence beginning in Lesson 7.

Land

ANSWER THE CONTENT FRAMING QUESTION

Students Echo Read the Content Framing Question and then Think-Pair-Share to respond. Use Equity Sticks to choose two students to share their responses with the class.

n The kids use their senses to play.

n They use their senses to fnd yucky things.

n The kids are using their senses.

n They are using their senses to do a lot of things.

Ask: “What helped us answer this question today?”

Scaffold

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If students struggle to think through the lesson as a whole, break the question down into specific activities from the day. For instance:

ƒ How did Partner Reading help you understand what is happening in My Five Senses?

ƒ How did acting out pages from My Five Senses help you understand the book?

TEACHER NOTE

As time allows over the course of Lessons 2–5, revisit the Wonder Chart from Lesson 1 at the close of the Land. Students share the answers they have discovered. For each answer, briefy return to the text to reinforce using textual evidence when answering questions.

1 MIN.

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Analyze

Context and Alignment

Students create Tableau scenes in order to identify key details from the text. This is the frst step in determining the main topic of an informational text. Each student:

ƒ Identifes the sensory experience (e.g., key detail).

ƒ Supports their response with evidence from the text.

ƒ Generates a possible main topic of the text.

Next Steps

If students had a diffcult time following along during the Tableau scenes, repeat the exercise in a smaller setting where you can offer individual support and clarifcation, helping students identify the key details from each section.

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LESSON 2 DEEP DIVE: VOCABULARY

Feeling Words

ƒ Time: 15 min.

ƒ Text: Text: My Five Senses, Margaret Miller

ƒ Vocabulary Learning Goal: Interpret expressions from My Five Senses and link them to sensory experiences and feelings.

Launch

Distribute copies of My Five Senses to pairs. Pairs turn to pages 1 and 2. Read pages 1 and 2, pausing after each body part is named. Instruct students to Think-Pair-Share to identify the sense that goes with each body part, reminding them to reference the Word Wall. Volunteers share with the class.

Students Mix and Mingle to share examples of something they can do with each sense. Call out one sense at time as students discuss experiences.

n I can see a rainbow.

n I can smell a skunk.

n I can hear a crash.

n I can taste chocolate.

n I can touch my cat.

Explain that in this lesson they will learn more about the words that describe how these experiences can make them feel.

Learn

Reread page 19, emphasizing the word feel. Remind students that this word is about the boy’s sense of touch, or what he feels with his hands or on his skin. Point out that you can also think about how someone feels. Remind students that this kind of feeling describes emotions, or how someone feels inside.

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Ask: “Remember how we learned about expressions, or how someone’s face looks. How does someone’s expression help us understand how they are feeling?”

n They can show us how someone is feeling.

n If someone is happy, they will be smiling.

Explain that our senses create feelings. Provide a few relatable examples, such as:

ƒ I feel happy when I see my family.

ƒ I feel excited when I taste ice cream.

ƒ I feel sleepy when I hear my dad waking me up in the morning.

Return to page 19 and ask: “What is the boy’s expression? How do you think he’s feeling?”

Label a blank piece of chart paper “Feeling Words.” Explain that students will now look back at the pictures from the text to see how the children are feeling as they use their senses.

Display page 5 as pairs follow along in their texts. Ask: “What sense is the girl using in this picture?”

n She’s seeing her dog.

Pairs discuss which feeling word describes the girl, based on her expression. Use Equity Sticks to choose a pair to share their thoughts. Remind students to support their answers using information from the pictures.

n She’s happy. She is smiling.

Use responses to add to the Feeling Words Chart, inserting images where possible to support students’ independence.

Display page 10 as pairs follow along in their texts. Ask: “What sense is the girl using in this picture?”

Volunteers respond.

n She’s smelling garbage.

Pairs discuss which feeling word describes the girl’s expression. Use Equity Sticks to choose a pair to share their thinking. Remind students to support their answers using information from the pictures.

n She’s grossed out. She’s holding her nose.

n She’s disgusted.

Continue adding identifed feelings to the Feeling Words Chart.

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Repeat this process for pages 11, 13, and 15.

Pairs identify the sensory experiences and associated feelings on pages 11, 13, and 15 of My Five Senses

Land

Students Echo Read the Feelings Word Chart.

Ask: “Do people always have the same feelings? Could someone else be disgusted by seeing their dog?”

Use responses to reinforce that feelings, or emotions, belong to the person who is having them. Two people can have the same experience and have different feelings about it. Provide a few relatable examples, and have students stand if they would be excited or happy and remain seated if they would be scared or frightened. For example:

ƒ Riding a rollercoaster.

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ƒ Holding a snake.

ƒ Eating a new food.

1-5

What are our fve senses?

Lesson 3

TEXTS

ƒ My Five Senses, Margaret Miller

ƒ Le Gourmet, Pablo Picasso (http://witeng.link/0620)

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Lesson 3: At a Glance

AGENDA

Welcome (2 min.)

Read the Essential Question

Launch (8 min.)

Learn (59 min.)

Analyze Pictures and Language in My Five Senses (20 min.)

Analyze the Use of Color in Le Gourmet (15 min.)

Examine How to Respond to a Prompt (24 min.)

Land (5 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Style and Conventions

Deep Dive: Experiment with Responding to a Prompt (15 min.)

MATERIALS

ƒ Magician’s hat

ƒ Writing Anchor Chart: Respond to Prompts

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Learning Goals

Identify how words and pictures work together in My Five Senses to communicate key details.

Respond to TDQs.

Identify whether information responds to a prompt.

Respond nonverbally to completed sentence frames.

Experiment with answering a prompt by completing a sentence frame.

Complete a sentence frame in the Response Journal.

Prepare

FOCUSING QUESTION: Lessons 1-5

What are our fve senses?

CONTENT FRAMING QUESTION: Lesson 3

Reveal: What does a deeper exploration of words and pictures reveal in My Five Senses?

CRAFT QUESTION: Lesson 3

Examine: Why is responding to the prompt important?

Students analyze how words and pictures work in tandem to reveal details and meaning in My Five Senses. Students focus on color in Le Gourmet and consider how a painter communicates meaning in much the same way as an illustrator. In preparation for evidence collection, the class examines why it is important to answer a prompt and how an evidence guide will support them.

Welcome

2 MIN.

READ THE ESSENTIAL QUESTION

Refer to the Essential Question: How do our senses help us learn?

Point to each word as you read the question aloud. As you read the word help, model a Nonverbal Signal by interlocking your hands.

Students Echo Read the Essential Question using the Nonverbal Signals for how (holding both hands out in a questioning manner), senses (holding up a hand with fve fngers out), and help.

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Launch

8 MIN.

Read aloud the Focusing Question and Content Framing Question, reminding students that the Content Framing Question will help focus the day’s learning.

Show a magician’s hat with something hidden underneath. Identify the type of hat for the class, and explain that a magician often hides things inside the hat and then does a trick to reveal what is inside. Lift the hat to show what was hiding underneath.

TEACHER

NOTE

If you do not have access to a magician’s hat, use an image of a magician’s hat. Hide an object behind the image then lift the image to reveal the object.

Instruct students to Think-Pair-Share, and ask: “What does it mean to reveal?” Use Equity Sticks to call on students to answer.

n It means to show something.

n It means to uncover.

n It means to fnd out what is hiding.

Use responses to reinforce that reveal means “to uncover or show something that was once hidden.”

Put reveal on the Word Wall as a year-long word.

Underline reveal in the Content Framing Question, and explain that in this lesson students will look at the words and pictures in My Five Senses to reveal information.

Scaffold

Develop a Nonverbal Signal for reveal with students; for example, making a fist and then opening it.

Learn

59 MIN.

ANALYZE PICTURES AND LANGUAGE IN MY FIVE SENSES

Pairs

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20 MIN.

Distribute one copy of the text to pairs. Reread the title and author’s name to students. Prompt pairs to look at their copies of the text.

Instruct students to Think-Pair-Share, and ask: “What does it mean when the book says ‘By Margaret Miller’?” Use Equity Sticks to call on students to share their answers.

n It means that she did the book.

n It means she is telling the story.

n I think it means she wrote it.

Use responses to introduce the word author, explaining that an author uses words to communicate their ideas or story to a reader. Writing words for books is their role, or job. Point to the front cover of My Five Senses, emphasizing again that Margaret Miller is the author.

Put author on the Word Wall as a year-long word.

Students Partner Read as you read through the text, prompting them to pay close attention to the illustrations in the text and how they help communicate information.

Ask: “What do you notice about the pictures in this text? How are they made?”

Use responses to explain that the pictures are photographs from a camera—they were not created by paint, crayons, or markers.

Explain that students will revisit specifc pages to determine how the words and pictures work together to reveal particular details.

Read pages 3–6 of the text, emphasizing the word see and pausing on page 5. Pairs follow along in their texts.

Use Equity Sticks to call on students to answer the following TDQs.

1 How does the photo on page 4 give us more detail about what she sees?

n It shows us what her shadow looks like.

n It shows us what a shadow is.

2 How does the photo on page 6 reveal more detail about what she sees?

n It shows us that she sees tall buildings.

n It shows us that her city has water, too.

n She is looking at her city from far away.

Turn to page 10 in the text. If needed, read pages 7–10 to remind students what the text says.

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3 The words tell us, “With my nose I smell…garbage.” What does the picture reveal about how the garbage smells?

n It smells bad.

n The girl thinks it smells really bad.

n She doesn’t like how it smells.

Instruct students to Think-Pair-Share, and ask: “What do we see in the pictures that helps us better understand the words?”

Students discuss the relationship between the words and the pictures in My Five Senses

n We see what the words say but then more.

n The pictures help us know what the words mean.

n We see what things look like.

Call on volunteers to answer. Use responses to explain that the words and pictures of a text work together to communicate key details. In this instance, the words tell us that the girl smells the garbage. We get the same information from the picture, but we also learn how the garbage smells: the picture reveals more details.

Extension

Remind students that looking carefully at facial expressions can help give us clues about what a person is feeling. Reference the Feelings Words Chart created in Lesson 2. When we look at the girl’s expression on the page with the garbage, we see clues that show us she may be feeling disgusted.

Invite one student to come to the front of the class. Ask the student to think of a feeling and give the class clues about the emotion through a facial expression. The class guesses the feeling. Repeat as time permits, inviting new students to show expressions that demonstrate various feelings. Update the Feelings Chart based on this discussion.

ANALYZE THE USE OF COLOR IN LE GOURMET 15MIN.

Whole Group

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TEACHER NOTE

Artists often use contrasts in color or value to bring the viewer’s eye to the focal point of the painting. Picasso uses complementary colors to build contrast in Le Gourmet. The orange fesh tones, complementary to the blues, draw the viewer’s eye to the focal point of the girl’s face. Her bright pink cheek and lip, as well as the golden highlight on her hair, stand out from the blue background. The blue shadows on her face and hand further contrast with the pinks of her face, inside the bowl, and on the mug. The repetition of light and dark folds on her napkin/bib encircle and draw attention to her face.

Display Le Gourmet, and remind students that an artist, like an illustrator, uses pictures to tell a story; unlike an author, they do not use words. To understand a painting, we must rely on our eyes and sense of sight.

Post the following question: “What does a deeper exploration of color reveal in Le Gourmet?”

Underline reveal, and read the question out loud to the class. Refer to the magician’s hat to remind students of the meaning of reveal. Explain that students will now look at the painting and pay close attention to the color. Ask: “What do you notice about the colors in the painting?”

n I notice that there is a lot of blue!

n I notice there are dark blue lines around many of the shapes

n I notice that almost everything is blue except her hair and the orange patch in the background.

Students review the painting silently for ffteen to thirty seconds, paying particular attention to color.

Invite volunteers to answer what they notice about the color in the painting. Remind students who want to share to put a hand on top of their head. When they are not sharing, they should point to their ears to show they are listening. Continue with the following TDQs.

1 What color do you see the most in the painting?

n I see a lot of blue.

Use observations to point out how the blue changes into different shades, or versions, of blue. Some are lighter and some are darker, but they are all blue.

Invite students to identify different shades of blue within the classroom as reinforcement.

2 Think about the colors of the rooms at school or your house. How are they different from the color of the room in the painting?

n Most rooms don’t have so much blue.

n Most rooms have more color than this room.

n It’s almost like the light is blue.

3 What other colors do you see? Where?

n Her skin is white and pink and blue.

n There’s orange and brown in the back. It might be a door.

n There’s pink and white on the cup and bowl.

n The bread is light brown.

n The tablecloth is white.

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Point out that the artist painted the room mostly blue but included other colors for the girl. The varied colors help our eyes focus on the girl by making her stand out. The colors help tell the story of the painting.

Extension

Explore the use of shadow in Picasso’s painting. Use curtains or your clothing to show how light falling on a figure or form creates highlights and darker areas of shadows, adding more shades of color. Link to students’ discussion of shadow in My Five Senses from Lesson 1.

4 Where did Picasso use shadows in this painting? What colors did he use to paint the shadows?

n The tablecloth has shadows on it.

n I see a shadow behind her feet.

n The girl’s dress has shadows.

n He mostly used dark blue and black for shadows.

Instruct students to Think-Pair-Share, and ask: “Why do you think Picasso used so much blue in this painting?”

After students have shared their ideas, remind them that Picasso painted Le Gourmet in 1901. This was during his Blue Period, when Picasso used a lot of blue and green because he was feeling sad (feeling “blue”). He felt that the color blue would show people his mood. Artists often make choices to let people know how they are feeling.

Students stand up and act like they are feeling blue. Ask: “How might your face show a blue expression? How might you walk around the room if you were feeling blue?”

Extension

Discuss associations between other color words and emotions. Invite students to act out the expression and movement of each color and emotion association.

EXAMINE HOW TO RESPOND TO A PROMPT

Whole Group

24 MIN.

Display and read the Craft Question: Why is responding to the prompt important?

Explain that respond means “answer.” Students Echo Read the Craft Question. Explain that a prompt is something we answer, like a question. Students repeat prompt three times.

TEACHER

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NOTE Create a chart similar to the one below to use in this lesson.

Sample Writing Anchor Chart: Respond to Prompts

Writers respond to prompts.

Prompt: What did you eat for breakfast?

Responds to the prompt

Doesn’t respond to the prompt

Use the chart to give an example of a prompt (e.g., “What did you eat for breakfast?”). Then, generate one answer that responds to the prompt and one that does not. When sharing the non-example, pause and ask students to think about why that answer does not work.

For example:

Ask: “If someone asks you what you ate for breakfast today, can you answer by telling them what you want to eat for dinner? Why not?” Volunteers respond.

n That’s not what the question is about.

n It’s not the right answer.

n They didn’t ask about that.

Use responses to reinforce that they need to respond to the question in a prompt, not a different topic.

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Display the following question: “What do you like to eat?” Show the sentence frame, and read it aloud: I like to eat ____.

Reread the prompt, inserting the following answers in the frame:

ƒ Apples

ƒ Car

ƒ Pretzels

ƒ Basketballs

Students stand if they believe the answer responds to the prompt. Use Equity Sticks to choose students to explain their thinking.

Explain to students that they are going to practice responding to this prompt in their Response Journals during this lesson’s Deep Dive.

Land

5 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Read the Content Framing Question aloud. Students Echo Read the question.

Students Mix and Mingle to answer the question and think about what this tells them about the fve senses. Use Equity Sticks to call on students to share.

n The words and pictures give us lots of information.

n The pictures show me what the kids are doing.

n They show me how they feel.

n The words tell me what sense she is using.

n The words tell me what is in the picture.

n We don’t have to use just one sense.

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n We can use a lot of senses at the same time.

Alternate Activity

Students turn to pages 11 and 12 and discuss which senses the girl is using. After two minutes, read the words on pages 11 and 12 out loud to the class. Pairs discuss what sense the words in the text tell them the girl is using.

1 MIN.

ASSIGN HOMEWORK

Remind students to continue their home reading routine.

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Analyze

Context and Alignment

Students respond to TDQs about how the words and illustrations work together to communicate key details and meaning in My Five Senses, introducing them to the role an author plays in a text. Each student:

ƒ Cites evidence from the text, including the words and pictures.

ƒ Matches information from the words to the pictures.

Next Steps

If students had diffculty responding to the TDQs, return to the text and scaffold understanding by supplying the connection between the words and picture on a page. Then ask students to explain the connection, offering support as needed.

LESSON 3 DEEP DIVE: STYLE AND CONVENTIONS

Experiment with Responding to a Prompt

ƒ Time: 15 min.

ƒ Text: My Five Senses, Margaret Miller

ƒ Style and Conventions Learning Goal: Experiment with responding to a prompt by completing a sentence frame.

Style and Conventions Craft Questions: Lesson 3

Experiment: How does responding to a prompt work?

Launch TEACHER NOTE

This deep diverequires students to produce and expand complete sentences. At this point in the module, students are working with sentence frames with the goal of practicing and internalizing the pattern of complete sentences. This scaffold will be removed throughout the module as students move toward cutting and pasting words to develop sentences and begin to consciously speak in complete sentences.

Display the Writing Anchor Chart: Respond to Prompts created in Lesson 3. Students Echo Read the chart. Point to the words respond and prompt. Use Equity Sticks to choose volunteers to share what they remember about these words.

n Respond means “answer.”

n Prompt is a question.

Prepare a few different simple prompts. For example:

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ƒ What do you love seeing when you come to school?

ƒ What sound makes you excited?

Students Mix and Mingle as you call out each prompt, changing partners with each new prompt.

Read the following question: How does responding to a prompt work?

Explain that now students are going to experiment with answering a prompt in their Response Journals. By doing this, they can learn how responding to a prompt works.

Learn

Display the following question: “What is your favorite thing to eat?” Display the following sentence frame, and read it aloud: My favorite thing to eat is ____.

Students Echo Read the sentence frame. Explain to students that it is helpful to use a tool, such as a sentence frame, to respond to a prompt. Sentence frames can help them to answer the right question with the right size of answer.

Model verbally planning your response using the sentence frame, pointing to each word as you read. Students Echo Read as you point to the words. Ask: “Where do I write my answer in the frame? Should it go at the very beginning or the end? Why?” Volunteers respond.

Then, draw and write the answer on a large sheet of chart paper.

My favorite thing to eat is apples

TEACHER

NOTE Prior to the lesson, add the sentence frame to each Response Journal. This way students already have the sentence frame to work with in front of them.

Pairs practice verbally completing the sentence frame.

Circulate during this time to observe how students use the sentence frame, reminding them as needed to say the entire frame before completing the blank.

Students respond to the prompt by drawing their response in their Response Journals. Circulate as students draw and scribe their choice of food in the blank above their drawing.

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Land

Use Equity Sticks to choose volunteers to share their responses with the class. Support students in reading their entire sentence frame.

Ask: “How do sentence frames help us respond to a prompt?” Volunteers respond.

n They help us focus on what we are going to write.

n They help us do the right size answer.

n They help us write it in the correct place.

n They help us say a sentence.

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What are our fve senses?

Lesson 4

TEXTS

ƒ My Five Senses, Margaret Miller

ƒ Le Gourmet, Pablo Picasso (http://witeng.link/0620)

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Lesson 4: At a Glance

AGENDA

Welcome (2 min.)

Read the Essential Question

Launch (4 min.)

Learn (65 min.)

Identify the Essential Meaning of My Five Senses (17 min.)

Share Sensory Knowledge (8 min.)

Execute Focusing Question Task 1 (30 min.)

Interpret the Essential Meaning of Le Gourmet (10 min.)

Land (3 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: Sensory Word Jars: Taste (15 min.)

MATERIALS

ƒ Handout 4A: Sensory Cards (retain for future use)

ƒ Music for Sensory Swap

ƒ Writing Anchor Chart: Respond to Prompts

ƒ Sentence strips with Focusing Question Task frames

ƒ Grocery store circulars

ƒ Materials for Sensory Word Jars

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Learning Goals

Use the pictures and language in My Five Senses to determine the text’s essential meaning.

Respond to TDQs.

Execute verbally responding to a prompt.

Verbally complete a sentence frame in preparation for Focusing Question Task 1.

Vocabulary Deep Dive

Generate and apply sensory adjectives for taste to real-life situations.

Use sensory adjectives in sentences.

Prepare

FOCUSING QUESTION: Lessons 1-5

What are our fve senses?

CONTENT FRAMING QUESTION: Lesson 4

Distill: What is the essential meaning of My Five Senses?

CRAFT QUESTION: Lesson 4

Execute: How do I respond to the prompt in my Focusing Question Task?

Students use the illustrations and language within the text to distill the essential meaning of My Five Senses. They continue their parallel art study of Le Gourmet and explore essential meanings in Picasso’s painting. Finally, they engage in verbal rehearsal of sentence frames in preparation for the Focusing Question Task in Lesson 5.

Welcome

2 MIN.

READ THE ESSENTIAL QUESTION

Refer to the Essential Question: How do our senses help us learn?

Read the question aloud, pointing to each word as you say it. As you read the word us, model a Nonverbal Signal by pointing with your thumbs toward yourself.

Students Echo Read the Essential Question using the Nonverbal Signals for how (both hands out in a questioning manner), senses (a hand with fve fngers out), help (interlocking hands), and us.

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Launch

4 MIN.

Instruct students to Think-Pair-Share, and ask: “How do you use your fve senses every day? What if we did not have our fve senses to help us every day?” Use Equity Sticks to call on students to share.

Read aloud the Focusing Question and Content Framing Question. Remind students that the purpose of the Content Framing Question is to focus their learning for the day.

Defne essential meaning. For example, “We will pick out an important message the author wants us to learn by reading this text. The essential meaning is the most important message.”

TEACHER NOTE

Eventually, students will be introduced to the stage name: Distill. However, at this time, it is most important to keep students’ attention focused on the idea that texts have many meanings, some more important, or essential, than others. Learn

65 MIN.

IDENTIFY THE ESSENTIAL MEANING OF MY FIVE SENSES

Pairs

Ask pairs to sit hip-to-hip, and distribute texts.

17 MIN.

Explain that on this read-through students will look for the essential meaning, or the important message. Remind students to pay close attention to both the words and the illustrations—both will help them determine the essential meaning.

Read the text aloud, with special emphasis on the last page. Read “With our fve senses, we enjoy the world” slowly and deliberately.

Ask: “What do you think it means to enjoy something?” Volunteers respond.

n It means that something makes you happy.

n It means to really like something.

n It means to do something that is fun.

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Scaffold

Direct students to look at the last page and use the girl’s facial expression as a clue to the meaning of enjoy

Use responses to reinforce that enjoy means “to do something that makes you happy.” Put enjoy on the Word Wall as a module word.

TEACHER NOTE

Enjoy does not follow the short E sound students are likely familiar with at this time. However, it is key to understanding the essential meaning of My Five Senses. Therefore, add it to the Word Wall without asking students to make the letter-sound connection in this word

Use Equity Sticks to call on pairs to share their thinking and use the text to support their answers.

Pairs review the pictures and identify one photo that shows a child enjoying the world. Pairs discuss: “How does this picture show us a child using senses to enjoy the world?” Use Equity Sticks to call on pairs to share answers.

n Page 7: The girl is smiling, so she is happy. She is using her nose to smell something good.

n Page 11: The girl likes the taste of watermelon. She has a big smile.

n Page 19: The boy is touching the paint. It looks like he is having fun.

Explain that the pictures students identifed are details the author has given us about the text’s essential meaning. Each shows a different way to use our senses to enjoy our world.

Instruct students to Think-Pair-Share, and ask: “What is the important message from this text?”

n Our senses make us happy.

n Our senses help us do fun things.

n Our senses help us enjoy things.

n The girl looks happy.

n Her senses are helping her have more fun.

Use responses to highlight the essential meaning on the last page of the text: “With our fve senses, we enjoy our world.”

TEACHER NOTE

Authors generally do not state essential meanings; readers are left to infer. Identifying an explicitly stated essential meaning in My Five Senses supports students as they grasp the concept. The process of distilling essential meanings from clues in the text will be introduced later in the module.

SHARE SENSORY KNOWLEDGE 8

MIN.

Pairs

Give each student a Sensory Card from Handout 4A. Explain that students will think about ways they use their senses to enjoy the world as they engage in a Sensory Swap.

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Ask students to stand up. Play music for approximately thirty seconds as students walk around the room and fnd a partner. When the music stops, partners take turns sharing one way they use the sense on the card they are holding. After sharing, partners swap Sensory Cards.

Repeat the process of fnding a partner, sharing sensory knowledge, and swapping Sensory Cards several times.

TEACHER NOTE

The Sensory Cards on Handout 4A will be used routinely throughout this module and into Module 2. Consider printing these on cardstock or laminating them to reduce wear.

EXECUTE FOCUSING QUESTION TASK 1

Small Groups

30 MIN.

Display and read the Craft Question: How do I respond to the prompt in my Focusing Question Task?

Students Echo Read Focusing Question 1. Display and read aloud the sentence frames for the Focusing Question.

ƒ With my ____ I see ___.

ƒ With my ____ I hear___.

ƒ With my ___ I touch ____.

ƒ With my ____ I taste ___.

ƒ With my ___ I smell ___.

Remind students that sentence frames are a tool that can help focus thinking and writing.

Ask: “Do these frames sound familiar? Where have we heard sentences like this?” Volunteers respond.

n They are like the book.

Instruct students to Mix and Mingle, and ask: “What information will help us complete these sentence frames? Where can we fnd this information?”

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n We can talk about our eyes and ears.

n We can talk about the things we can do with our senses.

n The book tells us about this.

Explain that students’ work with My Five Senses will help them fll in these sentence frames. Starting by reading and understanding a prompt is important: it makes sure you know what information you need to answer the question completely.

Display and read the Focusing Question. Students Echo Read the question twice. Introduce the criteria for success for the Focusing Question Task:

ƒ Groups of fve create a book about the fve senses.

ƒ Each group member is responsible for one page.

ƒ Students use cutting, pasting, and drawing to complete the sentence frames.

Hold up a sentence strip with a sentence frame written on it. Model completing the sentence frame verbally, pointing to each word and blank space on the strip as you read. When you get to the blank spaces, emphasize your answers, holding up a Sensory Card while reading the frst blank and providing an example for the second blank.

TEACHER NOTE

Consider highlighting a few words from the Word Wall that students may use to complete these frames. In future modules, students will be encouraged to use specifc words in their Focusing Question Tasks. However, at this point, it is enough to look for natural opportunities to bring these words into speech and writing.

Give groups of fve pre-cut images from Handout 4A. Each member chooses one body part.

Circulate to distribute a sentence strip with a frame that corresponds with the body part each student selected.

Members of groups take turns verbally completing their sentence frames, pointing to the blank spaces as they answer.

Students Echo Read the Writing Anchor Chart: Respond to Prompts. Students use a Nonverbal Signal (thumbs-up, thumbs down) to indicate whether they responded to the prompt today. Collect materials. Explain that in the next lesson, students will insert drawings into their frames.

INTERPRET THE ESSENTIAL MEANING OF LE GOURMET

Whole Group

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10 MIN.

Display the question: What’s the essential meaning of Le Gourmet?

Underline essential meaning. Remind students of the conclusion they reached for My Five Senses, and explain that next they’ll examine Le Gourmet for its meaning.

Display Le Gourmet, and ask students to review it silently for ffteen seconds.

Explain that a gourmet is “someone who enjoys and knows a lot about fne food.” It is a word in both French and English. The painter was Spanish but lived in France. Le Gourmet just means “The Gourmet.”

Ask: “How does the title Le Gourmet ft this painting? Volunteers respond.

n The girl is eating.

n The girl really likes food, too.

Explain that many people think of gourmets as eating food made with expensive ingredients at fancy restaurants.

Ask: “Do you think the girl in this painting is eating expensive food at a fancy restaurant? How do you know?” Volunteers respond.

n No, there aren’t even any chairs or silverware.

n I don’t think so because it doesn’t look fancy.

n She’s not in a restaurant because she’s alone.

Scaffold

Consider showing a few images of fine dining featuring candles, china, and crystal.

Ask: “If the girl isn’t in a fancy restaurant, why do you think Picasso might have chosen Le Gourmet as the title for this painting?”

Volunteers respond.

n Maybe Picasso is showing that anyone can be a gourmet.

n Maybe it’s sort of a joke.

n She’s a kid gourmet!

n Maybe she’s eating someone’s leftovers from a fancy dinner.

n Maybe Picasso wants to show that it’s about enjoying, not a fancy room or restaurant.

Remind students that artists communicate meaning through pictures. We can search the picture for clues about its essential meaning, or what Picasso wanted to communicate. Explain that paintings will often have different meanings for different people. One of the great things about discussing art and books is that we can learn from each other and see new meanings as we look at the painting or book in different ways.

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Instruct students to Think-Pair-Share, and ask: “What might be Le Gourmet’s essential meaning? What clues help you think that?”

n Maybe it’s that kids can be gourmets. She looks serious about her food.

n Maybe it means you can be a gourmet anywhere. She isn’t at a fancy restaurant.

Circulate and listen to students’ thoughts. Select one or two pairs to share their responses with the class.

TEACHER NOTE

As students think through the essential meaning of Le Gourmet, emphasize that artwork is open to a wide range of interpretation. Focus on supporting students with developing language to explain the process of trying to understand a painting or book, rather than on “correct” interpretation.

Land

3 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Read the Content Framing Question.

Instruct students to Think-Pair-Share, and ask: “What is the essential meaning, or important message, that we learned about the fve senses from this text?”

n We use our senses every day.

n Our senses make our lives better.

n Our senses help us enjoy life.

Ask: “What did we use from the text to help us answer this question?” Volunteers respond. Return to the relevant pages of the text as volunteers share their answers.

Extension

In their Response Journals, students illustrate one way they have used their senses to learn during the day’s lesson.

Wrap

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1 MIN.

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Analyze

Context and Alignment

Students prepare for Focusing Question Task 1 by verbally completing sentence frames describing their own sensory experiences. Each student:

ƒ Matches senses with corresponding body parts.

ƒ Recalls personal sensory experiences.

ƒ Accurately completes blanks in sentence frames.

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Next Steps

If students had a diffcult time responding to the prompt by verbally completing the sentence frames, revisit the text, highlighting the pattern that is present in both the book and the sentence frames. Then, use images from Handout 4A and sticky notes to model completing the sentence frames, gradually bringing students into the process.

LESSON 4 DEEP DIVE: VOCABULARY

Sensory Word Jars: Taste

ƒ Time: 15 min.

ƒ Text: My Five Senses, Margaret Miller

ƒ Vocabulary Learning Goal: Generate and apply sensory adjectives for taste to real-life situations.

Launch

TEACHER NOTE

Students will use a variety of circulars in the Deep Dives within Lessons 4, 5, 8, 9, and 10 to build Sensory Word Jars. Collect enough grocery store, home goods, and home improvement circulars in advance so that students may work to identify and circle items in pairs or small groups. The Sensory Jars will be referenced throughout the module. Consider creating a bulletin board to support students as they use these words in their speaking and writing. Be sure to add images, such as the ones below, to support students in independently accessing the content.

Distribute Sensory Cards.

Call out things that students can taste and smell as students hold up the appropriate card. For example:

ƒ Apples

ƒ Flowers

ƒ Candles

ƒ Carrots

Scaffold

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Limit choices by only distributing the taste and smell Sensory Cards.

Explain that students will learn words that help them describe how things taste.

Ask: “Why do we describe how things taste?” Volunteers respond.

n So we can tell someone what something tastes like.

n So we can see if we want to eat it.

Reinforce that describing things provides a reader or listener with more information. Explain that words describing taste are called sensory words, or adjectives.

In addition to providing more information, sensory words make our writing and speech more

interesting. Ask: “What does interesting mean?” Volunteers respond.

n It means you want to know more.

n It means you’re paying attention.

Use responses to reinforce that interesting describes something you pay attention to.

Learn

Display the blank Sensory Word Jar for taste. Explain that students will look through grocery store circulars to help them think of interesting ways to describe tastes.

Model reviewing a grocery store circular and identifying things you can taste. Circle these in red. Use Equity Sticks to call on volunteers to contribute answers. Scribe strong responses. For example:

ƒ Lemons

ƒ Pretzels

ƒ Peppers

Distribute grocery store circulars. Small groups review the images and circle in red things they could taste. Use Equity Sticks to choose students to share. Scribe strong responses. For example:

ƒ Candy

ƒ Apples

Explain that these are are words describing things they can taste, but now they will learn words that describe how things taste. For instance, you can taste lemons, but how do lemons taste? Sour is a word to describe how they taste.

Think Aloud as you choose a type of food and determine how to describe its taste. Add the adjective next to the food it describes. Bring students into the discussion with the remaining foods by having them Think-Pair-Share to generate adjectives. Use Equity Sticks to call on groups to share and record their responses. For example:

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ƒ Candy: sweet

ƒ Pretzels: salty

ƒ Peppers: spicy

ƒ Apples: juicy

TEACHER

NOTE Consider preparing a few images, such as the ones below, to quickly pair with the foods students identify.

TASTE

Explain that now students will learn to use these words in sentences. Model creating sentences with sensory words from the Word Jar, pointing to the words and images as you do. For example:

ƒ The pretzels are salty.

ƒ The lemon is sour.

Use Equity Sticks to choose three volunteers to use a word from the Word Jar to create a complete sentence. Students repeat their classmates’ sentences.

Pairs use adjectives from the Word Jars in sentences.

n The pepper is spicy.

n The apple is juicy.

n The candy is sweet.

Extension

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Continue to elicit sensory adjectives from students and add them to the Sensory Word Jars.

TEACHER NOTE Students will work more explicitly with developing sentences beginning in Lesson 14. At this time, look for opportunities to model and reinforce the pattern of complete sentences.

Sour

Salty

Sweet

Spicy

Juicy

Land

Use Equity Sticks to choose students to share their sentences with the class.

Ask: “Why do we use sensory adjectives?” Volunteers respond.

n They give our listeners more information.

n They tell what’s interesting.

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What are our fve senses?

Lesson 5

TEXTS

ƒ My Five Senses, Margaret Miller

ƒ Le Gourmet, Pablo Picasso (http://witeng.link/0620)

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Lesson 5: At a Glance

AGENDA

Welcome (2 min.)

Read the Essential Question

Launch (5 min.)

Learn (63 min.)

Express Understanding of the Five Senses (10 min.)

Execute Focusing Question Task 1 (32 min.)

Record Knowledge (21 min.)

Land (4 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: Sensory Word Jars: Smell (15 min.)

MATERIALS

ƒ Handout 4A: Sensory Cards

ƒ Assessment 5: Focusing Question Task 1

ƒ Handout 5A: First page of Sensory Book

ƒ Scissors and glue sticks

ƒ Construction paper

ƒ Knowledge Journal (see lesson for details; retain for future lessons)

ƒ Grocery store circulars

ƒ Materials for Sensory Word Jars

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Learning Goals

Verbalize understanding of My Five Senses

Think-Pair-Share about skills gleaned from My Five Senses to add to the class Knowledge Journal.

Express understanding of the function and purpose of the five senses.

Complete Focusing Question Task 1.

Generate and apply sensory adjectives for smell to real-life situations.

Use sensory adjectives in sentences.

Prepare

FOCUSING QUESTION: Lessons 1-5

What are our fve senses?

CONTENT FRAMING QUESTION: Lesson 5

Know: How does My Five Senses build my knowledge of the senses?

CRAFT QUESTION: Lesson 5

Execute: How do I respond to the prompt in my Focusing Question Task?

Students express understanding of the fve senses by applying new knowledge to their lives. They frst engage in a discussion about the purpose and functions of the senses as verbal practice for the Focusing Question Task. This instruction helps students plan their writing, increasing their confdence and building independence. Then, students complete Focusing Question Task 1 by drawing, cutting, and pasting images.

Welcome

2 MIN.

READ THE ESSENTIAL QUESTION

Refer to the Essential Question: How do our senses help us learn?

Read the question aloud, pointing to each word as you say it. As you read the word learn, model a Nonverbal Signal by pointing to your head.

Students Echo Read the Essential Question using the Nonverbal Signals for how (both hands out in a questioning manner), senses (a hand with fve fngers out), help (interlocking hands), us (thumb toward yourself), and learn.

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Launch

5 MIN.

Read aloud the Focusing Question and Content Framing Question.

Instruct students to Think-Pair-Share, and ask: “What did you learn about the senses from reading My Five Senses? What didn’t you know before you read this text?” Use Equity Sticks to call on students to answer.

As students respond, follow up by asking: “What part of the text helped you learn that?”

n The pictures showed me what the girl was seeing.

n The words told me the boy was using his ears.

n The girl smelled popcorn with her nose.

n I learned from the words and illustrations. Learn

63 MIN.

EXPRESS UNDERSTANDING OF THE FIVE SENSES

Pairs

10 MIN.

Remind students that they have learned a lot about the fve senses as they studied My Five Senses and Le Gourmet

Instruct students to Think-Pair-Share, and ask: “How do we use our senses every day?”

Volunteers share thoughts. Ask follow-up questions to encourage students to link their responses to text or pictures from My Five Senses.

Tell students they will use a sentence frame to respond to the following question: “How does Le Gourmet build my knowledge of the senses?”

Instruct students to Think-Pair-Share, and read the sentence frame: The girl is using her sense of ____.

Use Equity Sticks to call on pairs to answer. Encourage students to ask follow-up questions, such as: “How do you know she is using that sense? Where do you see her using that sense?”

Accept all possible answers, and reinforce the idea that people use many senses at a time to enjoy the world around them.

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Revisit the words added to the Word Wall since the start of My Five Senses. Students Echo Read the words. Choose 3 to 5 words to highlight based on your knowledge of students’ vocabulary, and call on volunteers to use these words in context.

Extension

Provide art paper with a space for an illustration with lines beneath. Explain to students that, just like Picasso did, they will draw a picture of a person who is using one of their five senses.

Students think of a time they:

ƒ Heard something interesting.

ƒ Smelled a strong smell.

ƒ Tasted something delicious.

ƒ Saw something beautiful or colorful.

ƒ Touched something that felt smooth or rough, furry or soft, etc.

Students describe their experience to a partner, then draw it. Conduct a Gallery Walk for students to display artwork and explain the senses shown in their art.

EXECUTE FOCUSING QUESTION TASK 1 32 MIN.

Individuals

Congratulate students on the learning about senses they have done so far, and explain that next they will write and draw to express their new knowledge.

Display and read the Craft Question: How do I respond to the prompt in my Focusing Question Task?

Reintroduce Focusing Question Task 1 by displaying the fve sentence frames. Read the frames, and verbally model completing each the frame.

ƒ With my ____ I see ____.

ƒ With my ____ I hear____.

ƒ With my ____ I touch ____.

ƒ With my ____ I taste ____.

ƒ With my ____ I smell ____.

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Distribute Assessment 5 to each student while explaining that students will draw, cut, and paste to complete the frame for their chosen sense. Clarify the criteria for success:

ƒ Groups of fve create a book about the fve senses.

ƒ Each group member is responsible for one page.

ƒ Students will cut and paste the image of their assigned sensory organ into the small box.

Name:

Assessment 5: Focusing Question Task 1

Directions:

I

ƒ In the large box, students will complete the sentence frame by drawing an illustration to show how they use that sensory organ.

Remind students of how they practiced completing these sentence frames in the previous lesson. Students verbally rehearse their frames as you circulate, reminding them to think about whether any words from the Word Wall will work for this task. Write the corresponding sense on the blank line of the handout for each student. Release those who are ready to begin cutting, pasting, and drawing while supporting students who require help.

TEACHER

NOTE Prior to the lesson, consider using a paper cutter to detach the bottom strips of sensory images from Assessment 5.

Students complete Focusing Question Task 1.

When groups complete the task, help them staple their pages together to create a book, adding Handout 5A as the frst page and construction paper as the cover. If time allows they can decorate the cover. Find time later in the day for groups to share their books with the class.

RECORD KNOWLEDGE 21 MIN.

Whole Group

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Handout 5A: First Page of Sensory

senses help us enjoy the world.

Explain that learners keep track of what they have learned, and display a blank Knowledge Journal.

TEACHER NOTE

To set up the Knowledge Journal, display two pieces of chart paper sideby-side to create the image of an open journal. When scribing information, include images to maximize accessibility and encourage independence. If possible, write in different colors for each lesson in which students create Knowledge Journal entries. This will visually highlight the progression of knowledge and skills over the course of the module.

Ask: “What is a journal? Why do people keep them?” Volunteers respond.

Reinforce that journals are places where people write important things they want to remember, including what they have learned.

Explain that the Knowledge Journal is a good place to record what they have learned.

Label the left-hand side of the Knowledge Journal “What I Know,” and include a picture to cue students.

Explain that this part of the Knowledge Journal is for the new information they have learned studying the senses.

Instruct students to Think-Pair-Share, and ask: “What information did you learn from our lessons on My Five Senses? What information did you learn from Le Gourmet? What did you learn about our Essential Question?”

Scaffold

Ask more concrete questions to prompt students and encourage application of key vocabulary:

ƒ What did you learn about the senses from My Five Senses?

ƒ Why are our senses important?

ƒ What did you learn about color from Le Gourmet?

Explain that, while all students’ thoughts and contributions are valuable, the Knowledge Journal is where students record learning they most need to remember. Use Equity Sticks to call on pairs to share responses. After each response, students stand up if they predict they will need to remember the information and remain seated if they disagree or are unsure.

Use votes to choose three to four refned responses to record on the Knowledge Journal.

TEACHER

NOTE

Students will gradually take more ownership over which information goes into the Knowledge Journal. To support this process, briefy explain the value of the recorded entries.

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Label the right-hand side of the Knowledge Journal “What I Can Do,” and include a picture to cue students.

Explain that this column is for things they can now do—in their heads, out loud, or on paper. Reread the “What I Can Do” side of the Knowledge Journal, and encourage students to think about how they learned these things. Refer to artifacts from previous lessons, including the Wonder Chart, the sample Response Journal entry from Lesson 1, and sentence frames from Focusing Question Task 1.

Instruct students to Think-Pair-Share, and ask: “What did you learn to do as a writer? What did you learn to do as a reader?”

Scaffold

Ask more concrete questions to prompt students and encourage application of key vocabulary:

ƒ What did you do the first time we read My Five Senses?

ƒ How did you use the illustrations to help you understand My Five Senses?

ƒ What did you learn about responding to a prompt?

Repeat the process detailed above to engage students in a class vote, and record refned responses. Pair key words with images to support students in independently accessing the material.

What I Know

ƒ I know there are five senses.

ƒ I know artists use color to show how they feel.

What I Can Do

ƒ I can ask questions about a book.

ƒ I can respond to a prompt.

ƒ I can look at words and pictures together.

Explain to students that they will add to this chart throughout this module so they can track everything they have learned and are now able to do.

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ANSWER THE CONTENT FRAMING QUESTION

Read the Content Framing Question.

Students Mix and Mingle: “What did we learn about our senses from My Five Senses?” Use Equity Sticks to call on students.

n I know that there are fve senses.

n I know that my senses make me happy.

n My senses help me know what I like.

n I learned they help me enjoy the world.

n I can use my ears to listen to the words.

n I can use my eyes to look at the pictures.

n I use my ears and eyes to read the book.

Extension

ƒ Re-read the Focusing Question, and instruct students to ThinkPair-Share as they name the senses while counting on their fingers. When groups have counted to five, they stand up. Have all students stand and hold five fingers up. Hold up the Sensory Cards from Handout 4A one a time as students name the sense and fold one finger down. Repeat for all five senses.

ƒ If possible, take a short school or neighborhood walk. Ask students to focus on identifying things in their surroundings using their senses. Students share input. Taste will be difficult to experience; ask students to imagine how something would taste, then describe it. Name:

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Wrap

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Analyze

Context and Alignment

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Students work in small groups to complete Focusing Question Task 1. Each student:

ƒ Responds to the prompt by completing the sentence frame.

ƒ Matches senses with corresponding body parts.

ƒ Recalls personal sensory experiences.

See Appendix C for additional information on this assessment.

Next Steps

If students were unable to correctly complete their sentence frame, consider the root cause of student errors. Does the error indicate a misunderstanding of the function of the senses? If so, you might discuss senses during everyday classroom activities. For example, during snack time, ask students what they smell, taste, hear, etc. Or, does the error indicate that the student is struggling to place responses correctly within a sentence frame? If so, you can provide simpler sentence frames and practice competing them with the student, guiding the student to point to the words and blanks as the student speaks.

Group students with similar needs and plan small group support for these skills to set students up for success with their next Focusing Question Task.

LESSON 5 DEEP DIVE: VOCABULARY

Sensory Word Jars: Smell

ƒ Time: 15 min.

ƒ Text: My Five Senses, Margaret Miller

ƒ Vocabulary Learning Goal: Generate and apply sensory adjectives for smell to real-life situations.

Launch

TEACHER NOTE

This lesson builds upon the previous Deep Dive and seeks to support sentence awareness, building toward students’ ability to verbally produce complete sentences.

Motion to the Sensory Word Jars, and ask: “What do you remember about sensory adjectives?” Volunteers respond.

Reinforce that sensory adjectives provide information and make our writing interesting.

Distribute Sensory Cards.

Call out things that students can taste and smell as students hold up the appropriate card. For example:

ƒ Bananas

ƒ Perfume

ƒ Garbage

ƒ Medicine

Scaffold

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Limit students’ choices by only distributing the taste and smell Sensory Cards.

Explain that in this lesson students will learn sensory adjectives to help them describe how things smell.

Display the blank Sensory Word Jar for smell. Explain that students will look through grocery store circulars to brainstorm words to describe smells.

Model reviewing a grocery store circular and identifying things you can smell. Circle these in blue. Use Equity Sticks to call on volunteers to contribute answers. Scribe strong responses. For example:

ƒ Hamburger

ƒ Onion

ƒ Shampoo

Distribute grocery store circulars. Small groups review the images and circle in blue things they could smell. Use Equity Sticks to choose students to share things they found that they can smell. Scribe strong responses. For example:

ƒ Turkey

ƒ Fish

ƒ Flowers

Read each item aloud as students Think-Pair-Share on how to describe its smell. Use Equity Sticks to call on groups to share. Record their responses. For example:

ƒ Hamburger: smoky

ƒ Onion: stinky

ƒ Soap: clean

ƒ Turkey: delicious

ƒ Fish: fshy

ƒ Flowers: rosy

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TEACHER

NOTE Consider preparing a few images, such as the ones below, to quickly pair with the foods students identify.

Explain that students will learn to use these words in sentences. Model creating sentences with images and sensory words from the Word Jar. For example:

ƒ The hamburgers smell smoky.

ƒ The turkey smells delicious.

Use Equity Sticks to choose three volunteers to use a word from the Word Jar to create a complete sentence. Students repeat their classmates’ sentences.

Pairs use adjectives from the Word Jars in sentences.

n The onion smells stinky.

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n The fowers smell rosy.

n The fsh smells fshy.

Land

Use Equity Sticks to choose students to share their sentences with the class. Students stand when they hear the sensory adjective.

Ask: “How do sensory adjectives help us?” Volunteers respond.

Stinky

Rosy

Clean Fishy

Smoky

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Lesson 6

TEXT

ƒ My Five Senses, Aliki

FOCUSING QUESTION: LESSONS 6-10

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How do people use their senses to learn about the world?

Lesson 6: At a Glance

AGENDA

Welcome (5 min.)

Understand the Focusing Question

Launch (10 min.)

Learn (61 min.)

Listen Actively (15 min.)

Examine Speaking One at a Time (10 min.)

Share Observations (15 min.)

Share Questions (15 min.)

Practice Reading Fluency (6 min.)

Land (3 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: Ask and Answer Questions About Key Vocabulary (15 min.)

MATERIALS

ƒ Knowledge Journal (begun in Lesson 6)

ƒ Chart paper for Speaking and Listening Anchor Chart (see lessons for details; retain for future lessons)

ƒ Wonder Wheel

ƒ Chart paper for Wonder Chart (retain for future lessons)

ƒ Chart paper for Repeated Language Chart

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Learning Goals

Ask questions about My Five Senses.

Use question words on the Wonder Wheel to generate questions.

Explain the importance of taking turns in conversation.

Share observations about the importance of using one voice at a time.

Ask and answer questions about key vocabulary in My Five Senses

Think-Pair-Share to generate a meaning for the word every

Prepare

FOCUSING QUESTION: Lessons 6-10

How do people use their senses to learn about the world?

CONTENT FRAMING QUESTION: Lesson 6

Wonder: What do I notice and wonder about My Five Senses?

CRAFT QUESTION: Lesson 6

Examine: Why is it important for just one speaker at a time to speak?

Students use the Wonder Wheel to develop questions after reading Aliki’s My Five Senses for the frst time. This builds the foundation for the Wonder Content Stage, where students begin monitoring by becoming aware of their notices and wonders. Students also focus on conversation conventions, specifcally having one person speak at a time during discussions and conversations.

Welcome

5 MIN.

UNDERSTAND THE FOCUSING QUESTION

Read aloud the Focusing Question and Content Framing Question.

Students Echo Read the Focusing Question.

Instruct students to Think-Pair-Share, and ask: “How is this question different than our previous Focusing Question? Who is the question about?”

Use Equity Sticks to select a pair to share. Use their response to reinforce that the previous Focusing Question was about how each student uses their senses, while this question is about how other people use their senses. Repeat the words self and others as students point to themselves and then outward.

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Explain that looking to others will be a challenge their work has prepared them for, and remind students of their banked knowledge by reading responses in the Knowledge Journal. Students stand when they hear something they know or can do.

Launch

5 MIN.

Reread the Content Framing Question. Remind students how they noticed and wondered with Margaret Miller’s My Five Senses. Explain that they will now notice and wonder with Aliki’s My Five Senses.

Instruct students to Mix and Mingle, and ask: “How did we notice and wonder?”

n We looked at the pictures.

n We shared what we saw.

n We thought about things.

n We asked questions.

n We used the Wonder Wheel.

Circulate as students discuss, reinforcing and redirecting as needed.

Explain that in this lesson students’ job is to notice and wonder as they read Aliki’s My Five Senses. Learn

61 MIN.

LISTEN ACTIVELY 15 MIN.

Whole Group

Showing your copy of the book, read the title and author’s name to students. Identify the front cover, back cover, and title page.

Point to the front cover of the book, and use Equity Sticks to call on students to answer: “What does this part of the book tell us?”

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Explain that even though the title is the same as that of the book used in the previous lessons, the authors are different. Students repeat the name Aliki three times.

Repeat the process with the back cover and the title page.

Read the text aloud with minimal interruptions.

Instruct students to Think-Pair-Share, and ask: “What did you learn from this book?” Use Equity Sticks to call on students to answer.

n I learned the boy can smell soap.

n I learned he likes to play with his dog.

n I learned he uses his fve senses a lot.

n I learned he likes to use them at the same time.

Display the chart on page 3. Point out how the chart is organized in rows and columns. Read each column, naming the images. As needed, briefy defne less familiar images such as the record, mixing beaters, pepper grinder, skunk, and porcupine. Students Echo Read the images.

TEACHER NOTE

Look for opportunities to reinforce the use of column and row so students become familiar with these terms; this will help them as they discuss other tables in the future, including Evidence Organizers.

Ask: “How is this book similar to Margaret Miller’s My Five Senses?” Volunteers respond.

n They are about the fve senses.

n There is a dog in both.

n They both have see and smell.

n The kids smell fowers.

n Everyone is using their senses to do things.

EXAMINE SPEAKING ONE AT A TIME 10 MIN.

Whole Group

Explain that now students can share what they noticed and wondered. Making observations and asking questions helps readers understand a text, and it is also important to understand one another. Share that when great readers talk about books, they practice their best speaking, and in this lesson students will examine one way to speak well.

Display and Echo Read the Craft Question: Why is it important for just one speaker at a time to speak?

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Explain that students will experiment to consider this question. Display the following sentence frames. Read them aloud to students, allowing time for them to consider responses.

ƒ My favorite color is _____.

ƒ My favorite food is _____.

Explain that when you snap your fngers students should all share their responses. Snap your fngers.

Ask: “What is [student name’s] favorite color? Favorite food?” Volunteers respond.

Ask: “Was it hard to hear each other’s responses? Why?” Volunteers respond.

n It was too noisy.

n I couldn’t hear what anyone said.

n Everyone was talking at the same time.

Choose two students to share their responses to the sentence frames, one at a time. Ask: “Was it easier to hear responses that time? Why?” Volunteers respond.

n It was quiet.

n I could hear what they said.

n Only one person talked at a time.

Instruct students to Think-Pair-Share, and ask: “Why is it important for one speaker to speak at a time?” Use Equity Sticks to call on students to answer.

n It won’t be so noisy.

n We can hear each other.

n We will know what people said.

Introduce the Speaking and Listening Anchor Chart. Explain that we will write down ways we want to speak and listen so we can remember our speaking and listening goals. Students Echo Read each heading. Ask: “Which column should we write today’s learning under?” Volunteers respond.

Record the goal in the speaking column. Add a visual to support students; for example, a speech bubble. Explain how comics or graphic novels use these to indicate when someone is talking.

Speaking and Listening Anchor Chart

When I listen, I When I speak, I

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ƒ Use one voice at a time.

Ask: “Do you think this goal will help us practice our best speaking?”

Students indicate yes (thumbs-up), no (thumbs-down), or unsure (thumbs-sideways). Ask two students to explain their responses.

Tell students that as they practice sharing notices, they will use our Speaking Goal: Use one voice at a time.

SHARE OBSERVATIONS

Whole Group

15 MIN.

Prompt students to practice the hand-on-the-head Nonverbal Signal for noticing. Explain how this signal is a good way to be sure they are using one voice at a time.

Reread pages 4–13. Model how to notice using the page spreads on the sense of sight. Point to the images, and use the following sentence frame to share what you notice: I notice ______.

Continue reading, stopping after the following sections to call on students using the signal to share notices:

ƒ Pages 14–17.

ƒ Pages 18–21.

ƒ Pages 22–25.

ƒ Pages 26–32.

As needed, reminds students of the Speaking Goal.

SHARE QUESTIONS

Small Groups

15 MIN.

Display the Wonder Wheel. Remind students that wondering is another way to learn more about a text. Students Echo Read the question words.

Post a blank Wonder Chart labeled “Wonders for My Five Senses by Aliki.” Explain that after reading through the text as a class, they will use Question Corners to generate their own questions. Model the Question Corners routine by moving around the stations and using the designated question word.

Assign each of fve groups a question word, and direct them to the designated Question Corner (from Lesson 1). Give groups two or three copies of the text to reference.

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Groups generate one question about the text using their assigned question word. Give groups at least three minutes to discuss.

Circulate as groups discuss, and choose four to six questions to record on sticky notes, labeling with students’ initials.

TEACHER NOTE

The questions generated in this lesson will be revisited in Lesson 7 as students discuss text evidence. To support this instruction, record mostly strong, text-based questions and at least one question that requires inference or speculation.

Groups remain seated as you read the recorded questions aloud, placing them on the Wonder Chart, underlining the question word at the beginning of each. As groups hear their question word, they stand up.

Wonders for My Five Senses by Aliki

ƒ Why are the boy’s eyes closed when he hears a plane?

ƒ How do you hear a bird?

ƒ What’s a pine tree?

ƒ Why is he playing by himself?

ƒ What does aware mean?

Scaffold

Reread sections of the text to support students in generating questions.

PRACTICE READING FLUENCY 6 MIN.

Whole Group

Label a blank piece of chart paper “Repeated Language.”

Ask: “What does it mean for something to repeat?” Volunteer responds.

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Reinforce that repeat means “to say or happen again.” Label the chart with an image (such as the arrows below) to reinforce this idea.

Explain that reading aloud helps readers better understand and enjoy a text. Also, rereading a portion of the text multiple times helps them become better readers and learn to recognize certain words.

Read pages 4–13, emphasizing the frst sentence only. Record each sentence on its own line in the chart, leaving space to add the second sentence in future lessons.

TEACHER NOTE

Prepare this chart ahead of time to maximize instructional time and support fuent reading. Use sticky notes or paper to cover the sentences written on the chart and remove them to reveal a new sentence when that page is read. This will allow students to focus on one sentence at a time.

Repeated Language

ƒ I can see!

ƒ I can hear!

ƒ I can smell!

ƒ I can taste!

ƒ I can touch!

Students stand and Echo Read the chart multiple times as you point to the words.

Ask: “What does this text tell us?” Volunteers respond.

n It tells us the senses.

n It tells the boy’s senses.

Explain to students that they will continue to add to and read from this chart.

Land

3 MIN.

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ANSWER THE CONTENT FRAMING QUESTION

Students Echo Read the Content Framing Question. Remind students of how they listened to My Five Senses, shared what they noticed, and used Question Corners to wonder, or ask questions. Point to the artifacts from this lesson as you recount these events.

Ask: “How did we notice things in the text? How did we create questions to wonder about?” Volunteers respond.

n We read the book again.

n We fnished the sentence frame.

n We used the Wonder Wheel.

n We worked with our groups.

Instruct students to Think-Pair-Share, and ask: “How can we fnd answers to our wonder questions?” Volunteers respond.

TEACHER NOTE

Students will work more closely with answering questions beginning in Lesson 11. First, in Lesson 7, they will learn how to use text evidence. After Lesson 7, look for organic opportunities to revisit students’ unanswered questions, such as during a transition.

Wrap

1 MIN.

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Analyze

Context and Alignment

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Students build toward independence with asking text-based questions by participating in Question Corners with small groups. Each student:

ƒ Generates text-based questions.

ƒ Correctly uses assigned question words.

Next Steps

If students had diffculty generating questions based on the text, use the Wonder Wheel with students in small groups. Display one page spread at a time, and use the Wonder Wheel to support students with generating a question based on a specifc page.

LESSON 6 DEEP DIVE:

Ask and Answer Questions about Key Vocabulary

ƒ Time: 15 min.

ƒ Text: My Five Senses, Aliki

ƒ Vocabulary Learning Goal: Ask and answer questions about key vocabulary in My Five Senses.

Launch

Point to each Question Corner. Students Echo Read the signs as a volunteer moves from corner to corner. Congratulate students on all of the great questioning they already did, and explain that now they will use the Question Corners to practice wondering, or asking questions, about vocabulary words in My Five Senses.

Learn

Display and read the frst paragraph on page 32 of the text, emphasizing the following words:

ƒ Wherever

ƒ Whatever

ƒ Every

Display the following sentence frames.

ƒ What does mean?

ƒ How does a work?

TEACHER NOTE

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The frst sentence frame works best for the words featured in this Deep Dive. However, it is helpful to include a second option to reinforce that strong readers ask a variety of questions about vocabulary words.

Explain that you are going to use one of these sentence frames to ask a question about one of the vocabulary words. Reread the frst phrase on page 32, and ask a question about the word wherever.

Wherever. This is a word I am unsure of, so I’m going to ask a question about this word. I will choose one of

the sentence frames to help me ask a question about this word. How does a wherever work? Hmm, I don’t think that sounds quite right. Maybe another question would sound better. What does wherever mean? That sounds like a better question for this word.

After the Think Aloud, ask volunteers to share what they already know about the meaning of the word wherever, emphasizing the where as needed.

n It means any place.

n It means anywhere you go.

Reinforce that wherever means “whatever place.” Use Equity Sticks to choose a few volunteers to stand in different places throughout the room. All students Choral Read an abbreviated version of the frst sentence on page 32: “Wherever I go…my senses are working.” Then, standing students share something they can see, hear, smell, taste, or feel from their position in the room.

Repeat the process of using sentence frames to try to fnd a question that works for the word whatever, inviting students to stand when they hear a question that makes sense for whatever.

Call on student volunteers to defne whatever. Use their responses to explain that whatever means “anything.” Call out everyday activities as all students stand and act them out. For example:

ƒ Brushing your teeth.

ƒ Eating breakfast.

ƒ Washing your hands.

Students Choral Read an abbreviated version of the frst sentence on page 32: “[W]hatever I do…my senses are working.”

Return to page 32, and read the third phrase, emphasizing every.

Instruct students to Think-Pair-Share, and ask: “What does every mean?”

Use Equity Sticks to choose two pairs to share. Reinforce that every means “all.”

Land

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Reread the entire frst paragraph on page 32. Explain that students now know this paragraph means that no matter where they are or what they are doing, they are experiencing the world through their senses.

Lesson 7

TEXT

ƒ My Five Senses, Aliki

FOCUSING QUESTION: LESSONS 6-10

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How do people use their senses to learn about the world?

Lesson 7: At a Glance

AGENDA

Welcome (5 min.)

Practice Fluency

Launch (3 min.)

Learn (61 min.)

Identify the Main Topic and Key Details (20 min.)

Experiment with Using One Voice at a Time (20 min.)

Examine the Importance of Text Evidence (21 min.)

Land (5 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Style and Conventions Deep

Dive: Experiment with Text Evidence (15 min.)

MATERIALS

ƒ Handout 4A: Sensory Word Cards (used in Lesson 4)

ƒ Repeated Language Chart (created in Lesson 6)

ƒ Speaking and Listening Anchor Chart (created in Lesson 6)

ƒ Chart paper for Writing Anchor Chart: Use Text Evidence (see lesson for details; retain for future lessons)

ƒ Wonder Chart for My Five Senses (created in Lesson 1)

ƒ Assorted bouncing balls

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Learning Goals

Identify key details and discuss the main topic of My Five Senses

Think-Pair-Share about the main topic and key details.

Use text evidence to answer student-generated questions.

Collaboratively identify textual evidence to answer a question.

Experiment with using text evidence to identify which sense the boy is using in My Five Senses

Think-Pair-Share to complete a sentence frame, and use evidence from the text.

Prepare

FOCUSING QUESTION: Lessons 6-10

How do people use their senses to learn about the world?

CONTENT FRAMING QUESTION: Lesson 7

Organize: What is happening in My Five Senses?

CRAFT QUESTION: Lesson 7

Experiment: How does speaking one voice at a time work?

Examine: Why is text evidence important?

During the second read of Aliki’s My Five Senses, students act out part of the text to understand what is happening. Using their whole bodies allows students to experience the text in a meaningful way, aiding in the ability to identify key information in the text and enhancing comprehension. This exploration of key details helps students examine the purpose of text evidence and see how using text evidence supports one’s answer to a question.

Welcome

PRACTICE FLUENCY

5 MIN.

Post the Repeated Language Chart created in the previous lesson.

Remind students that readers practice reading aloud to improve their understanding and enjoyment of texts.

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Draw students’ attention to the exclamation point at the end of each sentence. Ask: “What does this symbol mean?” Volunteers respond.

Use responses to reinforce that exclamation points show excitement, energy, or anger. Ask a student to model an energetic sentence.

Students stand and Echo Read with energy as you point to the words on the chart.

Launch

3 MIN.

Read aloud the Focusing Question and Content Framing Question.

Students Echo Read the Content Framing Question. Remind students that the second time they read a text, they consider what is happening.

Display the cover of My Five Senses. Explain that the title and cover can give hints about what happens in the text. Students Mix and Mingle: “What do you see on the cover that gives clues about what happens in the text?”

Circulate and choose two responses to share with the class.

61 MIN.

IDENTIFY THE MAIN TOPIC AND KEY DETAILS

Whole Group

20 MIN.

Explain to students that one tool to understand what is happening in a text is to fnd the main topic and key details. Defne main topic and key details for the class. For example:

A main topic is what a book or a section of a book is mostly about; it’s the subject. Details are smaller pieces of information. And key details are the most important of the small pieces of information. Together, the key details of a text help us better understand the main topic.

Explain that students will practice fnding the main topic and key details of a section of text. This practice will help them understand what is happening. Give pairs of students a copy of the text.

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TEACHER NOTE

The focus of this lesson is to introduce the concept of main ideas and key details; therefore, the text is broken up into a small section to limit the amount of information students are processing. Students will eventually build up to identifying the main topic and key details of larger sections and entire texts.

Read pages 1–13 aloud, with pairs following along in their copies of the text.

Display an empty box in front of the class. Model thinking aloud about the question: “What is the text telling me?” On an index card, write: “We have fve senses.” Explain that this is the main topic of this section; it is what the author wants readers to learn from reading these pages.

Explain to students that the author uses key, or important, details to help readers better understand this main topic. Tell students that as a class, they will read through this section of the text to look for the details that will help them better understand the main topic.

Remind students that they have knowledge of what the fve senses are from reading Margaret Miller’s My Five Senses and that this knowledge will help them fnd the key details. Explain to students that when they hear one of the fve senses, they will stand up and make a Nonverbal Signal such as pointing to the part of their body that goes with the sense they hear in the text.

Reread pages 1–5. After reading pages 4–5, ask yourself: “What key detail did I hear about the fve senses?” Point to your eyes, and hold up the sense card for sight from Handout 4A. Place this card inside the box in front of the class.

Continue reading pages 6–13. As students stand up and signal, ask: “What key detail did you hear about the fve senses? What sense is the boy using?” (Follow-up: “What body part does he use?”) For each sense identifed, use a sense card from Handout 4A, and place the card into the box.

Name:

Handout 4A: Sensory Cards

Extension

Encourage students to identify further details from the text using the illustrations, such as what the boy sees, hears, smells, tastes, or touches in the text.

After the read, take the fve sense cards out of the box and read them aloud to the class. Reinforce that these are the key details that the author is telling readers about the fve senses.

For example:

The main topic is “We have five senses.” The author tells us more about these five senses so that we understand what they are and how we use them. The key details are that we see with our eyes, we hear with our ears, we taste with our tongues, we smell with our noses, and we touch with our hands.

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Instruct students to Think-Pair-Share, and ask: “What is happening in pages 1–13 in the text? How did talking about the key details help us understand the main topic?” Use Equity Sticks to call on students to answer.

n The boy is using his senses.

n He is touching and seeing things.

n The key details help us understand the main topic.

n The details show us what he is seeing.

n The details show us more things.

n The details help us see what each sense is.

EXPERIMENT WITH USING ONE VOICE AT A TIME 20 MIN.

Small Groups

Identifying the main topic and key details of a text is a great way to better understand a text. Another way to understand what is happening in a text is to act it out. Explain to students that they will divide into small groups, each of which will act out a section of the text while practicing their speaking goal from the previous lesson.

Display the Speaking and Listening Anchor Chart and the Craft Question: How does speaking one voice at a time work?

Students Echo Read the Craft Question.

Ask: “What does this mean? Why is it important?” Volunteers respond.

n It means only one person talks at a time.

n It means we take turns.

n It helps us hear everyone.

Explain that students will experiment with using one voice at a time as they act out My Five Senses. Students will be working in small groups, and it will be very important for everyone to be able to speak and listen. Remind students of the Nonverbal Signals for indicating that they are listening (pointing to their ears) and that they would like to speak (pointing to their chin or mouth). Students practice switching between these signals.

Share that one challenge for using one voice at a time is knowing when the other person is done speaking. Model how, when students are done speaking, they should point to their ears so that their groups knows they are done. Students practice this transition by responding to the following question and signaling they are ready to listen: “How did the boy use his senses?”

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Read page 21 aloud to the class, prompting students to follow along with your copy. Turn to pages 24–25 and read them aloud. Explain to students that they will act out these two pages in small groups.

Divide the class into groups of fve. Give each group a ball. Students bounce the ball back and forth to the other members of their group. Encourage students to think about all the senses they are using as they bounce the ball to one another.

Ask: “How did you see, hear, and touch like the boy while bouncing the ball? Give examples.” Volunteers respond.

n I touched the ball with my hand.

n I had to catch it with my hands.

n I saw it bouncing to me.

n I saw it bounce to my friends.

n I heard it go bop! on the ground.

n I heard it bang on the foor.

Ask: “How did practicing our speaking goal help you learn?” Use Equity Sticks to choose two students to answer

n It made sure everyone could talk.

n I could hear what my group said.

n It helped me listen.

Invite a few students to share with the larger group.

EXAMINE THE IMPORTANCE OF TEXT EVIDENCE

Whole Group

Post and read the Craft Question: Why is text evidence important?

21 MIN.

Explain to students that text evidence is information we can fnd directly in a text to help us answer a question.

TEACHER

NOTE Create a chart similar to the one below to use in this lesson.

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Sample Writing Anchor Chart: Use Text Evidence

Writers use evidence from the text.

1. Begin with the question.

2. Go back and reread the text.

3. Find information, or evidence.

4. Use the evidence in your response.

Use the chart to explain that writers are like detectives: detectives look for clues, and writers look for text evidence. Explain how writers return to texts to fnd information, or evidence, in order to answer a question.

Display and read the question: “What is the boy’s favorite thing to eat?”

Model turning through the pages of the text looking for the answer. Think aloud about possible answers to these questions. For example:

I see him tasting ice cream, so maybe that is his favorite. But I also see him eating spaghetti and salad, so maybe those are his favorite things, too.

Ask students to turn to a partner and share a text to try and fnd an answer to what the boy’s favorite thing to eat is. Call on volunteers to share their answers.

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Use student responses and your Think Aloud to reinforce that they won’t be able to answer this question completely because the text does not help them fnd the answer. The only way to know the answer is to ask the boy, which they cannot do.

Explain that, unlike the question about the boy’s favorite thing to eat, many questions generated by reading the text can be answered by rereading. Display and read the question: “When does he use more than one sense?”

Repeat the word more, and remind students that this word is used to make comparisons. Use a classroom item (e.g., pencils, books) to demonstrate the concept of more.

Put more on the Word Wall as a module word.

Model turning through pages 22–25 and looking for evidence of when the boy uses more than one sense. Model thinking aloud and fnding evidence on pages 22–23. Reread pages 24–25, and ask a volunteer to point out the text evidence.

Return to the Wonder Chart, and choose a question that can be answered with text-based evidence. Revisit the relevant pages of the text. Students Think-Pair-Share to discuss the text evidence. Repeat as time allows. TEACHER

NOTE

Using non-examples can be confusing for students. Emphasize that all questions are great questions, but some can be answered using text evidence and some cannot. If one can use text evidence to answer a question, one should because it provides more support for an answer. Make sure to end this lesson using examples of questions that can be answered using text evidence in order to solidify understanding of the concept. If you cannot fnd questions on the Wonder Chart, then create your own.

Students Echo Read the Text Evidence Chart. Ask: “Why is using text evidence important?” Volunteers respond.

n It helps us answer questions.

n It helps us check our thinking.

5 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Students Echo Read the Content Framing Question. Pairs discuss an answer and then practice acting out details from the text, referencing the illustrations. Use Equity Sticks to choose two pairs to share their responses with the class.

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n The boy is using all his senses.

n He explains that he knows what is going on in the world because of his senses.

n The boy uses his senses all day.

n He can use more than one sense.

n He uses his senses to play and eat.

n He uses his senses to have fun.

Ask: “What helped us answer this question today?” Volunteers respond.

Wrap

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Analyze

Context and Alignment

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Students build their understanding of informational text structure by identifying key details that support the main topic of the text. Each student:

ƒ Identifes key details from each page spread (e.g., sensory organ).

ƒ Accurately describes a connection between a key detail and the main topic (e.g., a detail shows us what body part the boy uses for tasting).

Next Steps

If students struggled to identify key details, consider repeating the activity with the main topic box and Sensory Cards in a smaller setting. Provide support by going through pages 1-13 of the text and asking students to identify the key detail (sensory organ) described on each page. Then have students place the corresponding Sensory Card into the main topic box.

LESSON 7 DEEP DIVE: STYLE AND CONVENTIONS

Experiment with Text Evidence

ƒ Time: 15 min.

ƒ Text: My Five Senses, Aliki

ƒ Style and Conventions Learning Goal: Experiment with using text evidence to identify which sense the boy is using in My Five Senses.

SYLE AND CONVENTIONS CRAFT QUESTION: Lesson 7

Experiment: How does using text evidence work?

Launch

Display page 32 of the text and remind students how they asked questions to determine the meanings of wherever, whatever, and every in the previous Deep Dive. Volunteers share what they remember about the meaning of these words.

Explain that students will use text evidence to identify how the boy uses his senses to experience the world.

Learn

Post and read the Craft Question: How does using text evidence work?

Students Echo Read the question. Ask: “What is text evidence?” Volunteers respond

n It’s from the book.

n It’s something that is right from the story.

Remind students that when they look for text evidence they are like detectives looking for information, or evidence, from a text.

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Display the Writing Anchor Chart: Use Text Evidence, and read each step. Explain that these steps will help students use text evidence from My Five Senses

Display and read the question: “What sense is the boy using?”

Share with students that they will use the steps from the Writing Anchor Chart: Use Text Evidence to answer this question with evidence from the text.

Read step 1 on the chart. Ask: “What is our question?” Volunteers respond.

n What sense is the boy using?

Instruct students to think about this question as you read pages 14–15, beginning with “When I see…” on page 14.

Ask: “What sense is the boy using?” Volunteers respond using the following sentence frame: He is ____.

Remind students that they have to use text evidence to support their answers. Ask: “How do you know the boy is seeing on these pages?” Volunteers respond. Invite them to point to images in the book that support their answer.

n It says he saw a frog.

n It says he is seeing.

Distribute Sensory Cards, and repeat the question: “What sense is the boy using?”

Explain that you will now read page 16. Students should hold up the Sensory Card they think goes with this page and be ready to support their answer with text evidence.

Read page 16. Call on two students with their hearing Sensory Cards displayed to support their answers. Students Echo Read the completed sentence frame.

Instruct students to Think-Pair-Share on the question, and read page 17. Pairs discuss what sense the boy is using and the evidence from the text they used to arrive at that answer. Circulate and choose an exemplary response to highlight.

Repeat the above process for pages 18 and 19.

Students Think-Pair-Share to complete a sentence frame, identifying the sense the boy is using, and support their answer with evidence from the text.

Use Equity Sticks to select pairs to share with the class.

Land

Remind students that they have been learning about using text evidence in their responses. Ask: “How did you use text evidence today?” Volunteers respond.

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n I used text evidence to answer a question.

n I found text evidence in the book.

n I used it to think about what senses the boy is using.

Lesson 8

TEXT

ƒ My Five Senses, Aliki

FOCUSING QUESTION: LESSONS 6-10

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How do people use their senses to learn about the world?

Lesson 8: At a Glance

AGENDA

Welcome (5 min.)

Practice Fluency

Launch (5 min.)

Learn (59 min.)

Annotate the Illustrations and Language (15 min.)

Close Reading with Illustrations and Language (10 min.)

Collect Text Evidence (20 min.)

Execute Using Text Evidence (14 min.)

Land (5 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: Sensory

Word Jars: Touch (15 min.)

MATERIALS

ƒ Handout 4A: Sensory Word Cards

ƒ Repeated Language Chart

ƒ Writing Anchor Chart: Use Text Evidence (created in Lesson 7)

ƒ Evidence Organizer for My Five Senses (see lesson for details; retain for future lessons)

ƒ Blue and pink sticky notes

ƒ Sentence strips with Focusing Question Task frames

ƒ Circulars for home-goods stores

ƒ Materials for Sensory Word Jar

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Learning Goals

Identify how words and illustrations work together to communicate key details in My Five Senses

Annotate illustrations.

Use text evidence to verbally complete sentence frames.

Verbally execute Focusing Question Task 2.

Generate and apply sensory adjectives for touch to real-life situations.

Use sensory adjectives in sentences.

Prepare

FOCUSING QUESTION: Lessons 6-10

How do people use their senses to learn about the world?

CONTENT FRAMING QUESTION: Lesson 8

Reveal: What does a deeper exploration of words and illustrations reveal in My Five Senses?

CRAFT QUESTION: Lesson 8

Execute: How do I use text evidence in my Focusing Question Task?

Students explore how a text’s illustrations and words work together to reveal key details and deeper meaning. Students apply their analysis to textual evidence to prepare to answer Focusing Question 2. Students also begin work on Focusing Question Task 2 by using the Evidence Chart to complete sentence frames. This allows students to practice locating evidence on the Evidence Chart and applying it to their answer to the prompt.

Welcome

PRACTICE FLUENCY

5 MIN.

Display the Repeated Language Chart. Explain that students will now add the second sentence from the text to complete the chart. The second sentence is put together in the same way for each page. It tells the reader what the character is doing and what body part he is using.

Repeated Language

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ƒ I can see! I can see with my eyes.

ƒ I can hear! I can hear with my ears.

ƒ I can smell! I can smell with my nose.

ƒ I can taste! I can taste with my tongue.

ƒ I can touch! I can touch with my fingers.

Students stand up. Read each line out loud, tracking each word as you read. After each line, students Echo Read sentences. Students use exaggerated movements to emphasize each body part.

TEACHER NOTE

To use gradual release, read the frst two rows out loud. For the fnal three, allow students to verbally fll in the body part associated with the sense. If students struggle, return to reading as a group.

Launch

5 MIN.

Read aloud the Focusing Question and Content Framing Question.

Highlight the word reveal in the Content Framing Question.

Instruct students to Think-Pair-Share, and ask: “What does it mean to reveal?” Use Equity Sticks to call on students to answer.

n It means to show people things.

n It means to fnd things.

n It means to fnd out what is hiding.

Reinforce that reveal means “to uncover or show something that was hidden.” As needed, use the Word Wall and magician’s hat from Lesson 3 to activate students’ prior knowledge.

Remind students that the Content Framing Question helps focus their thinking for the day and will bring them closer to answering the Focusing Question.

Read the title and author’s name out loud to the class. Explain that Aliki is both the author and illustrator. Ask: “What does an author do?” Volunteers respond.

Use responses to reinforce that an author’s job is to think up and write the words in a book. Explain that texts can also have an illustrator. An illustrator’s job is to create drawings, or illustrations, to help communicate ideas or tell a story to a reader. Sometimes these illustrations support the story with details that aren’t in the words.

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Scaffold

Compare pictures from Miller’s My Five Senses to illustrations from Aliki’s My Five Senses. Discuss the differences in style. If they are able, allow students to make these observations and share their thoughts on the differences.

Ask: “What senses should we use to help us take a closer look at the illustrations and words?” Volunteers respond.

ANNOTATE THE ILLUSTRATIONS AND LANGUAGE

Whole Group

15 MIN.

Prompt students to look at the copy of the text in your hands. Explain that they will pay close attention to the illustrations and words as they listen to the text. Rereading will help them see how the illustrations show the information that the words tell them.

Explain to students that one way to keep track of details found only in the pictures and details found only in the words is to Annotate. Explain that readers Annotate, or take notes and mark a part of a text, to help them remember important things.

Turn to pages 10–11 in the text, and read the words out loud. Model how to Annotate using two colored sticky notes. Place a blue sticky note over details in the illustration that are stated in the text, and place a pink sticky note over details in the illustrations that are not stated by the text.

For example:

I hear the words say that the boy can taste. He tastes with his tongue. I see that in the illustration he is sticking his tongue out and licking. I am going to place a blue sticky note over the tongue to show that this detail in the picture matches the written words. I also see what the boy is tasting, an ice cream cone. I didn’t hear ice cream in the words, but I see it in the picture. I am going to place a pink sticky note on top of the ice cream to note that this is a detail that comes only from the pictures that we see, not the words that we hear.

Explain to students that the class will read through the text together and Annotate the illustrations to determine how illustrations and words work together to reveal deeper meaning.

Divide the class in pairs for Partner Reading, and distribute copies of the text so students can see the illustrations. If needed, remind students of the rules of Partner Reading.

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Read through the text, with pairs following along in their own copies, stopping at specifc pages to Annotate as a class. At each spread listed below, pose the following questions: “What details in the picture do I hear in the words? What details do I see in the picture that I did not hear in the words?”

Students Think-Pair-Share to answer the questions. Use Equity Sticks to call on students to answer. Students who answer use their copy of the text to point to the illustrations, indicating which information came from the words and which did not.

Use responses to model Annotation by placing a sticky note on the text in front of the class.

ƒ Pages 6–7: blue sticky note on his ears; pink sticky note on the airplane in the top left corner.

ƒ Pages 8–9: blue sticky note on his nose; pink sticky note on the fowers.

ƒ Pages 12–13: blue sticky note on his fngers/hands; pink sticky note on the rabbit.

ƒ Pages 16–17: blue sticky notes on the drum, fre engine, bird, soap, pine tree, and cookies.

Alternate Activity

Groups of three Annotate the text, with each student having an assigned role. For example: One student places the blue sticky notes, one places the pink, one reports out to the class.

CLOSE READING WITH ILLUSTRATIONS AND LANGUAGE 10 MIN.

Whole Group

Turn to pages 20–21. Reread the pages aloud. Read the frst two sentences a second time, emphasizing the word once.

Explain that students will look closely at the illustrations and words to see what these lines mean.

1 What is the boy doing in this illustration? How do you know?

n The boy is looking at the moon and stars.

n He is playing a game with himself about the senses.

n I see him looking at the moon in the illustration.

n The words tell me he is playing a game with himself.

Turn to pages 22–23. Read the frst sentence aloud to the class.

2 Using the illustration, what four senses is the little boy using?

n He can see the puppy.

n He can touch the puppy.

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n Maybe he can hear the puppy.

n Maybe the dog licked his mouth and he tastes it.

Read the second sentence on pages 22–23.

3 What do we learn about the four senses he is using from the words?

n He can see the puppy.

n He can hear the puppy.

n He can smell the puppy.

n He can touch the puppy.

Reread pages 20–23.

4 How do the words and illustrations work together to help us understand what the boy is trying to tell us?

n The words tell us how many senses.

n The pictures show us.

n We can guess from the pictures, too.

n They help us understand what he means.

Return to the frst two lines on page 21. Ask: “What does it mean to use all of your senses at once?” Volunteers respond.

n It means at the same time.

Call out the following actions. If students believe that the example is only about using one sense, they reach for their toes. If they believe it is about using all the senses at once, they reach for the sky and say “at once.” Volunteers explain their responses.

ƒ Smelling popcorn.

ƒ Going to the movies.

ƒ Eating spaghetti.

ƒ Going to a restaurant.

Reinforce that the main topic of these pages is that sometimes the little boy uses one sense at a time, sometimes he uses more than one sense, and sometimes he uses them all at the same time. Use students’ responses to reinforce that, just like we learn more when more than one sense works together, we learn more when we combine information from the words and the pictures together.

COLLECT TEXT EVIDENCE

Whole Group

20 MIN.

Display the Writing Anchor Chart: Use Text Evidence created in Lesson 7. Students Echo Read the chart.

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Ask: “What does text evidence mean? Why is it important?” Volunteers respond.

n It is things we fnd in the book.

n We use them to answer a question.

n It has to come from the book, though. The words or the pictures.

n It helps us answer our question.

Use responses to reinforce that text evidence is important because it helps us fnd, support, and check our answers to a question.

Post and read the Focusing Question aloud to the class. Students Echo Read the question.

Remind students that the Focusing Question asks about people using their senses. To respond to the prompt, the text evidence has to be examples of other people using their senses, not students themselves. The words and the pictures in the text are a great place to start.

Explain that students will use the steps on the Writing Anchor Chart: Use Text Evidence to collect evidence. Reread the steps on the Writing Anchor Chart: Use Text Evidence. Students count the steps on their fngers.

Display the Evidence Organizer for My Five Senses. Explain that students will use their texts to identify examples of the boy using different senses to learn about the world.

Give each student a set of Sensory Cards from Handout 4A. Reread pages 14–19 out loud. Pairs follow along in their copies. When they hear an example of a sense being used, they hold up a sense card from Handout4A to indicate which sense they hear being used. After reading each page, students point in their books to the things the narrator is seeing, hearing, etc.

Call on volunteers to share the piece of evidence found in the text. Students add the image to the appropriate column of the Evidence Chart.

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4A: Sensory Cards

TEACHER NOTE

Prior to the lesson, prepare large sticky notes or note cards with the images from the text drawn or printed on them to maximize instructional time. Support students in accessing the chart by attaching an image of the body part used for each sense.

Sample Evidence Organizer:

Evidence Organizer for My Five Senses by Aliki How does the boy use his senses to learn about the world?

See Hear Smell Taste Touch

Pages 14–15: Images of sun, frog, and baby.

Pages 16: Images of drum, fire engine, and bird.

Page 17: Images of soap, pine tree, and cookies.

Page 18: Images of milk and food.

Page 19: Images of kitten, balloon, and water.

TEACHER

NOTE Retain this Evidence Organizer for future lessons and the EOM Task.

Explain that students are ready to combine their ability to collect evidence with another skill they have learned: responding to a prompt.

EXECUTE USING TEXT EVIDENCE 14 MIN.

Small Groups

If needed, reread Writing Anchor Chart: Use Text Evidence created in Lesson 7. Students Echo Read the chart.

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Display the Craft Question, and read it aloud to the class: How do I use text evidence in my Focusing Question Task?

Reread the Focusing Question, and display the sentence frames for Focusing Question Task 2.

ƒ The boy [sees] ______.

ƒ The boy [hears] ______.

ƒ The boy [smells] ______.

ƒ The boy [tastes] ______.

ƒ The boy [touches] ______.

Read the frst sentence frame aloud, tracking as you read. Activate students’ prior knowledge of these frames. For example:

We have used sentence frames before to help us answer a prompt. Where can we put the text evidence to help us answer the prompt?

Volunteers respond. Use responses to reinforce that text evidence goes in the blank space at the end of the frame.

Ask: “Where can we fnd text evidence to complete the frames?” Volunteers respond.

Think Aloud as you use the Evidence Chart for My Five Senses to complete the frst two frames. Remind students how charts are organized in rows and columns. Show students how the frst row of the chart (with the images of the senses) helps you match the frames with the evidence.

Use Equity Sticks to select students to choose evidence from the Evidence Chart to complete the last three frames. Students Echo Read the completed sentence frame.

Divide the class into groups of fve. Give each group a set of the Focusing Question Task frames written out on sentence strips. Groups use the Evidence Chart to verbally complete these sentence frames. Encourage students to reference the Evidence Chart.

TEACHER NOTE

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During the task, students will choose one sense to write about, but it makes sense for students to practice all possible answers verbally. For support, include the image of the body part corresponding to the sense written on the strip.

ANSWER THE CONTENT FRAMING QUESTION

Read aloud the Content Framing Question. Students Echo Read the question.

Instruct students to Think-Pair-Share, and ask the following questions. Use Equity Sticks to call on students to share.

“What is the job of the words in this text? What is the job of the illustrations in this text?”

n The words tell me what the boy is doing.

n The pictures show me what he is doing.

n The pictures show me more sometimes.

n They tell me about the main topic.

n They show me details.

“How do the words and the illustrations work together?”

n They both tell the story.

n They both tell us what is happening.

n They both give us information.

“How did you use the pictures and the words to help us answer our Focusing Question?”

n We can use them in an Evidence Chart.

n They support our answer.

n We can check our answer in the pictures and words.

Ask: “Who wrote the words in this text? Who drew the illustrations?” Volunteers respond.

n Aliki wrote the words and drew the pictures. For more information on Annotating, see the Wit & Wisdom Instructional Routines document.

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Wrap

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Analyze

Context and Alignment

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Students work in groups as they use the Evidence Organizer to verbally complete sentence frames. This verbal rehearsal prepares students for Focusing Question Task 2. Each student:

ƒ Accurately completes each sentence frame.

ƒ Cites evidence from the text by utilizing the Evidence Organizer.

Next Steps

If students had diffculty completing the sentence frames, lighten the cognitive load by focusing on only one frame. Model the process of using textual evidence from the Evidence Organizer to complete the frame. Then ask students to complete the frame with a different piece of evidence.

LESSON 8 DEEP DIVE: VOCABULARY

Sensory Word Jars: Touch

ƒ Time: 15 min.

ƒ Text: My Five Senses, Aliki

ƒ Vocabulary Learning Goal: Generate and apply sensory adjectives for touch to real-life situations.

Launch TEACHER

NOTE

This lesson builds from the previous Sensory Word Jar Deep Dives and seeks to support students’ sentence awareness, building toward their ability to verbally produce complete sentences. Look for organic opportunities to reference tactile language and encourage authentic application of the language in the Sensory Word Jars.

Reference the Sensory Word Jars for taste and smell. Ask: “What are these words called? Why are they important?” Volunteers respond.

n They tell how things taste or smell.

n Adjectives!

n They are sensory words.

n They describe things.

Explain that in this lesson students will learn more words to help them describe how things feel.

Learn

Display the blank Sensory Word Jar for feel. Explain that students will look through home-goods store circulars for ideas about how to describe how things feel.

Quickly model reviewing a home-goods store circular, identifying a few things you can describe in terms of the way they feel. Circle these in red. Use Equity Sticks to call on volunteers to contribute answers. Scribe two or three strong responses. For example:

ƒ Pillow

ƒ Dishes

ƒ Oven

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Distribute home-goods circulars. Small groups review the images and circle in red things they could describe as feeling a certain way. Use Equity Sticks to choose students to share things they found that they can feel. Scribe strong responses. For example:

ƒ Blocks

ƒ Finger paints

ƒ Stuffed toy

Read each item aloud as students Think-Pair-Share on how to describe how it feels. Use Equity Sticks to call on groups to share. Record their responses. For example:

ƒ Pillow: fuffy.

ƒ Dishes: smooth.

ƒ Oven: hot.

ƒ Basket: rough.

ƒ Blocks: bumpy.

ƒ Finger paints: wet.

ƒ Stuffed toy: soft.

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TEACHER

NOTE Consider preparing a few images, such as the ones below, to quickly pair with the items that students identify.

TOUCH

Scaffold

Provide a few adjectives, such as the ones listed above, and ask students to conduct a scavenger hunt through the circular, locating objects that fit the description.

Explain that students will learn to use these words in sentences. Model creating a sentence with sensory words from the Word Jar, pointing to the words and images as you do. For example:

ƒ The pillow feels fluffy.

Provide the following sentence frame: The _______ feels _______.

Use Equity Sticks to choose three volunteers to complete the frame using words from the Word Jar to create a complete sentence describing the image on the Word Jar. Students repeat their classmates’ sentences.

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Pairs use adjectives from the Word Jars in sentences.

n The oven feels hot.

n The stuffed toy feels soft.

n The rug feels rough.

Fluffy Bumpy

Hot Wet Soft

Land

Use Equity Sticks to choose students to share their sentences with the class.

Ask: “What are describing words called, and why are they important to our writing and speaking?” Volunteers respond.

n They are called adjectives or sensory words.

n They make our writing and speaking more interesting.

n They give the reader and listener more interesting information.

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Extension

Return to the taste and smell Sensory Word Jars. Challenge students to use these words in sentences and to generate new sensory adjectives to add.

Copyright

Lesson 9

TEXT

ƒ My Five Senses, Aliki

FOCUSING QUESTION: LESSONS 6-10

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How do people use their senses to learn about the world?

Lesson 9: At a Glance

AGENDA

Welcome (5 min.)

Practice Fluency

Launch (3 min.)

Learn (61 min.)

Identify the Essential Meaning in My Five Senses (20 min.)

Execute Focusing Question Task 2 (36 min.)

Share with a Partner (5 min.)

Land (5 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: Sensory Word Jars: Sight (15 min.)

MATERIALS

ƒ Assessment 9: Focusing Question Task 2

ƒ Repeated Language Chart

ƒ Knowledge Journal

ƒ Writing Anchor Chart: Use Text Evidence

ƒ Evidence Organizer for My Five Senses

ƒ Circulars for home-goods stores

ƒ Materials for Sensory Word Jar

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Learning Goals

Identify the essential meaning in My Five Senses using illustrations and words from the text.

Respond to TDQs.

Use evidence from the Evidence Organizer to complete sentence frames.

Begin Focusing Question Task 2.

Generate and apply sensory adjectives for sight to real-life situations.

Use sensory adjectives in sentences.

Prepare

FOCUSING QUESTION: Lessons 6-10

How do people use their senses to learn about the world?

CONTENT FRAMING QUESTION: Lesson 9

Distill: What is the essential meaning of My Five Senses?

CRAFT QUESTION: Lesson 9

Execute: How do I use text evidence in my Focusing Question Task?

Students use the relationships between the illustrations and words to defne words and to determine the essential meaning of My Five Senses. Students apply their knowledge to the Focusing Question Task as they use the evidence collected from the illustrations and the text to begin Focusing Question Task 2.

Welcome

5 MIN.

Display the Repeated Language Chart. Students practice reading with phrases they know well. Encourage productive struggle by reminding students that even if they do not know how to read the words, they know enough about the fve senses to complete the sentences.

As a class, read each line aloud, tracking words as you read. Students use exaggerated movements to emphasize each body part.

Extension

If students are comfortable with these phrases, call students up to the chart and allow them to track each word as the class reads them aloud. Provide students with a pointing tool and hand support if needed.

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Launch

3 MIN.

Read aloud the Focusing Question and Content Framing Question.

Students Echo Read the Focusing Question. Remind students that all the learning and thinking they are doing each day with My Five Senses helps them answer the Focusing Question.

Remind students that looking for the essential meaning means picking out the most important message the author wants us to learn from the text. Display the class Knowledge Journal and draw attention to any information connected to essential meaning, reminding students that they are already experienced at determining the essential meaning. Explain that they will now read through Aliki’s My Fives Senses together to fnd the important message.

IDENTIFY THE ESSENTIAL MEANING IN MY FIVE SENSES 20 MIN.

Whole Group

Reread the entire text, with students joining in on words they remember from the Repeated Language Chart. After the read, students Think-Pair-Share about the following Text-Dependent Questions. Use Equity Sticks to call on students to answer.

1 What does aware mean?

n You know what is going on.

n You sense a lot of things.

n You can hear and smell and see and touch everything.

n It means you know everything that’s going on.

Scaffold

As needed, reread pages 26–32.

Use students’ responses to defne aware as “noticing or experiencing something.”

Turn through the pages of the text, and discuss the following question:

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2 How is the boy aware on this page?

n Page 12: He is aware of the bunny. He can feel it. He can see it. Maybe it’s soft.

n Page 18: He is aware of dinner. He can taste the food. He can see it, too. He feels the fork.

n Page 25: He is aware of the ball. He sees the ball and hears it bounce.

TEACHER NOTE

Promote vocabulary acquisition and comprehension by prompting students to use the word aware in their responses. Practicing new vocabulary in context encourages ownership and application.

3 How does being aware help him interact with the world around him? Give examples from the book.

n Being aware helps him play with the ball.

n Being aware helps him eat his food.

n Being aware helps him enjoy his dog. Or the moon and stars.

Instruct students to Think-Pair-Share, and ask: “What is the essential meaning of My Five Senses? What does the author want us to learn about how the boy uses his senses?” Use Equity Sticks to call on students to answer.

n He uses many different senses at once.

n They work together to help him.

n They work together to help him be aware.

n He uses his senses to be aware.

n The essential meaning is his senses make him aware.

EXECUTE FOCUSING QUESTION TASK 2

Individuals

36 MIN.

Display the Evidence Organizer for My Five Senses. Read the Focusing Question out loud to the class. Explain to students that they will use the information and skills acquired over the past few lessons to help them answer this question.

Introduce the Focusing Question Task and the criteria for success:

ƒ In small groups, students create a book about how the boy uses his fve senses to learn about the world.

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ƒ Students choose one sense to write about.

ƒ Students use cutting and pasting to craft their sentence.

p The boy [paste sense] _______ .

ƒ Students draw text evidence to complete the frames.

Using Assessment 9 as a guide, read the different sentence frame combinations out loud. Point to the different sense images at the bottom of the assessment as you create the frame. Students Echo Read the frames, adding exaggerated movement for each body part. Explain to students that they will use the evidence from the text to complete one of these frames.

Instruct students to Think-Pair-Share, and ask: “How did we use the Evidence Organizer in the last lesson to complete these sentence frames?” Use Equity Sticks to call on students to answer.

n We looked at the pictures on the chart.

n They helped us complete the sentence.

n We looked at the pictures and said what we saw.

Name:

Assessment 9: Focusing Question Task 2

Directions:

The boy

cut/pasted sense

Ask: “Why do we need to use the Evidence Organizer to answer our question? Why can’t we just think about things that we see, hear, touch, taste, or smell?” Volunteers respond.

n The question is about other people.

n We have to respond to the prompt.

n It is not asking about us.

n We need to use text evidence.

Display the Craft Question, and read it aloud: How do I use text evidence in my Focusing Question Task?

Direct students’ attention to the Evidence Organizer. Instruct students to Think-Pair-Share about the Craft Question. Use Equity Sticks to call on students to answer.

n We can look at the pictures to tell what the boy sees, hears, etc.

n We see the body part next to the pictures, too.

Scaffold

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Model using the Evidence Organizer to complete the sentence frames. Students act out the completed sentence frame, pretending to be the boy. Write the answer down in front of the class to provide a model of a completed frame.

Divide the class into groups of fve students. Give groups precut images of a nose, eyes, tongue, ears, and hands from the bottom of Assessment 9. Each member of the group chooses one body part. Students choose a different body part than they wrote about in Focusing Question Task 1. Remind students that this is the sense they will be discussing in their Focusing Question Task.

Students hold up their precut image and pair up with someone with the same sense. Pairs practice fnding a piece of evidence from the chart and verbally completing their sentence frame with a partner.

Distribute Assessment 9.

Students begin work on Focusing Question Task 2.

SHARE WITH A PARTNER 5

MIN.

Pairs

Students share what they have done so far on Assessment 9 with a partner. Partners offer one compliment about the work. Students use the sentence frame: I like how you drew ______.

TEACHER

NOTE If needed, model sharing a compliment about someone’s work.

Land

5 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Instruct students to Think-Pair-Share, and ask: “What is the essential meaning, or important message, that we learned about the fve senses from this text?” Instruct volunteers to respond with the sentence frame: The important message from the text is _____.

n The important message from the text is you can use many senses at once.

n The important message from the text is you use your senses to be aware.

n The important message from the text is our senses are always working.

Instruct students to Think-Pair-Share, and ask: “What did we use from the text to help us answer this question? What are some examples the author gave to help us understand this message?” Use Equity Sticks to call on students to answer.

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n We listened to the words.

n We saw him being aware in the pictures.

n We found pictures in the text.

n We are aware of the way the ball feels and sounds.

n We are aware of our dog’s smell and soft fur.

n The author says our senses are always working.

Instruct students to Mix and Mingle, and ask: “How have you used your senses to be aware today? How are you going to use them to be aware the rest of the day?”

Wrap

1 MIN.

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

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Analyze

Context and Alignment

Students respond to TDQs about the words and pictures from the text to develop an understanding of the essential meaning of My Five Senses. Each student:

ƒ Cites evidence from the text, using both the words and pictures.

ƒ Accurately states an essential meaning of My Five Senses (e.g., our senses make us aware).

Next Steps

If students had diffculty articulating an essential meaning for My Five Senses, reinforce that the essential meaning of a text can be an important lesson from the book. Reread pages 26-32 of the text. Then have students Echo Read page 32, and ask students what important lesson the boy learned.

LESSON 9 DEEP DIVE: VOCABULARY

Sensory Word Jars: Sight

ƒ Time: 15 min.

ƒ Text: My Five Senses, Aliki

ƒ Vocabulary Learning Goal: Generate and apply sensory adjectives for sight to real-life situations.

Launch TEACHER

NOTE

This lesson builds from the previous Sensory Word Jar Deep Dives and seeks to support students’ sentence awareness, building to their ability to verbally produce complete sentences. Continue to seek organic opportunities to reference and encourage authentic application of the language in the Sensory Word Jars.

Distribute Sensory Cards. Call out adjectives from the taste, smell, and touch Sensory Word Jars as students hold up the matching Sensory Card.

Explain that students will learn more words that will help them describe visual appearance. Ask: “Why would we need to describe how things look?” Volunteers respond.

n So the listener or reader would know what it looks like.

Use responses to reinforce that being descriptive makes our language clearer and helps listeners and readers better understand what they are writing and speaking about. It also shows that they are aware of what an item looks like. Remind students of how My Five Senses taught them that their senses make them aware.

Learn

Display the blank Sensory Word Jar for sight. Explain that students will look through home-goods store circulars to help them think of ideas for how to describe the way things look.

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Quickly model reviewing a home-goods circular, identifying a few things you can describe with sensory adjectives for sight. Circle these in blue. Use Equity Sticks to call on volunteers to contribute answers. Scribe two or three strong responses. For example:

ƒ Dresses

ƒ Toys

Distribute home-goods circulars. Small groups review the images and circle in blue things they

think look interesting. Use Equity Sticks to choose students to share things they found that they can see. Scribe strong responses. For example:

ƒ Shoes

ƒ Clothes

ƒ TV

ƒ Ring

Read each item aloud as students Think-Pair-Share on how to describe its appearance. Use Equity Sticks to call on groups to share. Record their responses. For example:

ƒ Dresses: fancy.

ƒ Toys: colorful.

ƒ Shoes: bright.

ƒ TV: large.

ƒ Ring: shiny.

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TEACHER NOTE Consider preparing a few images, such as the ones below, to quickly pair with the items that students identify.

Scaffold

Preview the circulars and choose a few items with strong and varied looks. Hold up each item as students generate adjectives.

Ask: “What do we do now that we have sensory adjectives in our Word Jar?” A volunteer responds.

Reinforce that students will now use these words in sentences. Remind students to use the word looks in their sentence. Give one example for students, pointing to the words and images as you do:

ƒ The dress looks fancy.

Pairs use adjectives from the Word Jars in sentences.

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n The ball looks colorful.

n The TV looks large.

n The ring looks shiny.

Land

Use Equity Sticks to choose students to share their sentence with the class.

Ask: “Why is it important to describe how things look?” Volunteers respond.

Bright Large

Fancy Colorful Shiny

n It gives more details to the reader.

n It gives more details to the listener.

Scaffold

Encourage students to generate sensory adjectives throughout the day, especially when they are in places other than the classroom, such as the hallway, lunchroom, and gymnasium.

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Lesson 10

TEXT

ƒ My Five Senses, Aliki

FOCUSING QUESTION: LESSONS 6-10

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How do people use their senses to learn about the world?

Lesson 10: At a

Glance

AGENDA

Welcome (5 min.)

Practice Fluency

Launch (5 min.)

Learn (61 min.)

Express Understanding of the Five Senses (12 min.)

Execute Focusing Question Task 2 (19 min.)

Read Aloud in Groups (10 min.)

Engage in New-Read Assessment 1 (10 min.)

Record Knowledge (10 min.)

Land (3 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: Sensory Word Jars: Sound (15 min.)

MATERIALS

ƒ Assessment 9

ƒ Handout 10A: Book Cover

ƒ Repeated Language Chart

ƒ Index cards with images of a nose, eyes, ears, hands, or a tongue, placed in a paper bag

ƒ Evidence organizer for My Five Senses

ƒ Speaking and Listening Anchor Chart

ƒ Sticky notes (three colors)

ƒ Knowledge Journal

ƒ Circulars for home improvement stores

ƒ Materials for Sensory Word Jar

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Learning Goals

Provide examples of how the five senses help us learn about the world.

Complete Focusing Question Task 2.

Identify the front cover, back cover, and title page of a book.

Annotate the parts of a book.

Generate and apply sensory adjectives for hearing to real-life situations.

Use sensory adjectives in sentences.

Prepare

FOCUSING QUESTION: Lessons 6-10

How do people use their senses to learn about the world?

CONTENT FRAMING QUESTION: Lesson 10

Know: How does My Five Senses build our knowledge about the senses?

CRAFT QUESTION: Lesson 10

Execute: How do I use text evidence in my Focusing Question Task?

Students apply the knowledge of the fves senses they have gained from texts to the Focusing Question Task. Students engage in a discussion about the purposes and functions of senses and how they help a person become aware. They demonstrate understanding by adding skills and content knowledge to the Knowledge Journal and engaging in New-Read Assessment 1.

Welcome

PRACTICE FLUENCY

5 MIN.

Display the Repeated Language Chart, and read each phrase aloud as a class. After each row, students turn to a partner and give one example from their own lives of something they see, hear, taste, smell, or touch.

TEACHER NOTE

Students should be familiar with these phrases by this point. If students are able, allow them to Choral Read the sentences out loud with little prompting. Hold up the text to the corresponding page, and allow them to read the sentences out loud to foster feelings of independence.

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Launch

5 MIN.

Read aloud the Focusing Question and Content Framing Question.

Ask: “How did you use your senses to learn from My Five Senses? What did you learn about the senses from reading My Five Senses?” Volunteers respond.

n I heard the words.

n I used my eyes to see the pictures.

n I learned that you can use more than one sense.

n You can use all your senses at once!

n You need your senses to help you be aware.

Instruct students to Think-Pair-Share, and ask: “Why is it important to be aware of the world around you? Give some examples from your personal experiences.” Use Equity Sticks to call on students to share. Accept all reasonable answers.

n You can feel if something is too hot.

n Maybe your food smells bad so it’s bad.

n You can hear a car horn to tell you to watch out!

n Maybe you smell something burning.

n I see a ball coming at me.

n It is important because it keeps you safe.

n It’s important because it helps you know things.

n It helps you play, too. Learn

61 MIN.

EXPRESS UNDERSTANDING OF THE FIVE SENSES

Small Groups

12 MIN.

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Divide the class into fve groups. Each group takes a turn pulling one sense card out of the bag. Display the Evidence Organizer for My Five Senses. Groups use the Evidence Organizer as a guide, and choose a piece of evidence from the text to act out. Groups take a minute or two to discuss how they will act out this sense without using words.

Groups take turns acting out the sense as students guess which sense the group is acting out.

Use responses to reinforce that our fve senses allow all of us to learn about the world in many ways.

Revisit the words added to the Word Wall since the start of Aliki’s My Five Senses. Students Echo Read the words. Choose 3–5 words to highlight based on your knowledge of students’ vocabulary and call on volunteers to use these words in context.

EXECUTE FOCUSING QUESTION TASK 2

Individuals

19 MIN.

Explain to students that they will continue their work on Focusing Question Task 2 and complete it in this lesson.

Display and read the Focusing Question out loud to the class.

Instruct students to Think-Pair-Share, and ask: “How have you used your own senses to learn from My Five Senses?” Use Equity Sticks to call on students to answer.

n We use our eyes to look at pictures in the book.

n We use our eyes to read words in the book.

n We use our ears to listen to the words.

Use responses to reinforce that a great way to learn about a topic is to read about it.

Ask: “What if someone is not able to read this book? How can we get this information to them?” Volunteers respond.

n We could tell them about it.

n We could ask someone else to read it to us.

n We could tell them the words that we know.

n We could draw pictures for them.

Use responses to explain that one way to communicate information is to write it down for someone to read. Display My Five Senses, and remind students how Aliki is both the author and illustrator of the text; he used both words and illustrations to communicate information to the reader.

Reinforce that in this Focusing Question Task students will be authors and illustrators, using their writing and drawing to teach others about the senses.

Ask: “Who can read our writing to learn more about the fve senses?”

Volunteers respond.

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n We can read it to another class.

n Our parents can read it.

n Our teachers can read it.

n Our friends can read our writing.

Explain that students can use their writing to teach their families, their teachers, their friends, or even someone in a different class about the fve senses.

Repeat the criteria for success for Focusing Question Task 2.

Students take out their copies of Assessment 9 and complete Focusing Question Task 2.

When groups complete the task, help them staple their pages together to create a book, adding Handout 10A as the frst page and construction paper as the cover. If time allows they can decorate the cover.

READ ALOUD IN GROUPS 10 MIN.

Small Group

Display and read the Speaking and Listening Anchor Chart. Explain that students have a great opportunity to continue their practice of using one voice at a time. Students practice Nonverbal Signals for listening and to show that they want to share.

Name:

Handout 10A: Book Cover

Combine two small groups. Groups share their books with one another. Circulate and support students in using Nonverbal Signals to speak one at a time.

Extension

Provide an authentic audience for writing by allowing students to place their books in the class library or share them with another class.

ENGAGE IN NEW-READ ASSESSMENT 1 10 MIN.

Individuals

Give each student a copy of either My Five Senses by Margaret Miller or My Five Senses by Aliki. Give each student a yellow, a green, and a purple sticky note.

Explain to students that they will use their sense of sight to locate and Annotate the front cover, back cover, and title page of their text.

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Students follow these prompts:

ƒ Place a yellow sticky note on the front cover.

ƒ Place a green sticky note on the back cover.

ƒ Place a purple sticky note on the title page.

Use a form similar to the one below to track students’ identifcations. Develop a coding system to mark students’ progress toward the standard.

Identify the front cover, back cover, and title page of a book.

Student Name Front Cover Back Cover Title Page

Date Achieved

TEACHER NOTE

If students are unable to differentiate between the front cover and back cover of a book, revisit the skill with small groups. Scaffold understanding by modeling how to identify the front and back of everyday objects (e.g., a shirt). Then ask students to identify the front and back of other objects. Support students with transferring their knowledge of front and back to identify the front cover and back cover of books.

RECORD KNOWLEDGE

Whole Group

10 MIN.

Congratulate students on how much they have already learned and know how to do, and explain that they are now ready to add to the Knowledge Journal.

Display the Knowledge Journal. Point to the left-hand side of the Knowledge Journal labeled “What I Know.”

Remind students that this part of the Knowledge Journal is all about the new information they learned in these lessons.

Instruct students to Think-Pair-Share, and ask: “What did you learn from our lessons on My Five Senses? What did you learn about our Essential Question?”

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Use Equity Sticks to call on pairs to share responses. After each response, students reach for the sky if they believe the response is important learning and touch their toes if they disagree or are unsure.

Use votes to choose 1–3 refned responses to record on the Knowledge Journal.

Read each response aloud.

Point to the right-hand side of the Knowledge Journal labeled “What I Can Do.”

Remind students that this column is for things we can now do, whether in our heads, out loud, or on paper. Revisit artifacts from previous lessons, including the Text Evidence Chart, Evidence Chart for My Five Senses, and completed books from Focusing Question Task 2.

Instruct students to Think-Pair-Share, and ask: “What did you learn to do as a writer? What did you learn to do as a reader?”

Scaffold

Ask more concrete questions to prompt students and encourage application of key vocabulary:

ƒ What did you learn about text evidence?

ƒ What did you learn about Annotation?

Use Equity Sticks to call on pairs to share. Ask follow-up questions to push students’ thinking and encourage their application of key vocabulary. For example:

ƒ How did using textual evidence help us respond to a prompt?

ƒ How can we communicate our ideas to others?

Repeat the process detailed above to engage students in a class vote and record refned responses.

What I Know

ƒ I know we can use one, some, or all of our senses.

ƒ I know our senses make us aware.

What I Can Do

ƒ I can use text evidence.

ƒ I can annotate illustrations.

3 MIN.

ANSWER THE CONTENT FRAMING QUESTION

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Ask: “How did reading this text help you learn more about the fve senses? What did you learn about how other people use their senses to learn about the world?” Volunteers respond.

n I learned that you use them to be aware.

n I learned that you could use more than one.

n People use their senses to play.

n People use their senses to eat.

n People use their senses to hear and see things in the world.

n People use their senses to be aware of things all around.

1 MIN.

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Analyze

Context and Alignment

Students work in small groups to complete Focusing Question Task 2. Each student:

ƒ Uses drawing, cutting, and pasting to complete the sentence frame.

ƒ Use evidence from the text to complete the frame.

See Appendix C for additional information on this assessment.

Next Steps

If students were unable to correctly complete their sentence frame, consider the root cause of student errors. Does the error indicate a misunderstanding of the text? Or, does the error indicate that the student is struggling to place responses correctly within a sentence frame? Refer to the Analyze Box in Lesson 5 for strategies to support students in correcting these misconceptions.

Group students with similar needs and plan small group support for these skills to set students up for success with their next Focusing Question Task.

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LESSON 10 DEEP DIVE: VOCABULARY

Sensory Word Jars: Sound

ƒ Time: 15 min.

ƒ Text: My Five Senses, Aliki

ƒ Vocabulary Learning Goal: Generate and apply sensory adjectives for hearing to real-life situations.

Launch TEACHER NOTE

This lesson builds from the previous Sensory Word Jar Deep Dives and seeks to support students’ sentence awareness, building toward the ability to verbally produce complete sentences. Continue to look for organic opportunities to reference and encourage authentic application of the language in the Sensory Word Jars.

Distribute Sensory Cards. Call out adjectives from the taste, smell, touch, and sight Sensory Word Jars as students hold up the matching Sensory Card.

Explain that they will learn more words that will help them describe how things sound. Ask: “Why would we need to describe how things sound?” Volunteers respond.

n So the person would know what it sounds like.

n We would describe sound if we wanted to give more information.

Use responses to reinforce that being descriptive helps a listener and the reader know what we are hearing and makes our writing and speaking more detailed and interesting.

Learn

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Display the blank Sensory Word Jar for hearing. Explain that students will look through home improvement store circulars to help them think of interesting ways to describe how things sound.

Quickly model reviewing a home improvement circular and identifying one or two things you can hear. Circle these in red. Use Equity Sticks to call on volunteers to contribute answers. Scribe one or two strong responses. For example:

ƒ Saw

ƒ Drill

Distribute home improvement circulars. Small groups review the images and circle in red things they could hear. Use Equity Sticks to choose groups to share their fndings. Scribe strong responses. For example:

ƒ Leaf blower.

ƒ Lawn mower.

ƒ Washing machine.

ƒ Faucet.

Scaffold

Work with students to identify items and generate sounds for each item.

Read each item aloud as students Think-Pair-Share on how to describe how it sounds. Use Equity Sticks to call on groups to share. Record their responses. For example:

ƒ Saw: buzzy.

ƒ Drill: loud.

ƒ Washing machine: swishy.

ƒ Faucet: dripping.

TEACHER

NOTE Consider preparing a few images, such as the ones below, to quickly pair with the items students identify.

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HEAR

Remind students that now they are ready to use these words in sentences. Remind students to use the word sounds in their sentence. Give one example for students, pointing to the words and images as you do:

ƒ The saw sounds buzzy.

Pairs use adjectives from the Word Jars in sentences.

n The lawn mower sounds loud.

n The washing machine sounds swishy.

Land

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Use Equity Sticks to choose students to share their sentence with the class.

Ask: “Why are sensory adjectives important?” Volunteers respond.

Explain that students will continue to use these adjectives as they describe their own sensory experiences and those of the characters in their upcoming books.

Loud Roar

Buzzy Swishy Dripping

FOCUSING QUESTION: LESSONS 11-16

How does CJ use his senses to learn about the world in Last Stop on Market Street?

Lesson 11

TEXT

ƒ Last Stop on Market Street, Matt de la Peña; Illustrations, Christian Robinson

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Lesson 11: At a Glance

AGENDA

Welcome (3 min.)

Understand the Focusing Question

Launch (3 min.)

Learn (66 min.)

Examine Listening with Your Senses (25 min.)

Share Observations (16 min.)

Share Questions (20 min.)

Practice Fluency (5 min.)

Land (2 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: Ask and Answer Questions about Key Vocabulary (15 min.)

MATERIALS

ƒ Handout 4A: Sensory Cards

ƒ Knowledge Journal

ƒ Speaking and Listening Anchor Chart

ƒ Wonder Wheel

ƒ Chart paper for Wonder Chart for Last Stop on Market Street (see lesson for details; retain for future lessons and the EOM Task)

ƒ Chart paper for “Wheels on the Bus” Chart (see lesson for details; retain for future lessons)

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Learning Goals

Ask questions about Last Stop on Market Street.

Generate questions using Question Corners.

Examine the importance of listening with your senses.

Share observations about the importance of listening with your senses.

Ask and answer questions about key vocabulary in Last Stop on Market Street

Act out vocabulary from the text.

Prepare

FOCUSING QUESTION: Lessons 11-16

How does CJ use his senses to learn about the world in Last Stop on Market Street?

CONTENT FRAMING QUESTION: Lesson 11

Wonder: What do I notice and wonder about Last Stop on Market Street?

CRAFT QUESTION: Lesson 11

Examine: Why is it important to use all your senses to listen?

Students read Matt de la Peña’s Last Stop on Market Street for the frst time and share observations and questions about this rich text. They engage in Question Corners in small groups and generate questions using more than one question word, demonstrating a move toward independence in this skill. Students build on speaking and listening skills, as well as on their awareness of their senses, as they consider how to listen with their senses.

Welcome

3 MIN.

UNDERSTAND THE FOCUSING QUESTION

Read aloud the Focusing Question and Content Framing Question.

Students Echo Read the Focusing Question.

Instruct students to Think-Pair-Share, and ask: “How is this question different than our previous Focusing Question? Who is the question about?

n This question is about CJ.

n We’re looking at one person instead of all people.

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Use Equity Sticks to select a pair to share. Use their response to reinforce that the previous Focusing Question was about lots of people using their senses, while this question is about how someone named CJ uses his senses. Explain that CJ is a great new character they will meet during this lesson’s reading.

Launch

3 MIN.

Display and read the Knowledge Journal.

Ask: “What have we learned to do the frst time we read a new text?” Volunteers respond.

n We notice things.

n We ask questions.

Reread the Content Framing Question.

Ask: “How do we notice and wonder?” Use Equity Sticks to select students to answer.

n We look at the pictures.

n We share what we see.

n We think about things.

n We ask questions.

n We use the Wonder Wheel.

n We use Question Corners.

Ask: “What is our job today as we read Last Stop on Market Street?” Students respond chorally.

n We are going to notice and wonder.

66 MIN.

EXAMINE LISTENING WITH YOUR SENSES

Whole Group

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25 MIN.

TEACHER NOTE Last Stop on Market Street does not have numbered pages. Page 1 begins, “CJ pushed through the church doors.” To understand text references, write small numbers in your text.

Read the title, author, and illustrator to students. Emphasize that this book has an author, Matt de la Peña, and a different person who drew the illustrations, Christian Robinson.

Prompt students to look at the copy of the book in your hands. Students chorally identify the front cover, back cover, and title page. Use Equity Sticks to call on students to share what they learn from each part of the book.

Reread the Focusing Question as you display the front cover of the book. Instruct students to ThinkPair-Share, and ask: “Who could CJ be?”

n Maybe he’s the boy on the front cover.

n Maybe he’s on the bus.

Explain that this book is all about CJ using his senses to learn about the world. Explain that there is only one copy of this colorful, fun book, so they will want to pay very close attention as you read.

Display and Echo Read the Craft Question: Why is it important to use all your senses to listen?

Hold up the hearing, sight, and touch Sensory Cards, one at a time, and ask: “How can we use this sense to be a good listener? Volunteers respond.

Reinforce that students can listen with all three of these senses. Explain that they are already very familiar with how they listen with their ears, so they will focus on sight and touch in this lesson.

Extension

Hold up the hearing Sensory Card, and tell students to cover their ears until you give them a thumbs-up. Ask students to cover their ears. Speak for a few seconds and then give students the thumbs-up.

Instruct students to respond with a Nonverbal Signal (thumbs-up, thumbs-down), and ask: “Were you able to listen without hearing me?”

Volunteers respond. Hold up the hearing Sensory Card, and reinforce that people need to be able to hear in order to listen.

Hold up the sight Sensory Card, and choose two volunteers to sit back-to-back. Choose one of the students to speak to (Student A) as the other student (Student B) listens. Stand in front of Student A, and briefy describe something you are wearing (e.g., shoes, watch) without naming it. Ask Student B to name what you were describing and whether it would have been easier to answer that question if he or she had been looking at you as they listened.

Reinforce that using your eyes to listen helps you better understand someone. It also shows the speaker you are listening. Ears and eyes are a listening team.

Hold up the touch Sensory Card, and explain that people even think about how they are using their sense of touch when they listen.

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Tell students to hold both hands above their heads. Explain that they will keep moving their hands, without moving from their seats, as they listen to you speak. Demonstrate a few ways students can move their hands without being disruptive. Tell students to move their hands quietly until you give them a thumbs-up. Ask students to begin moving their hands. Speak for a few seconds and then give students the thumbs-up.

Instruct students to respond with a Nonverbal Signal (thumbs-up, thumbs-down), and ask: “Were you able to listen carefully while moving your hands?”

Explain that it is important to not make noise or be distracting when they are listening. This means they need to keep their hands still and placed on their knees. Demonstrate “listening position” for students by showing how you place your hands on your own knees, not someone else’s. Allow students to practice getting into listening position a few times.

Instruct students to Think-Pair-Share, and ask: “Which senses do we use to listen?”

Tell pairs to check their answers as you hold up the three Sensory Cards.

Display the Speaking and Listening Anchor Chart. Ask: “Which column should we write today’s learning under?” Volunteers respond.

Direct students’ attention toward the listening column, and record the goal. Add a visual to support students in accessing the content independently.

Speaking and Listening Anchor Chart

When I listen, I

ƒ Listen with my senses.

When I speak, I

ƒ Use one voice at a time.

Students prepare to read Last Stop on Market Street and listen with their senses.

Read the text aloud with minimal interruptions. Students sit in listening position and focus their eyes and ears on you as you read.

TEACHER NOTE

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Last Stop on Market Street is a beautiful text with rich vocabulary and complex themes. Students will eventually work closely with the vocabulary, so it is not necessary to defne words during this frst reading. Rather, focus on encouraging curiosity about CJ’s world as they notice and wonder.

Instruct students to Think-Pair-Share, and ask: “What did you learn from this book?”

n I learned that CJ is a boy who rides a bus.

n I learned about riding a bus.

n I learned about CJ’s life.

Ask: “How did listening with your senses help you learn?” Volunteers respond.

Hold up each Sensory Card as you reinforce that people use their senses of hearing, sight, and touch to listen.

SHARE OBSERVATIONS

Whole Group

16 MIN.

Remind students that readers notice things as they read, another good reason to listen with their senses.

Revisit key vocabulary in the text, and share observations to clarify challenging vocabulary using information from the text and illustrations. Use your knowledge of students’ vocabulary to determine which words to revisit. Some possibilities include:

ƒ Page 2: freedom.

ƒ Page 7: trick.

ƒ Page 9: palm.

ƒ Page 10: tuning, curlers.

ƒ Page 12: curb.

ƒ Page 18: rhythm.

ƒ Page 21: graffti.

ƒ Page 22: witness.

ƒ Page 23: soup kitchen.

ƒ Page 25: familiar.

Reread pages 1–6. Use Equity Sticks to select two students to share what they notice using the sentence frame: I notice______.

Continue rereading the book, stopping after the sections noted below for students to share their notices as they Mix and Mingle.

ƒ Pages 7–14.

ƒ Pages 15–19.

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ƒ Pages 20–29.

Small Groups

Prompt students to see whether they understand the next habit of mind when frst reading a book. Ask: “What comes after noticing?”

n Wondering comes next!

Reinforce that after noticing comes wondering. Display the Wonder Wheel. Students Echo Read the question words on the Wonder Wheel.

Divide students into small groups, and assign them a starting Question Corner. Groups move to their assigned Question Corner and generate questions using the designated question word.

Circulate as groups discuss, and choose 4–6 student-generated questions to record on sticky notes, labeling with students’ initials.

Small groups rotate through at least two Question Corners, generating questions about Last Stop on Market Street.

Scaffold

If students struggle to generate questions, display the illustrations as you circulate from group to group.

Post a blank Wonder Chart labeled Wonders for Last Stop on Market Street. Point out how the Wonder Chart now has three columns, and read the column headings. Ask: “Where should we place the questions?” Volunteers respond.

n They go where it says “questions.”

Remind students that rereading a text helps fnd the answers to questions. Explain that readers keep track of their questions so they can think about them as they reread and look for answers using the text. When readers fnd complete answers, they move their question to the column with the check mark. If they only fnd part of the answer, they move their question to the middle column with the arrows.

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Read aloud one sticky note. Think Aloud considering whether you remember the answer to this question from the text. Model revisiting the text to confrm or add to your thinking. Add the page number(s) where you found evidence to the bottom of the sticky note. Finally, place the sticky note in the appropriate column.

Loop students in to this process as you repeat it for the remaining questions. Working with one question at a time, students Echo Read the question and Think-Pair-Share about details they remember from the text. Pairs use the following Nonverbal Signals to indicate whether they are able to answer the question:

ƒ Thumbs-up: We remember the answer from the text.

ƒ Thumbs-sideways: We remember part of the answer from the text.

ƒ Thumbs-down: We don’t remember the answer.

Call on pairs to share their thoughts. Return to the text to confrm and clarify students’ thinking. Move sticky notes along the Wonder Progression to indicate the extent to which each question has been answered.

Wonder Chart for Last Stop on Market Street

Wonders for Last Stop on Market Street

Questions

ƒ Where does CJ live?

ƒ How do trees drink through straws?

ƒ Why does CJ close his eyes?

ƒ Where do CJ and Nana go?

Answers in Progress

Complete Answers

Display the Chart, and make time for students to revisit their questions as they continue to work with the text.

TEACHER NOTE

Students will work more closely with answering questions in Module 2. For now, look for opportune times to encourage students to revisit their questions. Consider developing a Wonder station where they can access the text and look for answers.

PRACTICE FLUENCY

Whole Group

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5 MIN.

TEACHER

NOTE Maximize instructional time by preparing a chart similar to the one below prior to class.

Display the “Wheels on the Bus” Chart. Explain that, for this text, students will practice fuently reading a familiar song. Like CJ, they will be thinking about a bus.

“Wheels on the Bus” Chart

The Wheels on the Bus

The wheels on the bus go round and round, Round and round, Round and round.

The wheels on the bus go round and round, All day long.

Model reading the chart, tracking the words and paying attention to the punctuation. Pause briefy for commas and a bit longer for periods.

Students Echo Read the chart multiple times. Point to each word as students say them aloud.

ANSWER THE CONTENT FRAMING QUESTION

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Students Echo Read the Content Framing Question. Instruct students to Think-Pair-Share, and ask: “How did we notice things in the text? How did we create questions to wonder about?” Use Equity Sticks to call on students to answer.

n We said what we noticed.

n We listened with our senses.

n We asked questions.

n We looked for answers.

1 MIN.

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Analyze

Context and Alignment

Students demonstrate increased capability with asking text-based questions as they rotate through multiple Question Corners. Each student:

ƒ Generates text-based questions.

ƒ Correctly uses question words from Question Corners.

Next Steps

If students had diffculty applying question words correctly, work with small groups to focus on one or two question words at a time, using the Wonder Wheel. Scaffold understanding by frst asking students to generate general questions using the question word. Then model how to use the question word to ask text-based questions. Finally, invite students to use the question word to create their own text-based question, offering feedback and support.

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LESSON 11 DEEP DIVE: VOCABULARY

Ask and Answer Questions about Key Vocabulary

ƒ Time: 15 min.

ƒ Text: Last Stop on Market Street, Matt de la Peña; Illustrations, Christian Robinson

ƒ Vocabulary Learning Goal: Ask and answer questions about key vocabulary in Last Stop on Market Street.

Launch

Display the Wonder Chart for Last Stop on Market Street. Explain that the class has many kinds of questions about the text. Point out examples of different types of questions on the class chart. For example, some questions may be about what is happening in the story, some may be about people in the story, some may be about where they are going, or where they story takes place.

Remind students that readers often have questions about words in the story. Invite students to stand up if they have ever had a question about a word in a story. Emphasize that questions about words in the story are wonderful questions that help us grow as readers and as thinkers and that asking questions to understand the meaning of an unfamiliar word is a habit great readers keep throughout their lives. Point out any vocabulary questions on your class’s Wonder Chart.

Display the Wonder Wheel. Explain that students will use the Wonder Wheel to ask questions about words in Last Stop on Market Street.

Learn

Display the following words from Last Stop on Market Street:

ƒ Coin

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ƒ Knit

Students Echo Read the word coin three times. Students use the Wonder Wheel to Think-Pair-Share questions they have about the word.

Scaffold

If students struggle to think of a question, provide a sentence frame for support. For example: What does _______ mean?

Explain that one of the best places to look for more information about words from the text is back in the text itself. Select one student-generated question to use as you model looking in the book for answers.

Reread the text, and display the illustration on page 9 of Last Stop on Market Street. Think Aloud as you look for clues in the text and illustration to answer the question.

For example:

I’m wondering what a coin is. Hmm…the words tell me that Mr. Dennis pulled a coin from behind CJ’s ear. That gives me a clue that a coin must be small. It would have to be small to fit behind an ear! Maybe I should look at the picture, too. Oh! I see Mr. Dennis holding something small and round in his hand. It looks like money. I think coin might be another word for money.

Confrm for students that a coin is a small, fat, thin piece of metal, usually round, that is used as money.

Ask: “Why might CJ and Mr. Dennis be talking about a coin when CJ gets on the bus?” Volunteers respond.

Use responses to reinforce that people usually have to pay money to take a bus ride. Provide practice with using the word coin by acting out the process of getting on a bus. In pairs, students take turns being the bus driver and the passenger. The bus driver says, “Where’s your coin?” The passenger pretends to place a coin in the bus driver’s hand and says, “Here’s my coin!” Reverse roles and repeat.

Put coin on the Word Wall as a module word.

Move to the next vocabulary word. Students Echo Read the word knit three times. Students use the Wonder Wheel to Think-Pair-Share questions they have about the word.

Reread page 11. Invite students to look for clues in the text and illustration to determine the meaning of the word. Confrm that knit means “to make a cloth or clothing with yarn and needles.”

Ask: “What does it look like to knit, like Nana on the bus?”

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Students act out knitting and then Think-Pair-Share using the sentence frame: I am knitting _____.

Ask students to give a thumbs-up, thumbs-down, or thumbs-sideways signal to show if their question about knit was answered. Invite students with thumbs-down or thumbs-sideways signals to share their lingering questions.

Extension

ƒ Revisit the text to discuss the meaning of perfume.

ƒ Discuss vocabulary on your class’s Wonder Chart.

Land

Instruct students to Mix and Mingle, and ask: “Think about using a coin. Which senses could you use to learn about the coin?”

Instruct students to Mix and Mingle, and ask: “Think about Nana knitting. Which senses could you use to learn about what Nana was knitting?”

Extension

Revisit the Sensory Word Jars, and work with students to generate adjectives for coin and knitting.

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FOCUSING QUESTION: LESSONS 11-16

How does CJ use his senses to learn about the world in Last Stop on Market Street?

Lesson 12

TEXT

ƒ Last Stop on Market Street, Matt de la Peña; Illustrations, Christian Robinson

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Lesson 12: At a Glance

AGENDA

Welcome (7 min.)

Practice Fluency

Launch (4 min.)

Learn (60 min.)

Experiment with Listening with Your Senses (30 min.)

Retell Events (15 min.)

Examine Adding Details (15 min.)

Land (3 min.)

Answer the Content Framing

Question

Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: Multiple Meaning Words (15 min.)

MATERIALS

ƒ “Wheels on the Bus” Chart (created in the previous lesson)

ƒ Speaking and Listening Anchor Chart

ƒ Beach ball (or other soft ball)

ƒ Writing Anchor Chart: Add Details (see lesson for more information)

ƒ Incomplete drawing of a bus (see lesson for more information)

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Learning Goals

Identify key events in Last Stop on Market Street

Retell events in order.

Experiment with listening with your senses.

Evaluate how well pairs listened with their senses.

Determine new meanings for familiar words from Last Stop on Market Street, and act out their different meanings.

Act out the meaning of duck(ed) based on the context.

Prepare

FOCUSING QUESTION: Lessons 11-16

How does CJ use his senses to learn about the world in Last Stop on Market Street?

CONTENT FRAMING QUESTION: Lesson 12

Organize: What’s happening in Last Stop on Market Street?

CRAFT QUESTION: Lesson 12

Experiment: How does listening with your senses work?

Examine: Why is adding details important?

Students read Last Stop on Market Street and experiment with listening with their senses to inform their responses to TDQs about what happens in the text. This instruction encourages students to pay close attention to the text, using their senses to help them remain focused. It further emphasizes the importance of the relationship between the illustrations and the words in a text. Students explore what it means to add details and examine the importance and purpose of adding details to an illustration.

PRACTICE FLUENCY

TEACHER

NOTE Maximize instructional time by adding the next verse of the song to the chart prior to class.

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Display the “Wheels on the Bus” Chart with the next verse added.

“Wheels on the Bus” Chart

The Wheels on the Bus

The wipers on the bus go swish, swish, swish, Swish, swish, swish, Swish, swish, swish.

The wipers on the bus go swish, swish, swish, All day long.

Tell students this verse is all about wipers. Display page 9 of Last Stop on Market Street. Ask: “What are wipers? Why would the bus driver use wipers?” Volunteers respond.

Use the response to reinforce that wipers are used to wipe the rain away from the windshield so a driver can see when driving in the rain. Move your hands back and forth as you say “swish, swish, swish” to demonstrate this motion for students.

Model reading the chart, tracking the words and paying attention to the punctuation. Include hand motions when you say “swish, swish, swish.”

Students Echo Read the new verse twice. Students read the entire chart, demonstrating increasing independence with familiar verses.

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Launch

4 MIN.

Read aloud the Focusing Question and Content Framing Question. Students Echo Read the Content Framing Question. Remind students that thinking about what happens in a text is an important part of understanding what the author is telling us.

Display the front cover of Last Stop on Market Street, and point to the words as you read the title aloud. Ask: “What does ‘last stop’ mean?” Volunteers respond.

As needed, provide background information about the progression of a bus route. Describe the process of a bus making stops at different points along a bus route, and share how the bus driver will call out the names of the stops along the way. The last stop is at the end of the bus route.

Explain to students that they will pretend to drive a bus along a bus route as they travel to the whole group gathering area. Students walk around the room and pretend to use a steering wheel to drive their bus. When they hear a bus stop name being called, they put on their brakes and stop the bus. When they hear “Go,” they resume driving. When they hear “Last stop on Market Street!” called out, students take a seat in the whole group gathering area.

Call out bus stop names (e.g., frst stop on Market Street, second stop on Market Street, etc.) about every ten seconds as students travel around the room. Say, “Last stop on Market Street!” to cue students to sit in the whole group gathering area.

TEACHER

NOTE If applicable, provide context and real-world connection with this concept by displaying a map of bus routes in your city.

EXPERIMENT WITH LISTENING WITH YOUR SENSES

Whole Group

30 MIN.

Display the Speaking and Listening Anchor Chart. Students Echo Read the listening goal added in the previous lesson.

Instruct students to Think-Pair-Share, and ask: “Why is it important to listen with our senses?”

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n It helps us understand how someone sounds.

n It helps us understand what someone means.

n It shows we’re listening.

n It helps us stay focused.

Explain that students will listen again to Last Stop on Market Street and practice using their senses to listen to the story. Students turn their eyes toward you and demonstrate listening position by placing their hands on their knees.

Explain to students that Last Stop on Market Street is a different type of book than the My Five Senses books they have read. The My Five Senses books share important information and teach readers about their senses; they are informational texts because they give information about a topic. Last Stop on Market Street is different because the author is telling a story; it is a storybook that shares about someone or something that is not real but is imaginary.

Remind students that rereading a book helps them become better readers. When they reread a book, they can better understand what is happening in the story. They might even fnd something in the story that they missed the frst time they read it. Remind students that in this lesson they will be thinking about what is happening in the story.

Extension

Introduce the word event by explaining that event is a word for what is happening in the story. Model how to use the word event, and encourage students to incorporate the word into their responses.

Read pages 1–2 aloud. Use a Think Aloud to model a retelling of what is happening in the story. For example:

Right now I know that CJ just got out of church. I know that because the words said, “CJ pushed through the church doors.” That means he went out. I also see him leaving the church in the picture.

Explain to students that they will work with a partner to Think-Pair-Share and answer questions about the story. Remind students that they are still listening with their senses. Use Equity Sticks to call on pairs to share their answers.

TEACHER NOTE

As students discuss what is happening in the text, consider using images to chart key events from the story. Use the image chart to support students as they build toward independence with retelling key events. Students will work more closely with literary retellings during Module 2.

Read pages 3–10 aloud.

1 What is happening in the story? How do you know?

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n They were waiting for the bus. I see they got on now.

n CJ and Nana got on a bus. I see them on the bus in the picture.

n They’re on a bus. It said they sat up front.

Read pages 11–16 aloud.

2 What is happening in the story? Why are everyone’s eyes closed?

n They are listening to music. Their eyes are closed to feel the magic.

n A man is playing guitar. They are closing their eyes to listen to the music.

n People are listening to music on the bus. Their eyes are closed like the blind man.

Read pages 17–28 aloud.

3 What is happening in the story now? Where are CJ and Nana?

n They got off the bus.

n CJ and Nana are giving people food.

n People are eating.

n CJ and Nana are at a soup kitchen.

TEACHER

NOTE As needed, provide background information on soup kitchens.

Ask: “Why did CJ and Nana take the bus to the last stop on Market Street?” Volunteers respond. Revisit the text as needed.

n They don’t have a car, so they had to take the bus. (page 5)

n They always go there after church. (page 11)

n To help give people food. (pages 28–29)

Pairs use the following rating scale to indicate how well they listened with their senses:

ƒ One fnger: We need to work on listening to each other with our senses.

ƒ Two fngers: We sometimes listened to each other with our senses.

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ƒ Three fngers: We always listened to each other with our senses.

Use Equity Sticks to choose two pairs to share their reasoning.

RETELL EVENTS 15

MIN.

Whole Group

Direct students to stand in a circle.

Students pass around a beach ball, or other soft object, to take turns retelling what happens in the story. Use the sentence frame: In Last Stop on Market Street, [event happens].

When a student is holding the ball, they share one event. After sharing, they pass the ball to another student to share the next event in the story. If students share events out of order, return to the text and support students in correcting their error.

Students use Nonverbal Signals (thumbs-up, thumbs-down) to indicate whether the events are in the correct order. Repeat the retelling procedure as needed to provide all students an opportunity to participate.

EXAMINE ADDING DETAILS 15

MIN.

Whole Group

Explain that one reason Last Stop on Market Street is such an interesting book is that the author and illustrator include many details. Remind students that details are small pieces of information that help us understand a text.

Post and read the Craft Question: Why is adding details important?

TEACHER

NOTE Create a chart similar to the one below to use in this lesson.

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Sample Detail Chart

Use the chart to highlight the difference between an illustration without details and one with details.

Ask: “What is different about the bus with details? Which illustration gives more information? Which is more interesting?” Volunteers respond.

Explain that adding details to illustrations and writing is important because details make them more interesting and give more information.

Display an incomplete image or drawing of a bus. Share that students will look in the text for details about the bus and will add those details to the class drawing.

TEACHER

NOTE Prepare the incomplete drawing of a bus ahead of time in order to maximize instructional time.

Hold up pages 7–8 in front of the class, and read them aloud. Emphasize the words creaked, sighed, and sagged. Explain that the drawing is incomplete. The illustrations and the words told readers a lot more about the bus.

Ask: “Who or what is creaking, sighing, and sagging?” Volunteers respond.

Ask volunteers to stand up and act out these three verbs, or the actions of the bus. Students create movements for each word and act them out as a class. If needed, model sighing, emphasizing the movement of the shoulders and loud, outward breath.

Model thinking aloud about how to add the sounds that the bus makes.

For example:

The sound of a bus sighing is like it is letting out air or saying ‘pfff’ or ‘ahhh.’ People do that through their mouths, but a bus doesn’t have a mouth! A bus has an exhaust pipe at the back where it lets out smoke and steam. Maybe I can add an exhaust pipe with puffs of air to the back of the bus to show that it is letting out air as it sighs.

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Add the details to the class drawing.

Extension

Instruct students to Think-Pair-Share, and ask: “How might a sagging bus look?” Use Equity Sticks to call on students to answer.

ƒ Maybe the bus gets lower.

ƒ It means it droops down.

ƒ Maybe the bus is tired!

As students respond, invite a student to add this detail to the class drawing.

TEACHER NOTE

Retain the class drawing of the bus for use in future lessons.

Ask: “What other details does the illustration give us?” Volunteers respond.

n There is a dragon on the side.

n I see people in the windows.

n We need a driver.

As students respond, invite students to add details to the class drawing.

Instruct students to Think-Pair-Share, and ask: “Why is adding details important?”

n Details make it more interesting.

n Details give more information.

n Details help us know more.

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Land

3 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Reread the Content Framing Question.

Ask students to imagine retelling Last Stop on Market Street to someone who has not read the book. Provide time for students to consider responses. If needed, remind students about the retelling activity they did with the beach ball earlier in the lesson.

Instruct students to Mix and Mingle, and ask: “What happens in Last Stop on Market Street?”

Wrap

1 MIN.

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Analyze

Context and Alignment

Students begin to build an understanding of how to retell a story as they recount key events from Last Stop on Market Street, the frst literary text of the module. Each student:

ƒ Accurately shares events from the story.

ƒ Retells events from the story in correct chronological order.

Next Steps

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If students had diffculty retelling events from the story, return to the text with small groups of students. Model how to retell events from the frst section of the story, using illustrations from the text for support. Have students take turns using illustrations to retell events from the next section of the story, providing feedback and support as needed.

LESSON 12 DEEP DIVE: VOCABULARY

Multiple Meaning Words

ƒ Time: 15 min.

ƒ Text: Last Stop on Market Street, Matt de la Peña; Illustrations, Christian Robinson

ƒ Vocabulary Learning Goal: Determine new meanings for familiar words from Last Stop on Market Street, and act out their different meanings.

Launch

Display the “Wheels on the Bus” Chart with the new verse. Students Echo Read the new verse twice. Instruct students to Think-Pair-Share, and ask: “When would someone use windshield wipers?”

n Wipers are for when it’s raining.

n They can’t see out the front.

n They would use them when they need to wipe water away.

Use Equity Sticks to choose two pairs to share their thinking.

Explain that students will study words from Last Stop on Market Street that describe things that can happen when it rains.

Learn

Display the following words:

ƒ Freckled

ƒ Duck

Read the frst word aloud. Instruct students to Think-Pair-Share about what they know about the word freckle. Use Equity Sticks to choose volunteers to share their thinking.

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n My mom told me I have freckles.

n Freckles are spots on your skin.

n Freckles are brown.

TEACHER NOTE

If students do not have experience with this word, provide a defnition and give examples of what a freckle is. A freckle is a small brown mark on the skin. Freckles are often caused by sitting out in the sun.

Read the sentence on page 2 with the word freckled. Instruct students to Think-Pair-Share, and ask: “Does CJ’s shirt have freckles on it?” Use Equity Sticks to call on several students to respond.

Explain that words sometimes have more than one meaning, and the way the word freckled is being used in this sentence is different from the defnition discussed earlier. Invite students to imagine raindrops falling on their shirt. Ask: “How might those raindrops look like freckles?” Volunteers respond.

n The drops might be round like freckles are round.

n The drops might be spotted all over, like freckles

Sketch images of both freckles on a face and a freckled shirt next to the word displayed for the class.

Explain that there is another water-related word in the text that has two meanings. Read and point to the word duck. Ask: “What do you know about the word duck?” Volunteers respond.

n It is a bird.

n They live by a pond.

n They like when I feed them bread.

n They quack.

Read the sentence on page 3 with the word ducked. Students give a Nonverbal “yes” (thumbs-up) or “no” (thumbs-down) to indicate whether the word ducked in this sentence sounds like it is the same as the defnition they just discussed.

Remind students that words sometimes have more than one meaning, and the way the word ducked is being used in this sentence is different from the kind of duck that is a bird. Emphasize that they can use what they know to help them understand what this word means in this sentence.

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Reread the frst sentence on page 3. Instruct students to Think-Pair-Share, and ask: “What is CJ doing? How do you know?”

n He’s going under the umbrella. I heard it in the words.

n He’s getting out of the rain, under Nana’s umbrella. I see him under the umbrella in the illustration.

Instruct students to Think-Pair-Share, and ask: “Think about the clues from the words and the pictures. What might ducked mean here?” Use Equity Sticks to choose pairs to share their thinking.

Sketch images of a duck and someone ducking under an umbrella next to the word displayed for the class.

Read the following sentences:

ƒ We fed the duck bread at the pond.

ƒ I ducked to go through the door to the playhouse.

Students act out the meaning of duck(ed) sentences to show their understanding of both meanings of the words.

Land

Remind students that words often have more than one meaning and we have to use the words around that word to help us understand which meaning is correct.

Extension

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Mix and Mingle to use the word in a sentence of their own. Call out one of the words, and have students partner up and share a sentence using the word in either of the meanings.

Copyright

FOCUSING QUESTION: LESSONS 11-16

How does CJ use his senses to learn about the world in Last Stop on Market Street?

Lesson 13

TEXT

ƒ Last Stop on Market Street, Matt de la Peña; Illustrations, Christian Robinson

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Lesson 13: At a Glance

AGENDA

Welcome (5 min.)

Practice Fluency

Launch (5 min.)

Learn (61 min.)

Analyze the Words and Illustrations in Last Stop on Market Street (25 min.)

Collect Evidence for the Focusing Question Task (16 min.)

Experiment with Adding Details to a Drawing (20 min.)

Land (3 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: TextBased Sensory Words (15 min.)

MATERIALS

ƒ Handout 4A: Sensory Cards

ƒ Handout 13A: Sight and Hearing Cards

ƒ “Wheels on the Bus” Chart

ƒ Map of the United States Evidence Organizer for Last Stop on Market Street

ƒ Text Evidence Chart

ƒ Sticky notes

ƒ Pre-cut images for the Evidence Organizer (see lesson for details)

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Learning Goals

Answer questions about the illustrations and words in the text to identify which senses CJ uses to engage with his surroundings.

Collect evidence for the Focusing Question Task.

Experiment with adding details to a drawing.

Complete a Response Journal entry.

Identify sensory adjectives from Last Stop on Market Street and use them in sentences to describe real-life experiences.

Think-Pair-Share experiences with seeing spotted things.

Prepare

FOCUSING QUESTION: Lessons 11-16

How does CJ use his senses to learn about the world in Last Stop on Market Street?

CONTENT FRAMING QUESTION: Lesson 13

Reveal: What does a deeper exploration of words and pictures reveal in Last Stop on Market Street?

CRAFT QUESTION: Lesson 13

Experiment: How does adding details work?

Students explore relationships between words and the illustrations in Last Stop on Market Street to understand how they communicate key details in the text. This allows students greater understanding of the specifc roles that an author and illustrator can play in the development of a story. Students use words and illustrations to collect evidence for the Focusing Question and experiment with adding details to a drawing of CJ.

Welcome

PRACTICE FLUENCY

TEACHER

NOTE

5 MIN.

Maximize instructional time by adding the next verse of the song to the chart before class.

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Reread the frst sentence on page 11: “The bus lurched forward and stopped, lurched forward and stopped.” Read the sentence a second time, moving your body forward and backward with the words.

Ask: “What does it mean to lurch forward?” Volunteers respond.

n It means to go quickly.

Read the sentence a third time, inviting students to act out the motion with their bodies. Explain that this is how the bus is moving, but the people on the bus are also moving.

Display the “Wheels on the Bus” chart with a third verse added. Read the new verse, pointing to each word and modeling fuent reading. Students Echo Read twice.

“Wheels on the Bus” Chart

The Wheels on the Bus

The people on the bus go up and down , Up and down, Up and down.

The people on the bus go up and down , All day long.

Ask: “If the bus is lurching forward and stopping, how might the people moving?” Volunteer responds.

n They’re moving up and down.

Students read the entire chart, demonstrating increasing independence with familiar verses.

Launch

5 MIN.

Post the Content Framing Question and Focusing Question.

Remind students that the purpose of having a Content Framing Question is to focus the day’s learning. Read the question aloud to the class.

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Underline reveal, and explain that in this lesson students will look at the words and pictures in the text to reveal information about Last Stop on Market Street.

Read the words on the cover “Words by Matt de la Peña” and the last two sentences of the author biography on the back inside jacket. Explain that creative writing can come from a combination of things in a writer’s imagination and things that may have happened to them. Writers use their imaginations to think of words and events to create a story. Remind students that in this text the author and the illustrator are two different people and are real people just like you and them. Point to Brooklyn, New York, on a map and explain how far away from or near it is to your school.

Remind students that the author plays a very important role in communicating information to the reader and that they will pay close attention to the words, as well as the illustrations, to help them identify what CJ is seeing and hearing.

61 MIN.

ANALYZE THE WORDS AND ILLUSTRATIONS IN LAST STOP ON MARKET STREET

25 MIN.

Whole Group

Display a copy of the text in front of the class. Prompt students to look at the copy of the text in your hands. Explain to students that they will be using their senses of sight and hearing to take a close look at the words and illustrations.

Begin reading through the text, stopping at select pages. Instruct student to Think-Pair-Share to answer the following TDQs. Use Equity Sticks to call on students to answer.

Read pages 1–2.

1 On page 1 the text tells us that CJ “skipped down the steps.” How does the illustration show us what skipped looks like? Can you move like CJ is moving?

n His leg is kicking up.

n His arms are out like he’s moving fast.

n Nana’s legs are not kicking out. Maybe she’s walking.

n CJ is moving his body a lot.

n He’s not walking because his body is moving a lot.

n His arms are out for balance.

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Reinforce that readers can use the illustrations in a text to help them better understand the words.

Read through page 18.

2 What is happening on pages 17–18?

n He is pretending he sees these things.

n The music is helping him pretend.

n I don’t see the bus so it’s not happening right now.

n His eyes are closed because he is thinking about it.

n There is everything in the picture.

n The sunset and the moon at the same time might not be real.

n He is pretending what he sees on the bus is doing something different.

n It’s his imagination

Scaffold

If students have a difficult time with the above question, ask: “How does the illustrator help us see that CJ is using his imagination?”

Display page 24. Then, slowly read through the text.

3 What information do you hear in the words that you do not see in the pictures?

n I don’t see the bus.

n I don’t see the cat shadows, but I heard about them.

n The words say he saw broken lights, but I don’t see them.

Use responses to emphasize that it is important to listen closely to the author’s words because they provide details that the illustrations do not.

COLLECT EVIDENCE FOR THE FOCUSING QUESTION TASK

Whole Group

16 MIN.

Explain that while CJ uses most of his senses in the text, students are going to focus only on sight and hearing when collecting text evidence.

Give each student a sight and a hearing sense card cut from Handout 13A.

Display the Evidence Organizer for Last Stop on Market Street. Explain that students will go back through select text pages to identify evidence about what CJ learns through sight and hearing. Display the Writing Anchor Chart: Using Text Evidence. Students Echo Read the steps for fnding text evidence. Name:

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13A: Sight and Hearing

TEACHER

NOTE For ease of use, attach cards to two popsicle sticks.

Read each spread listed below. For each page spread, students stand up and raise a sense card high to signal that they hear CJ using his sense of sight or hearing. Call on students who signal to identify what CJ sees or hears, and ask: “What in the text gave you that idea?”

Record student answers on colored sticky notes, and add them to the appropriate column on the Evidence Organizer.

ƒ Pages 7–8: hear: bus; see: bus.

ƒ Pages 15–16: see: boys; hear: guitar, whispers.

ƒ Pages 21–22: see: sidewalks, doors, windows, stores.

ƒ Pages 23–24: see: rainbow, bus, street lamps, shadows.

TEACHER NOTE

The use of images supports student independence by allowing them to “read” the Evidence Organizer. Consider preparing sticky notes with images corresponding to the evidence prior to the lesson. Paste images on sticky notes. Include word labels.

How does CJ use his senses to learn about the world in Last Stop on Market Street?

CJ sees _____.

Evidence Details

Pages 7–8: bus.

Pages 15–16: boys

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Pages 21–22: sidewalks, doors, windows, stores.

Pages 23–24: rainbow, bus, streetlamps, shadows.

CJ hears ____.

Evidence Details

Pages 7–8: bus.

Pages 15–16: guitar.

Pages 15–16: whispers.

Sample Evidence Organizer for Last Stop on Market Street

EXPERIMENT WITH ADDING DETAILS TO A DRAWING

Individuals

Display and read the Craft Question: How does adding details work?

20 MIN.

Activate student memories from the previous lesson by displaying the class-created drawing. Instruct students to Think-Pair-Share, and ask: “Why is adding details important?” Use Equity Sticks to call on students to answer.

n It gives more information.

n We can show more of what we know.

n It makes things more interesting.

n It helps people understand it.

Explain to students that they will practice adding details to drawings in their Response Journals. Display a copy of the image of CJ from Handout 15A in front of the class.

Display page 6 of the text. Ask: “Could we add details to this picture to show more information about CJ?”

Instruct students to Think-Pair-Share about ways to add details to the image of CJ. Use Equity Sticks to call on students to answer.

n We could add a yellow shirt.

n We could add a detail about his hair color.

n We could add blue pants.

Give each student a precut copy of the image of CJ from Handout 15A, and have them paste this image into their Response Journals.

Students add details to the image to make it look more like CJ.

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Land 3MIN.

ANSWER THE CONTENT FRAMING QUESTION

Read the Content Framing Question out loud to the class. Students Echo Read the question.

Instruct students to Mix and Mingle to answer the question. Use Equity Sticks to call on students to share.

n The words and pictures give us lots of information.

n The words help tell me what senses he’s using.

n The pictures show me what he sees.

n The pictures help me see things, too.

n The words tell me what is in the picture.

n CJ doesn’t have to use just one sense.

n CJ can use a lot of senses at the same time.

Wrap

1 MIN.

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Analyze

Context and Alignment

Students identify textual evidence that shows what CJ learned about the word through his senses of sight and hearing. Collecting this evidence prepares students for Focusing Question Task 3. Each student:

ƒ Accurately identifes what CJ sees and hears (e.g., raises correct sense card).

ƒ Cites textual evidence about CJ’s sensory experiences.

Next Steps

If students had diffculty citing evidence from the text, repeat the activity but focus on one sense at a time. Consider rereading sections of the text and having students create Tableaux scenes to scaffold understanding of the story.

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LESSON 13 DEEP DIVE: VOCABULARY

Text-Based Sensory Words

ƒ Time: 15 min.

ƒ Text: Last Stop on Market Street, Matt de la Peña; Illustrations, Christian Robinson

ƒ Vocabulary Learning Goal: Identify sensory adjectives from Last Stop on Market Street, and use them in sentences to describe real-life experiences.

Launch

Direct students’ attention to the Sensory Word Jars and ask, “What are these words? How did we fnd them?”

Use Equity Sticks to call on students to respond.

Build from responses to reinforce that these are sensory adjectives, or words that describe how things taste, smell, feel, look, and sound and that they make our writing and speaking more detailed. Explain that just as students gathered these words from circulars, they can also gather them from the texts that they are reading. In this lesson students review a few of CJ’s sensory experiences in order to add new words to the Sensory Word Jars.

Learn

Distribute the Sensory Cards from Handout 4A. Remind students how they listened for times when CJ was hearing and seeing things. Explain that now they will listen for all of the senses. When they hear CJ using one of his senses, they should hold up that card.

Scaffold

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Model this procedure with the first example before distributing the Sensory Cards.

Read the frst two sentences on page 11, repeating “Nana hummed” as needed to emphasize that CJ has identifed a sound. Use Equity Sticks to call on a student to share their observation.

Name:

Handout 4A: Sensory Cards

Directions:

Build from the response to reinforce that humming is a sound. Students practice making a humming sound and then Think-Pair-Share about which Sensory Word Jar it should be added to. Call on a pair to share their thinking. All students use a Nonverbal Signal to indicate whether they agree (thumbsup) or disagree (thumbs-down).

Add hum to the hear Sensory Word Jar, sketching a quick image to go along with the words.

TEACHER

NOTE Consider preparing a few images to quickly pair with the sensory adjectives included in this lesson.

Instruct Students to Think-Pair-Share, and ask: “When have you heard humming?”

Use Equity Sticks to select two pairs to share their experiences. Support students in speaking in complete sentences as they share, modeling how to take their responses and add a subject and verb.

Read the frst sentence on page 13, repeating “spotted dog” as needed. Instruct students to ThinkPair-Share, and ask: “What interesting thing about the dog did CJ notice?”

Use Equity Sticks to call on a pair to share their thinking. Build from their response to reinforce that spotted is a way to describe how something looks.

Add spotted to the sight Sensory Word Jar, sketching a quick image to go along with the words.

Instruct Students to Think-Pair-Share, and ask: “When have you seen spotted things?”

Student share their experiences with seeing spotted things, speaking in complete sentences with prompting and support.

Extension

Repeat the above process with crumbling on page 21.

Land

Use Equity Sticks to choose students to share their sentence with the class.

Review the two words that students added to the Sensory Word Jars: hum, spotted.

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Students repeat each word three times. Volunteers use these words in complete sentences.

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FOCUSING QUESTION: LESSONS 11-16

How does CJ use his senses to learn about the world in Last Stop on Market Street?

Lesson 14

TEXT

ƒ Last Stop on Market Street, Matt de la Peña; Illustrations, Christian Robinson

ForReviewOnly

Lesson 14: At a Glance

AGENDA

Welcome (4 min.)

Practice Fluency

Launch (7 min.)

Learn (59 min.)

Interpret Descriptive Words in Last Stop on Market Street (31 min.)

Act Out the Text (8 min.)

Experiment with Adding Details to a Drawing (20 min.)

Land (4 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Style and Conventions Deep

Dive: Examine Speaking in Sentences (15 min.)

MATERIALS

ƒ Handout 14A: Drawing of City Street

ƒ “Wheels on the Bus” Chart

ƒ Map of the United States

ƒ Evidence Organizer for Last Stop on Market Street

ƒ Sticky notes

ƒ Class drawing of a bus (created in Lesson 13)

ƒ Materials for Anchor Chart: Complete Sentences

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Learning Goals

Analyze descriptive words in the text to gather more details about text evidence in preparation for the Focusing Question Task.

Add details to the Evidence Organizer.

Experiment with adding details from the text to a drawing.

Use text evidence to add details to a Response Journal drawing.

Identify the parts of a complete sentence.

Identify and act out complete sentences.

Prepare

FOCUSING QUESTION: Lessons 11-16

How does CJ use his senses to learn about the world in Last Stop on Market Street?

FRAMING QUESTION: Lesson 14

Reveal: What does a deeper exploration of words and pictures reveal in Last Stop on Market Street?

CRAFT QUESTION: Lesson 14

Experiment: How does adding details work?

In this lesson students interpret the descriptive words and action verbs in the text to identify more details about evidence from the text. This instruction helps students develop deeper understanding of the text and how specifc word choice plays a key role in communicating details to a reader. Students use these descriptive words to add these details to the Evidence Organizer in preparation for the Focusing Question Task. Finally, students use these additional details to enhance a drawing in their Response Journals.

Welcome

PRACTICE FLUENCY

TEACHER

4 MIN.

NOTE Maximize instructional time by adding the next verse of the song to the chart prior to class.

Ask: “What is the bus driver’s name?” Volunteer responds.

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n His name is Mr. Dennis.

As needed, reread page 9 of Last Stop on Market Street and have volunteers name the characters.

Display the “Wheels on the Bus” Chart with a fourth verse added. Read the new verse all the way through, pointing to each word and modeling fuent reading. Students Echo Read the new verse twice.

“Wheels on the Bus” Chart

The Wheels on the Bus

The driver on the bus goes “What’s that I see?” “What’s that I see?” “What’s that I see?”

The driver on the bus goes “ What’s that I see?” All day long.

Students read the entire chart, demonstrating increasing independence with familiar verses.

Launch

7 MIN.

Read aloud the Focusing Question and Content Framing Question.

Remind students that the purpose of having a Content Framing Question is to focus the day’s learning. Read the question aloud to the class.

Underline reveal in the Content Framing Question, and explain that in this lesson students will look at the words and pictures in the text to reveal information about Last Stop on Market Street.

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Remind students that, in the previous lesson, they learned about Matt de la Peña, the author. Explain that in this lesson they will learn about the illustrator.

Read the words on the cover “Pictures by Christian Robinson” and the illustrator biography on the back inside jacket. Point to San Francisco, California, on a map and explain how far away from or near it is to your school.

Ask: “What does daydream mean?” Volunteers respond.

n It means you are awake but dreaming.

n Maybe it’s when you think about things.

n You forget to listen when you dream during the day.

n I think it’s when you pretend things in your mind but you are awake.

Use student responses to defne daydream.

Ask: “Where did Christian Robinson, the illustrator, get ideas for this book? How did he know what to draw?” Volunteers respond.

n He used to ride the bus, too.

n He rides the bus with his own Nana, too.

n He remembered things.

n He just drew what he saw.

n Maybe he is CJ?

Remind students that the illustrator of this story plays an extremely important role in communicating information to the reader. They often use real-life experiences to inspire them. In this text, the illustrator used his real-life experience to help him draw the pictures.

INTERPRET DESCRIPTIVE WORDS IN LAST STOP ON MARKET STREET

Whole Group

Display a copy of the text in front of the class. Prompt students to look at the copy of the text in your hands. Explain to students that they will be using their senses of sight and hearing to look closely at the words and illustrations in the text to determine more details about the evidence they collected in the previous lesson.

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Post and read the evidence organizer for Last Stop on Market Street. Students Echo Read the evidence. Introduce the Details column on the chart to reinforce that students will be adding more details about the evidence next to the previous collected information.

Hold up the piece of evidence recorded for each page spread listed on the evidence organizer to help students focus their reading. Students make the Nonverbal Signals of pointing to their eyes or ears to indicate they see or hear additional details about that evidence in the text. After each page

spread, call on students who signal to answer the following TDQs. Quickly draw these additional details on a sticky note, and add them to the Details column next to the corresponding evidence.

TEACHER NOTE

Read pages 7–8.

To add details to the precut images from the Evidence column, you can draw additional details onto the image or circle existing details on the image. Make sure it is clear to students that you are highlighting or adding details that come from the text.

1 What additional details do the words and illustrations tell us about the bus?

n I hear it breathes fre, but I think it’s pretend.

n I see it has a dragon on it.

n I hear that it gets low and makes noises.

n I hear it creaks.

n I hear it sighs and sags.

Read pages 15–16.

2 What additional details do the words and illustrations tell us about the boys?

n I hear that the boys are older.

n I see the boys are older because they are taller.

n They look bigger than CJ in the picture.

n I don’t see a Nana with them.

3 What additional details do the words tell us about how the guitar sounds?

n The words say he is plucking.

n He isn’t playing a song.

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n He is just picking at the strings frst.

n I hear the man is singing with his guitar.

Scaffold

Define and demonstrate plucking a guitar before asking the above question.

4 How does the illustration give us more details about how the man is whispering?

n Whispers are quiet.

n He is close to Nana, so he is quiet.

n You aren’t loud when you whisper.

Use responses to reinforce that the words plucking and whispered give readers more details about the different sounds on the bus.

Read pages 21–22.

5 The words describe the things that CJ sees but the pictures don’t show us. How can we use the words to imagine more about the sidewalks, doors, windows, and stores?

n The words tell us what they are like, but the pictures don’t show us.

n The sidewalks are breaking and crumbling.

n The doors are broken.

n The windows have writing on them.

n The stores are all closed.

Read pages 22–24.

6 How do the words and illustrations give us more details about the rainbow, bus, streetlamps, and shadows?

n The rainbow is perfect.

n It’s above the buildings not on the ground.

n The bus is going away.

n He can only see the bus a little bit.

n The streetlamps are broken.

n The shadows are from a cat!

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Sample Evidence Organizer for Last Stop on Market Street

How does CJ use his senses to learn about the world in Last Stop on Market Street?

CJ sees _____. CJ hears ____.

Evidence Details Evidence Details

Pages 7–8: bus. Dragon on the side, sagging down.

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Pages 7–8: bus. Sighing/creaking.

Pages 15–16: boys Older and taller. Pages 15–16: guitar. Plucking sounds.

Pages 21–22: sidewalks, doors, windows, stores.

Pages 23–24: rainbow, bus, streetlamps, shadows.

Crumbling (sidewalks), broken-down (doors), graffiti-tagged (windows), boarded-up (stores).

Perfect and arching above the buildings (rainbow), out of sight (bus), broken (streetlamps), in the shape of a cat (shadows).

Pages 15–16: whispers. Quiet

Instruct students to Mix and Mingle, and ask: “How did the words and illustrations help us learn more about the evidence, or what CJ sees and hears?” Use Equity Sticks to call on students to answer.

n The words told us more about what things looked like.

n The pictures showed us a dragon on the bus not real fre!

n The words tell us about how things move because the pictures can’t move.

n The pictures showed us how to whisper.

ACT OUT THE TEXT

Whole Group

8 MIN.

Turn to pages 17–18 in the text. Ask students to stand up and act out what CJ is doing in this picture.

Ask students to close their eyes. Read: “He saw sunset colors swirling over crashing waves.”

Ask: “Keep your eyes closed but use your words; what does that look like?” Volunteers respond.

Repeat this sequence for the next two sentences.

Students open their eyes. Instruct students to Think-Pair-Share, and ask: “Your eyes were closed and you couldn’t see the pictures. How did you use your imagination to see that in your mind and describe it to us?” Use Equity Sticks to call on students to answer.

n I had to remember it.

n It wasn’t in the book, but I think I have seen those things before.

n Maybe your senses help you remember what things are like.

Ask: “How does this compare to what we learned Christian Robinson did on his bus rides?”

n He daydreamed a lot.

n He used his imagination, too, to think of stuff.

n He and CJ like daydreaming on the bus.

n They close their eyes and make new stories in their head.

Extension

Invite students to try it for themselves. Play music while students close their eyes and imagine the music taking them to another place.

After a few minutes, stop the music. Instruct students to Think-Pair-Share, and ask: “What did you imagine while you listened to the music?” Volunteers respond.

EXPERIMENT

WITH

ADDING DETAILS 20 MIN.

Individuals

Display and read the Craft Question: How does adding details work?

Post the class drawing from Lesson 12 in front of the class.

Ask: “Did we learn anything new about the bus by looking closely at the words and illustrations?” Volunteers respond.

n We learned that it has a dragon on it.

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n We learned that it gets low down.

n We learned that it makes a noise like “ahhh.”

Display pages 21–22, and read them aloud. Remind students of the TDQ from earlier in the lesson about the differences between what the illustration shows and what the words say.

Explain to students that they will practice adding details to an incomplete drawing of the city street using information from both the pictures and the words. Cut Handout 14A in half, and give each student a copy to paste into their Response Journals.

Slowly reread the frst two sentences on page 21, emphasizing the descriptive words.

Students turn to a partner and discuss the different details they will add and how they will represent them in the drawing.

Students add textual details to Handout 14A in their Response Journals.

Land

4 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Read the Content Framing Question out loud to the class. Students Echo Read the question.

Instruct students to Mix and Mingle, and ask: “How did the words and illustrations help us understand the text? How did they help us add more detail to our understanding and writing?” Use Equity Sticks to call on students to share.

n The words told us what he saw.

n The illustrations could show us where he was.

n Sometimes the words told us where he was, too.

n They both gave us more information.

n We can use that information to put more on our drawings.

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ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Analyze

Context and Alignment

Students hone their ability to gather text-based information by using words and pictures from the text to inform their addition of details to an incomplete drawing of the city street. Each student:

ƒ Adds details to the provided drawing.

ƒ Accurately includes details present in the text.

Next Steps

If students had diffculty adding text-based details to the city street drawing, consider breaking the activity into smaller chunks. Provide students with a fresh copy of Handout 14A. Reread pages 21-22, stopping after each line of the text to allow students to add details.

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LESSON 14 DEEP DIVE: STYLE AND CONVENTIONS

Examine Speaking in Sentences

ƒ Time: 15 min.

ƒ Text: Last Stop on Market Street, Matt de la Peña; Illustrations, Christian Robinso

ƒ Style and Conventions Learning Goal: Identify the parts of a complete sentence.

Launch

Display and read the Craft Question: Why is speaking in sentences important?

Students Echo Read the question. Remind students that they have used a number of tools, including sentence frames and help from the teacher, to help them speak in complete sentences. Explain that now it is time for them to look more carefully at the parts of a complete sentence, so they can practice creating some on their own.

Learn

Explain to students that their complete sentences will tell two key pieces of information.

TEACHER

NOTE Create a chart similar to the one below to use in this lesson.

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Sample Anchor Chart: Complete Sentences

Sentences answer

“Who?” and “Is doing what?”

Who?

Is doing what?

CJ skips.

CJ waves.

Use the chart to explain that writers and speakers know they have created a complete sentence when the sentence answers “who?” and “is doing what?”

Display page 1 of Last Stop on Market Street. Think Aloud as you create a complete sentence describing CJ’s action on that page. For example: CJ skips.

Check your sentence against the anchor chart you created to demonstrate how your sentence answers both questions.

Encourage student involvement by asking them to help you check your next sentence. Turn to page 4, and create an incomplete sentence answering only the “who?” For example: CJ.

Repeat your incomplete sentence. Ask students to stand if you have answered “who?” All standing students answer the question. Students sit back down. Repeat your incomplete sentence. Ask students to stand and act out what CJ is doing. If students stand but then seem uncertain of how to act, reinforce that they should be uncertain because your sentence did not tell what CJ is doing.

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Return to page 4. Think Aloud as you develop a complete sentence to describe the illustration. For example: CJ walks.

Repeat the above process, with students acting out the answer to “is doing what?”

Ask: “How did you know what to act out?”

Use Equity Sticks to select a student to share.

n You told us what CJ was doing.

n I asked myself what CJ was doing.

Use the response to reinforce that speaking in complete sentences helps the listener know exactly what you are saying; it makes your speaking clear.

Display the following pages, sharing these sentence examples and non-examples for each one:

ƒ Page 6: CJ waves.

ƒ Page 8: climbs.

ƒ Page 11: CJ.

ƒ Page 13: CJ stands.

Students stand when they hear an answer to “who?” and act out the action when they hear the answer for “is doing what?”

Land

Instruct students to Think-Pair-Share, and ask: “Why is speaking in complete sentences important?”

Use Equity Sticks to select two pairs to share their thinking. Use their responses to reinforce that speaking in this type of complete sentence makes sure that their listener understands what they are saying. Explain that students will continue to practice this skill and then they will learn how to expand their sentences to provide even more information.

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FOCUSING QUESTION: LESSONS 11-16

How does CJ use his senses to learn about the world in Last Stop on Market Street?

Lesson 15

TEXT

ƒ Last Stop on Market Street, Matt de la Peña; Illustrations, Christian Robinson

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Lesson 15: At a Glance

AGENDA

Welcome (3 min.)

Practice Fluency

Launch (2 min.)

Learn (67 min.)

Identify Essential Meanings (20 min.)

Execute Focusing Question Task 3 (33 min.)

Create a Graffti Wall (14 min.)

Land (2 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Style and Conventions Deep

Dive: Experiment with Speaking in Sentences (15 min.)

MATERIALS

ƒ Sticky arrows

ƒ Evidence Chart (see Lesson 13)

ƒ Detail Questions Chart (see Lesson 13)

ƒ Handout 15A: CJ and Nana

ƒ Assessment 15: Focusing Question Task 3

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Learning Goals

Use the illustrations and the words to identify the essential meaning of Last Stop on Market Street

Respond to TDQs.

Express understanding of how CJ’s senses help him learn about the world.

Begin Focusing Question Task 3.

Produce complete sentences about the illustrations in Last Stop on Market Street

Create complete sentences describing CJ and Nana’s actions.

Prepare

FOCUSING QUESTION: Lessons 11-16

How does CJ use his senses to learn about the world in Last Stop on Market Street?

CONTENT FRAMING QUESTION: Lesson 15

Distill: What is the essential meaning of Last Stop on Market Street?

CRAFT QUESTION: Lesson 15

Execute: How do I add details in my Focusing Question Task?

Students reread Last Stop on Market Street, analyzing how the words reveal beauty CJ misses as they explore essential meanings in the story. This instruction reinforces how important details are to a story. It encourages students to look deeply at text and illustration, as important details can exist in the words that don’t exist in the illustrations and vice versa. Students apply this understanding as they begin Focusing Question Task 3 and discuss key details they will add to their task.

Welcome

PRACTICE FLUENCY

3 MIN.

Display the “Wheels on the Bus” Chart. Congratulate students on all of the reading they have done with this chart. Explain that they are ready to practice performing their reading.

Students stand and recite the text. Consider creating additional hand signals for repeated phrases like “round and round” and “all day long” to incorporate more movement. Encourage students to read with excitement and confdence.

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Launch

2 MIN.

Read aloud the Focusing Question and Content Framing Question.

Students Echo Read the Content Framing Question. Ask: “How does our Content Framing Question help us?” Volunteers respond.

n It’s our question for the day.

n It tells us what we will learn.

n It helps us think. Learn

67 MIN.

IDENTIFY ESSENTIAL MEANINGS

Whole Group

20 MIN.

Highlight or underline the words essential meaning in the Content Framing Question. Remind students that the essential meaning of a text is the important message the author is telling them in the story. It can also be a lesson they learn through the story.

Explain to students that fguring out a text’s essential meaning can be tough. They might not fnd a place in the text that tells the exact essential meaning. Readers often need to use clues in the story to fgure out the essential meanings. Thinking and talking about the story with others will help students fnd essential meanings; this is why they read a text multiple times and for different reasons.

As they read the text again, they have an opportunity to better understand its message by noticing different things or making connections between ideas. Invite students to think about the important message the author is telling them as they listen to Last Stop on Market Street.

Read Last Stop on Market Street aloud, without stopping. Instruct students to Think-Pair-Share, and ask: “After reading the text today, what do you think might be an essential meaning of the story? What in the text makes you think that?” Use Equity Sticks to call on students to answer.

Use the following TDQs to support students in refning their choice of essential meaning.

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TEACHER NOTE

As students explore this more complex text, they may encounter some cognitive tension as the conversation moves beyond a literal understanding of the story. Supporting students with time to think deeply and wrestle with questions will build reading stamina and confdence. However, offer support if students become overly frustrated.

Display pages 21–22, and reread the text on page 21.

1 What words does the author use to describe this part of CJ’s city?

n Crumbling sidewalks.

n Broken-down doors.

n Graffti-tagged windows.

n Boarded-up stores.

2 How does CJ feel about this area? How do you know?

n He thinks it’s dirty. He asks Nana, “How come it’s always so dirty over here?”

n Maybe he’s scared. He reaches for his Nana’s hand.

Reread the text on page 22.

3 How does Nana feel about this area? How do you know?

n She feels good. She’s smiling.

n The dirt makes her fnd the nicer parts easier. She says, “Sometimes when you’re surrounded by dirt, you’re a better witness for what’s beautiful.”

Display pages 23–24. Reread the text on page 23. Ask: “What was Nana pointing to in the sky? What did CJ see that he missed at frst?” Students chorally respond.

n A rainbow!

4 Listen again carefully to this sentence: “Nana always found beautiful where he never even thought to look.” What did Nana find that was beautiful? (Follow-up: Where did CJ “never think to look”?)

n Nana saw a rainbow.

n CJ didn’t think to look for something beautiful in the dirty neighborhood.

Students Think-Pair-Share to discuss the following TDQ. Use Equity Sticks to call on two pairs to share.

5 What did CJ learn? What from the text makes you think that?

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n CJ learned that you can fnd beauty anywhere, if you look for it.

n CJ saw dirt, but Nana saw a rainbow.

n CJ learned that Nana found beautiful things that CJ didn’t see.

n I think that because CJ was asking why it was so dirty, but Nana found a beautiful rainbow.

Scaffold

Use the following questions to support students in distilling an essential meaning. Display pages 25–26, and reread the text.

6 What does the word familiar mean? Look carefully at the picture. Who are the familiar faces that CJ saw?

n The people at the soup kitchen.

Instruct students to Think-Pair-Share, and ask: “Why did CJ say, ‘I’m glad we came’?” Volunteers respond.

n He likes seeing people he knows there.

n Maybe these are his friends.

n He likes riding the bus I think.

n He learned about the rainbow.

Share with students that their ideas about the important message in the story might have changed after the class discussion. Emphasize that having new and different ideas or a change in their thinking can be a wonderful thing because it means they are fnding and understanding new things each time they read the text. When they share their thinking, they help each other see things that they might not have seen by themselves.

Instruct students to Mix and Mingle, and ask: “After reading and discussing the text today, what do you now think might be an essential meaning of the story?” Use Equity Sticks to call on students to answer.

n Maybe it’s that you can fnd beauty anywhere.

n You can always fnd something good, even when things seem bad.

n Maybe it means that all neighborhoods are beautiful.

EXECUTE FOCUSING QUESTION TASK 3 33 MIN.

Individuals

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Display the Evidence Organizer for Last Stop on Market Street. Read the Focusing Question aloud. Explain to students that they will use the information and skills acquired over the past few lessons to help them answer this question.

Introduce the sentence frames for Focusing Question Task 3:

ƒ CJ sees _____ .

ƒ CJ hears .

Read each frame aloud. Students Echo Read as you point to each word.

Ask: “Can we complete the sentence frames with things we see and hear in our classroom? Why or why not?” Volunteers respond.

n No, it’s asking about CJ.

n We have to respond to the prompt.

n We have to think about things in the book.

n It’s not asking about us.

Remind students that they will use evidence from the text to complete the sentence frames and respond to the prompt. Invite students to point to the place where they can fnd evidence for their responses.

Explain the criteria for success for Focusing Question Task 3:

ƒ Students create a book with a partner about how CJ uses his senses of sight and hearing to learn about the world.

ƒ Pairs divide up the sentence frames so that one student writes about what CJ hears and the other writes about what CJ sees.

ƒ Students use cutting and pasting to craft their sentences.

ƒ Students draw text evidence from the Evidence Organizer to complete the frames.

ƒ Students create a larger drawing with added details in the large space provided.

Emphasize that students will look only in the Evidence columns. They will use the Detail columns later, to add details to their response. Invite students to look at the Evidence Organizer and decide which item they will use for each sentence frame.

Instruct students to Think-Pair-Share, and ask: “Which evidence will I use for what CJ learns with his eyes? With his ears?” Use Equity Sticks to call on students to answer.

Distribute Assessment 15 to each student. Read the assessment aloud to the class while they follow along and point to each word. Explain to students that in this lesson they will be crafting their sentences for the Focusing Question Task and drawing the textual evidence to complete the frame. Reinforce that they will not be elaborating on their textual evidence and thus will not be using the larger box on the top of the assessment in this lesson. This will be flled in later, with details.

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Students begin working on their chosen sense for Focusing Question Task 3 by cutting and pasting their sentence together and drawing their textual evidence from the Evidence Organizer.

Display and read the Craft Question: How do I add details in my Focusing Question Task?

Explain to students that they will complete Focusing Question Task 3 by adding details to their responses in the next lesson. Direct student attention to the Evidence Chart. Ask: “How can you use this chart to fnd details that go with the evidence you picked today?” Volunteers respond.

Reinforce that students can use the Details column to fnd details to add to their responses. Model how to look right next to the evidence they selected to see related details.

Instruct students to Mix and Mingle, and ask: “Which details will you add to your response?”

CREATE A GRAFFITI WALL

Whole Group

14 MIN.

Create a Graffti Wall* by posting a blank piece of butcher paper or chart paper and writing the title “Finding Beautiful” at the top. Read the title of the chart aloud.

Remind students that Nana was able to fnd beauty everywhere she went. Ask: “When did Nana see something good in an unexpected place in the story?” Volunteers respond. Return to the text as needed to activate ideas.

n It was raining. Nana saw it was good for the trees. (page 3)

n CJ and Nana don’t have a car. Nana said they have a great bus. (page 7)

n CJ wants an iPod. Nana hears that the guitar music is beautiful. (page 15)

n It was dirty. Nana sees a rainbow. (pages 22–23)

Invite students to draw an illustration on the Graffti Wall to show one time in the story when Nana saw something beautiful in an unexpected place. Alternatively, students can draw their illustrations on sticky notes to be placed on the Graffti Wall.

TEACHER NOTE

Land

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Integrate the Finding Beautiful Graffti Wall into your classroom routine to support character development throughout the year. Encourage students to add illustrations to the Graffti Wall when they see something beautiful. Use student contributions to celebrate the discovery of beauty in unexpected places.

2 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Ask: “What is an essential meaning in Last Stop on Market Street?” Volunteers respond.

n An essential meaning is that you can fnd beauty anywhere.

n You can always fnd something good.

n An essential meaning is that every neighborhood is beautiful.

Scaffold

Reread page 13, emphasizing Nana’s second sentence, and engage students in a discussion of what the world would be like without one or more of their senses. Consider incorporating a few brief activities to reinforce this learning.

Wrap

1 MIN.

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Analyze

Context and Alignment

Students expand their capabilities to distill essential meanings as they work to identify an essential meaning that is not explicitly stated in the text. TDQs guide students to move from a literal understanding of the text to a deeper analysis of meaning. Each student:

ƒ Accurately states an essential meaning of Last Stop on Market Street (e.g., you can fnd beauty anywhere).

ƒ Cites evidence from the text, using both the words and pictures.

Next Steps

If students had diffculty identifying an essential meaning for Last Stop on Market Street, work with small groups of students to explore the questions that CJ asks Nana throughout the text. Consider posing questions such as: “What does CJ learn from Nana’s answers?” and “How does CJ’s attitude change from the beginning of the story to the end?”

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LESSON 15 DEEP DIVE: STLYE AND CONVENTIONS

Experiment with Speaking in Sentences

ƒ Time: 15 min.

ƒ Text: Last Stop on Market Street, Matt de la Peña; Illustrations, Christian Robinson

ƒ Style and Conventions Learning Goal: Produce complete sentences about the illustrations in Last Stop on Market Street.

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 15

Experiment: How does speaking in complete sentences work?

Launch

Post the Anchor Chart: Complete Sentences created in Lesson 14. Instruct students to Mix and Mingle, and ask: “What do you remember about speaking in complete sentences?

Use Equity Sticks to select two students to share what they heard from their classmates.

Display and read the Craft Question: How does speaking in complete sentences work?

Explain that students will experiment with speaking in complete sentences as they describe the illustrations in Last Stop on Market Street.

Learn

Read the Anchor Chart: Complete Sentences, and return to page 1 of the text. Explain that complete sentences can also be used to describe Nana’s actions in each illustration.

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Display page 1, and produce a complete sentence. For example: Nana walks. Return to the chart and check that your sentence is complete by emphasizing that it answers both questions.

Display page 4. Instruct students to Think-Pair-Share, and ask: “Which complete sentence describes Nana in this illustration?”

n Nana smiles.

n Nana helps.

Call on two pairs to share with the class, encouraging a variety of responses and supporting students in correcting their sentences as needed.

Distribute Handout 15A to pairs.

TEACHER NOTE Use a paper cutter to cut Handout 15A in two, separating the CJ and Nana illustrations.

Explain that you will continue to display the illustrations as students Think-Pair-Share to create complete sentences. Pairs will hold up a cut-out to represent the “who” of their sentence and then choose an action to describe what that character is doing.

Scaffold

Name:

Handout 15A: Complete Sentences

Give each pair one character to begin with and then have them swap as the lesson continues.

Beginning with page 6, continue displaying pages for pairs to review and share complete sentences about. Use Equity Sticks to select pairs to share their sentences for each character before moving on to the next page.

Pairs create complete sentences describing CJ and Nana’s actions.

Land

Ask: “How did speaking in complete sentences help us talk about Last Stop on Market Street?”

Call on volunteers to share their thinking. Use their responses to reinforce that speaking in complete sentences helped them discuss CJ and Nana’s actions in the story.

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FOCUSING QUESTION: LESSONS 11-16

How does CJ use his senses to learn about the world in Last Stop on Market Street?

Lesson 16

TEXT

ƒ Last Stop on Market Street, Matt de la Peña; Illustrations, Christian Robinson

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Lesson 16: At a Glance

AGENDA

Welcome (5 min.)

Practice Fluency

Launch (1 min.)

Learn (65 min.)

Examine Formal and Informal Language (8 min.)

Participate in a Socratic Seminar (20 min.)

Execute Focusing Question Task 3 (20 min.)

Record Knowledge (8 min.)

Engage in New-Read Assessment 2 (9 min.)

Land (3 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

MATERIALS

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Vocabulary Deep Dive: Practice Direct Vocabulary Assessment (15 min.)

ƒ Assessment 15: Focusing Question Task 3

ƒ Assessment 16: Practice Direct Vocabulary Assessment

ƒ Handout 16A: Book Cover

ƒ “Wheels on the Bus” Chart

ƒ Speaking and Listening Anchor Chart

ƒ Talking chips

ƒ Evidence Organizer for Last Stop on Market Street

ƒ Knowledge Journal

Learning Goals

Practice speaking one voice at a time about Last Stop on Market Street.

Participate in a Socratic Seminar on Last Stop on Market Street

Express understanding of how CJ’s senses help him learn about the world.

Complete Focusing Question Task 3.

Identify the author and illustrator of Last Stop on Market Street and define their roles in telling the story.

Complete New-Read Assessment 2.

Demonstrate understanding of grade-level vocabulary.

Complete Practice Direct Vocabulary Assessment.

Prepare

FOCUSING QUESTION: Lessons 11-16

How does CJ use his senses to learn about the world in Last Stop on Market Street?

CONTENT FRAMING QUESTION: Lesson 16

Know: How does Last Stop on Market Street build our knowledge about the senses?

CRAFT QUESTION: Lesson 16

Execute: How do we use one voice at a time in a Socratic Seminar?

Execute: How do I use adding details in my Focusing Question Task?

Students engage in their frst Socratic Seminar and demonstrate mastery at speaking one at a time. They apply skills they have acquired over the course of the module and independently lead discussions with their peers. Students complete Focusing Question Task 3, expressing understanding of adding details to enhance a drawing. Finally, students engage in a New-Read Assessment that evaluates progress in identifying the roles of authors and illustrators.

Welcome

PRACTICE FLUENCY

5 MIN.

Display the “Wheels on the Bus” Chart. Congratulate students on all of the reading they have done with this chart. Explain that they are ready to show others their skills through a fuency performance.

TEACHER NOTE

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Create an authentic audience for this performance by inviting another class in for this time. Alternately, record the performance and share the recording via an approved outlet.

Students stand and recite the text, including any hand signals that were added in Lesson 15. Encourage students to read with excitement and confdence.

1 MIN.

Read aloud the Focusing Question and Content Framing Question.

Students Echo Read the Content Framing Question. Remind students that this entire module is about the fve senses and that each text helps them learn more about how they can use their senses to learn.

Explain that students will participate in a new type of a discussion called a Socratic Seminar to answer the Content Framing Question. Learn 65 MIN.

EXAMINE FORMAL AND INFORMAL LANGUAGE

Whole Group

8 MIN.

Display and read the Speaking and Listening Anchor Chart. Remind students that they have examined and experimented with these goals. Now it is time to apply the goals as they discuss what they have learned about the senses in Last Stop on Market Street.

Explain that a Socratic Seminar is a student-led discussion for practicing speaking and listening skills. Explain that a Socratic Seminar is a different type of discussion than conversations with friends at recess or families at the dinner table. During a Socratic Seminar, students use academic vocabulary, the words they have learned through their study of module texts.

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Reread page 11 of Last Stop on Market Street, emphasizing CJ’s dialogue. Ask: “Where is CJ? Who is he talking to?” Volunteers respond.

n He’s on the bus.

n He’s talking to Nana.

Explain that CJ speaks in a different way when he is on the bus than he might speak at school. The language that CJ uses with his Nana is not academic or formal. People use academic and formal language in classroom speaking and writing. People use it at work, too, but when people are with family and friends sometimes they speak less formally.

Instruct students to Think-Pair-Share, and ask: “What are some words and phrases you use at home that are different from words and phrases you use at school?”

Use Equity Sticks to call on two students to share responses.

Reread examples of informal language from the text and share how these might be spoken more formally.

For example:

Informal Language

Formal Language

How come we gotta wait for the bus in all this wet? Why do we have to wait for the bus in the rain?

How come we don’t got a car?

Why don’t we have a car?

Reinforce that most families have their own way of talking to each other, full of nicknames and family sayings. Some families even speak an entirely different language at home than they do at school. However, speakers pay close attention to grammar when communicating knowledge and ideas in the classroom.

Remind students that Socratic Seminars are a time to practice formal language, academic speaking, and vocabulary.

TEACHER NOTE

Beginning in Module 2, students will be asked to use Word Wall words during their Socratic Seminars. However, given that this is the frst Socratic Seminar, focus on supporting students in understanding and practicing the procedures before beginning to encourage the use of key vocabulary words.

PARTICIPATE IN A SOCRATIC SEMINAR 20 MIN.

Small Groups

Display and Echo Read the Craft Question: How do we use one voice at a time in a Socratic Seminar?

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Remind students that the guidelines on the Speaking and Listening Anchor Chart will help them be successful with the day’s discussion. Explain that talking chips will help them remember to use one voice at a time:

ƒ Sit in a semicircle with several volunteers, and model how to take turns speaking and listening.

ƒ Each person has one talking chip in front of them.

ƒ When a student is ready to share, they pick up a chip.

ƒ After sharing, the student places the chip in the middle of the circle.

ƒ Only one person can be holding a chip at a time.

ƒ All students use their chips before the process starts again.

Write the Socratic Seminar opening question on the board: “How does CJ use his senses to learn about the world in Last Stop on Market Street?”

Students Echo Read the question. Instruct students to Think-Pair-Share to discuss their answers.

Groups of four to six form circles around the room to discuss the opening question.

During the seminar, small groups of students use the opening question to begin and continue a collaborative conversation about the text with peers through multiple peer-to-peer exchanges, using the structure of the talking chips to follow agreed-upon rules. Some key points may include:

n CJ smells perfume.

n CJ sees people on the bus.

n CJ hears music.

n CJ learns to have fun on the bus.

n CJ learns to imagine music.

n CJ learns to look for beautiful things.

Circulate to record anecdotal notes on the Speaking and Listening Observation Form (see Appendix C).

Midway through the seminar, stop and call attention to the next discussion question: “What did you learn about the senses from Last Stop on Market Street?”

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Small groups discuss the question and use talking chips to speak one voice at a time.

n I learned that we can feel music.

n I learned that there’s a lot of beautiful things.

n I learned to pay attention to smells.

Reread the speaking goal from the Speaking and Listening Anchor Chart. Students use Nonverbal Signals (thumbs-up, thumbs-sideways, thumbs-down) to signal their self-assessment of how well they used one voice at a time. Use anecdotal notes to share notable discussions from the small groups.

EXECUTE FOCUSING QUESTION TASK 3

Individuals

20 MIN.

Display and read the Craft Question: How do I use adding details in my Focusing Question Task?

Congratulate students on being ready to add details to their illustrations.

Redistribute Assessment 15 from the previous lesson. Students place their fngers on the illustration box at the top of their page.

Display the Evidence Organizer for Last Stop on Market Street. Remind students that they planned the details for their illustrations in the previous lesson. Ask: “Where did we fnd details to go with our evidence?” Volunteers respond.

n We used the Evidence Organizer.

n We used the information next to our evidence.

Use the responses to reinforce that students can use the Details column to fnd details to add to their responses. Model how to look right next to the evidence they selected to see related details.

Instruct students to Think-Pair-Share, and ask: “Which details will you add to your response?”

Students complete Assessment 15 by adding details to their illustrations. Circulate as students work and ask them to describe what is happening in their illustration. Scribe their descriptions above the illustration.

When pairs complete the task, help them staple their pages together to create a book, adding Handout 16A as the frst page and construction paper as the cover. If time allows, students may draw an illustration for the frst page and decorate the cover.

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RECORD KNOWLEDGE 5 MIN.

Whole Group

Display the Knowledge Journal. Ask: “What information do we write in our Knowledge Journal?”

Volunteers respond.

n We write what we know.

n We write what we can do.

n We write new things we learned.

Students Echo Read the Knowledge Journal.

Extension

Revisit the words added to the Word Wall since the start of Last Stop on Market Street. Students Echo Read the words. Choose 3–5 words for students to consider as they contribute to this lesson’s Knowledge Journal entry.

Remind students that they discussed what they learned about the senses from Last Stop on Market Street. Highlight a few strong responses you heard during the Socratic Seminar. After each response, students stand up if they predict they will need to remember the information and remain seated if they disagree or are unsure.

Use votes to choose 1–2 refned responses to record in the Knowledge Journal.

Point to the right-hand side of the Knowledge Journal, labeled “What I Can Do.”

Remind students that this column is for things we can now do, whether in our heads, out loud, or on paper. Revisit artifacts from previous lessons, including the Speaking and Listening Anchor Chart, the Adding Details Chart, and completed books for Focusing Question Task 3.

Instruct students to Think-Pair-Share, and ask: “What did you learn to do as a writer? What did you learn to do as a reader?”

Scaffold

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Ask more concrete questions to prompt students and encourage application of key vocabulary:

ƒ What did you learn about participating in a Socratic Seminar?

ƒ How did you improve your writing?

Repeat the process detailed above to engage students in a class vote and record refned responses. Pair key words with imaged to support students in independently accessing the material.

What I Know

ƒ I know our senses help us see beauty.

What I Can Do

ƒ I can use one voice at a time.

ƒ I can add details to my drawings.

ENGAGE IN NEW-READ ASSESSMENT 2 9 MIN.

Individuals

TEACHER

NOTE This New-Read Assessment does not need to be completed in one sitting for the whole class. Assess students throughout the day, as time permits.

Students individually answer questions about the author and illustrator of Last Stop on Market Street.

Call students over one at a time. Show students the front cover of Last Stop on Market Street. Let students know you will ask them a few questions about the author and illustrator of this text.

Read aloud “Words by Matt de la Peña” while pointing to the words on the cover. Ask: “Is Matt de la Peña the author or the illustrator?”

Read aloud “Pictures by Christian Robinson” while pointing to the words on the cover. Ask: “Is Christian Robinson the author or the illustrator?”

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Next, open the book to any page that contains both illustrations and text. Ask: “Which part of this page did the author work on? Which part of this page did the illustrator work on?” Students should point to the appropriate part of the page, either to the words or to the illustrations.

Use a form similar to the one below to track students’ identifcations. Develop a coding system to mark students’ progress.

With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Text: Last Stop on Market Street

Date:

Student Name Author/Role Illustrator/Role

Date Achieved

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TEACHER NOTE

If students are unable to correctly answer the New-Read Assessment questions, consider introducing a song to help students remember the words author and illustrator and their meanings. For example, to a tune similar to “The Farmer in the Dell,” the following could be sung: “The author writes the words. The author writes the words. The author writes the words, the words in the book. Illustrator makes the pictures. Illustrator makes the pictures. Illustrator makes the pictures, the pictures in the book.”

ANSWER THE CONTENT FRAMING QUESTION

Instruct students to Think-Pair-Share, and ask: “What new information about the senses did you learn from Last Stop on Market Street?”

Students respond with the sentence frame: I learned _____.

n I learned to look for beautiful things.

n I learned your senses make things fun.

n I learned you can use your imagination with your senses.

Use Equity Sticks to choose two pairs to share their thinking.

Extension

Display pages 17–18 of Last Stop on Market Street. Remind students that listening to music on the bus helped to change CJ’s mood. He closed his eyes and imagined himself in a whole different place.

Invite students to try it for themselves. Play music while students close their eyes and imagine the music taking them to another place.

After a few minutes, stop the music. Instruct students to Think-Pair-Share, and ask: “What did you imagine while you listened to the music?”

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Wrap

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Analyze

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Context and Alignment

Students work in pairs to complete Focusing Question Task 3. Each student:

ƒ Uses cutting and pasting to construct their sentence.

ƒ Draws textual evidence from the Evidence Organizer to complete the sentence frame.

ƒ Creates a larger drawing of the textual evidence with added details.

See Appendix C for additional information on this assessment.

Next Steps

If students were unable to accurately complete the Focusing Question Task, consider the root cause of student errors. Does the error indicate that the student is struggling to incorporate evidence from the text? If so, gather more information to determine whether this struggle is stemming from the student’s lack of comprehension of the text or lack of understanding of the writing process. Is the student having diffculty reading the Evidence Organizer? If so, consider printing a few pictures of the Evidence Organizer and allowing students to access them when writing.

Group students with similar needs and plan small group support for these skills to set students up for success with their next Focusing Question Task.

LESSON 16 DEEP DIVE: VOCABULARY

Practice Direct Vocabulary Assessment

ƒ Time: 15 min.

ƒ Text: My Five Senses, Margaret Miller; My Five Senses, Aliki

ƒ Vocabulary Learning Goal: Demonstrate understanding of grade-level vocabulary.

Launch

TEACHER NOTE

Wit & Wisdom modules include Direct Vocabulary Assessments to assess vocabulary acquisition and understanding of key, transferable module vocabulary. This Deep Dive is meant to familiarize students with the format of this assessment. Circulate as students work to assess their understanding of the words included in this assessment. Do take time to go over answers to ensure students understand the procedure. Direct Vocabulary Assessments are in the Deep Dives of Lessons 21 and 29.

Remind students that they have learned many new words in this module. Explain that they will practice an assessment where they will show their understanding of these words.

Learn

Remind students that readers and writers learn how to do new things by practicing. Explain that you will work together to practice taking this assessment and review key vocabulary that they have learned so far.

Distribute Assessment 16 and pencils (as needed).

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TEACHER NOTE

The response sheet includes numbered rows and the word to be assessed; however, students may struggle to keep track of which row you are on, especially if they do not yet know their numbers. In this case, ensure that students mark their answers in the proper row with one of the following strategies:

ƒ Project the response sheet, and model for students how to fnd the proper row. (Optional: point to the relevant row as you read each question.)

ƒ Give students large index cards to use as a visual tracking device to conceal rows. Move down one row with each question.

ƒ Add recognizable geometric symbols (circle, square, star, etc.) next to the numbers to provide another layer of visual reference.

Explain to students how to fll out the response sheet. You will read a question aloud that contains the word listed beside the smiley face. If students think the answer to the question is “yes,” they draw a circle around the smiley face. If they think the answer is “no,” they draw a circle around the frowning face.

Use the teacher-facing version (with key) to administer the assessment.

Read the frst question aloud twice, and Think Aloud as you determine the answer. Instruct students to mark the correct answer and confrm that they circled the correct face. Remind students that there will only be one answer for each question.

Read the remaining practice questions before going over the answers to each. Circulate and provide assistance as needed.

Students complete Assessment 16.

Land

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Congratulate students on their hard work and explain that next time they will complete this assessment on their own.

FOCUSING QUESTION: LESSONS 17-22

Lesson 17

TEXTS

ƒ Chicka Chicka Boom Boom, Bill Martin Jr. and John Archambault; Illustrations, Lois Ehlert

ƒ Flower Day, Diego Rivera (http://witeng.link/0621)

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How do our senses help us learn from Chicka Chicka Boom Boom?

Lesson 17: At a Glance

AGENDA

Welcome (8 min.)

Understand the Focusing Question

Launch (2 min.)

Learn (60 min.)

Share Observations and Questions about Flower Day (10 min.)

Listen Actively (15 min.)

Share Observations and Questions about Chicka Chicka Boom Boom (30 min.)

Practice Fluency (5 min.)

Land (4 min.)

Answer the Framing Question

Wrap (1 min.)

Assign Homework

Style and Conventions Deep

Dive: Examine Labeling Details with Letters (15 min.)

MATERIALS

ƒ Knowledge Journal

ƒ Speaking and Listening Anchor Chart

ƒ Wonder Wheel

ƒ Chart paper for Wonder Chart

ƒ World map

ƒ Repeated Language Chart

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Learning Goals

Ask questions about the events in Chicka Chicka Boom Boom

Think-Pair-Share using question words from the Wonder Wheel.

Participate in shared writing to label details in Flower Day

Identify the first sound in details from Flower Day.

Prepare

FOCUSING QUESTION: Lessons 17-22

How do our senses help us learn from Chicka Chicka Boom Boom?

CONTENT FRAMING QUESTION: Lesson 17

Wonder: What do I notice and wonder about Chicka Chicka Boom Boom?

CRAFT QUESTION: Lesson 17

Experiment: How do I add details to my speech and writing?

Students apply their noticing and wondering skills to Flower Day by Diego Rivera. They explore the different details in the painting by responding to TDQs, using cues in the picture to generate and answer questions. Then, students read Chicka Chicka Boom Boom for the frst time, and develop questions with a partner. Students expand on their ability to add details to drawings by labeling with letters.

Welcome

8 MIN.

UNDERSTAND THE FOCUSING QUESTION

Display the class Knowledge Journal, and hold up a copy of each book to activate student knowledge of what they learned from the previous three books.

Ask: “What did you learn from reading Margaret Miller’s My Five Senses?” Volunteers respond.

n I learned that there are fve senses.

n I learned I can use my senses to enjoy the world.

n I learned that authors write the words in a book.

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Ask: “What did you learn from reading Aliki’s My Five Senses?” Volunteers respond.

n I learned that the boy used more than one sense at a time.

n I learned that my senses make me aware.

n I learned that illustrators create the pictures in a book.

Ask: “What did you learn from reading Last Stop on Market Street?”

Volunteers respond.

n I learned our senses help us see beautiful things.

n I learned how to use one voice at a time.

n I learned how to add details to my drawings.

Emphasize that students have learned many wonderful things through reading these three books. Explain to students that this week they will explore more deeply how they can use their senses of sight and hearing to learn from books.

Display and read aloud the Focusing Question. Students Echo Read the Focusing Question.

Ask: “How does the title Chicka Chicka Boom Boom make you feel? Can you move your body to show how the title makes you feel?” Volunteers respond.

Launch

2 MIN.

Read aloud the Focusing Question and Content Framing Question.

Ask: “What do we do the frst time we read a new book?” Volunteers respond.

n We ask questions.

n We say what we see.

n We notice things.

Use responses to introduce the question.

60 MIN.

SHARE OBSERVATIONS AND QUESTIONS ABOUT FLOWER DAY

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Whole Group

10 MIN.

Remind students that they can also notice and wonder about visual art, and explain that they will try this with a painting called Flower Day before moving on to their next text.

Access this link to display Flower Day: (http://witeng.link/0621)

Explain to students that this is a painting made by an artist named Diego Rivera in Mexico in 1925. Show students Mexico on a map of the world. Remind them that Le Gourmet, the previous painting

they looked at, was from Spain. Highlight the distance between Mexico and Spain. Explain that people in both countries speak forms of Spanish.

Instruct students to consider this question as they review the painting for thirty seconds, holding their questions or comments, and ask: “What do you see in this painting?”

Use Equity Sticks to call on students to share what they see. As needed, remind students that they are only focusing on what they notice, not what they think it means. Challenge them to name something that has not yet been named, and use follow-up questions to encourage them to describe the item they have named, bringing in sensory adjectives from the Sensory Word Jars as appropriate.

Use Equity Sticks to call on students to answer the following TDQs.

1 What different people do you see in this painting? Can you point to them?

n I see a man, a girl, a woman, and a baby.

n I see other people behind the man.

2 What are the people doing?

n The man is standing and holding fowers on his back.

n The girls are on their knees looking up at the man.

n The woman might be holding something up.

n There are people behind the man.

Remind students that artists tell their stories with words, so viewers really have to think about answers to their own wonders.

Instruct students to Think-Pair-Share, and ask: “How do you think these people know each other?”

Use Equity Sticks to call on students to answer.

n They might be a family.

n The may live in the same town.

n The man in the middle might be the leader.

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Explain that the man is holding calla lilies, a type of fower. Direct students’ attention to the Sensory Word Jar for smell. Ask: “How might calla lilies smell?” Volunteers respond.

n They might smell rosy.

n They might smell sweet.

Explain that, in fact, calla lilies do not have a smell. Point out that this is a very interesting choice made by Rivera.

Ask: “Why do you think Rivera included a type of fower that doesn’t have a smell?”

Volunteers respond.

n He may like them.

n He might not have known they don’t smell.

n He may want us to use our other senses.

Extension

ƒ Ask students to identify where else in the painting there are flowers.

ƒ Conduct a nature walk before examining this painting. Encourage students to use their senses to observe the plants around them.

Explain that students will review Flower Day in the next lesson and think about what’s happening in the painting.

LISTEN ACTIVELY 15 MIN.

Whole Group

TEACHER

NOTE Consider writing small page numbers in Chicka Chicka Boom Boom for easy reference. Page 1 begins with the text “A told B, and B told C.”

Read the title, authors, and illustrator. Prompt students to look at the book.

Instruct students to Think-Pair-Share, and ask: “Who are the authors? Who is the illustrator?” Use Equity Sticks to call on students to answer.

Instruct students to Think-Pair-Share, and ask: “What’s the job of the author? What’s the job of the illustrator?” Use Equity Sticks to call on students to answer.

Point to the front cover, back cover, and title page spread as students say the names for these parts of the book.

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Instruct students to Think-Pair-Share, and ask: “What do you notice about the title and illustrations on the front cover?” Volunteers respond.

n The front cover tells me the name of the book.

n I can see the name of the author.

n There’s a picture of a tree.

Use Equity Sticks to select two pairs to share their thinking, using the sentence frame: I wonder if the book will be/tell me about __________.”

Display and reference the Speaking and Listening Anchor Chart. Remind students that during a Read Aloud, they should practice their best listening.

Instruct students to Think-Pair-Share, and ask: “What do you need to remember when you practice your best listening?” Use Equity Sticks to call on students to answer.

n I can listen with my senses.

n My eyes and ears both help me listen.

n I need to look at the book.

n I need to sit in listening position with my hands on my knees.

TEACHER NOTE

As students explore Chicka Chicka Boom Boom, they will practice applying the speaking and listening skills introduced in previous lessons. The remaining speaking and listening skill for this module will be introduced in Lesson 23.

Read the text aloud with minimal interruptions.

Instruct students to Think-Pair-Share, and ask: “Who is this story about?” Volunteers respond.

n It’s about letters.

Display a number line in front of the class. Ask: “What do we call these? How are they different from letters?” Volunteers respond

n Those are numbers.

n Numbers are how many.

n Numbers help us count.

n Letters have sounds.

n Letters are in words.

Point to alphabetic headings on the Word Wall. Ask: “What do we call the letters when we put them together?” Volunteers respond.

n We call them the alphabet.

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Put alphabet on the Word Wall as a module word.

TEACHER

NOTE Alphabet is phonetically complex; students should not be expected to make the letter-sound connection in this word.

Reinforce that Chicka Chicka Boom Boom’s characters are the letters of the alphabet. Encourage students to pay attention to the letters as they share their observations and questions.

SHARE OBSERVATIONS AND QUESTIONS ABOUT CHICKA CHICKA BOOM BOOM 30

MIN.

Pairs

Reinforce that noticing and wondering while reading (or being read to) a text makes someone a more powerful reader. Tell students that they will frst discuss what they noticed as they read. As they do this, remind students to continue listening with their senses. Reinforce that as students look at the speaker with their hands touching their knees, they will better understand what the speaker is saying.

Instruct students to Mix and Mingle, using the following sentence frame to share what they notice: I notice .

Remind students that they can also wonder, or ask questions, about a text. Display the Wonder Wheel. Students Echo Read the question words on the Wonder Wheel.

Assign pairs a starting Question Corner. Pairs move to their assigned Question Corner and generate questions using the designated question word. Place a few copies of the text at each corner.

Circulate as pairs discuss, and choose 4–6 student-generated questions to record on sticky notes, labeling with students’ initials.

Pairs rotate through the Question Corners, generating questions about Chicka Chicka Boom Boom.

Scaffold

Scaffold: If students struggle to generate questions, revisit the following pages with them:

ƒ Pages 9–10.

ƒ Pages 13–14.

ƒ Pages 19–20.

ƒ Pages 30–31.

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Post a blank Wonder Chart for Chicka Chicka Boom Boom, and add students’ questions to it.

Working with one question at a time, students Echo Read the question and Think-Pair-Share about details they remember from the text. Pairs use the following Nonverbal Signals to indicate whether they are able to answer the question:

ƒ Thumbs-up: we remember the answer from the text.

ƒ Thumbs-sideways: we remember part of the answer from the text.

ƒ Thumbs-down: we don’t remember the answer.

Call on pairs to share their thinking. Return to the text to confrm and clarify students’ thinking. Move sticky notes along the progression to indicate the extent to which each question has been answered.

Wonder Chart for Chicka Chicka Boom Boom

Wonders for Chicka Chicka Boom Boom

Questions

ƒ What does “chicka chicka boom boom” mean?

ƒ Why do the letters fall out of the tree?

ƒ Where do the letters go after they leave the tree?

ƒ Why does letter A go back up the tree at the end of the story?

Answers in Progress

Complete Answers

Keep the Wonder Chart on display, and make time for students to revisit questions as they continue to work with the text.

PRACTICE FLUENCY

Whole Group

5 MIN.

Display the Repeated Language Chart.

A volunteer reminds the class what repeat means. Use their response to reinforce that repeat means “to say or happen again.” Point to the repeated icon on the chart, and move your fnger to follow the arrows.

Prompt students to listen for repeated language as you reread pages 1–6, emphasizing the phrases “chicka chicka boom boom!” and “will there be enough room?” Use Equity Sticks to select students to identify the repeated language. Record each sentence on its own line in the chart.

TEACHER NOTE

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Prepare this chart ahead of time to maximize instructional time and support fuent reading. Use sticky notes or paper to cover the sentences written on the chart and remove them to reveal a new sentence when that page is read. This will allow students to focus on one sentence at a time.

Repeated Language

ƒ Chicka Chicka Boom Boom!

ƒ Will there be enough room?

Repeat the word enough. Ask: “What does it mean for there to be enough of something?” Volunteers respond. Reinforce that enough means “you have all that you need of something.”

Students Echo Read the sentences on the chart multiple times as you point to the words. Encourage students to move their bodies to the words as they join in the reading.

Land 4 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Students Echo Read the Content Framing Question. Ask: “What did we do today to answer this question?” Volunteers respond.

n We said what we noticed.

n We asked questions.

Ask two students to share their favorite noticing from this lesson using the following sentence frame: My favorite thing I noticed from this story is ________.

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1 MIN.

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Analyze

Context and Alignment

Students use question words to create a list of questions about the text. Each student:

ƒ Uses question words appropriately.

ƒ Generates questions based on the text.

Next Steps

If students continue to have diffculty forming questions using the Wonder Wheel, consider modeling more basic questioning for students during times of transition, such as in the hallway or cafeteria line. For example: “Where is the nurse’s offce? Who is our principal?” Then, invite students to begin sharing their own questions.

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LESSON

17: STYLE AND CONVENTIONS DEEP DIVE

Examine Labeling Details with Letters

ƒ Time: 15 min.

ƒ Text: Flower Day, Diego Rivera

ƒ Style and Conventions Learning Goal: Participate in shared writing to label details in Flower Day

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 17

Examine: Why is labeling details with letters important?

Launch

Show the illustration on pages 13–14 of Chicka Chicka Boom Boom, covering the words with a hand or sticky note. Ask: “What do you know about these pages from looking at the illustration?” Students silently consider the question for thirty seconds.

Explain that students will notice how words add details to the illustration. Slowly read the second and third sentence on page 13. Students listen for details from the words that they did not see in the illustration, using a Nonverbal Signal (thumbs-up) to identify new details.

Ask: “What details did the words add to the illustration?” Volunteers respond.

n The big letters are running. The illustration looks like they are standing.

n The big letters are the family. They are grown-ups. I didn’t know they were moms and dads.

n The big letters are dusting the little letters’ pants. The illustration doesn’t show pants.

Use responses to reinforce that authors use words to provide readers with more details than the illustrations show. Explain that as authors of their own writing, students will learn to label their details with letters.

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Display and read the Craft Question: Why is labeling details with letters important?

Learn

Display Flower Day on an erasable surface. Explain that the class will label the painting with letters to show details they noticed. Model how to label with letters, using the following process:

ƒ Choose a detail.

For example:

I notice a big basket on this person’s back. That basket is an interesting detail!

ƒ Say the detail, listening for the frst sound.

For example:

I want to write the word basket. Repeat that word with me. Now, I’ll say it slowly and use my sense of hearing to listen for the first sound. Basket, basket, /b/, /b/, basket. I think the word basket starts with the letter B.

ƒ Write the letter near the detail in the painting or illustration.

I’ll write basket right next to the picture of the basket as the label for this detail. See how it starts with the letter B?

Write the word on the painting near the detail, using a dry erase marker or other erasable implement.

Instruct students to Think-Pair-Share, and ask: “What other details could you label in Flower Day?”

n We can label the fowers.

n We can label feet. The people are sitting on their feet.

n I see the baby on the lady’s back.

Use Equity Sticks to call on several students to share. After each student shares, follow the process above to label the detail in the painting. Students say the word slowly together, emphasizing the initial sound.

Then, ask: “What sound do you hear at the beginning of that word?”

Students chorally respond. For each word, record the word and draw students’ attention to the beginning sound, explaining that writing the frst letter is what they will do in the next lesson.

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TEACHER NOTE

As students develop phonemic awareness, their frst focus is often on initial consonant sounds. Later, they will hear other sounds in the word. Every child develops phonemic awareness at an individual pace and in an individual sequence. Allow students to share other sounds if they hear them, but do not pressure students to identify more.

Land

Ask: “What details do the labels emphasize, or call our attention to?” Volunteers respond.

Reinforce that labeling with letters calls attention to the details that are labeled. Erase the words, explaining that most painters can call attention to details using only pictures, but, as authors, students will use labels to emphasize and add important details to their illustrations in the upcoming lessons.

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Extension

Display the Writing Anchor Chart: Add Details, and remind students that labeling with letters is one type of detail. Repeat the above process to label the bus on the chart. Copyright

FOCUSING QUESTION: LESSONS 17-22

Lesson 18

TEXTS

ƒ Chicka Chicka Boom Boom, Bill Martin Jr. and John Archambault; Illustrations, Lois Ehlert

ƒ Flower Day, Diego Rivera (http://witeng.link/0621)

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How do our senses help us learn from Chicka Chicka Boom Boom?

Lesson 18: At a Glance

AGENDA

Welcome (5 min.)

Practice Fluency

Launch (3 min.)

Learn (63 min.)

Revisit Flower Day (8 min.)

Act Out Chicka Chicka Boom Boom (35 min.)

Experiment with Labeling with Letters (20 min.)

Land (3 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: TextBased Descriptions (15 min.)

MATERIALS

ƒ Handout 18A: Flower Day

ƒ Repeated Language Chart

ƒ Wonder Chart for Chicka Chicka Boom Boom (created in Lesson 17)

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Learning Goals

Identify key events and details in Chicka Chicka Boom Boom

Retell the story by acting out key events and details.

Label main figures and objects in Flower Day using initial letter sounds.

Label Handout 18A.

Define descriptive words and phrases from Chicka Chicka Boom Boom, and use them to describe real-life experiences.

Think-Pair-Share to discuss real-life situations where stooped is used.

Prepare

FOCUSING QUESTION: Lessons 17-22

How do our senses help us learn from Chicka Chicka Boom Boom?

CONTENT FRAMING QUESTION: Lesson 18

Organize: What is happening in Chicka Chicka Boom Boom?

CRAFT QUESTION: Lesson 18

Experiment: How does labeling with letters work?

Students read Chicka Chicka Boom Boom for the second time and connect the illustrations with the words to determine what is happening in the text. Students act out the text to add to understanding. Finally, students use their sense of hearing to add details, identifying the initial sounds of key details in their drawings and labeling with letters.

Welcome

PRACTICE FLUENCY

5 MIN.

Post the Repeated Language Chart.

Remind students that readers practice reading aloud to improve their understanding and enjoyment of text.

Point to the exclamation point at the end of the line “Chicka chicka boom boom!” Ask: “What is the name of this symbol? What does it mean when there is an exclamation point at the end of a sentence?” Volunteers respond.

n It’s an exclamation point.

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n It means we read with excitement and energy.

Draw students’ attention to the question mark at the end of the sentence “Will there be enough room?” Ask: “What does this symbol mean?” Volunteers respond.

Reinforce that question marks show that a question is being asked. Refer to the question marks in the questions posted at the front of the class.

Students stand and Echo Read the sentence “Will there be enough room?” as you point to each word on the chart.

Students Echo Read both lines, moving their bodies to represent the punctuation marks.

3 MIN.

READ ALOUD THE FOCUSING QUESTION AND CONTENT FRAMING QUESTION.

Students Echo Read the Content Framing Question. Invite students to think about one sense they used when they read Chicka Chicka Boom Boom in the previous lesson. Ask students to point to the body part associated with that sense. For example, if they are thinking about the sense of sight, they should point to their eyes.

Use Equity Sticks to call on students to share their thinking. Students should share which sense they used and how they used it to read the story.

Explain that students will revisit Flower Day and think about what’s happening in the painting before they work with Chicka Chicka Boom Boom.

63 MIN.

REVISIT FLOWER DAY

Whole Group

8 MIN.

Display Flower Day, and remind students that they must use their sense of sight to understand what is happening in this painting. Explain that an artist, like an illustrator, uses pictures or drawings to tell a story and communicate with their audience; they do not use words like an author.

Post the following question: What’s happening in Flower Day?

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Students review the painting silently for ffteen seconds. Ask: “How could you describe what is happening in Flower Day?” Volunteers respond.

n I think it’s a man bringing fowers to his family.

n I think it’s a celebration. Maybe it’s a holiday.

n They may be praying.

Encourage students to keep thinking about this question as they work with Flower Day.

Remind students that one way to determine what is happening in a text is to create a Tableau. Call on volunteers to recreate the scene in the painting, including having a few students stand behind

the student playing the central male fgure. Have students hold the pose as you engage the class in analyzing the scene by asking questions such as:

ƒ In Chicka Chicka Boom Boom, the letter N is stooped, or bending forward and down. Is the man stooped over as well? Show us how he is standing. Why might this be? What is he doing with his hands?

ƒ What are the expressions on the peoples’ faces in the background? How do you think they are feeling?

ƒ Which senses do you think the people in this painting are using?

ƒ Where do you think these people are? What makes you think that?

Release the volunteers from their Tableau. Ask:

ƒ What were you able to see in your position?

ƒ Were you comfortable? Why or why not?

Remind students that artists encourage us to use our imaginations. By looking carefully at the painting and creating a Tableau, they were able to better understand the painting. Explain that students will now think about what’s happening in Chicka Chicka Boom Boom.

ACT OUT CHICKA CHICKA BOOM BOOM

Pairs

35 MIN.

Distribute copies of Chicka Chicka Boom Boom to pairs. Display the text, and prompt pairs to follow along with their copies. Read Chicka Chicka Boom Boom aloud with minimal interruptions.

Remind students that acting out a story can enhance understanding of the details in a story. Explain that students will act out scenes to understand what is happening in Chicka Chicka Boom Boom

TEACHER NOTE

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This instruction is important as the characters in this story are letters and not people, which is abstract for early readers. Acting out the text creates a personal connection to the words and illustrations, allowing students to develop deep understanding of what is happening in the text.

As you read each section, pairs stand up and use their bodies and words to act out what just happened in the story. After acting out each section, instruct students to Think-Pair-Share to respond to the corresponding TDQ.

Reread pages 1–9.

1 What’s happening in the story right now? Where are the letters going?

n The letters are climbing the tree.

n The letters are playing a game. They are going up the tree.

Reread page 5, emphasizing tag along. Ask: “What does it mean to tag along? Who are all the letters tagging along after in this section?” Volunteers respond.

n It means to go after.

n It means to follow.

n All the letters are tagging along after A.

Continue the pattern of rereading the text, acting out what happened in the story, and responding to TDQs with Think-Pair-Share for the following pages.

Pages 10–12:

2 What happened to the tree? What happened to the letters?

n The tree tipped over. All the letters fell.

n The tree bent down.

n The letters fell out of the tree.

Pages 13–14:

3 Look closely at the illustration on pages 13 and 14. Who are the adult, or grown-up, characters in this story? How do we know?

n The adults are the uppercase letters in the alphabet.

n They are bigger!

n They are called mamas, papas, uncles, and aunts.

n They all come running to help the little ones who have fallen. This is what adults do.

Pages 15–26:

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4 What’s happening to the letters now? How do you know?

n The letters are leaving the tree. I see less letters on each page.

n The letters are hurt. I see letters crying and with a bandage. That means they’re hurt.

n The letters got hurt. I know because it says “skinned-knee D” and “stubbed-toe E.”

Reread pages 27–30. Student pairs act out the end of the story.

Instruct students to Think-Pair-Share and ask: “What is happening in this story? What key details did we act out?” Use Equity Sticks to call on students to answer.

n The letters climbing.

n The letters falling.

n The grown-up letters coming to help.

n The letters leaving.

n The little A going back up the tree.

Use Equity Sticks to choose two pairs to share their thinking with the class.

EXPERIMENT WITH LABELING WITH LETTERS

Individuals

20 MIN.

Display and read the Craft Question: How does labeling with letters work?

Explain that students will label their own picture of Flower Day with letters, using the same process they learned in Lesson 17.

Display Handout 18A. Explain that students will label the most important people and things in the picture to help show what is happening in the painting. Tell students that their families and a class partner will read their labels.

Invite a student with suffcient phonemic awareness and alphabet knowledge to model the process of labeling one detail. Other students use Nonverbal Signals for yes and no to indicate whether they agree with the process the student is modeling. As needed, prompt the modeling student to use the process learned in Lesson 17:

ƒ Choose a detail.

ƒ Say the detail, listening for the frst sound.

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ƒ Write the letter near the detail in the illustration.

After the student has written the initial letter, fnish writing the complete word using the following process: say the word slowly, and emphasize the sounds as you write the corresponding letters.

TEACHER NOTE

ƒ Be sure to write the whole word out. It is important for students to see a teacher modeling proper spelling techniques. They are not expected to add more letters or spell words accurately at this time. Students will work up to this over the course of the year as foundational skills build.

ƒ Consider researching the stages of spelling development and sharing what you learn with colleagues.

Instruct students to Think-Pair-Share, and ask: “What are the most important people and objects in the painting?” Use Equity Sticks to call on students to answer.

n The women and baby sitting on the foor are important.

n The man carrying fowers is important.

n The fowers are important.

As needed, use student responses to clarify that the most important people and objects help viewers know what’s happening in the painting.

Students label Handout 18A, writing the initial sound for each label next to the image on the handout. Encourage students to use the same method modeled earlier.

TEACHER NOTE

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Encourage students to reference any reading foundation tools that would support them in matching sounds to letters and forming their letters. If students seem ready, encourage them add more letters to their label.

Students turn to a partner and share their labels.

n W is for the women.

n B is for the baby.

n F is for the fowers.

Celebrate that students know how to label with letters. Explain that in upcoming lessons they will label illustrations of Chicka Chicka Boom Boom they create to share their detailed knowledge of the book with readers.

Land

3 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Students Echo Read the Content Framing Question and then Think-Pair-Share to respond.

n The letters climb a tree but then fall out.

Circulate during the Think-Pair-Share to hear responses. Choose two pairs with exemplary responses to share with the class.

Ask: “What helped us answer this question today?” Volunteers respond.

Wrap

1 MIN.

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Analyze

Context and Alignment

Students use initial letter sounds to label main fgures and objects in Flower Day. Each student:

ƒ Identifes the initial letter sound by repeating the word verbally.

ƒ Writes the frst letter of a word as a label on the drawing.

Next Steps

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If students have diffculty identifying the corresponding letter of a sound, provide students with a visual aid such as an alphabet strip. Since some letters may not have been practiced at this point in the year, circulate through the classroom to support any struggling students. Group students with similar needs and plan small group support for these skills to set students up for success with this skill.

LESSON 18 DEEP DIVE: VOCABULARY

Text-Based Descriptions

ƒ Time: 15 min.

ƒ Text: Chicka Chicka Boom Boom, Bill Martin Jr. and John Archambault; Illustrations, Lois Ehlert

ƒ Vocabulary Learning Goal: Defne descriptive words and phrases from Chicka Chicka Boom Boom, and use them to describe real-life experiences.

Launch

Remind students that writers choose interesting language, like sensory adjectives, to make their writing fun for readers. Explain that students will examine some of the interesting language in Chicka Chicka Boom Boom and discuss the meaning of these words.

Learn

Partner students up and distribute copies of Chicka Chicka Boom Boom. Turn to page 19 as students follow along. Read the frst sentence on page 19, emphasizing the word tangled

Instruct pairs to review the illustration on page 19, and ask: “What does it mean for something to be tangled?” Volunteers respond.

Reinforce that tangled means “twisted together.” Explain that even your arms can become tangled. Model looping your arms together.

Ask: “When else have you hear the word tangled being used?”

n My mom says my hair gets tangled.

n Wires get tangled.

Direct students’ attention back to page 19 and read the fnal sentence, emphasizing the word knotted.

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Instruct pairs to review the illustration on page 19, and ask: “What does it mean for something to be knotted?” Volunteers respond.

Reinforce that knotted means “tied up in knots.”

Ask: “When have you hear the word knotted being used?” Volunteers respond.

n My shoelaces get knotted.

n My dog’s leash gets knotted.

Turn to page 21 as pairs follow along in their text. Read the second sentence, emphasizing stooped.

Remind students that they discussed stooped when looking at Flower Day. Ask: “What do you remember about the meaning of stooped?”

n It means to bend down.

Direct students’ attention back to page 21. Instruct students to Think-Pair-Share, and ask: “How is the letter N stooped in this illustration?

Volunteers stand and act out the meaning of stooped

Ask: “When have you hear the word stooped being used?”

Students Think-Pair-Share to discuss real-life situations where stooped is used.

n I stoop to tie my shoes.

n I stoop to go into my playhouse.

Land

Review the three words from this lesson: tangled, knotted, stooped.

Remind students that these words provide more information for the reader or listener. Reread the featured sentences on pages 19 and 21, omitting the descriptors.

Ask: “How are these sentences different without these details?” Volunteers respond.

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FOCUSING QUESTION: LESSONS 17-22

Lesson 19

TEXTS

ƒ Chicka Chicka Boom Boom, Bill Martin Jr. and John Archambault; Illustrations, Lois Ehlert

ƒ “Chicka Chicka Boom Boom” song/video (http://witeng.link/0622)

ƒ Flower Day, Diego Rivera (http://witeng.link/0621)

ƒ Le Gourmet, Pablo Picasso (http://witeng.link/0620)

ForReviewOnly

How do our senses help us learn from Chicka Chicka Boom Boom?

Lesson 19: At a Glance

AGENDA

Welcome (5 min.)

Practice Fluency

Launch (5 min.)

Learn (59 min.)

Examine Color in Flower Day (7 min.)

Create Illustrations of the Text (25 min.)

Compare Illustrations (14 min.)

Execute Labeling with Letters (13 min.)

Land (5 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Style and Conventions Deep

Dive: Execute Speaking in Complete Sentences. (15 min.)

MATERIALS

ƒ Repeated Language Chart

ƒ White paper and markers

ƒ Anchor Chart: Complete Sentences

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Learning Goals

Identify how words and illustrations work together to communicate key details in Chicka Chicka Boom Boom

Create a drawing based on words from the text.

Label details in a drawing about Chicka Chicka Boom Boom using initial sounds.

Label a drawing made from the words in the text.

Speak in complete sentences while describing the events in Chicka Chicka Boom Boom

Produce complete sentences describing the illustrations in Chicka Chicka Boom Boom.

Prepare

FOCUSING QUESTION: Lessons 17-22

How do our senses help us learn from Chicka Chicka Boom Boom?

CONTENT FRAMING QUESTION: Lesson 19

Reveal: What does a deeper exploration of the illustrations and words reveal in Chicka Chicka Boom Boom?

CRAFT QUESTION: Lesson 19

Execute: How do I label with letters in my illustration of Chicka Chicka Boom Boom?

In this lesson students synthesize understanding of the roles of authors and illustrators by taking on these responsibilities themselves. Students assume the role of illustrator and draw certain sections of the story using only words as a guide. Next, they apply their evolving skills of labeling with letters to a drawing to add more detail. Students apply knowledge of the interplay between author and illustrator and their roles when challenged to express themselves clearly to an audience.

Welcome

PRACTICE FLUENCY

5 MIN.

Display the Repeated Language Chart. Explain to students that, in addition to reading with expression and energy, readers adjust the volume of their voice as they read. Sometimes they read words softly, and sometimes they ready them loudly.

Read the Chicka Chicka Boom Boom lines on the Repeated Language Chart. Ask: “Which words in this sentence would you read in a loud voice? Why?” Volunteers respond.

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n Boom! There’s an exclamation point.

n Boom! It means there was a crash.

Use their responses to explain that the word boom can be read in a loud voice because when something falls out of a tree it would be very loud.

Students stand and Echo Read the sentences using their loud voice while reading the word boom.

5 MIN.

Read aloud the Focusing Question and Content Framing Question.

Ask: “What have we learned about words and illustrations that will help us think about and answer this question? How have we seen words and pictures work together to reveal deeper meaning in other texts?” Volunteers respond.

n The words tell us what is happening.

n The pictures show us what is happening.

n The pictures match the words.

n Sometimes the pictures tell us more.

n The pictures show us details.

Ask: “If we don’t have pictures, how can we see what is happening?”

Volunteers respond.

n We could listen to the words.

n We could think about it.

n We could pretend we know what it looks like from the words.

n We can imagine it.

Reinforce that an author carefully chooses the words in a text. This is for a special reason: the specifc words help readers imagine what is happening. At the same time, the illustrator helps the reader see what is happening.

Explain to students that in this lesson, they will experiment with writing and illustrating themselves, which will help them better understand the roles an author and an illustrator each play in telling stories. First, however, they will conduct a deeper exploration of color in Flower Day.

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59 MIN.

Whole Group

Briefy display Le Gourmet, and ask volunteers to describe the colors in the painting. Ask: “Why might Picasso have used so much blue in this painting?”

Display Flower Day, and tell students that they will consider the following question during this lesson: What does a deeper exploration of color reveal in Le Gourmet?

Students review the painting silently for ffteen seconds. Instruct students to Mix and Mingle, and ask: “What colors did you notice in Flower Day? How is it different from Le Gourmet?”

Circulate as students discuss their answers. Jot down notes about student answers to highlight with the whole class.

Bring the class together, and highlight conversations from the Mix and Mingle.

Ask the following questions, calling on volunteers to respond:

1 Which colors appear most in the painting? Where do you see these colors?

n There’s a lot of white. It’s in the fowers and shirts.

n There’s a lot of red and orange. It’s in the clothes and the other fowers.

n There is a lot of brown in the people’s skin and hair.

Ask: “How would you describe the colors in Flower Day?”

n There are lots of them.

n They are bright.

Extension

Introduce students to the concepts of warm and cool colors. Ask them to describe which colors in Flower Day could be described as warm (red, orange) and which could be cool (yellow, white).

Display Le Gourmet, and remind students of how Picasso used different shades to create shadows (reference the Word Wall as needed).

Instruct students to Think-Pair-Share, and ask: “Do you see any shadows in Flower Day?”

Call on a pair to share. Reinforce that Rivera chose to paint without as many shades as Picasso, so viewers do not see as many shadows.

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Instruct students to Think-Pair-Share, and ask: “Why do you think Rivera chose these colors for this painting?”

Remind students that, just like authors and illustrators make choices about what they will write and draw, artists make choices about color. Explain that students will now look more deeply at the illustrations in Chicka Chicka Boom Boom.

CREATE ILLUSTRATIONS OF THE TEXT 25 MIN.

Whole Group

Give each student two blank sheets of paper and markers. Explain to students that they will become the illustrators, meaning they need to show readers what is happening in the story. They will listen closely to the words of the text and use them to create their own illustrations for the story. They will get to choose different colors for their illustration, just like Picasso and Rivera!

Explain that you will read the text aloud without showing them the pictures. Stop on the specifc spreads of pages listed below. Students draw what they think is happening as you read.

Read the text aloud through pages 9–10.

Students listen closely to the text on that page spread and make drawings to refect the text. Reread as needed. Give students fve minutes to create their interpretation from the text on pages 9–10.

Continue reading the text through pages 19–20.

Students draw what they think is happening on pages 19 and 20. Reread as needed. Give students approximately fve minutes to complete their drawings.

Once the second drawing is complete, turn to pages 9–10 in the text and display the illustration. Students turn to a partner and discuss this question: “How is your drawing similar? How is it different?” Use Equity Sticks to call on students to share.

Reread pages 9–10. Ask: “What details do the words leave out?” Volunteers respond.

Scaffold

“What is happening to the tree? How do we know that the tree is falling over? Do the words tell us?”

n We don’t see the other letters, but they are in the leaves.

n It doesn’t say that the tree is leaning over.

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n It doesn’t tell us the coconuts are falling off.

n We can see the tree starting to fall.

n We could guess all the letters together are too heavy.

Reread the sentence on page 10. Ask: “How else did you think that sentence would end? What does it mean for the whole alphabet to go up the tree?” Volunteers respond.

Scaffold

Explain that whole means “not divided into parts,” as in, “My whole class has 27 children in it.”

n I thought it would end with the words “up the tree.”

n The whole alphabet is all of the letters.

n It means that all of the letters are going up the tree.

Turn to pages 19–20 in the text and display the illustration. Students turn to a partner and discuss this question: “How is your drawing similar? How is it different?” Use Equity Sticks to call on students to share.

Reread pages 19-20. Ask: “What details did the words leave out on this page?” Volunteers respond.

n There are a lot of letters on the page, too.

n It doesn’t say that the tree is going up.

Instruct students to Think-Pair-Share, and ask: “Why does the illustrator play such an important role in this story?” Use Equity Sticks to call on students to answer.

n She shows us how the tree changes.

n We learn that the letters are getting heavy on top of the tree.

n The illustrator helps us guess what is going to happen.

n We learn what the letters look like all hurt.

n She is important because she helps us see what is happening.

Scaffold

“Why is it important to pay close attention to the story’s illustrations? Would we know the whole story if we didn’t have the pictures to look at?

Use student responses to reinforce that words by themselves are not always enough. They must use the illustrations to get more details from the story. Sometimes details are hidden for readers to fnd, like when the tree is bending and about to fall. This is why our sense of sight can be very helpful when reading a text.

COMPARE ILLUSTRATIONS 14 MIN.

Whole Group

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Play students the animated version of Chicka Chicka Boom Boom: (http://witeng.link/0622)

Ask: “What did you notice about the pictures in this video? How are they different than in the book?” Volunteers respond.

Instruct students to Mix and Mingle, and ask: “How does the fact that the pictures move help you better understand the story?” Use Equity Sticks to call on students to answer.

n We can see them move.

n We can see the G breathing.

n It helps us see it better.

n This is fun because the letters seem real.

Use student responses to highlight that the moving pictures add a new perspective or understanding. For example, now students can see the G breathing heavy, the M stooped, and the N looped. Also, each letter moves in a different way, giving the letter personality.

Ask: “Did seeing the letters move change the way you think of the pictures or the story? How did your thinking change?” Volunteers respond.

EXECUTE LABELING WITH LETTERS 13 MIN.

Individuals

Display the Craft Question, and read it aloud to the class: How do I label with letters in my illustration of Chicka Chicka Boom Boom?

Students take out their drawings of pages 9–10 from earlier in the lesson. Explain that they will become authors by adding words to their illustrations.

Activate prior knowledge by asking: “Why is labeling details with letters important? How can it help someone looking at our illustration?” Use Equity Sticks to call on students to answer.

n Letters can tell people what we are drawing.

n Maybe they don’t know what we drew.

n They can read about what we drew.

Use responses to reinforce that labeling their illustrations with letters helps readers understand the details in the picture.

Students label details in their drawings of pages 9–10 using phonetic spelling. Students slowly sound out the words, and label their drawings with beginning sounds.

Differentiation

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ƒ Students may practice sounding out letters with a partner.

ƒ Students may write letters to represent other sounds they hear.

ƒ Students may dictate their sounds as you scribe letters.

After labeling their drawings, students read their labels to a partner.

ANSWER THE CONTENT FRAMING QUESTION

Instruct students to Think-Pair-Share, and ask: “How does the author help us understand what is happening in Chicka Chicka Boom Boom?”

Volunteers respond.

n The author wrote the words.

n The author’s words tell us the story.

n The author tells us what’s happening.

Instruct students to Think-Pair-Share, and ask: “How do the words help us imagine what is going on in the picture if we cannot see it?” Use Equity Sticks to call on students to share.

n I can imagine it because of the words.

n The word sounds sometimes help.

n The words can tell us how they move.

n We can listen to the words and pretend.

n We can listen to the words because they tell us what the letters are doing.

Circulate as students discuss the above questions, and choose a few answers to share with the class.

Instruct students to Mix and Mingle, and ask: “What do you like better, listening to the words or seeing the pictures in Chicka Chicka Boom Boom? Why?

Extension

Play the video from earlier in the lesson. Encourage students to stand up and move along with the letters.

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Wrap

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Analyze

Context and Alignment

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Students illustrate a scene from Chicka Chicka Boom Boom using only the words as a guide, demonstrating the role that the illustrator plays in communicating key details in the text. Each student:

ƒ Creates an illustration for the text based only on the words.

ƒ Compares their drawing to the corresponding illustration in the text.

Next Steps

If students have a diffcult time representing the words in their illustrations, allow them to dictate what is happening in their pictures based on the text. Reread the corresponding sections, and support students in identifying the key details from the words. The purpose is to accurately represent the words read aloud, not just a random scene from the text.

LESSON 19 DEEP DIVE: STYLE AND CONVENTIONS

Execute Speaking in Complete Sentences

ƒ Time: 15 min.

ƒ Text: Chicka Chicka Boom Boom, Bill Martin Jr. and John Archambault; Illustrations, Lois Ehlert

ƒ Style and Conventions Learning Goal: Speak in complete sentences while describing the events in Chicka Chicka Boom Boom.

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 19

Examine: How do I use complete sentences to describe the letters in Chicka Chicka Boom Boom?

Launch

Post and read the Complete Sentences Anchor Chart created in Lesson 14. Instruct students to Think-Pair-Share, and ask: “Why is it important to speak in complete sentences?”

Use Equity Sticks to select two pairs to share their discussion.

Display and read the Craft Question: How do I use complete sentences to describe the letters in Chicka Chicka Boom Boom?

Explain that pairs will use complete sentences to discuss Chicka Chicka Boom Boom.

Learn

Distribute copies of Chicka Chicka Boom Boom. Turn to page 1 as students follow along. Model creating complete sentences as you name the letters and describe their actions. For example: A walks. B follows.

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Turn to page 3 as students follow along. Use Equity Sticks to choose students to produce complete sentences for the letters D and E.

Explain that pairs will continue creating complete sentences to describe what the letters are doing.

Pairs produce complete sentences as they describe the illustrations in Chicka Chicka Boom Boom. Encourage pairs to act out some of the more interesting scenes.

Land

Ask: “How did speaking in complete sentences help us talk about Chicka Chicka Boom Boom?”

Volunteers respond.

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FOCUSING QUESTION: LESSONS 17-22

Lesson 20

TEXTS

ƒ Chicka Chicka Boom Boom, Bill Martin Jr. and John Archambault; Illustrations, Lois Ehlert

ƒ Flower Day, Diego Rivera (http://witeng.link/0621)

ForReviewOnly

How do our senses help us learn from Chicka Chicka Boom Boom?

Lesson 20: At a Glance

AGENDA

Welcome (5 min.)

Practice Fluency

Launch (2 min.)

Learn (63 min.)

Examine Symmetry in Flower Day (7 min.)

Annotate Repeating Words (39 min.)

Collect Evidence (17 min.)

Land (4 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: Define the Morpheme Re (15 min.)

MATERIALS

ƒ String

ƒ Repeated Language Chart

ƒ Sticky arrows

ƒ Evidence Organizer for Chicka Chicka Boom Boom

ƒ Sticky notes

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Learning Goals

Identify and interpret repetitions and emphasis of words in Chicka Chicka Boom Boom

Students Think-Pair-Share about TDQ 4.

Use illustrations and words from the text to collect evidence for Focusing Question Task 4.

Share evidence with a partner.

Define and use words with the morpheme re-

Complete a sentence frame about the meaning of the word rewrite

Prepare

FOCUSING QUESTION: Lessons 17-22

How do our senses help us learn from Chicka Chicka Boom Boom?

CONTENT FRAMING QUESTION: Lesson 20

Reveal: What does a deep exploration of the words reveal in Chicka Chicka Boom Boom?

Students focus on the sounds of words in Chicka Chicka Boom Boom, deepening their appreciation for an author’s craft. This lesson helps solidify understanding of the importance of labeling with letters and the impact that letter and word sounds have on communicating details to a reader. Students put this into practice collecting evidence for the Focusing Question Task.

Welcome

PRACTICE FLUENCY

5 MIN.

Display the Repeated Language Chart. Remind students that, in addition to reading with expression and energy, readers change the volume of their voice as they read.

Read the Chicka Chicka Boom Boom lines on the Repeated Language Chart. Ask: “Which words in this sentence would you read in a loud voice? Why?” Volunteers respond.

Call a volunteer up to point to each word as the class reads them aloud. Provide students with a pointing tool and hand support if needed.

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TEACHER NOTE

Students practiced these same phrases, as well as the tone, in the previous lesson. Repeating the content here allows students to work toward independence. Of course, students may not understand syllabifcation and where each word ends and another begins; provide additional scaffolds as needed.

Launch

2 MIN.

Read aloud the Focusing Question and Content Framing Question. Remind students how they looked at both the words and the illustrations in the previous lesson. Explain that they will look closely at the words in this lesson. They will think about what they sound like, what they mean, and even what they look like.

Learn

63 MIN.

EXAMINE SYMMETRY IN FLOWER DAY

Whole Group

7 MIN.

Display Flower Day, and remind students of their previous study of the painting’s color. Tell students that they will consider the following question: What does a deeper exploration of symmetry reveal in Le Gourmet?

Explain that symmetry means that there are similar, or repeated, shapes on each side of the painting. Quickly draw or display a symmetrical design, like a butterfy, and point out what is the same on both sides.

Highlight the symmetry in the image by using a string to create a vertical line down the middle.

Instruct students to Think-Pair-Share, and ask: “What things are the same, or similar on both sides of the painting?”

n There are white and pink fowers on both sides.

n The man’s body is in the same position on both sides.

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n There are people behind the man on both sides.

n The people in front of the man are in almost the same position on both sides.

Use Equity Sticks to call on pairs to approach the painting and point to the items they referenced.

Instruct students to Think-Pair-Share, and ask: “How does the symmetry in this painting show you where to look or what to notice?”

n The fowers seem important. They are on both sides of the painting.

n The sitting people seem important. There is one person sitting on each side.

n The man carrying fowers. He is right in the middle. His body is doing the same thing on both sides.

Use Equity Sticks to call on pairs to share their thinking. Reinforce that Rivera’s symmetry helps viewers notice repeated images in the painting. Explain that students will now look at how Bill Martin Jr. and John Archambault repeat words in Chicka Chicka Boom Boom.

TEACHER

NOTE Students will work with the prefx re- in the Deep Dive. For now, reinforce that repeat means “to say or happen again.”

ANNOTATE REPEATING WORDS 39 MIN.

Whole Group

Students Echo Read the author and illustrator names. Ask: “Who wrote the words in this text? Who drew the illustrations?” Volunteers respond.

Instruct students to listen for groups of words that sound exactly the same and to touch their ears when they hear repeated phrases. If needed, provide a quick example of a repeating phrase.

Read aloud pages 1–6 of Chicka Chicka Boom Boom

As you read, place sticky arrows beside each repeated phrase. Then have students reread the phrase with you. Each time they hear the phrase, students touch their ears again. Repeat the phrases as students use a Nonverbal Signal (thumbs-up, thumbs-down) to indicate whether the two phrases sound the same.

Instruct students to Think-Pair-Share, and ask: “What do the words ‘chicka chicka boom boom’ sound like to you?” Use Equity Sticks to call on students to answer.

Encourage students to make up a dance or a hand motion to match the sound of the repeated lines.

Read aloud pages 7–11. Ask students to signal when they hear repeating phrases. Continue annotating the phrases and inviting students to repeat their dance or hand motions.

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Fold the pages so students can see the “chicka chicka boom boom” lines on pages 6 and 11 side-byside.

Ask the following TDQs, and instruct students to Think-Pair-Share to answer. Use Equity Sticks to call on students to answer.

1 What looks different about the two phrases?

n The frst words are all on one line. The second words are on two lines.

n There are three dots on the second page.

n On the second page, the “boom boom” is in bigger letters.

Explain that the capital letters mean to say the words loudly. Model how to read the sentence on page 11. Then, students read it chorally.

2 What is happening in the story when we hear the words “BOOM! BOOM!”?

n The letters fall out of the tree.

Read aloud the last page. Students signal when they hear the repeating phrases “the coconut tree” and “chicka chicka boom boom.” Continue annotating the phrases and inviting students to repeat their dance or hand motions.

3 What do you think happens at the end of the story? How do the sounds of the words give you clues?

n Maybe A falls out of the tree. The last words are loud “BOOM! BOOM!”

n Maybe all the letters follow A and tip the tree. A said, “top of the coconut tree” again. It’s like in the beginning.

Extension

Read aloud page 13. Students Echo Read the first two lines. Instruct students to Think-Pair-Share, and ask: “How do the words ‘skit skat skoodle doot’ sound? How do the words ‘flip flop flee’ sound?” Students use the Word Wall to add detail to their answers. Students make up new dances to match the sounds of these repeated lines.

4 How do the sounds of the words help you understand what is happening in the story?

n The loud sounds mean letters fell out of the tree.

n The repeating words mean the same thing keeps happening, like how letters keep climbing up the tree.

COLLECT EVIDENCE 17 MIN.

Pairs

Reread the Focusing Question. Ask: “In our reading of Chicka Chicka Boom Boom, what senses did we use the most?” Volunteers respond.

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Display the Evidence Organizer for Chicka Chicka Boom Boom, and read the headings aloud. Explain that students will be using their senses of sight and hearing to help them complete this chart. Highlight that dividing the Evidence Organizer in this way will allow them to see who provided the specifc information, the author or the illustrator.

Give pairs a copy of the text and two large sticky notes. Ask: “What did you enjoy seeing in the illustrations?” Students use the sentence frame: I see ____.

Call on pairs to share their I see_____ sentence. As students share responses, quickly sketch or attach an image to the sticky note and place it under the I See column on the Evidence Organizer.

If several pairs have the same answer, have students stand when they hear their answer so you can nonverbally see who had the same answer. Once this evidence is collected, students Echo Read what was added.

TEACHER NOTE

To continue the fow of the lesson and to save time, attach corresponding images to the sticky notes ahead of time instead of drawing.

Give each pair two sticky notes. Ask: “What did you enjoy hearing in the words?” Students use the sentence frame I hear ____. Have pairs share their answers.

Choose several student responses to add to the Evidence Organizer.

Students choose one idea from the options provided by the teacher and draw it on a sticky note. Circulate and clarify students’ drawings, adding details and scribing as needed.

Students place their sticky notes on the Evidence Organizer. Group pictures of the same thing together, refning evidence with sample illustrations from the text as necessary.

TEACHER NOTE

Prepare illustrations ahead of time to clarify chart content and support students in increasing the accuracy of their drawings. If student drawings are not clear, attach an image to match their drawings to make referencing later easier.

Read each word on the Evidence Organizer. Students Echo Read.

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Sample Evidence Organizer:

When I read Chicka Chicka Boom Boom

I see I hear

ƒ (drawing of bending tree; the word tree written by the teacher)

ƒ (drawing of coconuts; the word coconuts written by the teacher)

ƒ (drawing of the moon and blue sky; the word moon written by the teacher)

ƒ (drawing of twisted letters; the words hurt letters written by the teacher)

ƒ (exclamation point with B for “BOOM”)

ƒ (drawing of wavy lines for S for “skit skat”)

ƒ (drawing of clapping hands to represent rhythm)

ANSWER THE CONTENT FRAMING QUESTION

Students Choral Read the Content Framing Question.

Instruct students to Think-Pair-Share, and ask: “What sounds did you hear in Chicka Chicka Boom Boom?”

Select two pairs to share their answers with the class.

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For each answer, ask: “How did these sounds help you understand the story?”

As needed, use the Annotations and Response Journals to remind students of how they were able to answer the day’s Content Framing Question.

1 MIN.

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Analyze

Context and Alignment

Students identify repetitive language in Chicka Chicka Boom Boom and interpret how it communicates key information in the text. Each student:

ƒ Uses appropriate Nonverbal Signals to identify repeating phrases.

ƒ Answers questions about how repetitive language communicates meaning in the text.

Next Steps

If students struggle to identify the repetitive language, offer support by revisiting the Repeated Language Chart. This will help solidify the concept of repetition. In addition, revisit pages with the same text in order to help students make connections between the repetition and what is happening in the text.

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LESSON 20 DEEP DIVE: VOCABULARY

Define the Morpheme Re-

ƒ Time: 15 min.

ƒ Text: Chicka Chicka Boom Boom, Bill Martin Jr. and John Archambault; Illustrations, Lois Ehlert

ƒ Vocabulary Learning Goal: Defne and use words with the morpheme re-.

Launch

Display the Repeated Language Chart, and ask: “What do we do with this chart?” Volunteers respond.

n We read it over and over again.

Reinforce that students reread the Repeated Language Chart to become better readers.

Scribe the word reread with re- squared.

Explain that they will learn more about what re- means and how it can help them understand other words they do not know.

Learn

Remind students that words are made of many sounds. Explain that some of these sounds come together to make parts, and these parts can have their own meanings. Point to re- and explain that the word part re- means “again.”

Model a Nonverbal Signal for again. For example: Draw a circle with your fnger.

TEACHER

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NOTE The morpheme re- can also mean “back.” Given that this is students’ frst exposure to morphemes, this Deep Dive focuses on only one meaning.

Explain that if the word part re- means “again,” reread means “read again.”

Instruct students to Think-Pair-Share, and ask: “When do we reread?”

n We reread to answer questions.

n We reread when we like a story.

n We reread when we want to learn more.

Explain that knowing word parts can help readers learn new words.

Below reread, write redraw with re- squared. Students Echo Read the word, using the Nonverbal Signal for again when they hear re-

Instruct students to Think-Pair-Share, and ask: “What does it mean to redraw? When do you redraw things?”

Use Equity Sticks to choose a pair to share their responses with the class.

Scribe the word rewrite.

Students stand up and Choral Read the word, using the Nonverbal Signal for again when they hear re-. Then, they orally complete this sentence frame: _________ means to _______ again

Land

Repeat the above process for the following words, asking volunteers to share a time when they have performed one of these tasks:

ƒ Retell

ƒ Refll

ƒ Redo

ƒ Reuse

Challenge students to listen for words with the word part re- for the rest of the day.

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FOCUSING QUESTION: LESSONS 17-22

Lesson 21

TEXT

ƒ Chicka Chicka Boom Boom, Bill Martin Jr. and John Archambault; Illustrations, Lois Ehlert

ƒ “Chicka Chicka Boom Boom” song/video (http://witeng.link/0622)

ƒ Flower Day, Diego Rivera (http://witeng.link/0621)

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How do our senses help us learn from Chicka Chicka Boom Boom?

Lesson 21: At a Glance

AGENDA

Welcome (5 min.)

Practice Fluency

Launch (5 min.)

Learn (59 min.)

Interpret the Essential Meaning of Flower Day (7 min.)

Identify the Essential Meaning of Chicka Chicka Boom Boom (13 min.)

Practice the Focusing Question Task (15 min.)

Execute Focusing Question Task 4 (24 min.)

Land (5 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: Direct Vocabulary Assessment: Part 1

MATERIALS

ƒ Assessment 21A: Focusing Question Task 4

ƒ Assessment 21B: Direct Vocabulary Assessment, Part 1

ƒ Repeated Language Chart

ƒ Speaking and Listening Anchor Chart

ƒ Sentence strips with Focusing Question Task 4 frames

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Learning Goals

Use the words and illustrations to interpret the essential meaning in Chicka Chicka Boom Boom

Think-Pair-Share about TDQ 2.

Express understanding of how the five senses help readers learn from Chicka Chicka Boom Boom

Begin Focusing Question Task 4.

Demonstrate understanding of grade-level vocabulary.

Complete direct vocabulary assessment.

Prepare

FOCUSING QUESTION: Lessons 17-22

How do our senses help us learn from Chicka Chicka Boom Boom?

CONTENT FRAMING QUESTION: Lesson 21

Distill: What is the essential meaning in Chick Chicka Boom Boom?

CRAFT QUESTION: Lesson 21

Execute: How do I use labeling with letters in my Focusing Question Task?

Students continue their exploration of the illustrations and words in the texts by examining how repeated language highlights the essential meaning in the text. They demonstrate their ability to identify those details found in the illustrations and those details found in the words, furthering their understanding of the roles authors and illustrators play in developing a story. Students express understanding of how the senses help a reader learn from Chicka Chicka Boom Boom by beginning Focusing Question Task 4.

Welcome

PRACTICE FLUENCY

5 MIN.

Display the Repeated Language Chart. Point to the sentence “Chicka chicka boom boom!” Instruct students to Think-Pair-Share to come up with a hand signal to go along with each repeated word in the sentence. Volunteers respond with the signals they created. For example:

ƒ Silent applause hands to use while reading chicka.

ƒ Pounding fsts while reading boom

Students Echo Read with the hand signals.

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Read pages 1-12. Student join in with each “Chicka chicka boom boom,” using the hand signals they developed.

Launch

5 MIN.

Read aloud the Focusing Question and Content Framing Question.

Read the Focusing Question. Instruct students to Think-Pair-Share, and ask: “How have our senses helped us learn from Chicka Chicka Boom Boom?” Use Equity Sticks to call on students to answer.

Scaffold

Ask: “How has our sense of sight helped us learn from Chicka Chicka Boom Boom? Our sense of hearing?”

Read the Content Framing Question, and remind students that authors do not always tell us exactly what the essential meanings are in their books. Instead, they give us clues to help us fgure out what the essential meaning could be. Tell students that in this lesson they will look at one type of clue: repetition. However, frst, they will practice determining the essential meaning with Flower Day

Learn

59 MIN.

INTERPRET THE ESSENTIAL MEANING OF FLOWER DAY 7

MIN.

Whole Group

Remind students that artists communicate meaning through their use of color and symmetry in their paintings. We can search the paintings for clues about its essential meaning, or what Rivera wanted to communicate.

Display and read the question: What’s the essential meaning of Flower Day?

Display Flower Day, and ask students to review it silently for ffteen seconds.

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Ask: “How does the title Flower Day ft this painting? Why might Rivera have chosen this title?” Volunteers respond.

n There are lots of different fowers in the painting.

n The man is carrying fowers, and there are fowers in the girls’ hair.

n It looks like there is a fower wreath on the ground and on some of the peoples’ heads.

n It might be a holiday to celebrate fowers.

Reinforce that we often use the word day to describe special celebrations, such as birthdays and Memorial Day.

Ask: “What other clues do we have that this might be a celebration?” Volunteers respond.

n There are a lot of people there.

n The man seems to be bringing fowers, and we bring gifts when we are celebrating.

n People are dressed up with fowers in their hair.

n It looks like a kind of tradition, or ceremony.

Remind students that Rivera was a famous Mexican artist, and help them make the connection that Rivera may be using his painting to show something important about Mexican culture or history. Remind students that paintings will often have different meanings for different people, and that’s what makes art interesting! Ask volunteers to share other ideas on the essential meaning, supporting their answers with details from the painting.

Explain that students will now work to determine the essential meaning of Chicka Chicka Boom Boom.

IDENTIFY THE ESSENTIAL MEANING OF CHICKA CHICKA BOOM BOOM

13 MIN.

Whole Group

Remind students of the previous Deep Dive, and ask: “What does repeat mean?” Volunteers respond.

Explain that when we read the same words over and over in a story, it can often be a clue that those words are important to the story’s meaning. Ask: “What words are repeated in Chicka Chicka Boom Boom?” Volunteer responds.

Scaffold

Display and read the Repeated Language Chart before asking the above question.

Access the video link from the previous lesson and show it to the class. Prior to watching the video, reference the Speaking and Listening Anchor Chart as you remind students that when they practice their best listening they should listen with their eyes. Explain that watching a video is a great opportunity to practice listening with our sense of sight because our eyes are drawn to the images on the screen.

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Set a purpose for listening by asking students to listen for repeated words and phrases.

TEACHER NOTE

The story in Chicka Chicka Boom Boom provides space for a variety of essential meanings. Allow the conversation to develop as organically as possible while pushing students to refer to the text and each other’s comments, as they co-construct meaning. Use the following question to support the discussion as you keep the conversation moving forward and keep the line of thinking rooted in the text.

Volunteers respond to the following question:

1 What words or phrases do you hear repeated over and over in Chicka Chicka Boom Boom?

n I hear chicka chicka boom boom

n It says coconut tree a lot.

n Will there be enough room?

Instruct students to Think-Pair-Share, and ask: “Let’s think more about the repeated phrase chicka chicka boom boom. How does this phrase make you feel? What clues might this phrase give us about essential meanings in the story?” Use Equity Sticks to call on students to answer.

n It makes me feel silly.

n It’s like a game.

n Maybe it’s a clue about having fun.

n It’s a clue about falling down and going BOOM!

Explain to students that they need even more clues in order to discover essential meanings in the text. Read page 30 aloud to look for more clues.

Instruct students to Think-Pair-Share, and ask: “Why did A ‘dare double dare’ the other letters? Why do you think the letter A goes back up the coconut tree even though many letters got hurt?”

n Letter A wanted to go up the coconut tree again.

n Letter A might want the other letters to chase him.

n Maybe it is such a fun game that it’s worth getting some scrapes.

n Even if they got hurt they are ok. Sometimes that happens.

n They are just playing and having fun.

Instruct students to Think-Pair-Share, and ask:

2 Thinking about the clues from the repeated phrases and what the letter A does at the end of the story, what is an essential meaning in Chicka Chicka Boom Boom? What in the text makes you think that?” Use Equity Sticks to call on students to answer.

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n Adventure is fun and worth a few scrapes. A goes back up and says “I dare you” like it’s a game.

n Climbing trees is fun, but it can also be dangerous. I think the boom boom says that because it’s loud and silly.

n Kids get into trouble again and again. Even if you fall down it is ok, you can get back up. The moms and dads help them.

n Keep trying and your plan might work. A tells them all to go back up again.

PRACTICE THE FOCUSING QUESTION TASK 15

MIN.

Pairs

Reread the Focusing Question aloud to the class. Students Echo Read the question. Explain to students that all the evidence they recorded earlier in the lesson will help them answer the Focusing Question.

Post the sentence frames for Focusing Question 4.

ƒ I see _____.

ƒ I hear ____.

Read the frst frame. Ask: “Instead of going back through the whole text or trying to remember what we heard, how can we fnd information just about what we see when we read Chicka Chicka Boom Boom?” Use Equity Sticks to call on students to answer.

n We can use the Evidence Organizer.

n The Evidence Organizer has things that we see.

n We can use the part about things that we see in the book.

Use student responses to reinforce that by collecting evidence earlier in the lesson they are able to reference the Evidence Organizer quickly, rather than search for answers back through the whole text.

Model fnding a piece of evidence from the Evidence Organizer to complete the frst frame verbally.

Ask: “Why can’t I use evidence from the I Hear column to answer the question? For example, why can’t I say ‘I see rhyming?” Volunteers respond.

n You don’t see the rhymes.

n You hear the same sounds.

n We need our ears to hear the rhyming.

Display a sentence strip with the frst frame written on it. Read the strip aloud, pointing to each word as you read. Point to the blank space in the frame. Ask: “Why is there this blank space? What does this tell me about my sentence?” Volunteers respond.

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n That’s where we draw the answer.

n That’s where the answer goes.

n We put the evidence there.

Model using the same piece of evidence to complete the sentence frame, pointing to each word as you answer. Emphasize verbally inserting the evidence into the blank space.

Give each pair a sentence strip with the sentence frame: I see____ written on it. Students take turns completing the frame verbally with their partners. Encourage pairs to stand up and approach the Evidence Organizer.

Display a sentence strip with the second frame written on it. Read the strip aloud, pointing to each word as you read.

Ask: “Where can I fnd information to complete this frame?” Volunteers respond

Call on a student who answers to approach the Evidence Organizer and choose a piece of evidence from the I Hear column. The student models completing the frame using the evidence chosen from the Evidence Organizer. If needed, Choral Read the frame with the student, pointing to each word as you read. Student inserts the evidence chosen from the chart.

Give each pair a sentence strip with the sentence frame I hear____ written on it. Students take turns completing the frame verbally with their partner. Encourage pairs to stand up and approach the Evidence Organizer.

EXECUTE FOCUSING QUESTION TASK 4 24 MIN.

Individuals

Display the Craft Question and read it aloud to the class: How do I label with letters in my Focusing Question Task?

Remind students that labeling with letters gives readers more details about our drawing and writing.

Instruct students to Think-Pair-Share, and ask: “How can you label with letters in your Focusing Question Task?” Use Equity Sticks to call on students to answer.

n We can use letters for our drawing.

n We listen to the sound.

n We write the frst letter.

Use student responses to reinforce the importance and purpose of labeling with letters.

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Introduce the Focusing Question Task.

ƒ Students complete the sentence frame on 21A by choosing one sense they would like to discuss.

ƒ Students use cutting and pasting to create their sentences.

ƒ Student use labeling with letters to label their drawings with initial letter sounds.

Display the sentence frame for the Focusing Question Task and read it aloud:

ƒ I see ____ .

ƒ I hear ____.

Give each student a copy of Assessment 21A. Explain the different parts of the assessment and where students will answer the prompt:

ƒ Students draw the textual evidence in the small box at the bottom of the page. They then cut this out and paste it into their sentence.

ƒ Students use the large box to elaborate on the textual evidence by adding more detail to their drawing, including labeling it with letters.

Instruct students to Think-Pair-Share, and ask: “What sentence are you going to write?”

If needed, remind students how to sound out words to apply labels to their drawings.

Students begin Focusing Question Task 4. Students use drawing, cutting and pasting, and labeling with letters to complete their work.

TEACHER NOTE

At this point, some students may be ready to advance to copying the words from the bottom of the assessment rather than simply cutting and pasting. Use your knowledge of students’ individual abilities to modify this task, challenging each student based on their readiness level.

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Land 5 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Reread the Content Framing Question. Ask: “What’s the essential meaning of Chicka Chicka Boom Boom?” Volunteers respond.

Instruct students to Think-Pair-Share, and ask: “Letter A tells us it is ok to fall down or make mistakes, that we can always get back up and fx things! Is it ok to make a mistake in our writing or our drawing? What are some ways we could fx it?”

Wrap

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Group students with similar needs and plan small group support for these skills to set students up for success with their next Focusing Question Task.

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Analyze

Context and Alignment

Students begin Focusing Question Task 4 to express understanding of how their senses of sight and hearing help them learn from Chicka Chicka Boom Boom. Each student:

ƒ Completes the sentence frame on Assessment 21A by choosing one sense they would like to discuss.

ƒ Uses cutting and pasting to create their sentence.

ƒ Uses labeling with letters to label their drawings with initial letter sounds.

Next Steps

If students were unable to correctly complete their sentence frame, consider the root cause of student errors. Does the error indicate a misunderstanding of how to read the evidence organizer? Or, does the error indicate that the student is struggling to place responses correctly within a sentence frame? Gather additional information to assess students’ miscues, and consult with colleagues to develop strategies for scaffolding students’ understanding.

LESSON 21 DEEP DIVE:

Direct Vocabulary Assessment: Part 1

ƒ Time: 15 min.

ƒ Text: Module texts

ƒ Vocabulary Learning Goal: Demonstrate understanding of grade-level vocabulary.

Launch

Remind students how they practiced the Direct Vocabulary Assessment in a previous Deep Dive. Explain that they will do a similar activity to demonstrate understanding of key words from this module.

Learn

Distribute Assessment 21B and pencils (as needed).

Remind students that you will read a question aloud that contains the word listed beside the smiley face. If students think the answer to the question is “yes,” they draw a circle around the smiley face. If they think the answer is “no,” they draw a circle around the frowning face.

Use the teacher-facing version (with key) to administer the assessment.

Read each question twice before students fll in answers, always reading the focus word before reading the question. Circulate to ensure students follow directions and mark the correct question. Give oral cues as necessary to help students locate the proper row where they should be marking answers.

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Students complete Direct Vocabulary Assessment. Land

Congratulate students on their hard work. Explain that they will do this type of assessment once more at the end of the module.

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FOCUSING QUESTION: LESSONS 17-22

Lesson 22

TEXTS

ƒ Chicka Chicka Boom Boom, Bill Martin Jr. and John Archambault; Illustrations, Lois Ehlert

ƒ Flower Day, Diego Rivera (http://witeng.link/0621)

ForReviewOnly

How do our senses help us learn from Chicka Chicka Boom Boom?

Lesson 22: At a Glance

AGENDA

Welcome (10 min.)

Act Out Text

Launch (3 min.)

Learn (55 min.)

Express Understanding (15 min.)

Execute Focusing Question Task 4 (25 min.)

Record Knowledge (15 min.)

Land (2 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Style and Conventions Deep

Dive: Excel with Labeling Details with Letters (15 min.)

MATERIALS

ƒ Assessment 21A: Focusing Question Task 4

ƒ Large versions of each letter of the alphabet

ƒ Evidence Organizer for Chicka Chicka Boom Boom

ƒ Whiteboards and markers

ƒ Knowledge Journal

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Learning Goals

Express understanding of how the five senses help readers learn from Chicka Chicka Boom Boom

Complete Focusing Question Task 4.

Add detail to the Focusing Question Task using phonetic labels.

Add two phonetic labels to Focusing Question Task 4.

Prepare

FOCUSING QUESTION: Lessons 17-22

How do our senses help us learn from Chicka Chicka Boom Boom?

CONTENT FRAMING QUESTION: Lesson 22

Know: How does Chicka Chicka Boom Boom build my knowledge of the fve senses?

CRAFT QUESTION: Lesson 22

Execute: How do I label with letters in my Focusing Question Task?

Students express understanding of how they use their senses to learn from Chicka Chicka Boom Boom by completing Focusing Question Task 4. They are familiar with the structure of the sentence frame and demonstrate independence as they work to complete the task with little teacher modeling. They also encounter revising their writing for the frst time and practice using their senses to recognize revisions. Students synthesize their learning by engaging in a discussion about their newly acquired skills and add these abilities and pieces of knowledge to the Knowledge Journal.

Welcome

ACT OUT TEXT

10 MIN.

Give each student one letter of the alphabet on a piece of paper. Explain to students that they will read Chicka Chicka Boom Boom again, acting it out as if they are the actual letters in the story. Read the story aloud. When students hear their letter, they stand and hold their letter up high or move their letter like it moves in the story. Encourage students to speak aloud the phrases they remember from the text.

When students are all standing and they hear “Chicka chicka BOOM BOOM!” allow them to (safely!) act out falling from the tree.

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TEACHER NOTE If there are fewer students in the class then give students multiple letters or incorporate yourself into the lesson. Consider repeating this fuency performance for another class or guardians.

Launch

3 MIN.

Read aloud the Focusing Question and Content Framing Question.

Instruct students to Think-Pair-Share, and ask: “What were your favorite parts of the story? How did your senses help you discover these things?” Use Equity Sticks to call on students to answer.

n I liked the big letters as the moms and dads. I saw they were bigger.

n I liked the silly words like skoodle doot. I heard them.

n I liked the loud boom. I heard it in the words.

Explain that students will discuss and write about how Chicka Chicka Boom Boom builds their understanding of the senses. Learn 55 MIN.

EXPRESS UNDERSTANDING

Whole Group

Read the Focusing Question.

15 MIN.

Display the Evidence Chart for Focusing Question 4. If needed, reread the labels and evidence on the chart to activate students’ memories.

Ask: “Where did we fnd information to help us complete our Evidence Chart and Focusing Question Task?” Volunteers respond.

n We used the pictures.

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n We used the words, too.

n I saw the tree bending.

n I heard skoodle doot!

Ask: “How did we use our senses to fnd this information? How did we use our senses to understand the text?” Volunteers respond.

n We listened to the words.

n We saw the pictures.

n We saw that they were ok and climbed the tree again.

n We heard A say he was racing back up the tree again.

n We used our eyes and ears to fgure things out.

Revisit the words added to the Word Wall since the start of Chicka Chicka Boom Boom. Students Echo Read the words. Choose 3–5 words to highlight based on your knowledge of students’ vocabulary and call on volunteers to use these words in context.

Congratulate students on all the hard work they have done to learn about Chicka Chicka Boom Boom and their senses. Explain that they will now show what they have learned by completing Focusing Question Task 4.

EXECUTE FOCUSING QUESTION TASK 4

Individuals

25 MIN.

Display the Craft Question, and read it aloud to the class: How do I label with letters in my Focusing Question Task?

Remind students that labeling with letters gives readers more details about our drawing and writing.

Remind students of the criteria for success for the Focusing Question Task.

ƒ Students complete the sentence frame on Assessment 21A by choosing one sense they would like to discuss.

ƒ Students use cutting and pasting to create their sentences.

ƒ Students use labeling with letters to label their drawings with initial letter sounds.

Students complete Focusing Question Task 4. Students use drawing, cutting and pasting, and labeling with letters to complete their work.

Students use the Author’s Chair to share their writing with the class.

RECORD KNOWLEDGE 15

Whole Group

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Congratulate students on how much they have already learned and how much they know how to do. Explain that they are now ready to add to the Knowledge Journal.

Display the Knowledge Journal. Point to the left-hand side of the Knowledge Journal labeled “What I Know.” Instruct students to Think-Pair-Share, and ask: “What information goes in this part of our Knowledge Journal?” Volunteers respond.

n Something I learned.

n Things I learned from the book.

n New things we learned this week.

Instruct students to Think-Pair-Share, and ask: “What did you learn from our lessons on Chicka Chicka Boom Boom and Flower Day? What did you learn about our Essential Question?

Use Equity Sticks to call on pairs to share responses. After each response, students pump their fsts toward the ceiling if they believe the response is important learning and pump their fsts towards the ground if they disagree or are unsure.

Use votes to choose 1–3 refned responses to record in the Knowledge Journal.

Display the Knowledge Journal. Point to the right-hand side of the Knowledge Journal labeled “What I Can Do.” Instruct students to Think-Pair-Share, and ask: “What information goes in this part of our Knowledge Journal?”

n Things I learned how to do.

n New things we learned how to do this week.

Revisit artifacts from previous lessons, including the Evidence Organizer for Chicka Chicka Boom Boom and completed Focusing Question Task 4.

Instruct students to Think-Pair-Share, and ask: “What did you learn to do as a writer? What did you learn to do as a reader?”

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Repeat the process detailed above to engage students in a class vote and record refned responses.

Speaking and Listening Anchor Chart

What I Know

ƒ I know my senses of sight and hearing help me learn from books.

What I Can Do

ƒ I can listen for letter sounds.

ƒ I can label with letters.

Land

2 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Repeat the Content Framing Question aloud. Instruct students to Think-Pair-Share, and ask: “How do your senses help you learn from Chicka Chicka Boom Boom?” Use Equity Sticks to call on students to answer.

Instruct students to Mix and Mingle, and ask: “What did you like better, listening to this story or looking at the pictures?” Volunteers respond.

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Wrap

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Analyze

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Context and Alignment

Students complete Focusing Question Task 4. Each student:

ƒ Completes the sentence frame on Assessment 21A by choosing one sense they would like to discuss.

ƒ Uses cutting and pasting to create their sentence.

ƒ Uses labeling with letters to label their drawings with initial letter sounds.

See Appendix C for additional information on this assessment.

Next Steps

Review student responses to look for accurate connections in their sentence frames. If students struggle to complete the sentence frames with drawings that represent words and/ or illustrations present in the text, revisit the Evidence Organizer with pairs or small groups. Use student labeling to assess progress with writing conventions. Are letters formed correctly or irregularly? Identify students in need of additional support with letter formation, and plan small group instruction to address this need.

Group students with similar needs and plan small group support for these skills to set students up for success with their next Focusing Question Task.

LESSON

22 DEEP DIVE: STYLE AND CONVENTIONS

Excel with Labeling Details with Letters

ƒ Time: 15 min.

ƒ Text: Student-generated writing

ƒ Style and Conventions Learning Goal: Add detail to the Focusing Question Task using phonetic labels.

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 5

Excel: How do I excel at labeling with letters in my Focusing Question Task?

Launch

Display and real aloud the Craft Question: How do I excel at labeling with letters in my Focusing Question Task?

Students take out copies of Handout 21A. A volunteer shares his or her drawing with the class. Ask the volunteer: “How did you choose which parts of your drawing to label?”

Reinforce that it is helpful to label the most important parts of the drawing to ensure that key information is communicated to the reader. Prompt students to practice adding more letters to drawings.

Learn

Using the volunteer’s drawing, point to parts that are not labeled. If it is not clear what they are, ask the student to identify them. As the student answers, repeat their label, emphasizing the frst letter sounds.

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Instruct students to Think-Pair-Share, and ask: “What letter sounds do you hear at the beginning of this label?” Do not write on the student drawing; he or she will add to the drawing later in the lesson.

Repeat this sequence with another part of the student drawing.

Students go back to their drawings on Handout 21A. Students add at least two more labels to drawings using initial letter sounds.

Land

Students share their completed Focusing Question Task 4 with a partner. Pairs give one compliment about their partner’s drawing. Pairs share their labels and discuss adding one more label to their drawings. Copyright

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FOCUSING QUESTION: LESSONS 23-28

Lesson 23

TEXTS

ƒ Rap a Tap Tap, Leo and Diane Dillon

ƒ “Eight-Year-Old Tap Prodigy Little Luke” (http://witeng.link/0623)

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How do our senses help us learn from Rap a Tap Tap?

Lesson 23: At a Glance

AGENDA

Welcome (5 min.)

Understand the Focusing Question

Launch (2 min.)

Learn (65 min.)

Share Observations (17 min.)

Engage in New-Read Assessment 3 (17 min)

Practice Fluency (5 min.)

Examine Labeling with Letters (18 min.)

Experience Tap Dancing (8 min.)

Land (2 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: Ask and Answer Questions about Key Vocabulary (15 min.)

MATERIALS

ƒ Handout 23A: Sketch of page 3 in Rap a Tap Tap (large version for the class)

ƒ Knowledge Journal

ƒ Sticky notes

ƒ Repeated Language Chart

ƒ Whiteboards and markers

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Learning Goals

Ask questions about the key events, details, and words in Rap a Tap Tap

Complete New-Read Assessment 3.

Using labeling with letters, label a drawing from the text as a class.

Think-Pair-Share about the importance of labeling with letters.

Ask and answer questions about key vocabulary in Rap a Tap Tap

Discuss the illustration on pages 9–10 to determine the meaning of folks.

Prepare

FOCUSING QUESTION: Lessons 17-22

How do our senses help us learn from Rap a Tap Tap?

CONTENT FRAMING QUESTION: Lesson 23

Wonder: What do I notice and wonder about Rap a Tap Tap?

CRAFT QUESTION: Lesson 23

Examine: Why is labeling with letters important?

In this lesson, students explore Rap a Tap Tap for the frst time, sharing observations and generating questions about the text in Question Corners. Over the course of this module students have gradually worked toward mastery and are able to demonstrate their independence with this task as they complete New-Read Assessment 3. Students continue to work on their drawings, examining why labeling with letters is important and how it helps add details.

Welcome

5 MIN.

UNDERSTAND THE FOCUSING QUESTION

Display the Focusing Question. Read it aloud, prompting students to Echo Read.

Ask: “How is this Focusing Question similar to our previous Focusing Question? How is it different?”

If students need a reminder, display and read the previous Focusing Question: “How do our senses help us learn from Chicka Chicka Boom Boom?”

Volunteers respond.

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n It’s almost the same!

n It’s the same except it’s asking about a different book.

n They are both asking how our senses help us learn.

Explain to students that they will get to use their senses even more than they have before to enjoy reading Rap a Tap Tap, a true story about a famous dancer.

Remind students that when they read a book they can use their minds to remember and imagine all sorts of senses happening in the story, just like CJ did in Last Stop on Market Street

Display an image of a sensory experience, such as a busy city, a family reunion, or a county fair, and invite students to picture themselves in the scene and imagine what they would be sensing.

Instruct students to Mix and Mingle, and ask: “What might you see? Hear? Smell? Feel? Taste?” Encourage students to use sensory words from the Word Jars in their responses.

Launch

2 MIN.

Read aloud the Focusing Question and Content Framing Question.

Ask: “What do we do the frst time we read a new book?” Volunteers respond.

n We ask questions.

n We say what we see.

n We notice things.

Use responses to introduce the Content Framing Question. Congratulate students on the thoughtful work they have already done in this module, fnding important information and asking great questions about books.

65 MIN.

SHARE OBSERVATIONS

Whole Group

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TEACHER

17 MIN.

NOTE Consider writing small page numbers in your copy of Rap a Tap Tap for easy reference. Page 1 is the page that begins: “There once was a man.”

Read the title, author, and illustrator. Prompt students to look at the copy of the book in your hands.

Highlight that Leo and Diane Dillon are a husband and wife team that worked together to create both the pictures and the words for Rap a Tap Tap. Connect this partnership to the way students have worked together with their peers to create books.

Extension

Explore more of the beautiful artwork and illustrations that Leo and Diane Dillon created jointly during their careers. In addition to Rap a Tap Tap, the Dillons also illustrated children’s classics such as Why Mosquitoes Buzz in People’s Ears and Ashanti to Zulu: African Traditions. Conduct a web search for “Leo and Diane Dillon” to see samples of their work and to learn more about their inspirational story.

Point to the front cover, back cover, and title page spread.

Instruct students to Think-Pair-Share, and ask: “What do you think this book is about?” Volunteers respond.

n I think it is about a man.

n I think it’s about a man who is dancing.

n I think he raps.

Instruct students to Mix and Mingle, and ask: “What do you notice about the title of the book? How does it give us a hint about what this book is about?” Use Equity Sticks to call on students to answer.

n The words sound funny.

n It sounds like noises, like Chicka Chicka Boom Boom

n I think they are words, but I don’t know what it means.

n Maybe the book is about listening to sounds.

Use responses to explain that this book is about a man who dances in a very special way. To emphasize that the text is about music and dancing, encourage students to create a beat with their hands as they say Rap a Tap Tap. Repeat the title of the book multiple times while clapping a beat.

Read the text without interruption, holding the book toward yourself so the students do not see the illustrations. Prompt students to pay close attention to the words they hear. Remind students that after a read, it is helpful to share what they notice in a text. Post and read the familiar sentence frame: I notice ____.

After this initial read ask: “What do you notice about the story from just listening to the words?” Use Equity Sticks to call on three students to answer. Encourage students to use the sentence frame.

n I notice it says “rap a tap tap” a lot.

n I notice the book is about a dancing man.

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n I notice that he dances all over the place.

Reread the book, showing the pictures as you read.

As you reread, briefy revisit key vocabulary in the text, and share observations to clarify challenging vocabulary using information from the text and illustrations. Use your knowledge of students’ vocabulary to determine which words to revisit. Some possibilities include:

ƒ Pleasure

ƒ Joy

ƒ Fancy

ƒ Crowds

ƒ Briefy

ƒ Shine

ƒ Clatter

ƒ Seldom

ƒ Fame

Ask: “Do you notice anything new, now that you have seen the pictures while listening to the words?” Use Equity Sticks to call on two students to answer.

ENGAGE IN NEW-READ ASSESSMENT 3 17 MIN.

Individuals

Students complete New-Read Assessment 3 individually. Offer prompting and support as needed by rereading selections from the text and encouraging students to return to the illustrations. Ask:

ƒ Why was Bojangles famous?

ƒ What did people do when they saw Bojangles dance?

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ƒ What do you think paused means on page 17? (Reread this page for students, displaying the illustration.)

ƒ What is one question you have about the text?

TEACHER NOTE

As students ask questions during New-Read Assessment 3, choose 4–6 student-generated questions to record on sticky notes labeled with students’ initials. Create the Wonder Chart, adhere the notes, and share student questions as time is available.

After students complete the task, they return to their seats and draw one of their observations in their Response Journals. Distribute copies of the text for students to reference as they draw.

Use a form similar to the one below to track student responses. Develop a coding system to mark students’ progress.

With prompting and support, ask and answer questions about key details in a text.

With prompting and support, ask and answer questions about unknown words in a text.

Text: Rap a Tap Tap

Date:

Student Name

TEACHER

Q1: Why was Bojangles famous?

Q2: What did people do when they saw Bojangles dance?

Q3: What do you think paused means on page 17?

Relevant Question Asked

NOTE The entire class need not complete this New-Read Assessment at one time. Assess students as time permits throughout the day.

PRACTICE FLUENCY

Whole Group

5 MIN.

Display the Repeated Language Chart.

Instruct students to Think-Pair-Share, and ask: “What lines from the text did you hear repeated in Rap a Tap Tap?” Use Equity Sticks to call on students to answer.

If needed, reread page 16, emphasizing the phrase “rap a tap tap!” Record the phrase on its own line of the chart, leaving room to add the rest of the sentence.

TEACHER

NOTE

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Prepare this chart ahead of time to maximize instructional time and support fuent reading.

Repeated Language

Text: Rap a Tap Tap by Leo and Diane Dillon

ƒ Rap a tap tap.

To make sure students are reading the words clearly, model reading the sentence slowly, making sure to exaggerate the pause between each word. Point to each word as it is read. Have students Echo Read at the same pace. Repeat the sentence several times, each time speeding up until you reach a normal reading pace.

Students Echo Read the sentence on the chart multiple times as you point to the words.

Ask: “How would you move your feet to the words tap tap?” Volunteers respond.

n I would tap my foot two times.

Read pages 1–6. Students stand and move their feet to tap tap while reading the repeated lines.

EXAMINE LABELING WITH LETTERS 18

MIN.

Whole Group

Display and read the Craft Question: Why is labeling with letters important?

Ask: “How did we use labeling with letters in our last Focusing Question Task? Give an example.” Volunteers respond.

n We listened for the frst letter sound.

n We heard a letter and wrote it on our picture.

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n I used an R for rhyming.

n I used a T for a tree.

Reinforce that labeling one’s drawing communicates more information to the reader. Explain that in this lesson students are going to take a closer look at adding details by labeling with letters.

TEACHER NOTE

Display a large version of Handout 23A in front of the class. If needed, hold up pages 3–4 from Rap a Tap Tap to give students a better understanding of the sketch on the handout. Ask: “What is happening in this picture? What do you see?” Volunteers respond.

Use student responses to highlight that Bojangles is dancing for a man sitting on a bench with a baby at the bus stop. Emphasize the initial sound of bench, baby, and bus.

Instruct students to Think-Pair-Share, and ask: “There are no words on this picture. Why is adding labels to this picture important?” (Scaffold: How will it help our readers?) Use Equity Sticks to call on students to respond.

n It tells them more.

n It tells them more about the picture.

n Sometimes the picture doesn’t have it all. Like in Market Street.

n It helps a reader notice things.

Reinforce that labeling with letters is important because it gives the reader more information than the picture shows.

Explain to the class that they will add details to a drawing by labeling with the frst letter sound they hear.

Repeat the labels bench, baby, and bus for Handout 23A.

Ask: “What letter sound do you hear at the start of those words?” Volunteers respond.

Model saying bench slowly, emphasizing the different letter sounds. As you do so, write out the full word on the large version of Handout 23A. Students practice writing this label on their own whiteboards. Encourage students to say the word slowly as they practice their writing in order to help them equate the letters to the sounds they hear.

TEACHER NOTE

The blended sound of the C and H will be diffcult for students to identify. Students are not expected to be able to recognize the different letters in a blend.

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Repeat this same step with the words baby and bus. Students practice each word on their own whiteboards.

If time allows, continue labeling other details in the image. Reinforce with students that adding as many labels as they can gives the reader more information about the drawing.

EXPERIENCE TAP DANCING

Whole Group

8 MIN.

Reread page 5 of Rap a Tap Tap. Ask students to consider what it means to make “art with [your] feet” as they view a video.

Play students the video of 8-year-old Luke tap dancing in front of the White House: (http://witeng.link/0623)

Remind students that Bojangles was also a tap dancer and that they both became great dancers with hard work and dedication.

Ask: “How do the people watching Luke feel about his tap dancing? How do you know? Is it the same as how people felt about Bojangles?” Volunteers respond.

n It makes them feel happy.

n People cheered for him.

n People stopped and watched him.

n People have smiles on their faces.

n People did the same for Bojangles.

Explain that students will think more about how tap dancing is a type of art in the Deep Dive.

Land

2 MIN.

ANSWER THE CONTENT FRAMING QUESTION

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Students Echo Read the Content Framing Question. Remind students how they listened twice to Rap a Tap Tap, asked questions about what they noticed, and explored spelling with sounds. Point to artifacts from the day’s lesson as you recount these events.

Ask: “Did we answer this question today by doing these things?” Volunteers respond.

Students use a Nonverbal Signal to indicate yes (thumbs-up), no (thumbs-down), or unsure (thumbssideways). Ask two students to share their favorite noticing from this lesson using the sentence frame: My favorite thing I noticed from this story is ________.

1 MIN.

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Analyze

Context and Alignment

Students ask and answer questions about the key events, details, and words in Rap a Tap Tap to complete New-Read Assessment 3. Each student:

ƒ Responds to three questions about the text.

ƒ Generates one question about the text using question words.

Next Steps

If students have diffculty answering questions about the content of Rap a Tap Tap, offer support by focusing students’ attention to specifc pages in the text. This will allow students to reference the illustrations to inform their answers.

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LESSON 23 DEEP DIVE: VOCABULARY

Ask and Answer Questions About Key Vocabulary

ƒ Time: 15 min.

ƒ Text: Rap a Tap Tap, Leo and Diane Dillon

ƒ Vocabulary Learning Goal: Ask and answer questions about key vocabulary in Rap a Tap Tap.

Launch

Congratulate students on all they have learned about questioning in this module. Ask: “Why is it important to ask questions as we read a text?”

Use Equity Sticks to choose two students to share their responses. Other students give a thumbs-up if they agree with the shared responses.

n It helps us learn new words.

n It makes sure we understand better.

n It helps us pay attention to what we’re reading.

n It makes reading more interesting.

Explain that students will work in pairs to ask questions about new words in the text Rap a Tap Tap.

Learn

Distribute copies of the text to pairs. Turn to page 3 in your text as pairs follow along. Read the sentence on page 3, emphasizing the word greet.

Instruct students to Think-Pair-Share, and ask: “What’s happening in the illustration? What clues does that give you about the meaning of the word greet?”

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Circulate as pairs discuss. Choose a pair with an insightful answer to go to the what Question Corner and share their response with the class.

n Bojangles is saying hi to the man at the bus stop.

n They are happy to see each other.

Collaborate with students to develop a defnition for greet. For example: “to say hello or welcome someone.”

Extension

Build on this discussion by encouraging students to dig more deeply into the meanings of pleasure and joy.

Instruct pairs to return to the illustration, and ask: “Does this defnition ft what’s happening in the illustration?”

Pairs clap twice if they agree with the defnition and put their hands on their heads if they disagree or are unsure.

Put greet on the Word Wall as a module word.

TEACHER NOTE

The blended sounds in greet may be diffcult for students to identify. However, greet is a transferable, academic vocabulary word that reinforces Bill Robinson’s nature. Add it to the Word Wall without asking students to make the letter-sound connection.

Remind students of the tap dancing video as you turn to page 5 in your text. Prompt pairs to follow along and read the sentence on page 5, emphasizing the word art.

Instruct students to Think-Pair-Share, and ask: “What’s happening in the illustration? What clues does it give you about the meaning of the word art?”

Circulate as pairs discuss. Choose a pair with an insightful answer to go to the what Question Corner and share their response with the class.

n Bojangles is dancing.

n His feet are moving.

Explain that there are many types of art: painting, drawing, singing, dancing, writing, and more! Ask: “What kind of art was Bojangles making?” Volunteers respond.

Put art on the Word Wall as a module word.

TEACHER NOTE

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It may be diffcult for students to discern the blended sounds in art. However, art is an important word for understanding the text and its connection to the Harlem Renaissance (explored in Lesson 25). Add it to the Word Wall without asking students to make the letter-sound connection.

Turn to page 9 in your text as pairs follow along. Read the sentence on page 10, emphasizing the word folks.

Instruct students to Think-Pair-Share, and ask: “What’s happening in the illustration? What clues does that give you about the meaning of the word folks?”

Pairs discuss the illustration on pages 9–10 to determine the meaning of folks.

Circulate as pairs discuss, and choose a pair with an insightful answer to go to the what Question Corner and share their response with the class.

n Bojangles is passing a group of people.

Collaborate with students to develop a defnition for folks. For example: “a group of people.”

Pairs clap twice if they agree with the defnition and put their hands on their heads if they disagree or are unsure.

Put folks on the Word Wall as a module word.

Land

Students Echo Read the new Word Wall words. Use Equity Sticks to call on students to remind the class what each of these words means. Return to the text as needed to support students in developing defnitions.

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FOCUSING QUESTION: LESSONS 23-28

Lesson 24

TEXT

ƒ Rap a Tap Tap, Leo and Diane Dillon

ƒ “Great Depression,” Children’s Encyclopedia (http://witeng.link/0624)

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How do our senses help us learn from Rap a Tap Tap?

Lesson 24: At a Glance

AGENDA

Welcome (5 min.)

Practice Fluency

Launch (10 min.)

Learn (60 min.)

Act Out Rap a Tap Tap (25 min.)

Build Understanding with Context (17 min.)

Experiment with Labeling with Letters (20 min.)

Land (3 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Style and Conventions Deep Dive: Examine Prepositions (15 min.)

MATERIALS

ƒ Handout 24A: Sketch of page 18 in Rap a Tap Tap

ƒ Sentence strips

ƒ Repeated Language Chart

ƒ Materials for Anchor Chart: Prepositions

ƒ Cups

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Learning Goals

Identify key details in Rap a Tap Tap

Create a Moving Tableau, and contribute to class list of key details.

Using labeling with letters, label a drawing from the text.

Add labels to a drawing.

With support, identify and explain the purpose of prepositions.

Think-Pair-Share on the purpose of prepositions.

Prepare

FOCUSING QUESTION: Lessons 17-22

How do our senses help us learn from Rap a Tap Tap?

CONTENT FRAMING QUESTION: Lesson 24

Organize: What is happening in Rap a Tap Tap?

CRAFT QUESTION: Lesson 24

Experiment: How does labeling with letters work?

Students use their bodies to act out different scenes of the text, gaining greater understanding of what is happening in the story. Students use this experience to inform their oral retelling of details from the story. Students end the lesson by labeling a scene from the text, continuing their experience of labeling with letters.

Welcome

PRACTICE FLUENCY

5 MIN.

Post the Repeated Language Chart with the phrase “think of that!” added.

Ask: “Where do we see exclamation points on our Repeated Language Chart?” Volunteers approach the chart and point to the exclamation points.

Ask: “Are there any exclamation points in our Rap a Tap Tap lines? What does this tell us about these lines?” Students point to the exclamation points and explain that both lines need to be read with excitement and energy.

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Repeated Language

Text: Rap a Tap Tap by Leo and Diane Dillon

ƒ Rap a tap tap—think of that!

Students stand and Echo Read, making an exclamation point with their bodies at the end of the sentence.

MIN.

Read aloud the Focusing Question and Content Framing Question.

Introduce the Content Framing Question. Students Echo Read the question. Explain that this question will help students remember the important information from Rap a Tap Tap.

Prompt students to look closely at the cover. Divide the class into groups of three. Students create a Tableau of the front cover.

Ask: “How did standing in those positions make you feel? What did it make you want to do? Did acting it out help you understand what they were doing on the cover?” Volunteers respond.

Small Groups

Remind students that rereading a book is a great way to help us better understand what is happening. Read Rap a Tap Tap aloud with minimal interruptions.

Remind students that acting a text out is another way to help them better understand the key details of the story. Explain that students will create Moving Tableaux to understand what is happening in Rap a Tap Tap.

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Divide the class into small groups. Reread the text, section by section, as indicated below.

Groups stand up and use their bodies to act out what just happened in the story. After each section, instruct students to Think-Pair-Share, and ask: “What is happening in the text? What key details do we learn from these pages?” Circulate as students respond. Select a pair with an exemplar response to share with the whole class. Record the responses on sentence strips.

Student movements and sentences should represent the following key details:

ƒ Pages 1–6: he danced and made people happy.

ƒ Pages 7–12: he danced in lots of different places.

ƒ Page 13–14: he made kids laugh when he danced.

ƒ Pages 19–20: he danced no matter what the weather was like.

ƒ Pages 21–26: people would look for him to see his dancing. His dancing made him famous.

Give pairs a copy of the text as a reference. Instruct students to Think-Pair-Share, and ask: “What happens in Rap a Tap Tap? Tell your partner the key details that happen in the story.” Circulate as students respond. Select a pair with an exemplar response to share with the whole class.

Remind students that key details help us determine the main topic of a text. Ask: “Who are all these details about?” Volunteers respond.

n They’re about Bojangles.

Reinforce that the main topic of Rap a Tap Tap is Bill “Bojangles” Robinson. Explain that students will learn more about how to identify main topics using the key details in the next module.

BUILD UNDERSTANDING WITH CONTEXT 17 MIN.

Whole Group

Display pages 11–12 of Rap a Tap Tap, and invite students to look closely at the illustration. Read page 11 aloud. Instruct students to Think-Pair-Share, and ask: “In the text, it says the place shown in this illustration is called the Skids. What do you notice about the Skids in this illustration? What is happening there?” Use Equity Sticks to call on students to answer.

n I notice people are standing by a fre. Maybe it is cold.

n I notice that the people’s clothes look worn and torn.

n I notice a woman giving soup to kids.

n I see boards over the windows.

Remind students that Bojangles was a real person and Rap a Tap Tap tells us about his life. Explain that we can learn more about this illustration, and about the Skids, as we explore more of Bojangles’ story and the time he lived.

Read aloud the second paragraph of the Afterword on page 29 of Rap a Tap Tap. Explain that Bill Robinson, or Bojangles, lived during a time called the Great Depression. The Great Depression was a very diffcult time for people all over the world.

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Explain that they might need more information about the Great Depression to better understand the story of Bojangles. Rap a Tap Tap does not say anything else about the Great Depression, but they can fnd more information in other places, like different books or websites.

Access the free preview of the online Great Depression article from Children’s Encyclopedia: (http://witeng.link/0624)

Read the frst paragraph aloud, defning unknown words as necessary. For example, consider defning harsh as “not kind or pleasing” and economic as “having to do with money or how things are bought and sold.”

TEACHER

NOTE Read the free trial paragraph that begins with “During the 1930s” and ends with “throughout the world.”

Display the photograph of the soup and bread line at the top of the article. Ask: “What was the Great Depression? Why were people waiting in line for soup and bread?” Volunteers respond.

n The Great Depression was when many people didn’t have money.

n In the Great Depression many people didn’t have homes or food.

n People had hard times in the Great Depression.

n The people were standing in line for food because they were hungry and didn’t have food.

Explain that now students may better understand Rap a Tap Tap because they know more about the challenging times Bojangles lived in. Revisit the text and reread the second paragraph of the Afterword on page 29. Defne wealth and less fortunate as needed.

Instruct students to Think-Pair-Share, and ask: “How did Bojangles help people during the Great Depression? Why was he able to help people?” Use Equity Sticks to call on students to answer.

n Bojangles shared his money with people.

n Bojangles helped poor people by giving them money.

n Bojangles could help people because he made a lot of money. (“the highest paid black entertainer”)

Display pages 11–12. Instruct students to Mix and Mingle, and ask: “What does this illustration show us about Bojangles and the Great Depression?” Use Equity Sticks to call on students to answer.

n He danced for all people.

n He tried to make hard times better.

n He tried to help people feel better.

EXPERIMENT WITH LABELING WITH LETTERS 20 MIN.

Individuals

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Display and read the Craft Question: How does labeling with letters work?

Instruct students to Think-Pair-Share, and ask: “How do you label with letters? What can help you identify the letters?” Use Equity Sticks to call on students to answer.

n Say the words really slowly.

n Listen to the sounds.

n Say the word a lot.

n Write down the letter you hear.

Turn to pages 17–18 in the text. Choose a detail from the illustration on page 17 to practice creating a label. Sound out the word slowly and write the complete word out on the board in front of the class. Then, students Echo Read and Sky Write the frst letter using their fnger.

Explain to students that they will experiment with creating labels for an illustration from the text.

Pairs turn to page 18 in the text and discuss the following questions: “What is happening in this picture? What labels can you add to help readers better understand the illustration?” Encourage pairs to sounds out the labels and identify the letters they hear.

Give each student a copy of Handout 24A.

Students write at least two labels on the sketch.

TEACHER NOTE

If students are ready, encourage them to sound out the labels and write multiple letters they hear. Though not a requirement at this stage, some students may be ready to include multiple letters in their labels.

Name:

Handout 24A: Sketch of Page 18 in Rap a Tap Tap

ANSWER THE CONTENT FRAMING QUESTION

Students Echo Read the Content Framing Question and then Think-Pair-Share to respond.

n Bojangles dances in lots of different places and makes people happy.

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Circulate during the Think-Pair-Share to hear responses. Choose two pairs with exemplary responses and have them share with the class.

Ask: “What helped us answer this question today?” Volunteer responds.

Wrap

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Analyze

Context and Alignment

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Students create a Moving Tableau of sections of text in small groups and respond to questions to identify what is happening in the text. Each student:

ƒ Uses the illustrations to inspire the movements of their bodies.

ƒ Uses textual evidence to identify key details and discuss what is happening in the text.

Next Steps

If students struggle with identifying key details in sections of the text, support them by rereading corresponding sections of the text one page at a time. Allow students to act out and identify what is happening on each page, rather than a whole section. This will help students focus on the details of a smaller portion of the text. Then, support students in adding these details together to describe what is happening in the text.

LESSON 24 DEEP DIVE: STYLE AND CONVENTIONS

Examine Prepositions

ƒ Time: 15 min.

ƒ Text: Rap a Tap Tap, Leo and Diane Dillon

ƒ Style and Conventions Learning Goal: With support, identify and explain the purpose of prepositions.

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 24

Examine: Why are prepositions important?

Launch

TEACHER NOTE

In this lesson, students learn the function of prepositions. They also learn how to identify a few common prepositions which answer the question where. This instruction will eventually enable students to expand their complete sentences by adding prepositions.

Hold up a copy of the text and turn to page 1. Display the following two variations of the frst sentence written on chart paper. Read each sentence slowly and while pointing to the words. If needed, read them twice. As you read the second sentence, emphasize the prepositional phrase.

ƒ “There once was a man who danced.”

ƒ “There once was a man who danced in the street.”

Instruct students to Think-Pair-Share, and ask: “What do you notice about these two sentences?”

Use Equity Sticks to call on students to answer.

n The frst one is shorter.

n The second one tells us more.

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n The second one tells us where he dances.

Scaffold

Support students’ thinking by asking, “How does the second sentence give us more information?”

Use responses to highlight that the phrase in the street tells us where Bojangles dances. It tells us more information and helps us understand what is going on in the picture.

Circle the word in in the second sentence on the large sheet of paper in front of the class. Explain that the word in is a preposition, or a word that helps us answer the question “where?”

Display and read the Craft Question: Why are prepositions important? Explain to students that in this lesson they will identify different prepositions and examine why they are so important in communicating key details.

Learn

Hold your copy of the text up in front of the class, and prompt students to follow. Explain that they will now look closely at specifc pages in the text and describe where things are in the picture using prepositions. At the same time, they will create a list of different prepositions they can use to describe locations.

Display pages 3–4. Point to the man sitting on the bench. Model thinking aloud about the illustration. Explain that you can see by looking at the picture that the man is sitting. Ask yourself: “Where is the man sitting? Is he sitting under the bench?

Model thinking aloud that the man is not sitting under the bench, but he is sitting on the bench. Write on on a large sheet of paper in front of the class. Quickly draw an image to pair with the word, such as a stick fgure sitting on a box.

Turn to pages 11–12. Point to the people in the illustration. Ask: “Where are the people standing?” Volunteers respond.

n They are standing outside.

Scaffold

If students need additional support, revise questions to be limited to yes/no responses. Have students stand if the answer is yes and remain seated if it is no. Continue supporting students until they have a better understanding of prepositions that can be used to describe locations.

Write outside on the chart. Quickly draw an image to pair with the word, such as a stick fgure standing outside a house or box.

Turn to pages 17–18. Point to the man holding fsh in his basket in the illustration. Ask: “Where are the fsh?” Volunteers respond.

n They are in the basket.

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Write in on the chart in front of the class. Quickly draw an image to pair with the word, such as a stick fgure inside a box or house.

Turn to pages 19–20. Point to the people holding umbrellas in the illustration. Ask: “Where are the people standing?” Volunteers respond.

n They are standing under the umbrella.

Write under on the chart in front of the class. Quickly draw an image to pair with the word, such as a stick fgure under a box or house.

TEACHER NOTE

If you feel students are grasping this concept and are able to generate other prepositions, such as above, next to, behind, in front of, then incorporate those as well.

Give each student a cup. Refer back to the charted list of words and images, and read each word. As you say the word, use the cup in your hands to model this action by placing a small manipulative or your own hand accordingly. Students mimic the action and Echo Read the word. For example, as you read the word in, place your hand or a small object inside the cup.

TEACHER NOTE

Land

Retain this chart for future lessons.

Instruct students to Think-Pair-Share, and ask: “Why was it important to use prepositions when answering questions about the illustrations? Why couldn’t we just say ‘they are standing there’?” Use Equity Sticks to call on students to answer.

n The prepositions tell us more.

n They tell us where something is.

n They help us give more detail.

n It tells the reader more information.

Extension

Explain to students that sentences do not always have to have a preposition. Use the example from the beginning of the lesson: “There once was a man who danced.” Reinforce that this sentence still gives us information about a man who danced.

Reread the second sentence from earlier in the lesson: “There once was a man who danced in the street.” Instruct students to Think-Pair-Share, and ask: “How does a preposition help us see how Bojangles is different than other dancers?” Use Equity Sticks to call on students to share.

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n He danced in the street.

n Maybe he was the only one who danced there.

n It tells us more information.

n It helps us know you mean Bojangles.

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FOCUSING QUESTION: LESSONS 23-28

Lesson 25

TEXTS

ƒ Rap a Tap Tap, Leo and Diane Dillon

ƒ “The Harlem Renaissance,” Bryan Brown (http://witeng.link/0625)

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How do our senses help us learn from Rap a Tap Tap?

Lesson 25: At a Glance

AGENDA

Welcome (5 min.)

Practice Fluency

Launch (10 min.)

Learn (62 min.)

Examine Having Conversations (20 min.)

Analyze the Illustrations (25 min.)

Collect Evidence for the Focusing Question (17min.)

Land (3 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Style and Conventions Deep

Dive: Experiment with Labeling with Letters (15 min.)

MATERIALS

ƒ Repeated Language Chart

ƒ Two puppets

ƒ Speaking and Listening Anchor Chart

ƒ Evidence Organizer for Rap a Tap Tap

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Learning Goals

Identify how illustrations reveal deeper meaning in Rap a Tap Tap

Answer TDQs about illustrations in the text.

Examine the importance of collaborative conversations.

Share observations about the importance of conversations.

Draw and label one thing you learned from the illustrations.

Complete a Response Journal entry.

Prepare

FOCUSING QUESTION: Lessons 17-22

How do our senses help us learn from Rap a Tap Tap?

CONTENT FRAMING QUESTION: Lesson 25

Reveal: What does a deeper exploration of the illustrations reveal in Rap a Tap Tap?

CRAFT QUESTION: Lesson 25

Examine: Why are conversations important?

Experiment: How does labeling with letters work?

Students respond to TDQs to see how illustrations communicate key details in the text. The process lights a way toward a deeper understanding of the story, including Bill “Bojangles” Robinson’s contribution to the Harlem Renaissance movement and the social atmosphere in which the characters lived. Students use the illustrations to collect evidence for see for the Focusing Question. In the Deep Dive, students continue their work with labeling with letters to add detail to their illustrations.

Welcome

PRACTICE FLUENCY

5 MIN.

Display the Repeated Language Chart. Ask: “Is there a symbol in the Rap a Tap Tap lines that we haven’t talked about?” A volunteer points out the dash.

Explain to students that a dash tells them they need to pause, or take a breath, in their reading. Model reading the line quickly without the pause. Model reading the line with the pause. Ask: “How does the pause make the words clearer?” Volunteers respond.

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Students stand and Echo Read the line while marching in place. When they get to the dash, they freeze in place for two seconds and then continue reading. Practice this several times.

Extension

If students are comfortable with these phrases, call students up to the chart and allow them to point to each word as the class reads them aloud. Provide students with a pointing tool and hand support if needed.

Launch

4 MIN.

Read aloud the Focusing Question and Content Framing Question.

Ask: “Which question focuses our thinking for the day?” Volunteers respond. Use responses to confrm that the Content Framing Question sets the daily purpose.

Instruct students to Think-Pair-Share, and ask: “What have we learned about illustrations that will help us answer this question? How have illustrations helped us learn more in other texts?” Use Equity Sticks to call on students to answer.

n The pictures show us what is happening.

n The pictures match the words.

n Sometimes the pictures tell us more.

Use responses to reinforce that the illustrator helps the reader see what is happening. The author and the illustrator work together to tell a story or to give us information. Good readers pay close attention to both the words and the pictures to understand a text.

Tell students that they will read through the text to take a closer look at the illustrations and will think about how the illustrator helps communicate key details in the story.

62 MIN.

EXAMINE HAVING CONVERSATIONS

Whole Group

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20 MIN.

Explain that as students take a closer look at the illustrations, they will use the Think-Pair-Share routine to discuss ideas. Remind students that when great readers talk about books, they practice their best speaking. Share that students will examine another way to speak well.

Display and Echo Read the Craft Question: Why are conversations important?

To think about this question, students will listen in as some new friends talk about Rap a Tap Tap. Introduce the new friends (two puppets) to the class.

TEACHER

NOTE If you do not have access to puppets, use fgurines or print out images and attach them to popsicle sticks.

Develop a non-example script for having a conversation, and use the puppets to act it out.

For example:

ƒ Puppet 1: “Rap a Tap Tap is such a great book! What’s your favorite part of the story?”

ƒ Puppet 2: <silence>

ƒ Puppet 1: “Didn’t you hear me? I said, Rap a Tap Tap is such a great book! What’s your favorite part of the story?”

ƒ Puppet 2: “I like basketball.”

ƒ Puppet 1: “Basketball? There’s no basketball in Rap a Tap Tap! Argh!”

Ask: “How would you feel if you were Puppet 1?” Volunteers respond.

n I would feel mad.

n I would be frustrated!

Instruct students to Think-Pair-Share, and ask: “What was the problem with that discussion?” Use Equity Sticks to call on students to answer.

n Puppet 2 didn’t say anything at frst.

n Puppet 2 didn’t answer Puppet 1’s question.

n Puppet 2 didn’t make any sense.

Ask: “Did that discussion help the puppets understand Rap a Tap Tap?” Students chorally respond.

Invite students to listen as the puppets try again to talk about Rap a Tap Tap. Develop text-based dialogue for the puppets to illustrate the value of having conversations.

For example:

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ƒ Puppet 1: “Rap a Tap Tap is such a great book! What’s your favorite part of the story?”

ƒ Puppet 2: “My favorite part of the story is when Bojangles pets the cat.”

ƒ Puppet 1: “Yeah! I like that part, too. That’s the only part of the story when Bojangles’ feet are still and he’s not dancing.”

ƒ Puppet 2: “Really? How can you tell?”

ƒ Puppet 1: “I saw it in the pictures. All the pictures show Bojangles’ legs moving with shadows. But there aren’t any leg shadows on the page with the cat. Instead, the CAT has tail shadows!”

ƒ Puppet 2: “Ha-ha! I want to see that! Let’s go look at the book together.”

Instruct students to Think-Pair-Share, and ask: “How was that discussion different?” Use Equity Sticks to call on students to answer.

n Puppet 2 answered the question.

n Puppet 2’s answer made sense that time.

n They talked about the book together.

n Puppet 1 didn’t get frustrated.

Ask: “Did that discussion help the puppets understand Rap a Tap Tap? What did they learn from each other?” Volunteers respond.

n Yes, Puppet 2 learned about the leg shadows in the book.

n Yes, they learned they both liked the same part.

n Yes, Puppet 2 learned that Bojangles isn’t moving his feet when he pets the cat.

Use student responses to reinforce that the second discussion was a conversation. When people have a conversation, they share thoughts and ideas with others. Talking about ideas and listening to the ideas of others will help students think more deeply about their thoughts and questions.

Instruct students to Think-Pair-Share, and ask: “Why might it be important to have conversations when we speak?” Use Equity Sticks to call on students to answer.

n It can help us understand the book.

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n We can learn from each other.

n We can learn new things about the book.

n It helps us to not get frustrated with each other.

Display the Speaking and Listening Anchor Chart. Ask: “Which column should we write today’s learning under?” Volunteers respond.

Direct students’ attention to the speaking column, and record the goal. Add a visual to support students in accessing the content independently.

Speaking and Listening Anchor Chart

When I speak, I

Have conversations.

Ask: “Do you think this goal will help us practice our best speaking?”

Students use a Nonverbal Signal to indicate yes (thumbs-up), no (thumbs-down), or unsure (thumbssideways). Ask two students to share their thinking behind their responses.

Explain that as students talk about the words and illustrations in Rap a Tap Tap, they will try to use our speaking goal: have conversations.

ANALYZE THE ILLUSTRATIONS

Whole Group

25 MIN.

Read through the text. Prompt students to follow along with the copy of the text in your hands. Stop on the pages listed below to ask students the following TDQs.

Instruct students to Think-Pair-Share to have conversations and answer the questions. Use Equity Sticks to call on students to answer.

Read through page 4.

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1 How do the faces in the illustration show us what pleasure and joy mean? What is the look on someone’s face called?

n They are smiling. Maybe it means they are happy.

n It means they really like his dancing.

n They are watching him with happy faces. Maybe they like to listen and see him dance.

n It’s their expression.

As you read through the text, use the illustrations to help determine the definitions for other words in the text, such as fancy, paused, and fame.

Read through page 8.

2 The text says that some doors were open and some doors were closed. Where do you see open and closed doors in the illustration? How can you tell that they are open or closed?

n I see two open doors. I see people holding those doors open.

n I can see people standing in the doorways. Those doors must be open.

n There is a closed door with a red line going across.

n I see a man that is turned away from Bojangles. That door looks closed.

3 Look at the people’s faces and hands. How do their expressions show us what they might be feeling?

n The people at the open doors are smiling. They look happy.

n I see people waving to Bojangles. I think they are enjoying his dancing.

n The person at the closed door has a frown. He looks mad.

n The man at the closed door has one hand on his hip and one hand pushing out. I don’t think he likes Bojangles’ dancing.

Explain to students that the illustrators chose to include the image of the open and closed doors in order to show important information about the time in which Bojangles lived. Share that Bojangles lived during a time when many doors were closed to him because of the color of his skin. Bojangles was one of many African-American artists and writers who helped to change that by working to open doors for people of all races. This time in history is called the Harlem Renaissance. Tell students that it was called the Harlem Renaissance because the African-American artists and writers lived in a part of New York City called Harlem.

Remind students that reading one text can often bring up questions that we have to look at other texts, including other books and websites, to answer.

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Display the online Harlem Renaissance article from Scholastic: (http://witeng.link/0625). Share the picture at the top of the article, and read aloud the title and subtitle of the article.

Ask: “What does creativity mean?” Volunteers respond.

Explain that creativity is what comes out when people use their imaginations. Reread the subtitle, this time emphasizing explosion.

Instruct students to respond with a Nonverbal Signal (thumbs-up, thumbs-down), and ask: “Is an ‘explosion of creativity’ a good thing?”

Explain that an “explosion of creativity” was a very good thing; it brought music and art into the world and made the country discuss more ways to open doors for everyone, no matter their skin color.

Read aloud the last paragraph of the article (beginning with “As the 20th century progressed”). Explain that phrases like “great transformation,” “pride,” and “rebirth” tell the reader that the Harlem Renaissance was an extremely important and exciting time for African Americans. Reinforce that, as a part of this movement, Bojangles helped to showcase the talents and contributions of AfricanAmerican artists.

Return to Rap a Tap Tap. Display and reread pages 7-8. Instruct students to Think-Pair-share, and ask: “What does this page show us about Bojangles and the Harlem Renaissance?”

n Some doors were closed for Bojangles because of the color of his skin.

n Bojangles kept dancing even though some people wouldn’t watch him.

n Bojangles’ dancing helped open doors for African Americans.

Put closed on the Word Wall as a module word.

TEACHER NOTE

The blended sounds in closed may be diffcult for students to hear. However, the idea of closed doors is essential understanding the signifcance of the historical setting. Therefore, add it to the Word Wall without asking students to make the letter-sound connection in this word.

Extension

As time permits, introduce students to music and art from other Harlem Renaissance artists, such as Duke Ellington and Aaron Douglas.

Read through the rest of the text. Turn back to the beginning of the text and slowly turn through the pages, prompting students to focus only on Bojangles. Ask: “Is Bojangles standing still in these pictures?” Volunteers respond.

4 How does the illustrator show us that Bojangles is dancing?

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n There are lots of legs.

n The legs are all different colors.

n The legs look like they are moving fast.

n His feet are tapping. I can see a lot of shoes.

n Only his legs and feet are blurry.

Ask students to stand up and fnd a clear spot in the classroom. Choose a few illustrations from the text, and ask students to try to move their bodies like Bojangles is moving in the illustration.

COLLECT EVIDENCE FOR THE FOCUSING QUESTION 17

MIN.

Pairs

Read the Focusing Question aloud to the class. Ask: “What sense did we use today to look closely at the illustrations?” Volunteers respond.

Instruct students to Think-Pair-Share, and ask: “What did you learn from what you saw in the illustrations?” Use Equity Sticks to call on students to answer.

Display the Evidence Organizer for Rap a Tap Tap in front of the class. Read the title of the chart and the labels of each column aloud to the class. Explain to students that they will collect evidence from the text for the Focusing Question Task by identifying things that they see in the text.

Give each pair two index cards and a copy of the text. Pairs discuss what they saw in the illustrations. Students choose one thing they learned from the illustrations, then draw it on their index cards. As students draw, ask them what they are drawing and write one or two words with a marker to label the picture. Write student initials on the card as a formative assessment.

Students place their drawings on the Evidence Organizer in the I See column. Group similar pictures together.

TEACHER

NOTE If student drawings are diffcult to decipher, pair their evidence with a clearer image in order to allow for easy reference later on.

Read each word on the Evidence Organizer, with students Echo Reading.

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Evidence Organizer for Rap a Tap Tap

My senses can help me learn from Rap a Tap Tap.

I see I hear

ƒ (student drawing of blurred feet; teacher-written moving feet)

ƒ (student drawing of a cat with blurred tail; teacherwritten cat)

ƒ (student drawing of people in suits and dresses; teacher-written fancy clothes)

ƒ (student drawing of people; teacher-written skids)

Explain to students that they will complete the I Hear column in the next lesson as they look closely at what the words in Rap a Tap Tap reveal.

Land

3 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Reread the Content Framing Question.

Instruct students to Think-Pair-Share, and ask: “How did the illustrations help you learn more about where Bojangles lived and how he made people feel?” Circulate as students discuss, and choose a few answers to share with the class.

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n The pictures showed me him moving.

n The pictures showed me what skids looked like.

n The pictures showed me that he made people happy.

n I learned that people loved his dancing.

n I learned that a lot of people knew him.

Ask: “How did our sense of sight help us answer the Content Framing Question?” Volunteers respond.

Extension

Replay the video of the boy dancing in front of the White House. Play some parts with sounds and some without. Students vote on which they like better and support their answers.

Wrap

1 MIN.

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Analyze

Context and Alignment

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Students respond to TDQs to identify how illustrations reveal deeper meaning in Rap a Tap Tap. Each student:

ƒ Cites text evidence to support responses.

ƒ Matches information from the words and the pictures.

ƒ Uses the illustrations to defne vocabulary in the text.

Next Steps

If students had diffculty responding to the TDQs, return to the text and scaffold understanding by supplying the connection between the words and picture on a page. Then ask students to explain the connection, offering support as needed.

LESSON 25 DEEP DIVE: STYLE AND CONVENTIONS

Experiment with Labeling with Letters

ƒ Time: 15 min.

ƒ Text: Rap a Tap Tap, Leo and Diane Dillon

ƒ Style and Conventions Learning Goal: Draw and label one thing you learned from the illustrations.

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 25

Examine: How does labeling with letters work?

Launch

Display and read the Craft Question: How does labeling with letters work?

Instruct students to Mix and Mingle, and ask: “How did you label with letters in the drawing of Bojangles and the cat?”

Learn

Explain to students that they will use drawing and labeling to answer the following prompt: What do we learn from the illustrations?

Remind students that they will label with letters to add details to their drawings.

Give pairs a copy of the text. Pairs turn to a spread of their choice in Rap a Tap Tap. They look closely at the illustration and identify one thing they learned from the picture. Partners discuss what they are going to draw to answer the prompt.

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Students answer the prompt in their Response Journals. Students use drawing and labeling to answer the prompt.

Scaffold

Practice the procedure for labeling with letters before releasing students to work in their Response Journals.

Land

Instruct students to Think-Pair-Share as they share their Response Journal entries. Use Equity Sticks to call on two students to share with the class.

Reinforce that labeling the most important parts of the drawing helps make sure that they are communicating key information to the reader.

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FOCUSING QUESTION: LESSONS 23-28

Lesson 26

TEXTS

ƒ Rap a Tap Tap, Leo and Diane Dillon

ƒ “Bojangles Step Dance” (http://witeng.link/0626)

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How do our senses help us learn from Rap a Tap Tap?

Lesson 26: At a Glance

AGENDA

Welcome (5 min.)

Practice Fluency

Launch (10 min.)

Discuss the Content Framing Question

Learn (57 min.)

Identify Rhyming Patterns (10 min.)

Analyze Repeating Words (15 min.)

Collect Evidence for the Focusing Question (15 min.)

Execute Focusing Question Task 5 (17 min.)

Land (2 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

MATERIALS

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Style and Conventions

Deep Dive: Experiment with Prepositions (15 min.)

ƒ Assessment 26: Focusing Question Task 5

ƒ Handout 26A: Rhyming Cards

ƒ Handout 26B: Preposition Cards

ƒ Repeated Language Chart for Rap a Tap Tap

ƒ Repeated Language Chart for Chicka Chicka Boom Boom

ƒ Sticky arrows in assorted colors

ƒ Evidence Organizer for Rap a Tap Tap

ƒ Index cards

ƒ Anchor Chart: Prepositions (created in Lesson 24)

ƒ Puppets or fgurines

Learning Goals

Describe words and sounds in Rap a Tap Tap, including how they deepen meaning in the text.

Respond to a TDQ.

Using the Evidence Organizer, construct sentences to begin Focusing Question Task 5.

Begin the Focusing Question Task.

With support, use prepositions to complete a sentence frame.

Use prepositions to describe the location of a puppet.

Prepare

FOCUSING QUESTION: Lessons 17-22

How do our senses help us learn from Rap a Tap Tap?

CONTENT FRAMING QUESTION: Lesson 26

Reveal: What does a deeper exploration of the words reveal in Rap a Tap Tap?

CRAFT QUESTION: Lesson 26

Execute: How do I use labeling with letters in my Focusing Question Task?

Over the course of the module, students have been using their sense of hearing to grasp how words communicate key details in a story. In this lesson, students take this exploration further as they use hearing to interpret how the author uses rhyming words to mimic the sounds of dancing, adding to the understanding of the text. Students apply this knowledge while collecting evidence for the Focusing Question Task. Finally, students begin work on the Focusing Question Task, using labeling with letters to add details to their drawings.

Welcome

PRACTICE FLUENCY

5 MIN.

Display the Repeated Language Chart.

Read the frst sentence on pages 1–14. After the frst sentence on each spread, point to the Repeated Language Chart for reference as students read “Rap a tap tap—think of that!” out loud. Practice this call and response for pages 1–14.

TEACHER NOTE

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Using these frst seven page spreads is helpful because the last words of the frst sentence on a spread all rhyme. The point of this exercise is to practice fuency. It also prepares students to listen for similar sounds, a focus of the day’s lesson.

Instruct students to Think-Pair-Share, and ask: “How do the repeated lines sound?” Use Equity Sticks to call on students to answer.

10 MIN.

Read aloud the Focusing and Content Framing Questions. Remind students that they will use the Content Framing Question to focus their thinking for this lesson.

Explain to students that in this lesson they will look closely at the words in the text, considering which specifc words the author has chosen to teach readers more about Bill Robinson and his dancing.

Ask: “What does it mean when two words rhyme?” Volunteers respond.

n It means they sound the same.

n I think they can have the same letters.

n They aren’t all the same, just one of the sounds.

Reinforce that when two words rhyme, the sounds at the end of the word are the same. Offer some examples to illustrate the concept.

Put rhyme on the Word Wall as a module word.

Display the Repeated Language Chart from Chicka Chicka Boom Boom.

Repeated Language

Text: Chicka Chicka Boom Boom by Bill Martin Jr.

ƒ Chicka Chicka Boom Boom!

ƒ Will there be enough room?

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Read the frst line out loud. Explain to students that as you read the next line, they will listen for a word that rhymes with boom. Read the next line aloud. Students put their hands on their ears if they hear the rhyming word.

Ask: “Which word rhymes with boom?” Students chorally respond.

Use a bright color to highlight the rhyming pair.

Ask: “What do you notice about the end of the two rhyming words? What do you notice about the beginning of the two rhyming words?” Volunteers respond.

Underline the ending –oom. Show how rhyming words have the same ending sounds but can have different beginning sounds. Explain that one can create other rhyming words by changing the beginning sound of a word. Briefy generate a list of words as a class, writing each word down on the Repeated Language Chart underneath boom and room to reinforce the similarities between the words.

Possible rhyming words: zoom, loom, bloom, broom, groom, vroom.

Explain that during this lesson, they will listen closely for the rhyming words in the text and think about how rhyming helps reveal important details of the story.

Learn 57 MIN.

IDENTIFY RHYMING PATTERNS 10MIN.

Whole Group

Explain that they will now read the story as a class, focusing on how the author uses rhyming words. In order to help keep track of all the rhyming words in the text, they will Annotate using sticky arrows.

Give pairs a copy of the text and a set of sticky arrows. Use picture/word cards cut from Handout 26A as you read. Pairs follow along in their own copies of the book.

Begin reading the text aloud to the class. Annotate the words street and greet on pages 1 and 3, using the same color sticky arrow. Pairs Annotate the same words in their copies.

Instruct students to Think-Pair-Share, and ask: “How do street and greet sound the same?” Use Equity Sticks to call on students to answer.

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Name:

Handout 26A: Rhyming Cards (Page 1 of 5)

Directions: Signal when you hear a word that rhymes with the word on

If needed, redefne rhyme

Introduce and then practice a jumping rhyme game to help identify the rhyming words in Rap a Tap Tap. Students sit while you read page 1. When you read street, hold up the corresponding picture/word card from Handout 26A. This indicates that students should stand up and listen for a word that rhymes with street. Repeat the word street, and remind students to listen for a rhyming word as you continue reading.

Read pages 3–5. When students hear the rhyming words greet and feet, they jump. After they jump, students check whether the word rhymes with the word on the card. If it does, pairs mark them with the same colored sticky arrow in their copies of the text.

TEACHER NOTE Use different colored sticky arrows for each of the rhyming pairs. If these are not available, use small pieces of different colored sticky notes or paper. The purpose is to have rhyming couples in the same color.

The class continues playing the jumping rhyme game as you read. Students sit down after pages 6, 10, 14, 18, and 22 to start a new round.

n Jumps (rhymes): street, greet, feet; skids, kids; hat, cat; same, fame, name

n No movement (not rhymes): closed, clothes; weather, clatter

TEACHER NOTE

ƒ For pages 15–18: cat also rhymes with pat and that. Students may signal for these rhyming words as well. If time allows, use the opportunity to line these four words up vertically to reinforce how words that rhyme have different beginning sounds but end with the same sounds or letters.

ƒ Using the same rhythm and motions to check for rhymes will help students transfer the skill. You can use a chant like “Street. Greet. Sound the same at the end, so they rhyme.” “Closed. Clothes. Different sounds at the end; they don’t rhyme.”

Reread pages 15–18 aloud to the class. Read rhythmically, emphasizing the last word in each sentence. Ask students to stand up and move their bodies to the beat of the words as you read these pages a second time. Stomp a foot or twist back and forth to indicate what you mean.

Instruct students to Think-Pair-Share, and ask: “What sound do the rhyming words remind you of? How do the rhyming words help you know how to move your body? How do the authors use rhyming words to help remind us of dancing?” Use Equity Sticks to call on students to answer.

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n It sounds like a drum.

n We can move our body to the words.

n Sometimes it’s fast, and sometimes it’s slow.

n They want us to move to the beat.

ANALYZE REPEATING WORDS 15MIN.

Whole Group

Explain to students that they will use their sense of hearing to understand why the author uses rhyming and repeated words in the text.

Access the online Bojangles Step Dance video (http://witeng.link/0626). Before playing the video, prompt students to listen closely to the sounds they hear.

Instruct students to Think-Pair-Share, and ask: “What sounds do you hear in the video? Do they remind you of any sounds you hear in the text?” Use Equity Sticks to call on students to share. If needed, refer back to the Repeated Language Chart and point to “Rap a Tap Tap—think of that!”

n I hear his feet.

n I hear his feet tapping fast.

n It sounds like tap tap.

n It sounds like rap tap tap.

Instruct students to Think-Pair-Share, and ask: “Why do you think the authors repeat the same phrase, ‘Rap a tap tap—think of that!’ over and over in the story?” Use Equity Sticks to call on students to answer.

n It sounds like him dancing.

n It’s just like the tapping sound.

n They want us to hear him dancing.

n Rap and tap rhyme, too.

Display a page from the text with the words “Rap a tap tap—think of that!” in front of the class. Read the words aloud. Student volunteers respond to the following TDQ:

1 How do the words and illustrations on these pages work together to help us know what Bojangles’ dancing is like?

n The words sound like tapping.

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n The picture has lots of feet.

n His feet are moving really fast.

Extension

Find and play videos of people swing dancing or dancing the cha cha. Discuss as a class the following question after watching the videos: “How do the names of these dances help us understand how the dancers move their bodies?” Encourage students to stand up and mimic the dancing in the videos. This helps students gain understanding of how sounds connect to movement.

COLLECT EVIDENCE FOR THE FOCUSING QUESTION 15MIN.

Pairs

Read the Focusing Question aloud to the class. Ask: “What sense did we use today to identify the rhyming words and the purpose of the repeated words?” Volunteers respond.

Instruct students to Think-Pair-Share, and ask: “What did you enjoy in hearing the words? How can our sense of hearing help us learn to recognize rhymes?” Use Equity Sticks to call on students to answer.

Display the Evidence Organizer for Focusing Question Task 5 in front of the class. Explain to students that they will complete their evidence collection for the Focusing Question Task by identifying the rhymes they hear in the text.

Give each pair an index card. Pairs choose one rhyming pair they Annotated in the text and draw and label it on a sticky note. As students draw, ask them what they are drawing, and write one or two words with a marker to help label the picture. Write their initials on their index card as a formative assessment.

TEACHER NOTE

The purpose of this is to record evidence, but there is also an opportunity for students to practice letter sounds. If time allows, students can label their own index cards with the beginning letter sounds of their evidence. In addition, if student drawings are diffcult to decipher, pair their evidence with an image in order to allow for easy reference later on.

Students place their drawings on the Evidence Organizer for Rap a Tap Tap in the I Hear column. Group similar pictures together.

Extension

Students list other, non-rhyming sounds they hear. For example: drawing of feet with T for tapping.

Read each word on the Evidence Organizer, with students Echo Reading.

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Sample Evidence Organizer for Rap a Tap Tap:

Evidence Organizer for Rap a Tap Tap

My senses can help me learn from Rap a Tap Tap.

I see I hear

ƒ (student drawing of blurred feet; teacher-written moving feet)

ƒ (student drawing of a cat with blurred tail; teacherwritten cat)

ƒ (student drawing of people in suits and dresses; teacher-written fancy clothes)

ƒ (student drawing of people; teacher-written skids)

ƒ (drawing of a cat and a hat with an R for rhyme)

ƒ (drawing of a street and feet with an R for rhyme)

ƒ (drawing of kids and the skids with an R for rhyme)

EXECUTE FOCUSING QUESTION TASK

Individuals

Display the Craft Question and read it aloud: How do I use labeling with letters in my Focusing Question Task?

Instruct students to Think-Pair-Share, and ask: “Why is it important to label with letters?” Use Equity Sticks to call on students to answer.

Reinforce that they will be using labeling with letters in their Focusing Question Task by labeling their drawings.

Read the Focusing Question aloud. Introduce Focusing Question Task 5.

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ƒ Students construct two sentences about how they use their senses of sight and hearing to learn from Rap a Tap Tap.

ƒ Students use cutting and pasting to craft their sentences.

ƒ Students draw a piece of evidence from the Evidence Organizer into the evidence box.

ƒ Students use drawing and labeling to add more detail to their answer.

ƒ Students label their drawings using initial letter sounds.

Display the sentence frames for the Focusing Question Task:

ƒ I hear _____.

ƒ I see _____.

Read each frame, one a time. Students Echo Read the frame. After each frame, ask: “What information can we use to complete this frame? Where can I fnd this information?” Use Equity Sticks to call on students to answer.

Call on a student volunteer to approach the Evidence Organizer and model for the class completing a frame with a piece of evidence from the organizer.

Give each student a copy of Assessment 26. Pairs verbally practice constructing the sentences using the boxes at the bottom of the handout. Students point to the boxes with their fngers and insert a piece of evidence from the Evidence Organizer to complete their sentences. Pairs discuss what they will draw to add detail. Encourage pairs to discuss the labels they will need to use on their drawings to better communicate details to a reader.

Students begin work on Focusing Question Task 5.

Name:

TEACHER NOTE

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Assessment 26: Focusing Question Task 5

Directions:

At this point, some students may be ready to advance to copying the words from the bottom of the handout or even creating the sentences themselves. Challenge each student based on readiness level.

Land

2 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Repeat the Content Framing Question.

Instruct students to Think-Pair-Share, and ask: “How did our sense of hearing help us answer this question?” Use Equity Sticks to call on students to answer.

Extension

Play the video of Bojangles dancing. Allow students to get out of their seats and try to tap dance along with the video.

Wrap

1 MIN.

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Analyze

Context and Alignment

Students express understanding of how their senses of sight and hearing help them learn from Rap a Tap Tap by beginning Focusing Question Task 5. Each student:

ƒ Constructs two sentences about how they use their senses of sight and hearing to learn from Rap a Tap Tap.

ƒ Uses cutting and pasting to craft their sentences.

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ƒ Draws a piece of evidence from the Evidence Organizer into the evidence box.

ƒ Uses drawing and labeling to add more detail to their answer.

ƒ Labels their drawings using initial letter sounds.

Next Steps

Circulate as pairs create full sentences using the Evidence Organizer. If students use the wrong evidence column to complete the sentence, address this in a small group setting. Remind students that they need to use specifc details from the text. Encourage them to think back to the rhymes from earlier in the lesson.

LESSON 26 DEEP DIVE: STYLE AND CONVENTIONS

Experiment with Prepositions

ƒ Time: 15 min.

ƒ Text: Rap a Tap Tap, Leo and Diane Dillon

ƒ Style and Conventions Learning Goal: With support, use prepositions to complete a sentence frame.

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 26

Experiment: How do prepositions work?

Launch

Post the Anchor Chart: Prepositions developed in Lesson 24. Students Echo Read the prepositions on the chart.

Hold up the preposition cards from Handout 26B. Display each card individually, and read the preposition on the card. Use a puppet to reinforce how the image on the card represents the preposition. Ask students: “Where is the puppet? What preposition can we use to describe where he is?” Volunteers respond.

TEACHER NOTE

Precut and attach images to index cards for stability. Do this for your copy and for each copy given to pairs.

Display and read the Craft Question: How does using prepositions work? Explain to students that they will experiment with a partner to use prepositions to complete a sentence frame.

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Learn

Name:

Handout 26B: Preposition Cards

1 of 2)

Display a sentence strip with the following frame written on it and images paired with person and house: The person is ____ the house. Read the sentence frame aloud, pointing to each word as you read. Students Echo Read the frame.

Hold up the puppet and the image of a house from Handout 26B. Model moving the puppet around the house and completing the sentence frame using a preposition from the preposition cards. For

example, move the puppet so that it is placed on the roof of the house. Model thinking aloud that you know the person isn’t in the house and he isn’t under the house. Verbally complete the frame, and place a preposition card in the blank space of the frame: The person is on the house.”

Give each pair a copy of the sentence frame written on a sentence strip and copies of the precut images on Handout 26B. Give pairs a small puppet or fgurine.

Students take turns moving the puppet to various spots around the house. Partners use the preposition cards to complete the sentence frame.

Land

Ask two pairs to model this for the class. As one student moves the puppet around the house, the partner completes the sentence frame by holding up the preposition card.

Instruct students to Think-Pair-Share, and ask: “How did you use the prepositions to complete your sentences? What information did they help you include in your sentence?”

n We put them in the blank.

n They said where the person was.

n They give us more information.

n It tells us more detail.

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FOCUSING QUESTION: LESSONS 23-28

Lesson 27

TEXTS

ƒ Rap a Tap Tap, Leo and Diane Dillon

ƒ “Bojangles Step Dance” (http://witeng.link/0626)

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How do our senses help us learn from Rap a Tap Tap?

Lesson 27: At a Glance

AGENDA

Welcome (5 min.)

Practice Fluency

Launch (4 min.)

Learn (60 min.)

Experiment with Conversations (21 min.)

Interpret the Essential Meaning (15 min.)

Execute Focusing Question Task 5 (25 min.)

Land (4 min.)

Answer the Content Framing Question

Wrap (1 min.)

Style and Conventions Deep Dive: Experiment with Prepositions

Style and Conventions

Deep Dive: Experiment with Prepositions (15 min.)

MATERIALS

ƒ Assessment 26: Focusing Question Task 5

ƒ Handout 26B: Preposition Cards

ƒ Repeated Language Chart

ƒ Speaking and Listening Anchor Chart

ƒ Blank chart paper for Speaking and Listening Anchor Chart: Have Conversations

ƒ Puppets

ƒ Evidence Organizer for Rap a Tap Tap

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Learning Goals

Use illustrations and words to identify the essential meaning of Rap a Tap Tap.

Respond to TDQs.

Experiment with collaborative conversations.

Evaluate conversations in pairs.

Use labeling with letters to add detail to the Focusing Question Task.

Continue Focusing Question Task.

With support, verbally create a sentence with a preposition.

Create sentences using prepositions to describe the position of a puppet.

Prepare

FOCUSING QUESTION: Lessons 17-22

How do our senses help us learn from Rap a Tap Tap?

CONTENT FRAMING QUESTION: Lesson 27

Distill: What is the essential meaning of Rap a Tap Tap??

CRAFT QUESTION: Lesson 27

Experiment: How do conversations work?

Execute: How do I use labeling with letters in my Focusing Question Task?

In this lesson students synthesize what they have learned through their analysis of Rap a Tap Tap’s illustrations and words to determine its essential meaning. They use this understanding to experiment with having conversations about the essential meaning of the text. In addition, students continue their work with the Focusing Question Task, using drawing and labeling to add details to their answers.

Welcome

PRACTICE FLUENCY

5 MIN.

Display the Repeated Language Chart.

Read the frst sentences on pages 15–28. After the frst sentence on each spread, point to the Repeated Language Chart for reference as students chant, “Rap a tap tap—think of that!” Practice this call and response for pages 15–28.

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Launch

4 MIN.

Read aloud the Focusing Question and the Content Framing Question.

Explain to students that they will work together as a class to identify an essential meaning in the text. Ask: “What does an essential meaning, or important message, mean?” Volunteers respond.

n It is something that the author wants us to know.

n It is something that we are supposed to learn.

n It is something that the words can tell us.

n It is something that the pictures can show us, too.

Use responses to reinforce that the essential meaning is an important message or idea that you remember when you are done reading the story. Remind students that it is not always said directly in the words. Sometimes readers need to fnd clues in the words and pictures to fnd it. In this lesson they will act as detectives and try to fgure it out.

Alternate Activity

Read the Focusing Question aloud. Instruct students to Think-Pair-Share, and ask: “How will answering the Content Framing Question help us answer our Focusing Question?” Use Equity Sticks to call on students to answer. Reread the Content Framing Question if needed.

ƒ We can use our senses to find the essential meaning.

ƒ We can use our eyes to see the pictures.

ƒ We can use our ears to hear the words.

ƒ Our senses will help us learn the essential meaning.

61 MIN.

EXPERIMENT WITH CONVERSATIONS 21 MIN.

Whole Group

Display the Speaking and Listening Anchor Chart and the Craft Question: How do conversations work?

Echo Read the Craft Question. Ask: “Why is it important to have conversations?” Volunteers respond.

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n Conversations help us share our ideas.

n We can learn from each other.

n We can learn new things about the book.

n It helps us to not get frustrated with each other.

Explain that students will practice having conversations as they talk about the essential meaning of Rap a Tap Tap. Share that students will use three sentence frames to help them have conversations.

Create a chart with the sentence frames below. Include visuals for accessibility and ease of use. Retain for use in future lessons.

Sample Speaking and Listening Anchor Chart: Have Conversations

Speaking and Listening

ƒ Partner 1: I think _____.

ƒ Partner 2: What text evidence did you use?

ƒ Partner 1: My text evidence is _____.

After student pairs go through the conversation dialogue once, they will switch roles and Partner 2 will share what he or she thinks while Partner 1 asks, “What text evidence did you use?”

Use puppets to model the dialogue.

For example:

ƒ Puppet 1: I think Bojangles’ dancing made people happy.

ƒ Puppet 2: What text evidence did you use?

ƒ Puppet 1: My text evidence is that I see smiles on people’s faces in every illustration. That makes me think he made people happy!

Students Echo Read the frames in pairs. Switch roles and Echo Read again, making sure students have an opportunity to practice the sharing frames and the question frame.

Remind students that they should use these steps in their Think-Pair-Share conversations.

Read Rap a Tap Tap aloud. Prompt students to look at the copy of the text in your hands and pay close attention to the faces of the people in the illustrations. Read through the text without stopping.

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Instruct students to Think-Pair-Share about the following TDQs. Remind students to use the conversation dialogue from earlier in the lesson. Use Equity Sticks to call on students to answer.

1 What did you notice about the faces of the people in the illustrations?

n They are always looking at Bojangles.

n They are smiling.

n They look like they really like his dancing.

n His dancing makes them happy.

2 Who did Bojangles dance for? Revisit pages 7–14 as needed.

n He danced for people in fancy clothes.

n He danced for people in the skids.

n He danced for laughing children.

n He danced for everyone!

Read pages 5–6 aloud.

Remind students of their previous discussion of art. Turn to the afterword and read the last sentence in the frst paragraph, beginning with “His rhythms.” Explain that intricate means “having many complex parts, angles, or aspects.”

Reread pages 5–6 in the text.

3 How did Bojangles make “art with his feet”? How did people use their senses to enjoy this art?

n He moved really fast and made music.

n It was art because people could look at his fast feet. It was different.

n It was art because people could hear a song with his feet.

n They could see and hear his music with his feet.

4 Using what we learned from the pictures and the words, why did Bojangles make art with his feet?

n He wanted people to see.

n He liked making people happy.

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n He loved dancing and was really good at it.

Extension

If time allows, play the video of Bojangles’ Step Dance for the class. Allow students to discuss how watching and listening to his dancing in this video makes them feel and why it makes them feel this way.

INTERPRET THE ESSENTIAL MEANING

Whole Group

15 MIN.

Explain to students that now they will work together to understand why it was important that Bojangles made people so happy with his dancing.

Remind students of the history of that time. If needed, reread aloud, or remind students of, the background information of the Harlem Renaissance and the Great Depression.

Instruct students to Think-Pair-Share, and ask: “Why was it important that Bojangles made people so happy with his dancing?” Use Equity Sticks to call on students to answer. If needed, paraphrase the second paragraph of the afterward.

n People were a little sad I think.

n They were having a hard time. He made them happy.

n He shared his money with them.

n All different kinds of people loved Bojangles’ dancing.

Use student responses to reinforce that Bojangles’ dancing was important because he was someone who, no matter what was going on, could make people happy and bring them together.

Debrief the speaking and listening experiment by referencing the Speaking and Listening Anchor Chart and sentence frames.

Instruct students to Mix and Mingle, and ask: “How did our practice with conversations help you learn?” Invite a few students to share with the whole group.

EXECUTE FOCUSING QUESTION TASK 5

Individuals

25 MIN.

Display the Craft Question: How do I use labeling with letters in my Focusing Question Task?

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Ask: “How does labeling with letters help us add detail to our Focusing Question Tasks?” Volunteers respond.

Display the Evidence Organizer in front of the class for reference.

Students share their work from the previous lesson with a partner. Pairs choose one label and sound out the different letter sounds they hear.

Students take out their copies of Assessment 26 and continue work on Focusing Question Task 5.

ANSWER THE CONTENT FRAMING QUESTION

Read the Content Framing Question aloud to the class.

Instruct students to Think-Pair-Share, and ask: “What is the essential meaning of Rap a Tap Tap? What did the author want us to learn?” Use Equity Sticks to call on students to answer.

n Bojangles made art with his feet.

n People liked to listen and watch him.

n He made people happy with his dancing.

n They used their senses to enjoy him.

n Their senses and Bojangles made them happy.

Instruct students to Mix and Mingle, and ask: “When you are sad or having a hard time, what makes you feel better? Do you know of a way that your senses can make you happy?”

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1 MIN.

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Analyze

Context and Alignment

Students express understanding of how their senses of sight and hearing help them learn from Rap a Tap Tap by continuing Focusing Question Task 5. Each student:

ƒ Constructs two sentences about how they use their senses of sight and hearing to learn from Rap a Tap Tap.

ƒ Uses cutting and pasting to craft their sentences.

ƒ Draws a piece of evidence from the Evidence Organizer into the evidence box.

ƒ Uses drawing and labeling to add more detail to their answer.

ƒ Labels their drawings using initial letter sounds.

Next Steps

If students struggle with fnding the appropriate evidence to complete their frames, direct their attention back to the Evidence Organizer and support them in fnding the information. In addition, if students are having diffculty labeling their drawings, give them an alphabet strip to support them in matching the sounds to the corresponding letter.

Group students with similar needs and plan small group support for these skills to set students up for success with their EOM Task.

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LESSON 27 DEEP DIVE: STYLE AND CONVENTIONS

Experiment with Prepositions

ƒ Time: 15 min.

ƒ Text: Rap a Tap Tap, Leo and Diane Dillon

ƒ Style and Conventions Learning Goal: With support, verbally create a sentence with a preposition.

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 27

Experiment: How do prepositions work?

Launch

Take out the puppet from the previous lesson, a large hat, and the preposition cards from Handout 26B. Call volunteers to the front of the class. For each volunteer, hold up one of the preposition cards. Students Choral Read the card. Ask the student standing in front of the class to move the puppet in, under, on, and outside the hat based on the card displayed in front of the class.

Learn

Explain to students that they will work with a partner to create their own sentences using the preposition cards as their guide.

Name:

Handout 26B: Preposition Cards (Page 1 of 2)

Directions: Use the preposition on the card to complete a sentence frame.

Display Anchor Chart: Complete Sentences. Add a third column and corresponding image for Where?

Explain to students that adding a preposition to a complete sentence is a great way to expand the sentence and provide more information to a reader or listener.

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Hold up a preposition card and read it aloud. Model moving the puppet around the hat to represent the location and creating your own sentence using a preposition. Repeat your sentence, one word at a time, as you point to the corresponding section of the Anchor Chart: Complete Sentences.

Pairs take out their copies of the preposition cards from the previous lesson. Give each pair a small puppet or fgurine. Pairs circulate around the classroom and act out the various prepositions. Pairs create their own sentence using the preposition cards to describe where their fgurine is. For example: Students take their fgurine to the class library. One student holds up the on preposition

card. The partner places the fgurine on top of a book. Students create a sentence such as: “The person dances on the book.”

Pairs use each preposition card at least twice.

Land

Call on each pair to share one sentence they created using the preposition cards. Students stand when they hear a preposition.

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FOCUSING QUESTION: LESSONS 23-28

Lesson 28

TEXTS

ƒ Rap a Tap Tap, Leo and Diane Dillon

ƒ “Bojangles Step Dance” (http://witeng.link/0626)

ForReviewOnly

How do our senses help us learn from Rap a Tap Tap?

Lesson 28: At a Glance

AGENDA

Welcome (5 min.)

Practice Fluency

Launch (6 min.)

Learn (60 min.)

Express Understanding and Record Knowledge (20 min.)

Execute Focusing Question Task 5 (40 min.)

Land (3 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Style and Conventions Deep

Dive: Execute Using Prepositions (15 min.)

MATERIALS

ƒ Assessment 26: Focusing Question Task 5

ƒ Handout 26B: Preposition Cards

ƒ Handout 28A: Bojangles and Prepositions

ƒ Repeated Language Chart

ƒ Knowledge Journal

ƒ Evidence Organizer for Rap a Tap Tap

ƒ Anchor Chart: Complete Sentences

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Learning Goals

Express understanding of how the senses help readers learn from Rap a Tap Tap

Complete Focusing Question Task 5.

With support, verbally create a sentence with a preposition.

Create sentences using the preposition cards to describe where Bojangles is.

Prepare

FOCUSING QUESTION: Lessons 23-28

How do our senses help us learn from Rap a Tap Tap?

CONTENT FRAMING QUESTION: Lesson 28

Know: How does Rap a Tap Tap build my knowledge of the senses?

CRAFT QUESTION: Lesson 28

Execute: How do I use labeling with letters in my Focusing Question Task?

In this lesson students complete the Focusing Question Task, expressing understanding of the knowledge gained from their study of Rap a Tap Tap. They identify examples of things that they have seen and heard within the text, demonstrating how their senses helped with their analysis. Students continue using hearing to create labels for their drawings.

Welcome

PRACTICE FLUENCY

5 MIN.

Display the Repeated Language Chart. Point to the phrase rap a tap tap. Introduce movement for each part of the phrase. Students tap their foot four times, once for each word. Practice reading the frst part of the sentence with the added movement.

Direct students’ attention toward the phrase think of that! Students tap a fnger to their forehead three times, once for each word. Practice reading the second part of the sentence with the added movement.

After students are comfortable with each added movement, read the entire sentence multiple times.

Extension

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Instruct students to Think-Pair-Share, and ask: “What senses have you used to read this chart?” Use Equity Sticks to call on students to answer.

ƒ I used sight to read the chart.

ƒ I used hearing to hear the chart being read.

ƒ I used hearing to listen to the beats we made.

ƒ I used touch to make the beats.

Launch

6 MIN.

Read aloud the Focusing Question and Content Framing Question.

Explain to students that in this lesson they will be sharing what they learned from reading and from using their senses to explore Rap a Tap Tap.

Play the online video of Bojangles’ Step Dance. (http://witeng.link/0626)

Instruct students to Think-Pair-Share, and ask: “If we only had the video to watch and did not read the story, what information would we be missing out on?”

Learn

60 MIN.

EXPRESS UNDERSTANDING AND RECORD KNOWLEDGE 20

Whole Group

Instruct students to Mix and Mingle about the following questions:

ƒ How do our senses help us enjoy this story?

ƒ What did you learn about Bill “Bojangles” Robinson from using your senses?

MIN.

Revisit the words added to the Word Wall since the start of Rap a Tap Tap. Students Echo Read the words. Choose 3–5 words to highlight based on your knowledge of students’ vocabulary and call on volunteers to use these words in context.

Display the Knowledge Journal. Point to the left hand side of the Knowledge Journal labeled “What I Know.” Ask: “What information goes in this part of our Knowledge Journal?” Volunteers respond.

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n Something I learned.

n Things I learned from Rap a Tap Tap.

n New things we learned from Rap a Tap Tap.

Instruct students to Think-Pair-Share, and ask: “What did you learn from our lessons on Rap a Tap Tap? What did you learn about our Essential Question?”

Use Equity Sticks to call on pairs to share responses. After each response, students stand up and tap dance if they predict they will need to remember the information and remain seated if they disagree or are unsure.

Use votes to choose 1–2 refned responses to record in the Knowledge Journal.

Display the Knowledge Journal. Point to the right side of the Knowledge Journal labeled “What I Can Do.” Ask: “What information goes in this part of our Knowledge Journal?” Volunteers respond.

n Things I learned how to do.

n New things we learned how to do this week.

Revisit artifacts from previous lessons, including the sketches from Rap a Tap Tap and completed Focusing Question Task 5.

Instruct students to Think-Pair-Share, and ask: “What did you learn to do as a writer? What did you learn to do as a reader?”

Repeat the process detailed above to engage students in a class vote and record refned responses.

What I Know

ƒ I know Bojangles was a tap dancer who helped people.

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What I Can Do

ƒ I can spell with sounds.

ƒ I can act out the text to know what’s happening.

ƒ I can use prepositions to tell where.

Individuals

Students complete their work on the Focusing Question Task.

Students share their sentences and drawings with a partner. Partners share one compliment about the other’s work.

Students add more detail to their drawing and any additional labels.

ANSWER THE CONTENT FRAMING QUESTION

Read the Content Framing Question aloud to the class.

Instruct students to Think-Pair-Share, and ask: “How did our senses help us learn from Rap a Tap Tap? How can we use our senses with other books?” Use Equity Sticks to call on students to answer.

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n We could hear him dancing in the words.

n We could see his fast feet in the blurry pictures.

n The rhyming is like tapping.

n Sometimes words can sound like other things, too.

n We can use our eyes and ears to learn from stories.

1 MIN.

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Analyze

Context and Alignment

Students express understanding of how their senses of sight and hearing help them learn from Rap a Tap Tap by completing Focusing Question Task 5. Each student:

ƒ Constructs two sentences about how they use their senses of sight and hearing to learn from Rap a Tap Tap.

ƒ Uses cutting and pasting to craft their sentences.

ƒ Draws a piece of evidence from the Evidence Organizer into the evidence box.

ƒ Uses drawing and labeling to add more detail to their answer.

ƒ Labels their drawings using initial letter sounds.

ƒ Adds detail to their drawings after peer feedback.

See Appendix C for additional information on this assessment.

Next Steps

If students were unable to correctly complete their sentence frame, consider the root cause of student errors. Does the error indicate a misunderstanding of the function of the senses and of the text? Does the error indicate that the student is struggling to place responses correctly within a sentence frame? Or, does the error indicate that the student is struggling with matching the letter sound to the appropriate letter?

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Group students with similar needs and plan small group support for these skills to set students up for success with their EOM Task.

LESSON 28 DEEP DIVE: STYLE AND CONVENTIONS

Execute Using Prepositions

ƒ Time: 15 min.

ƒ Text: Rap a Tap Tap, Leo and Diane Dillon

ƒ Style and Conventions Learning Goal: With support, verbally create a sentence with a preposition.

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 28

Execute: How do I use prepositions to describe Bojangles?

Launch

Hold up each preposition card from Handout 26B. Students Echo Read each card.

Ask: “How do prepositions improve our sentences?” Volunteers respond.

n They give more information.

n They tell where.

Explain that students will use prepositions to create and expand sentences about Bill “Bojangles” Robinson.

Learn

Distribute Handout 28A to pairs.

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TEACHER NOTE

Precut this handout into thirds, so students have separate images for Bojangles, the stairs, and the stage.

Display the Anchor Chart: Complete Sentences. Students Echo Read the three parts of a sentence they have learned: who, is doing what, where.

Name:

Handout 26B: Preposition Cards (Page 1 of 2)

Directions: Use the preposition on the card to complete a sentence frame.

Name:

Handout 28A: Bojangles and Prepositions

Directions: Create complete sentences with prepositions by

Use the images from Handout 28A and prepositions from Handout 26C to model creating a complete sentence with a prepositional phrase to describe Bojangles. For example: Bojangles dances on the stage.

Explain that pairs will now use Handout 28A and Handout 26B to create sentences describing Bojangles.

Pairs create their own sentences using the preposition cards to describe where Bojangles is.

Challenge pairs to use each preposition card at least twice.

Land

Call on each pair to share one sentence they created using the preposition cards. Students stand when they hear a preposition.

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Lesson 29

ƒ My Five Senses, Aliki TEXTS

ƒ My Five Senses, Margaret Miller

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How do our senses help us learn?

Lesson 29: At a Glance

AGENDA

Welcome (8 min.)

Practice Fluency

Launch (6 min.)

Learn (57 min.)

Revisit Module Texts (12 min.)

Participate in a Socratic Seminar (33 min.)

Celebrate and Review the Knowledge Journal (12 min.)

Land (3 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: Direct Vocabulary Assessment: Part 2 (15 min.)

MATERIALS

ƒ Assessment 29: Direct Vocabulary Assessment, Part 2

ƒ Handout 29A: Have Conversations Response Cards

ƒ Repeated Language Chart

ƒ Speaking and Listening Anchor Chart

ƒ Speaking and Listening Anchor Chart: Have Conversations

ƒ Talking chips

ƒ Knowledge Journal

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Learning Goals

Engage in a collaborative conversation to synthesize information from Module 1 texts.

Participate in a Socratic Seminar on both versions of My Five Senses.

Demonstrate understanding of grade-level vocabulary.

Complete Direct Vocabulary Assessment.

Prepare

FOCUSING QUESTION: Lessons 29-31

How do our senses help us learn?

CONTENT FRAMING QUESTION: Lesson 29

Know: How do both versions of My Five Senses build our knowledge of how our senses help us learn?

CRAFT QUESTION: Lesson 29

Execute: How do I have conversations in a Socratic Seminar?

In this lesson students express understanding of the knowledge gained through reading the Module 1 texts. Students apply their knowledge and understanding by engaging in a Socratic Seminar to begin the EOM Task. They analyze the Knowledge Journal and discuss key skills they gained over the course of the module.

Welcome

PRACTICE FLUENCY

8 MIN.

Display the Repeated Language Chart in front of the class. Congratulate students on all that they have learned over the course of the module, particularly on how they have become more independent in their reading.

Divide the class into fve groups. Assign each group a repeated language fuency from one of the module texts. Explain that, in the next Deep Dive, they will express all that they learned by performing their assigned phrases for the class.

Allow groups to practice their assigned phrases. If needed, provide groups with copies of the phrases with images written out on an extra sheet of paper for reference. Circulate as groups practice their fuency work and provide support where needed.

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Launch

6 MIN.

Read the Essential Question and Content Framing Question.

Remind students that Essential Questions are big, important questions that guide learning over the course of a module. Explain that since students are at the end of Module 1, they will spend the next three days using the knowledge they have gained to answer the Essential Question.

Students Echo Read the Content Framing Question. Hold up or point to a copy of each text as you read the titles. Highlight that this lesson’s Content Framing Question is different because students will answer it using more than one text. Explain that students will think about this question as they participate in a Socratic Seminar.

Instruct students to Think-Pair-Share, and ask: “What sense do you use most as you learn about the world? What makes you say that?”

n I use my sense of sight the most. I can see more things than I can taste, smell, touch, or feel.

n I use my sense of hearing the most. I hear lots of sounds, and I hear people talking.

57 MIN.

REVISIT MODULE TEXTS

Whole Group

12 MIN.

Share with students that they will revisit both versions of My Five Senses before the Socratic Seminar to refresh their memories about each text.

Display Miller’s My Five Senses, and read the title and author aloud. Reread the text to students as you display each page spread.

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Instruct students to Think-Pair-Share: “What do you remember learning from this book?” Reference the Knowledge Journal as needed.

n I remember learning about the senses.

n I learned about using my nose to smell.

n I remember learning that our senses help us enjoy our world.

Display Aliki’s My Five Senses, and read the title and author aloud. Activate knowledge by displaying each page spread of the book. Direct students to look carefully at the pictures on each page.

Instruct students to Think-Pair-Share, and ask: “What do you remember learning from this book?” Reference the Knowledge Journal as needed.

n I remember learning about the boy using his senses.

n I learned that we can use more than one sense at a time.

n I remember learning that our senses make us aware.

Post the Evidence Chart for Aliki’s My Five Senses. Students Echo Read the title of the chart and each column heading. Ask: “How does this chart show us what the boy learns about the world with his senses?” Volunteers respond.

n Under the picture of the eyes it shows what he sees.

n Under the picture of the ear it shows what he hears.

n Under the picture of the nose it shows what he smells.

n Under the picture of the tongue it shows what he tastes.

n Under the picture of the hand it shows what he feels.

Explain that students should reference the Evidence Chart during their Socratic Seminar discussions.

PARTICIPATE IN SOCRATIC SEMINAR

Small Groups

33 MIN.

Display and read the Speaking and Listening Anchor Chart. Remind students that they have practiced these goals, and now it is time to use them as they discuss what they have learned about the senses from both versions of My Five Senses.

Remind students that a Socratic Seminar is a special kind of discussion that they get to lead themselves. It is a chance to learn from one another by having conversations directly with each other.

Refer back to the guidelines on the Speaking and Listening Anchor Chart, and remind students that these skills will help them be successful with the day’s discussion.

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Display and read the Craft Question: How do I have conversations in a Socratic Seminar?

Remind students of the sentence frames used in the previous Speaking and Listening Experiment for having conversations by displaying and reading the Speaking and Listening Anchor Chart: Have Conversations.

Introduce the Have Conversations Response Cards from Handout 29A, and model how to use them, along with talking chips, to aid discussion.

ƒ Sit in a semicircle with several volunteers. Each person has one talking chip and one response card in front of them.

ƒ When someone is ready to share a thought, they pick up their talking chip and share using the I think _____ frame. When they have fnished sharing, they put their chip in the middle of a circle.

ƒ Next, a different student picks up their response card and continues the conversation by asking, “What text evidence did you use?” After they ask the question, they put their response card in the middle of the circle.

Name:

Handout 29A: Have Conversations

Response Cards

Directions: Use this card to ask a peer a question about their text evidence as you have conversations.

What text evidence did you use?

What text evidence did you use?

ƒ Finally, the original student follows up by using the My text evidence is _____ frame. The cycle repeats until all students in the group have had an opportunity to share and respond.

TEACHER NOTE

ƒ Use Handout 29A to prepare the Have Conversations response cards. Print the cards on cardstock or tape them onto index cards for durability.

ƒ If students are ready, encourage them to use a few key words from the Word Wall in their discussions.

Write the Socratic Seminar opening question on the board: How did the children in My Five Senses (Miller) use their senses to learn about the world?

Students Echo Read the question.

Groups of four to six form circles around the room. Groups use talking chips and response cards to have collaborative conversations about the books using multiple peer-to-peer exchanges. Place one copy of Miller’s My Five Senses in the center of each circle to support students with naming textual evidence. Some key points may include:

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n I think they used their sense of sight to learn what their world looks like. My text evidence is when the girl is looking at her city.

n I think they used their sense of smell to learn if things smelled good or bad. My text evidence is that the girl held her nose when she smelled garbage. That must smell bad.

n I think they used their sense of taste to learn what foods they like. My text evidence is the girl who is smiling when she tastes watermelon.

Circulate and record anecdotal notes on the Speaking and Listening Observation Form (see Appendix C).

Midway through the seminar, stop to call attention to the next discussion question: How did the boy in My Five Senses (Aliki) use his senses to learn about the world?

Remind students how the word aware was important in this text. Call on a volunteer to defne the word. Encourage students to try to use it in their discussion.

Encourage students to reference the Evidence Chart for support in citing textual evidence.

Small groups use talking chips and response cards to engage in collaborative conversations about the second question. Some key points may include:

n I think he used his sense of sight to learn about nature. My text evidence is when he is looking at a frog.

n I think his senses help him learn about playing. My text evidence is when he is using his senses of sight, hearing, smelling, and touching to play with his puppy.

n I think the boy used his senses to learn how to be aware of everything around him. My text evidence is when he played a game to see how many senses he was using.

Reread the speaking goal from the Speaking and Listening Anchor Chart. Students use Nonverbal Signals (thumbs-up, thumbs-sideways, thumbs-down) to self-assess the conversations they had. Use anecdotal notes to share notable discussions from the small groups.

CELEBRATE AND REVIEW THE KNOWLEDGE JOURNAL

Whole Group

12 MIN.

Display the Knowledge Journal. Congratulate students on all the work they have done during this module to learn about the senses.

Remind students that when they started the year, the Knowledge Journal was blank. Encourage students to look at the Knowledge Journal now and think about how much they have learned. Invite students to do a victory dance to celebrate all their work and learning. Ask students to create a different dance move to showcase each sense.

Reference the Knowledge Journal. Point to the What I Know column and read the title aloud. Ask: “How did we fll this column? Where did we learn this information?” Volunteers respond.

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n We read the books.

n We could use what we learned from reading the books.

n Some things we learned from the author.

n Some things we learned by asking questions.

Point to the What I Can Do column, and read it aloud. Ask: “What skills have you learned that will help you write and express your learning better?” Volunteers respond.

n We can use more letters now.

n We know how to fll in the frames.

n We know to add more details.

n People read our writing so we need to add more.

Highlight the phrase I can respond to a prompt in the Knowledge Journal. Read this sentence out loud as a class, pointing to each word as you read. Instruct students to Think-Pair-Share, and ask: “What does this mean? How do I respond to a prompt?” Use Equity Sticks to call on students to answer.

n It means to answer the question.

n It means that we can’t answer a different thing.

n We can fll in the frames.

n We can cut and paste our words together.

n We can draw to show what we are talking about.

n We need to use evidence.

n We answer what the prompt asks us.

Reinforce that there are many different ways to respond to a prompt, but an important thing is to talk about the subject of the question in the prompt and to make sure that their answers include examples or evidence from the text about the subject. Explain that students will talk more about using textual evidence to respond to a prompt in the next lesson.

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Differentiation

Review the Writing Anchor Chart: Respond to Prompts. Direct all students to stand and go to one side of the classroom. Students should stand shoulder to shoulder in one line across the classroom, if possible.

Ask: “What is your favorite sense?”

Display and read aloud the following sentence frame: My favorite sense is _____.

Explain to students that you are going to provide responses to the sentence frame. If the response addresses the prompt and sticks to the topic, students should take one step forward. If the response does not address the prompt and is off topic, students should take one step back.

Read the prompt, inserting responses such as:

ƒ Sight

ƒ Smell

ƒ Cookies

ƒ Reading

ƒ Hearing

ƒ Sleep

ƒ Feeling

3 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Instruct students to Think-Pair-Share, and ask: “How did you use your senses to engage in the Socratic Seminar?” Use Equity Sticks to call on students to answer.

n I used my ears to listen.

n I used hearing to hear my friends talk.

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n I used my eyes to show them I’m listening.

n I used my hands to touch the conversation cards.

n I used my eyes to look at the Evidence Chart.

Wrap

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

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Analyze

Context and Alignment

Students hold small group Socratic Seminars on both versions of My Five Senses. Each student:

ƒ Contributes to the discussion.

ƒ Supports their answer with textual evidence.

ƒ Attempts asking a peer a question.

ƒ Listens attentively.

See Appendix C for a Speaking and Listening Rubric. Note: The Speaking and Listening instruction in Module 1 align with the Process row of the Rubric.

Next Steps

Review anecdotal notes from the seminar and sort areas of concern into three piles: Socratic Seminar procedures, citation of textual evidence, and other. If students struggled with the Socratic Seminar procedures, look for ways to introduce more structured small group work with the same norms, as applicable. Begin with brief tasks and then build up to more extended small group work.

If students struggled with citing textual evidence, pull them into a small group and review an Evidence Organizer, asking students to work backward to fnd the evidence in the text. Then, model responding to prompts with evidence.

Group students with similar needs (including the “other” pile) and plan small group support for these skills to set students up for success with their next Focusing Question Task.

LESSON 29 DEEP DIVE:

Direct Vocabulary Assessment: Part 2

ƒ Time: 15 min.

ƒ Text: Module texts

ƒ Vocabulary Learning Goal: Demonstrate understanding of grade-level vocabulary.

Launch

Remind students that they have practiced and already completed a Direct Vocabulary Assessment. Explain that they will take the last vocabulary assessment for this module to show their understanding of some key words from this module.

Learn

Distribute Assessment 29 and pencils (as needed).

Remind students that you will read a question aloud that contains the word listed beside the smiley face. If students think the answer to the question is “yes,” they should draw a circle around the smiley face. If they think the answer is “no,” they should draw a circle around the frowning face.

Use the teacher-facing version (with key) to administer the assessment.

Be sure to always read the focus word before reading the question. Read each question twice before students fll out their answers. Circulate as students work, ensuring that they are following directions and on the correct question. Provide oral cues as necessary to help students locate the proper row and where to mark their answers.

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Students complete the Direct Vocabulary Assessment.

Land

Congratulate students on their hard work!

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How do our senses help us learn?

Lesson 30: At a Glance

AGENDA

Welcome (5 min.)

Use Sensory Words

Launch (5 min.)

Learn (55 min.)

Sort Module Texts (10 min.)

Introduce the EOM Task (5 min.)

Conduct a Gallery Walk (20 min.)

Execute the EOM Task (20 min.)

Land (9 min.)

Practice Fluency

Wrap (1 min.)

Assign Homework

Style and Conventions Deep

Dive: Excel at Responding to a Prompt (15 min.)

MATERIALS

ƒ Assessment 30A: EOM Planning Sheet

ƒ Assessment 30B: EOM Task

ƒ Assessment 30C: EOM Task Checklist

ƒ Knowledge Journal

ƒ Evidence Organizer for My Five Senses (Aliki)

ƒ Evidence Organizer for Last Stop on Market Street

ƒ Evidence Organizer for Chicka Chicka Boom Boom

ƒ Evidence Organizer for Rap a Tap Tap

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Learning Goals

Express understanding of how the senses help us learn.

Begin EOM Task.

With support, evaluate writing and use complete sentences to share reflections.

Use complete sentences to describe what they did well in their EOM Task.

Prepare

FOCUSING QUESTION: Lessons 29-31

How do our senses help us learn?

CONTENT FRAMING QUESTION: Lesson 30

Know: How do the Module 1 texts build my knowledge of the senses?

CRAFT QUESTION: Lesson 30

Execute: How do I execute my EOM Task?

In this lesson students continue to express understanding gained by reading the Module 1 texts. Students apply the knowledge and demonstrate the skills they acquired over the course of the module by beginning the EOM Task.

Welcome

USE SENSORY WORDS

5 MIN.

Students Echo Read the sight Sensory Word Jar.

Divide the class into pairs. Explain that students will use their sense of sight to play “I See” with items around the classroom. Select an item clearly visible to students. Say: “I see something that _____.”

Model completing the blank with a word from the sight Sensory Word Jar.

Volunteers take turns asking yes or no questions to determine the identity of the object.

Students continue to ask questions and make guesses until the correct item is identifed. Continue this procedure as time allows, gradually bringing students into the development of the “I See” prompt.

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Launch

5 MIN.

Display the Knowledge Journal.

Highlight a reference to using textual evidence. Read this sentence out loud as a class, pointing to each word as you read. Instruct students to Think-Pair-Share, and ask: “What does this mean? Why do I use text evidence to answer a prompt?” Use Equity Sticks to call on students to answer.

n It means to use the books.

n Text evidence helps our reader understand.

n Text evidence helps us show them why.

n It helps support our answers.

Scaffold

Display an evidence organizer from one of the module texts. Ask students: “How did making this evidence organizer help us answering the Focusing Question?”

Reinforce the ways students have used textual evidence in this module. Explain to students that in their EOM Task they will be using evidence from the module texts to support their answers. First, they will look back at the texts they read this module. Learn

62 MIN.

SORT MODULE TEXTS

Whole Group

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10 MIN.

Congratulate students on all the texts they have read this module! Remind students that they have looked at two different types of books so far: storybooks and books that give information, or informational texts.

Gather up each book from Module 1 and place them in chronological order, beginning with Margaret Miller’s My Five Senses. Students Echo Read the titles.

TEACHER NOTE

Consider sketching the covers of each of the texts and creating an Anchor Chart or bulletin board with this information. You could refer to and build on this resource throughout the year.

Sample Chart:

Kinds of Text

Storybooks

ƒ Last Stop on Market Street

ƒ Chicka Chicka Boom Boom

Informational Text

ƒ My Five Senses (Miller)

ƒ My Five Senses (Aliki)

ƒ Rap a Tap Tap

Using the informational texts from this module as exemplars, remind students that an informational text teaches about things. Ask students: “What things would you like to learn about this year?” Volunteers respond. Explain that informational texts can teach them all about these topics and many more.

Explain that they will also be reading and talking about storybooks. Use stories from this module to show how a storybook tells about an adventure or experience; they can be stories that could really happen, or they could be silly stories that would never happen in real life.

As a class, sort the module texts into these two categories.

For each storybook ask students the following questions: “Why is this a storybook? What adventure or experience is it telling us about?” Volunteers respond to each question.

For each informational text, ask students the following questions: “Why is this an informational text? What topic are we learning more information about?” Use Equity Sticks to select students to respond. TEACHER NOTE

If students struggle, label the texts for them and facilitate the conversation by explaining your reasoning, having them chime in with answers as they can. Students will explore different text types in a more thorough way in future modules. This exercise is meant to introduce common types of text and give students a new way to think about the module texts prior to the EOM Task.

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INTRODUCE THE EOM TASK

Whole Group

5 MIN.

Reread the Essential Question aloud. Students Echo Read the question. Introduce the EOM Task. Explain to students the criteria for success and what tools they have to answer this question.

ƒ Students create a book about how the fve senses help a character from the text and themselves learn about the world.

ƒ Students use cutting and pasting to insert the text title and subject of their sentence.

ƒ Students draw and label with evidence from the text to complete the frame.

ƒ Students label drawings with spelling with sounds.

Hold up a copy of Assessment 30B as you explain the task and the different parts students will complete.

CONDUCT A GALLERY WALK 20 MIN.

Individuals

Display a copy of Assessment 30A in front of the class, and give one copy to each student. Remind students that when answering a prompt, it is important to use textual evidence to support their answers. Point back to the highlighted phrase in the Knowledge Journal from earlier in the lesson.

Ask: “Where can we fnd evidence from Last Stop on Market Street, Chicka Chicka Boom Boom, and Rap a Tap Tap on how people—characters from the stories or people in this classroom—use the fve senses to learn?” Volunteers respond. Use responses to reinforce that they will use Assessment 30A to plan their work for the EOM Task.

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Explain the different parts of the assessment and where they can fnd information to record. For example:

On the first page of the assessment you will see two boxes at the top. In the first box, cut and paste the name of the text you will use to support your answer. In the second box, cut and paste a character from the story you chose, either CJ or the boy from My Five Senses. I see there are boxes for the five senses below. I am going to choose one sense and collect evidence from the Evidence Chart about how my character used that one sense to learn about the world.

On the second page of the assessment I see that there are only boxes for sense of sight and sense of hearing. On this page I choose between two texts, Chicka Chicka Boom Boom or Rap a Tap Tap. I cut and paste the name of this text into the box at the top of my handout. Next, I choose one sense, sight or hearing, and collect evidence from the Evidence Charts on how I used that one sense to learn from the text.

TEACHER NOTE

If time allows, model completing a page of the handout as you dictate the different parts. This will help students visualize the different components and where to fnd the information to complete the handout.

Students complete Assessment 30A as they conduct a Gallery Walk through the different evidence organizers created over the course of the module.

Once they complete the handout, pairs share their planning sheet. Students verbally practice completing the sentence frames for the EOM Task using the information recorded on Assessment 30A. Circulate around the classroom, listening to the different vocabulary that students use and offering support where needed.

EXECUTE THE EOM TASK

Individuals

20 MIN.

Give each student a copy of Assessment 30B. Reintroduce the EOM Task and the criteria for success. Explain the different parts of the assessment .

Students begin the EOM Task, using their work on Assessment 30A as a guide.

Land

9 MIN.

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PRACTICE FLUENCY

Remind students that they will represent their Repeated Language lines for the class today.

Give groups a few minutes to practice their assigned phrases. If needed, provide groups with copies of the phrases with images written out on an extra sheet of paper for reference. Circulate as groups practice their fuency work, and provide support where needed.

Groups recite their assigned phrases for the class.

Wrap

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Analyze

Context and Alignment

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Students create a book about how the fve senses help a character from the text and themselves learn about the world. Each student:

ƒ Uses cutting and pasting to insert the text title and subject of their sentence.

ƒ Draws and labels with evidence from the text to complete the frame.

ƒ Labels drawings with spelling with sounds.

Next Steps

If students struggle with completing the sentence frames, consider the root cause of the error. Does the error indicate that the student struggles with fnding appropriate textual evidence to support their response? Does the error indicate that the student struggles with how to construct their answer using cutting and pasting? Or, does the error indicate the student struggles with matching the letter sounds to the appropriate letter?

Once you have identifed the error, review students’ previous work and see if this is part of a pattern. Then, consult with colleagues to generate strategies for scaffolding students’ learning.

Group students with similar needs and plan small group support for these skills to set students up for success with completing their EOM Task.

LESSON 30 DEEP DIVE: STYLE AND CONVENTIONS

Excel at Responding to a Prompt

ƒ Time: 15 min.

ƒ Text: Student-generated writing

ƒ Style and Conventions Learning Goal: With support, evaluate writing and use complete sentences to share refections.

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 30

Execute: How do I improve my ability to respond to a prompt?

Launch

Congratulate students on everything they have learned about writing during this module. Explain that they will look back at their EOM Task and think about how they responded to the prompt.

Post and read the Craft Question: How do I improve my ability to respond to a prompt?

Explain that writers use checklists as tools to be sure they have responded to a prompt. Distribute Assessment 30C.

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Name:

Assessment 30C: EOM Task Checklist

Directions: Use this checklist to identify if you have completed the

TEACHER

NOTE

This marks the beginning of students using checklists to evaluate their own writing. In subsequent modules, students will use these checklists more frequently, including on Focusing Question Tasks. However, at this point, the goal is to introduce the tool to students and encourage them to refect on their writing.

Ask: “What is a checklist? What do we use them for?” Volunteers respond.

Reinforce that checklists are tools to help us remember important things. Some people use checklists to make to-do lists; some people use checklists to make a grocery list. Share that writers use checklists to make sure they have included everything the prompt requires.

Direct students’ attention toward the self-evaluation column. Explain that this is the column they will be using in this lesson.

Scaffold

ƒ Lightly shade the self-evaluation column.

ƒ Remove the peer evaluation column to avoid confusion.

Select 3–4 criteria from the checklist. Use the following steps to support students in evaluating their work:

ƒ Read the criteria.

ƒ Ask students a concrete question related to that criteria to help them refect on their writing. For example: “Where did you draw what a character learns about the world using his senses? Where did you label your drawing? Can you point to those places?”

ƒ Circulate as students look for the criteria, offering support as needed.

ƒ Instruct students to draw a plus mark if they were able to point to that part of their writing or a triangle if they are unsure about whether they included that element.

Repeat the above process for the criteria you selected.

Remind students that writers speak in complete sentences. Volunteers remind students of the parts of a complete sentence.

Instruct students to Think-Pair-Share, and ask: “What did you do well in your writing?”

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Remind students to start their sentences with I and then describe something they did in their writing. Encourage them to look back at their checklists.

Students use complete sentences to describe what they did well in their EOM Task.

Land

Ask: “What tool did we use to check our writing today?” Volunteers respond.

Reinforce that writers use checklists to be sure they have answered all parts of a prompt. Explain that students will continue checking their writing with this checklist in the next Deep Dive.

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How do our senses help us learn?

Lesson 31: At a Glance

AGENDA

Welcome (7 min.)

Review the Knowledge Journal

Launch (3 min.)

Learn (60 min.)

Perform Fluency (10 min.)

Execute the EOM Task (30 min.)

Share Book with the Class (20 min.)

Land (4 min.)

Refect on the Module

Wrap (1 min.)

Assign Homework

Style and Conventions Deep

Dive: Excel at Responding to a Prompt (15 min.)

MATERIALS

ƒ Assessment 30A: EOM Planning Sheet

ƒ Assessment 30B: EOM Task

ƒ Assessment 30C: EOM Task Checklist

ƒ Knowledge Journal

ƒ Evidence Organizer for My Five Senses (Aliki)

ƒ Evidence Organizer for Last Stop on Market Street

ƒ Evidence Organizer for Chicka Chicka Boom Boom

ƒ Evidence Organizer for Rap a Tap Tap

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Learning Goals

Express understanding of how the senses help us learn.

Complete the EOM Task.

With support, evaluate writing, and use complete sentences to share reflections.

Use complete sentences to describe what they did well in their EOM Task.

Prepare

FOCUSING QUESTION: Lessons 29-31

How do our senses help us learn?

CONTENT FRAMING QUESTION: Lesson 31

Know: How do the Module 1 texts build my knowledge of the senses?

CRAFT QUESTION: Lesson 31

Execute: How do I execute my EOM Task?

In this lesson students continue to express understanding gained over the course of the module. Students apply the knowledge and demonstrate the skills they have acquired over the course of the module by completing the EOM Task. Students share their completed assessments in small groups and demonstrate how their senses have also helped them learn from and enjoy the world around them.

Welcome

7 MIN.

REVIEW THE KNOWLEDGE JOURNAL

Display the Knowledge Journal.

Highlight a reference to adding details to drawings. Read this sentence out loud as a class, pointing to each word as you read.

Instruct students to Think-Pair-Share, and ask: “What does this mean? How do I add details to a drawing? Why?” Use Equity Sticks to call on students to answer.

n You can make sure you draw all the parts of the picture.

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n You can add labels with letters.

n It helps our readers know more.

n The more details we have then the more they know.

Extension

Ask students to take out their responses to Focusing Question Task 1 and Focusing Question Task 5. Instruct students to Think-Pair-Share, and ask: “What differences do you see in your work from the first task to the last?” Use Equity Sticks to call on students to answer.

Reinforce that they have learned so much in just the first module to make their writing more clear and detailed. Congratulate students on their learning, and explain that they will continue to learn and become more independent as the year progresses.

Reinforce that adding details to a drawing is important because it supports their answers and provides more detail. Explain to students that in their EOM Task they will be adding details to their drawings through labeling with letters to help their readers understand more about their answers.

Launch 3 MIN.

Instruct students to Mix and Mingle, and ask: “What is your favorite text from the module? Why?” Use Equity Sticks to call on students to answer.

Explain to students that they will complete their EOM Task and share the book they have written with the class.

Learn 60 MIN.

PERFORM FLUENCY 10 MIN.

Small Groups

Divide the class into their groups from the previous day. Explain that they have practiced their fuent reading many times over the course of the module and are now ready to act it out for their peers.

Groups create a dance or movements to accompany their assigned phrases from the Repeated Language Chart. Give groups a few minutes to create movements together.

Groups recite their repeated language phrases for the class and act them out.

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Instruct students to Mix and Mingle, and ask: “Why do you think learning the repeated language from each text helps us understand the text better?”

EXECUTE THE EOM TASK

Individuals

30 MIN.

Remind students of the criteria for success for the EOM Task:

ƒ Students create a book about how the fve senses help a character from the text and themselves learn about the world around them.

ƒ Students use cutting and pasting to insert the text title and subject of their sentence.

ƒ Students draw and label with evidence from the text to complete the frame.

ƒ Students label drawings with letters. .

Students take out the copies of Assessment 30A and 30B and complete their work with the EOM Task.

TEACHER

NOTE As students complete the task, assist them in using the frst two pages of Assessment 30B to create a book for each student.

SHARE BOOK WITH THE CLASS

Small Groups

20 MIN.

Congratulate students on completing the EOM Task. They have learned so much over the course of the module about their senses, as well as how to explore storybooks and informational texts.

Instruct students to Think-Pair-Share, and ask: “Is the book you have written for the EOM Task a storybook or an informational text? Why?” Use Equity Sticks to call on students to answer.

Explain to students that they will share their books with their peers. After listening to a peer’s book, they will offer one compliment. Defne compliment for the class as “an expression of praise.” Explain that students can use their senses of sight and hearing not only to enjoy the module texts but also to enjoy each other’s writing.

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Call on a volunteer to share their book with the class. After the student shares, model giving a compliment about the student’s writing and/or drawing using the sentence frames: I liked hearing and I liked seeing ____. Give at least four compliments using these frames to allow students to internalize them. Display the sentence frames and ask students to Echo Read the frames three times.

Divide the class into groups of 4–5 students. Students share their book with their group. Each group members offers one compliment after a peer shares. Encourage students to use the sentence frames: I liked hearing_______; I liked seeing_______.

Circulate and choose two students to share their work with the class.

TEACHER NOTE

Designate a specifc chair in the classroom the “author’s chair.” Use the same chair throughout the whole year. This will signify to students that when someone is sharing their writing they deserve full attention. It will also empower students to feel proud about the work they have done and get them excited to take a turn to share with their peers.

Ask: “Why is it helpful to offer a compliment to our peers? How did it make you feel?” Volunteers respond.

Use student responses to reinforce that offering a compliment after someone shares their writing is helpful because it tells the author what was great about their writing.

Extension

Return to the Feelings Chart, and encourage students to generate new words to add.

REFLECT ON THE MODULE

Instruct students to Mix and Mingle, and ask the following questions:

ƒ How has reading these texts helped you learn more about the fve senses?

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ƒ How will you use your fve senses in the future to learn about the world?

ƒ How will you use your fve senses to learn in this classroom?

Use Equity Sticks to call on students to answer.

Extension

Find time to invite students to add to the Finding Beautiful Graffiti Wall in the following ways:

ƒ Revisit the art from Module 1, and ask students to identify what they think is beautiful in the paintings. Students add their findings to the Graffiti Wall.

ƒ Go on a class walk around the community (or classroom). Encourage students to use their senses to find beauty in the world around them. Back in the classroom, have students draw something beautiful they found with their senses.

Wrap

1 MIN.

ASSIGN HOMEWORK

Continue the classroom home-reading routine.

Analyze

Context and Alignment

Students create a book about how the fve senses help a character from the text and themselves learn about the world. Each student:

ƒ Uses cutting and pasting to insert the text title and subject of their sentence.

ƒ Draws and labels with evidence from the text to complete the frame.

ƒ Labels drawings with letters.

Next Steps

Use the data from this assessment to identify patterns in students’ work. Look for common errors, as well as make note of students who are excelling. Use these observations to create a list of needs that you could use to plan differentiated small groups for scaffolding and extending instruction on the Focus Standards of this module.

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Refer back to the Teacher Notes and Alternate Activity Boxes and pull out strategies for meeting the needs you identifed. Consult with colleagues to generate additional strategies.

Group students with similar needs and plan small group support for these skills to set students up for success with completing their next writing task.

LESSON 31 DEEP DIVE: STYLE AND CONVENTIONS

Excel at Responding to a Prompt

ƒ Time: 15 min.

ƒ Text: Student-generated writing

ƒ Style and Conventions Learning Goal: With support, evaluate writing, and use complete sentences to share refections.

Launch

Distribute the checklists from the previous Deep Dive. Ask: “What did we use these checklists for?” Volunteers respond.

Reinforce that the checklists are a tool writers use to be sure they have responded to all parts of a prompt.

Post and read the Craft Question: How do I improve my ability to respond to a prompt?

Explain that students will repeat the same process in this Deep Dive to check their writing.

TEACHER NOTE

Learn

Students place their fngers on the Self-evaluation column.

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Use your knowledge of students’ abilities to determine how in-depth to go with this checklist. You may consider holding the peer evaluation column until Module 2.

Select 3–4 criteria from the checklist, and repeat the previous steps for supporting students in evaluating their work:

ƒ Read the criteria.

ƒ Ask students a concrete question related to the criteria to help them refect on their writing. For example: “Where do you name the person you are drawing about? Can you point to it?”

ƒ Circulate as students look for the criteria, offering support as needed.

ƒ Instruct students to draw a plus mark if they were able to point to that part of their writing or a triangle if they are unsure about whether they included that element.

Repeat the above process for the criteria you selected.

Remind students that writers also share what they have done well in their writing.

Instruct students to Think-Pair-Share with a different partner from the previous Deep Dive, and ask: “What did you do well in your writing?”

Remind students to start their sentences with I and then describe something they did in their writing. Encourage them to look back at their checklists.

Students use complete sentences to describe what they did well in their EOM Task.

Land

Congratulate students on all of the wonderful reading and writing they have done during this module. Explain that they will continue to improve the skills they have gained, including responding to a prompt, in Module 2—and they will learn many more things about reading, writing, and the world around them!

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Appendix A: Text Complexity

Great Minds carefully selects high-quality module texts that are content-rich and beautifully crafted. All texts, especially the core texts, must be appropriately challenging to ensure that students have opportunities to develop their literacy skills and meet Florida’s K–12 expectation ELA. K12.EE.2.1: “Read and comprehend grade-level complex texts profciently.” Each module core text is evaluated using quantitative measures outlined in Florida’s B.E.S.T. Standards: English Language Arts > Appendix B: Reading > Text Complexity section (http://witeng.link/0950) and qualitative measures such as those described in Florida’s Text Complexity Rubric.

Core module texts:

Title and author Chicka Chicka Boom Boom, Bill Martin Jr. and John Archambault; Illustrations, Lois Ehlert

Description of Text

Complexity ratings

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The text tells the story of each childlike lowercase letter of the alphabet, each with its own personality and group of friends, rushing ragtag to climb up a coconut tree. When the tree bends, the letters fall to the ground. Some leave banged up and tired, while others have the adults in their community (the uppercase alphabet) rush in to comfort them. Students analyze the purpose of repetitive language and how the words and illustrations in a text work together to communicate key information and meaning.

Quantitative:

AD530L

Qualitative:

Meaning/Purpose: The purpose is to provide delight with and practice of the alphabet. The story anthropomorphizes each letter and is funny, giving students the opportunity to practice recognizing letters and associating the written form, both lowercase and uppercase, with the name of the letter.

Structure: The story has a straightforward narrative structure. Repeated language throughout gives readers an opportunity to make predictions and actively engage in fluent reading.

Language: The muscular verbs describing the varying modes of motion and the injuries sustained by the letters lend depth, personality, and joy to what could have been just another alphabet book.

Knowledge Demands: Having prior knowledge of the alphabet is useful for students but the story will activate background knowledge and reinforce or provide familiarity throughout the text.

Title and author Last Stop on Market Street, Matt De La Peña; Illustrations, Christian Robinson

Description of Text

Complexity ratings

This picture book describes an afternoon in the life of CJ, who leaves church with his grandmother (Nana) and grudgingly takes the bus to the last stop on Market Street. While journeying with CJ, readers learn about CJ’s perception of the world, influenced by Nana’s appreciation of other people and her surroundings and her ability to find beauty all around her. With the author’s descriptive words and the illustrator’s powerful art, students share in CJ’s trip to the soup kitchen as he uses his senses to experience the world around him.

Quantitative:

AD610L

Qualitative:

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Meaning/Purpose: The book lauds living in the moment and appreciating daily pleasures: smells, sounds, tastes, sights, and companionship. The story contains multiple levels of meaning, and students may require support identifying the text’s message.

Structure: The book is a narrative with chronological structure.

Language: The rich verbs are mimetic of the message that no opportunity—even the opportunity to describe something—should be wasted. Figurative language enhances the visual experience and sparks the reader’s imagination. Limited colloquial language shows CJ’s casual, warm relationship with his grandmother.

Knowledge Demands: The text requires some knowledge of urban life such as riding a bus and visiting a soup kitchen. Clean transitions and clear illustrations support meaning in the story.

Title and author My Five Senses, Aliki

Description of Text This book combines colorful, friendly art with simple but pervasive ideas: everything you sense helps you become aware of the world around you. Students learn that each smell, sight, noise, thing to eat, and thing to touch teaches something. This text helps students solidify knowledge of the senses and their understanding of how one uses his senses to learn from the world around him.

Complexity ratings

Quantitative:

AD590L

Qualitative:

Meaning/Purpose: The text provides a straightforward explanation of the five senses, yet also addresses more nuanced ideas such as using multiple senses at once, and awareness.

Structure: The book employs sections of patterned language with illustrations to support meaning.

Language: The sentence structure and vocabulary are simple and accessible. The text uses multiple forms of words (e.g., “I use my sense of taste. I am tasting.”) to enhance sensory vocabulary.

Knowledge Demands: The text’s content is largely familiar and explains unfamiliar concepts (such as awareness) through examples and explanation.

Title and author My Five Senses, Margaret Miller

Description of Text

Complexity ratings

This text is a striking photographic compilation of young children in familiar scenarios using their senses to drink in the world. Supported by simple, repetitive language, it gives emerging readers a strong introduction to a study of sense and personal connection to the functions of their sense organs. This text serves as an accessible introduction to the module’s content and to concepts of print.

Quantitative:

AD590L

Qualitative:

Meaning/Purpose: The text offers a straightforward explanation of the five senses, using photographs to connect readers to sensory experiences.

Structure: A repeated sentence pattern helps students follow along easily and offers opportunities to practice fluent reading.

Language: Simple text conveys accessible concepts as supported by photographs.

Knowledge Demands: The content of the text is largely familiar to kindergarteners and is supported by photographs.

Title and author Rap a Tap Tap, Leo Dillon and Diane Dillon

Description of Text

Complexity ratings

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This book features gorgeous, limited-color paintings paired with verse that evoke the legendary talent and spirit of Bill “Bojangles” Robinson. A well-composed urban landscape shows delighted faces wherever the dancer passes by, bringing pleasure, elegance, and culture wherever he goes. Repeated language allows early readers to participate in telling, lending a feeling of ownership over the story. Students learn how their senses of sight and hearing help them experience a text and learn from the illustrations and words.

Quantitative:

AD300L

Qualitative:

Meaning/Purpose: The text shares a perspective on Bill “Bojangles” Robinson’s life by chronicling his infectious vibrancy and the joy he brought to members of his community, often in the throes of economic hardship and discrimination.

Structure: The text contains a chronological and informational narrative with characteristics of an illustrated poem.

Language: The text contains some unfamiliar words that are scaffolded by context and illustrations. The patterned rhythmic and rhyming verses that repeat throughout create opportunities for students to participate in reading the story.

Knowledge Demands: To understand the content of this text, knowledge of the Great Depression and Harlem Renaissance are helpful.

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Appendix B: Vocabulary

Wit & Wisdom focuses on teaching and learning words from texts. Students develop an awareness of how words are built, how they function within sentences, and how word choice affects meaning and reveals an author’s purpose.

The purpose of vocabulary study in Wit & Wisdom is to achieve the following three key student outcomes:

ƒ Improve comprehension of complex texts.

ƒ Increase students’ knowledge of words and word parts (including affxes, Latin or Greek roots, etc.).

ƒ Increase students’ ability to solve for unknown words on their own.

To achieve these outcomes, vocabulary study in Wit & Wisdom emphasizes the following three categories of vocabulary words:

ƒ Content Vocabulary: Necessary for understanding a central idea of the domain-specifc text and/or module topic.

ƒ Academic Vocabulary: High-priority words that can be used across disciplines and are likely to be encountered in other texts. Often abstract and with multiple meanings, these words are unlikely to be known by students with limited vocabularies.

ƒ Text-Critical Vocabulary: Words and phrases that are essential to students’ understanding of a particular text or excerpt.

Vocabulary study in Wit & Wisdom will occur within the following types of instruction:

ƒ Core 75-min. daily lessons: Vocabulary study that is essential to understanding the text at hand. Instructional strategies are explicitly introduced and practiced during vocabulary instruction and put into practice during a reading of a text.

ƒ Vocabulary Deep Dives: Vocabulary instruction and practice that advances students’ knowledge of high-value words and word-solving strategies, focusing on aspects such as abstract or multiple meanings, connotation, relationships across words, and morphology.

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Vocabulary learning is assessed indirectly through application and directly through two-question assessments (Kindergarten through Grade 2) and sentence assessments (Grades 3-8). Assessment words are selected because of their importance to the module’s content, as well as their relevance and transferability to other texts and subject areas.

ƒ Indirect Assessment: Students are expected to use and incorporate words from the below list into their academic discourse, through speaking and listening (during Socratic Seminars) and writing (during formal writing tasks, such as the EOM).

ƒ Direct Assessment: Teachers should make this list available to students through the Assessed Vocabulary Study Guide. (Words appear on two Assessed Vocabulary Study Guides for those grades that provide a mid- and end-of-module vocabulary assessment.)

* You will note that Indirect Assessments are not specifed in Module 1 of Kindergarten; rather, there are reminders about referencing the Word Wall and bringing previously studied vocabulary into the lessons when appropriate. This is an instructional decision to reduce the cognitive load required of beginning Kindergartners, allowing them to focus on acclimating to classroom procedures and expectations. Indirect Assessments will begin in Module 2.

The following is a complete list of all words taught and practiced in the module. Those that are assessed, directly or indirectly, are indicated.

My Five Senses, Margaret Miller Lesson Number Word ContentSpecific Academic Text Critical Teaching Strategy Assessment

Choral

Reading

1 senses

1 DD shadow

1 DD city

1 DD ocean

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1 DD piano

2 garbage

2 fire engine

Module Word

Wall word

Teacher Think

Aloud

Question

Corners

Module Word

Wall Word

Question

Corners

Module Word

Wall Word

Question

Corners

Teacher

Read Aloud

Glossary

Question

Corners

Module Word

Wall Word

Teacherprovided synonym

Teacherprovided synonym

Direct assessment in Deep Dive 21

Direct assessment in Deep Dive 16

Direct assessment in Deep Dive 16

Direct assessment in Deep Dive 16

2

2,

4 enjoy

Teacherprovided synonym

Teacherprovided definition

Studentgenerated examples to build class chart

Teacher Read Aloud Glossary

Teacher-provided definition

Student-generated examples to build class chart

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Studentgenerated definition Module Word Wall Direct assessment in Deep Dive 21

My

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Lesson

Lesson

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Question

Appendix C: Answer Keys, Rubrics, and Sample Responses

TABLE OF CONTENTS

ƒ Lesson 5: Focusing Question Task 1 Sample Response

ƒ Lessons 10, 16, 22, 28, and 31: FQT 2, 3, 4, 5, and EOM Rubric

ƒ Lesson 10: Focusing Question Task 2 Sample Response

ƒ Lesson 10: New-Read Assessment 1 Answer Key

ƒ Lesson 16: Practice Direct Vocabulary Assessment and Answer Key

ƒ Lessons 16 and 29: Socratic Seminar Grade K Speaking and Listening Process Rubric

ƒ Lesson 16: Focusing Question Task 3 Sample Response

ƒ Lesson 16: New-Read Assessment 2 Answer Key

ƒ Lesson 21: Direct Vocabulary Assessment and Answer Key: Part 1

ƒ Lesson 22: Focusing Question Task 4 Sample Response

ƒ Lesson 23: New-Read Assessment 3 Answer Key

ƒ Lesson 28: Focusing Question Task 5 Sample Response

ƒ Lesson 29: Direct Vocabulary Assessment and Answer Key: Part 2

ƒ Lesson 31: EOM Annotated Sample Response

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Key: Representations of Student Writing for Module 1

Bold text represents text provided by teacher in a template.

Quotation marks represent text written by students.

Italics represent dictation or implied meaning of phonetically written text.

( ) represents student drawing.

[ ] represents image cut and pasted by student.

Lesson 5: Focusing Question Task 1 Sample Response

Text: My Five Senses, Margaret Miller

Focusing Question: What are our fve senses?

Prompt: What are our fve senses? (R.ELA.K.R.2.2, ELA.K.C.4.1)

After reading My Five Senses, students write a group book about the fve senses:

ƒ Students choose one sense and complete a sentence frame using drawing, cutting, and pasting.

ƒ Students use personal experiences to complete the frame.

Sample Responses:

ƒ With my [image of eyes] I see (drawing of a dog).

ƒ With my [image of ears] I hear (drawing of a fre truck).

ƒ With my [image of hands] I touch (drawing of a book).

ƒ With my [image of tongue] I taste (drawing of ice cream).

ƒ With my [image of nose] I smell (drawing of a fower).

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Lesson 10: Focusing Question Task 2 Sample Response

Text: My Five Senses, Aliki

Focusing Question: How do people use their senses to learn about the world?

Prompt: How does the boy in the story use his senses to learn about the world? (ELA.K.R.2.2, ELA.K.C.4.1, ELA.K12.EE.1.1)

After reading My Five Senses, students write a group book about how the boy uses his fve senses:

ƒ Students choose one sense and complete a sentence frame using drawing, cutting, and pasting.

ƒ Students use evidence from the text to complete the frame.

Sample responses:

ƒ The boy sees [image of eyes] (drawing of a frog).

ƒ The boy hears [image of ears] (drawing of a drum).

ƒ The boy smells [image of nose] (drawing of a cookie).

ƒ The boy tastes [image of tongue] (drawing of pasta).

ƒ The boy touches [image of hands] (drawing of a balloon)

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Lessons 10, 16, 22, 28, and 31: FQT 2, 3, 4, 5, and EOM Rubric

Grade K – Informative/Explanatory Writing

4 (Exceeds expectations)

Structure

Development

Using a combination of drawing, dictating, and writing:

ƒ Responds thoroughly to all elements of prompt

ƒ Names specific topic

ƒ Supplies two additional pieces of information about the topic after naming the topic

With guidance and support such as collaborative planning:

ƒ Supplies two pieces of evidence from text(s)

ƒ Evidence provided develops topic

3 (Meets expectations)

Using a combination of drawing, dictating, and writing:

ƒ Responds to all elements of prompt

ƒ Names general topic

ƒ Supplies one additional piece of information about the topic after naming the topic

With guidance and support such as collaborative planning:

ƒ Supplies one piece of evidence from text

ƒ Evidence provided relates to topic

2 (Partially meets expectations)

Using a combination of drawing, dictating, and writing:

ƒ Responds to some elements of prompt

ƒ Information about topic is supplied; topic is apparent but not explicitly stated

1 (Does not yet meet expectations)

Using a combination of drawing, dictating, and writing:

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Conventions

The following only applies when using students’ own writing:

ƒ Shows consistent command of end-of-grade-level language standards for conventional written English, including mechanics, usage, and spelling; occasional errors may interfere with meaning but main points are intelligible to reader

The following only applies when using students’ own writing:

ƒ Shows general command of end-of-grade-level language standards for conventional written English, including mechanics, usage, and spelling; some errors interfere with meaning

With guidance and support such as collaborative planning:

ƒ Supplies general evidence that may not come from text or may not be factually accurate

ƒ Evidence may not consistently relate to topic

The following only applies when using students’ own writing:

ƒ Shows partial command of end-of-grade-level language standards for conventional written English, including mechanics, usage, and spelling; errors interfere with meaning and some main points are not intelligible to reader

ƒ Does not respond to prompt; offtopic

ƒ Does not supply information about topic; topic is unclear

With guidance and support such as collaborative planning:

ƒ Does not supply evidence

The following only applies when using students’ own writing:

ƒ Does not show command of end-of-grade-level language standards for conventional written English, including mechanics, usage, and spelling; errors significantly interfere with overall meaning and writing is difficult to follow

Lesson 10: New-Read Assessment 1 Answer Key

Sample scoring tool:

ELA.K.F.1.1.d Identify the front cover, back cover, and title page of a book.

Student Name Front Cover Back Cover Title Page

Date Achieved

Success criteria: To achieve the standard, students must identify all three parts of the book by placing the correct color of sticky note on each part of the book, as prompted by the teacher.

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Lesson 16: Practice Direct Vocabulary Assessment and Answer Key

1 Shadow: Can you see your shadow in a dark room? (no)

2 Piano: Can you make music with a piano? (yes)

3 Whisper: Is a whisper loud? (no)

4 City: Would you see many buildings in a city? (yes)

5 Feeling: Is disgusted a feeling? (yes)

6 Piano: Can you hold a piano in your hand? (no)

7 Whisper: Is a whisper quiet? (yes)

8 Shadow: Can you see your shadow outside on a sunny day? (yes)

9 City: Would you see a forest in a city? (no)

10 Feeling: Is sleeping a feeling? (no)

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Lessons 16 and 29: Socratic Seminar Grade K Speaking and Listening Process Rubric

Grade K – Speaking and Listening Process Rubric

4 (Exceeds expectations)

Process

Listening

ƒ Alternates speaking and listening in conversations through multiple exchanges

ƒ Follows all agreedupon rules for conversations

ƒ Eye contact and body language demonstrate attention

ƒ Can repeat back what is heard in sequence from memory

3 (Meets expectations)

ƒ Speaks in conversations through multiple exchanges

ƒ Follows most agreed-upon rules for conversations

2 (Partially meets expectations)

ƒ Speaks in conversations

ƒ Follows some agreed-upon rules for conversations

1 (Does not yet meet expectations)

ƒ Does not speak in conversations

ƒ Follows few, if any, agreed-upon rules for conversations

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ƒ Tracks speakers with eyes

ƒ Can repeat back what is heard

ƒ Sometimes tracks speakers

ƒ Can recognize what is heard

ƒ Rarely, if ever, tracks speakers

ƒ Doesn’t remember what is heard

Lesson 16: Focusing Question Task 3 Sample Response

Text: Last Stop on Market Street, Matt de la Peña; Illustrations, Christian Robinson

Focusing Question: How does CJ use his senses to learn about the world?

Prompt: How does CJ use his senses of sight and hearing to learn about the world? (ELA.K.R.1.1, ELA.K.C.4.1, ELA.K12.EE.1.1)

After reading Last Stop on Market Street, students write a partner book about how CJ uses his senses:

ƒ Pairs divide up the sentence frames: one student writes about what CJ hears, and the other writes about what CJ sees.

ƒ Students use cutting and pasting to craft their sentences.

ƒ Students draw textual evidence from the Evidence Organizer to complete the frames.

ƒ Students create a larger drawing with added details in the large space provided.

Sample responses:

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ƒ CJ [image of CJ] hears [image of ears] (drawing of a guitar) (drawing of a guitar with additional details about how it is plucked).

ƒ CJ [image of CJ] sees [image of eyes] (drawing of a bus) (drawing of a bus with additional details about the dragon on the side and the bus sagging).

Lesson 16: New-Read Assessment 2 Answer Key

Sample scoring tool:

ELA.K.R.1.3, ELA.K12.EE.1.1, ELA.K12.EE.1.2 With prompting and support, name the author and illustrator of a story, and define the role of each in telling the story.

Text: Last Stop on Market Street

Student Name Author/Role Illustrator/Role

Date Achieved

Success criteria: To achieve the standard, students must verbally identify the author (Matt de la Peña) and illustrator (Christian Robinson) of Last Stop on Market Street. They must also point to the words/pictures on the page to identify the part of the book created by the author or illustrator.

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Lesson 21: Direct Vocabulary Assessment and Answer Key: Part 1

1 Senses: Can you use senses to have fun at the beach? (yes)

2 Alphabet: Is the letter B in the alphabet? (yes)

3 More: When you ask your mom to take broccoli off your plate, are you asking for more? (no)

4 Enjoy: Would you frown to show you enjoy something? (no)

5 Coin: Can you use coins to buy ice cream at the store? (yes)

6 Senses: Can a pencil use senses to write on a paper? (no)

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7 Enjoy: Would you smile to show you enjoy something? (yes)

8 Alphabet: Is the number 2 in the alphabet? (no)

9 Coin: Does a coin feel soft and hot? (no)

10 More: When you ask your mom for another piece of candy, are you asking for more? (yes)

Lesson 22: Focusing Question Task 4 Sample Response

Text: Chicka Chicka Boom Boom, Bill Martin Jr. and John Archambault; Illustrations, Lois Ehlert

Focusing Question: How do our senses help us learn from Chicka Chicka Boom Boom?

Prompt: How does our sense of sight or hearing help us learn from Chicka Chicka Boom Boom? (ELA.K.R.1.1, ELA.K.C.5.1, ELA.K.F.1.1.g, ELA.K.F.1.3.a)

After reading Chicka Chicka Boom Boom, students write a partner book about how they used their senses to learn from the text:

ƒ Students use drawing, cutting, and pasting to complete a sentence frame.

ƒ Students choose between the senses of sight and hearing.

ƒ Students use evidence from the text to support their answers.

ƒ Students use initial letter sounds to label their drawings.

Sample responses:

ƒ I [image of letter I] see [image of eyes] (drawing of hurt letters; labeled letters and a T for tree).

ƒ I [image of letter I] hear [image of ears] (drawing of an exclamation point and B for boom).

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Lesson 23: New-Read Assessment 3 Answer Key

Sample scoring tool:

ELA.K.R.2.2: With prompting and support, ask and answer questions about key details in a text.

ELA.K.V.1.2 With prompting and support, ask and answer questions about unknown words in a text.

Text: Rap a Tap Tap

Date:

Student Name

Q1: Why was Bojangles famous? (ELA.K.R.2.2)

Sample responses:

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Q2: What did people do when they saw Bojangles dance? (ELA.K.R.2.2)

Q3: What do you think paused means on page 17? (ELA.K.V.1.2)

Relevant Question

Asked (ELA.K.R.2.2, ELA.K.C.3.1)

ƒ Question 1: Bojangles was famous for dancing.

ƒ Question 2: People smiled and watched Bojangles when he danced.

ƒ Question 3: Paused means “stopped for a little bit.”

ƒ Question 4: (Responses will vary but should include a question word and be text-based.)

Lesson 28: Focusing Question Task 5 Sample Response

Text: Rap a Tap Tap, Leo and Diane Dillon

Focusing Question: How do our senses help us learn from Rap a Tap Tap?

Prompt: How do our senses of sight and hearing help us understand Rap a Tap Tap? (ELA.K.R.2.2, ELA.K.C.1.4, ELA.K.F.1.3.a)

After reading Rap a Tap Tap, students write a book about how they used their senses to learn from the text:

ƒ Students use drawing and labeling to complete a sentence frame.

ƒ Students use evidence from the text to support their answer.

ƒ Students use initial letter sounds to label their drawings.

Sample responses:

ƒ I [image of letter I] see [image of eyes] (drawing of Bojangles dancing; B for Bojangles).

ƒ I [image of letter I] hear [image of ears] (drawing of a street and of feet; R for rhyme, S for street, and F for feet).

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Lesson 29: Direct Vocabulary Assessment and Answer Key: Part 2

1 Closed: Would the door be closed if you shut it? (yes)

2 Greet: Could you greet a friend if they were leaving your house? (no)

3 Stooped: Can you be stooped if you bend down to pet a cat? (yes)

4 Rhyme: If words rhyme, do they sound alike? (yes)

5 Greet: Could you greet a friend if they came to your door? (yes)

6 Stooped: Can you be stooped if you are standing up straight? (no)

7 Closed: Would the door be closed if you opened it? (no)

8 Rhyme: If words rhyme, do they sound different? (no)

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Lesson 31: EOM Annotated Sample Response

Prompt: How do our senses help us learn? (ELA.K.R.2.2, ELA.K.R.1.1, ELA.K.C.1.4, ELA.K.C.5.1, ELA.K.F.1.3.a, ELA.K.C.1.1, ELA.K.C.4.1)

After reading all module texts, students create a book about how the senses help them learn from books:

ƒ Students use cutting and pasting to insert the text title and subject of their sentence.

ƒ Students draw and label with evidence from the text to complete the frame.

ƒ Students label drawings and complete frames with initial letter sounds.

Sample Response 1:

ƒ [In My Five Senses], [the boy] learns about (drawing of the boy playing with his dog, labeled with B for boy and D for dog) with his sense of [touch].

ƒ [In Rap a Tap Tap] I learn about (drawing of Bojangles dancing fast, labeled with B for Bojangles, F for feet, and T for tapping) with my sense of [sight].

Sample Response 2:

ƒ [In Last Stop on Market Street], [CJ] learns about (drawing of a guitar and a man singing, labeled with G for guitar and M for man) with his sense of [hearing].

ƒ [In Chicka Chicka Boom Boom], I learn about (drawing of curvy lines labeled with the letter S for skit skat) with my sense of [hearing].

In these responses, standards ELA.K.R.1.1/ELA.K.R.2.2 and ELA.K.C.1.4 are addressed as students answer questions about key details from each text and supply information (e.g., which sensory organ is used) about the topic of the senses. Standard ELA.K.C.4.1 is addressed as students gather textual evidence from previously created Evidence Organizers and include this information in their responses. Standards ELA.K.F.1.3.a and ELA.K.C.1.1 are addressed as students label their drawings with initial letter sounds.

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Appendix D: Volume of Reading

Students may select from these recommended titles that support the module content or themes. These texts can be used as part of small-group instruction or as part of an independent and/or choice reading program. In addition, the Volume of Reading Refection handout located in the back of the Student Edition provides response questions for these texts.

Lexile measures are listed below when available. The Lexile code AD (Adult Directed) refers to a book that is usually read aloud to a child and includes diffcult language or text elements. A text labeled with NP (Non-Prose) Lexile indicates a book with more than 50% non-standard or nonconforming prose that cannot be measured using the Lexile measurement.

Picture Books

ƒ (070L) Hello Ocean, Pam Muñoz Ryan

ƒ (120L) Rain, Manya Stojic

ƒ (480L) The Listening Walk, Paul Showers

ƒ (AD550L) Ada Twist, Scientist, Andrea Beaty

ƒ (630L) Owl Moon, Jane Yolen

ƒ (AD440L) Brown Bear, Brown Bear, What Do You See? Bill Martin Jr.

ƒ (AD500L) The Snowy Day, Ezra Jack Keats

ƒ (AD670L) Polar Bear, Polar Bear What Do You Hear? Bill Martin Jr.

ƒ (NP) Drum Girl Dream, Margarita Engle

ƒ (N/A) Little Fur Family, Margaret Wise Brown

ƒ (N/A) Geraldine, the Music Mouse, Leo Lionni

ƒ (N/A) No One Saw, Bob Raczka

ƒ (N/A) Every Second Something Happens: Poems for the Mind and Senses, Christine San José

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Appendix E: Works Cited

Aliki. My Five Senses. New York: HarperCollins, 2015. Print.

Brown, Bryan. “The Harlem Renaissance.” Scholastic News Online. Scholastic, 14 Feb. 2014. Web. 10 Apr. 2016.

de la Peña, Matt. Last Stop on Market Street. Illus. Christian Robinson. New York: G.P. Putnam’s Sons for Young Readers, 2015. Print.

Dillon, Leo, and Diane Dillon. Rap a Tap Tap: Here’s Bojangles—Think of That! New York: Blue Sky, 2002. Print.

“Great Depression.” Britannica Junior Encyclopedia. Britannica Online for Kids. Encyclopedia Britannica, Inc., 2016. Web. 10 Apr. 2016

Kids Animation. “Chicka Chicka Boom Boom—Alphabet Song!” Online video. YouTube, 7 Feb. 2010. Web. 10 Apr. 2016.

Martin, Bill Jr. Chicka Chicka Boom Boom. New York: Aladdin Paperbacks, 1989. Print.

Miller, Margaret. My Five Senses. New York: Aladdin Paperbacks, 1998. Print.

Picasso, Pablo. Le Gourmet. 1901. Digital image. National Gallery of Art, Washington DC. Web. 10 Apr. 2016.

Rivera, Diego. Flower Day. 1925. Digital image. Los Angeles County Museum of Art, 2007. Web. 7 Apr. 2016.

SocialStudiesDC. “Eight-Year-Old Tap Prodigy Little Luke.” Online video. YouTube, 29 Mar. 2012. Web. 10 Apr. 2016.

Trickeration. “Bojangles Step Dance.” Online video. YouTube, 1 Sep. 2007. Web. 10 Apr. 2016.

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CREDITS

Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds® for proper acknowledgment in all future editions and reprints of this module.

ƒ All images are used under license from Shutterstock.com unless otherwise noted.

ƒ For updated credit information, please visit http://witeng.link/credits.

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ACKNOWLEDGMENTS

Great Minds® Staff

The following writers, editors, reviewers, and support staff contributed to the development of this curriculum.

Ann Brigham, Lauren Chapalee, Sara Clarke, Emily Climer, Lorraine Griffth, Emily Gula, Sarah Henchey, Trish Huerster, Stephanie Kane-Mainier, Lior Klirs, Liz Manolis, Andrea Minich, Lynne Munson, Marya Myers, Rachel Rooney, Aaron Schifrin, Danielle Shylit, Rachel Stack, Sarah Turnage, Michelle Warner, Amy Wierzbicki, Margaret Wilson, and Sarah Woodard.

Colleagues and Contributors

We are grateful for the many educators, writers, and subject-matter experts who made this program possible.

David Abel, Robin Agurkis, Elizabeth Bailey, Julianne Barto, Amy Benjamin, Andrew Biemiller, Charlotte Boucher, Sheila Byrd-Carmichael, Jessica Carloni, Eric Carey, Janine Cody, Rebecca Cohen, Elaine Collins, Tequila Cornelious, Beverly Davis, Matt Davis, Thomas Easterling, Jeanette Edelstein, Kristy Ellis, Moira Clarkin Evans, Charles Fischer, Marty Gephart, Kath Gibbs, Natalie Goldstein, Christina Gonzalez, Mamie Goodson, Nora Graham, Lindsay Griffth, Brenna Haffner, Joanna Hawkins, Elizabeth Haydel, Steve Hettleman, Cara Hoppe, Ashley Hymel, Carol Jago, Jennifer Johnson, Mason Judy, Gail Kearns, Shelly Knupp, Sarah Kushner, Shannon Last, Suzanne Lauchaire, Diana Leddy, David Liben, Farren Liben, Jennifer Marin, Susannah Maynard, Cathy McGath, Emily McKean, Jane Miller, Rebecca Moore, Cathy Newton, Turi Nilsson, Julie Norris, Galemarie Ola, Michelle Palmieri, Meredith Phillips, Shilpa Raman, Tonya Romayne, Emmet Rosenfeld, Jennifer Ruppel, Mike Russoniello, Deborah Samley, Casey Schultz, Renee Simpson, Rebecca Sklepovich, Amelia Swabb, Kim Taylor, Vicki Taylor, Melissa Thomson, Lindsay Tomlinson, Melissa Vail, Keenan Walsh, Julia Wasson, Lynn Welch, Yvonne Guerrero Welch, Emily Whyte, Lynn Woods, and Rachel Zindler.

Design Direction provided by Alton Creative, Inc.

Project management support, production design, and copyediting services provided by ScribeConcepts.com

Copyediting services provided by Fine Lines Editing

Product management support provided by Sandhill Consulting

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THE FIVE SENSES

Studying the fve senses lays a foundation for knowledge of human biology. Full of rhyme, rhythm, and color, this module introduces students to the joy and rigor of text-based, knowledge-rich learning. Aliki’s classic My Five Senses pairs with 2016 Newbery Award winner Last Stop on Market Street to explore the Essential Question: How do our senses help us learn?

GRADE K MODULES

1. The Five Senses

2. Once Upon a Farm

3. America, Then and Now

4. The Continents

ON THE COVER

Young Woman with a Water Pitcher (1662)

Johannes Vermeer, Dutch, 1632—1675

Oil on canvas

Metropolitan Museum of Art, New York

MORE MEANINGFUL

ENGLISH Wit & Wisdom is a comprehensive English curriculum that builds knowledge of key topics in history, science, and literature through the study of exemplary texts. Kindergarten students will build knowledge of the fve senses, the science and stories of farm life, America past and present, and the continents. Draw parents into the conversation by encouraging them to continue the conversation at home.

GREAT MINDS

®

The uncompromising curricula from Great Minds assume that every child is capable of greatness. We bring teachers and scholars together to craft exemplary instructional materials that inspire joy in teaching and learning. Our curricula—Wit & Wisdom ® , Eureka Math ®, and PhD Science ® —give schoolteachers what they need to take students beyond rote learning to provide a deeper, more complete understanding of the humanities, mathematics, and the sciences.

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COPYRIGHT STATEMENT

Published by Great Minds® .

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Copyright © 2020 Great Minds PBC. All rights reserved. No part of this work may be reproduced or used in any form or by any means—graphic, electronic, or mechanical, including photocopying or information storage and retrieval systems—without written permission from the copyright holder.

ISBN: 978-1-63642-034-9

n

n

Focusing

n

Focusing

Focusing Question: Lessons 17–22

How do our senses help us learn from Chicka Chicka Boom Boom?

Lesson 17

n TEXTS: Chicka Chicka Boom Boom, Bill Martin Jr. and John Archambault; Illustrations, Lois Ehlert • Flower Day, Diego Rivera, painting

¢ Style and Conventions Deep Dive: Examine Labeling Details with Letters

Lesson 18

n TEXTS: Chicka Chicka Boom Boom, Bill Martin Jr. and John Archambault; Illustrations, Lois Ehlert • Flower Day, Diego Rivera, painting ¢ Vocabulary Deep Dive: Text-Based Descriptions

n TEXTS: Chicka Chicka Boom Boom, Bill Martin Jr. and John Archambault; Illustrations, Lois Ehlert • “Chicka Chicka Boom Boom” song/video • Flower Day, Diego Rivera, painting • Le Gourmet, Pablo Picasso, painting

¢ Style and Conventions Deep Dive: Execute Speaking in Complete Sentences

Lesson 20

n TEXTS: Chicka Chicka Boom Boom, Bill Martin Jr. and John Archambault; Illustrations, Lois Ehlert • Flower Day, Diego Rivera, painting

¢ Vocabulary Deep Dive: Defne the Morpheme Re-

21

n TEXTS: Chicka Chicka Boom Boom, Bill Martin Jr. and John Archambault; Illustrations, Lois Ehlert • “Chicka Chicka Boom Boom” song/video • Flower Day, Diego Rivera, painting

¢ Vocabulary Deep Dive: Direct Vocabulary Assessment: Part 1

n TEXTS: Chicka Chicka Boom Boom, Bill Martin Jr. and John Archambault; Illustrations, Lois Ehlert • Flower Day, Diego Rivera, painting

Focusing Question: Lessons 23–28 How do our senses help us learn from Rap a Tap Tap?

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n TEXTS: Rap a Tap Tap, Leo and Diane Dillon • “Eight-Year-Old Tap Prodigy Little Luke,” video ¢ Vocabulary Deep Dive: Ask and Answer Questions about Key Vocabulary

n TEXTS: Rap a Tap Tap, Leo and Diane Dillon • “Great Depression,” Children’s Encyclopedia ¢ Style

n TEXTS: Rap a Tap Tap, Leo and Diane Dillon • “The Harlem Renaissance,” Bryan Brown

¢ Style and Conventions Deep Dive: Experiment with Labeling with Letters

The Five Senses

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Module Summary

“All our knowledge begins with the senses.”

Immanuel Kant, Critique of Pure Reason

A child savors the last bit of goodness at the bottom of a bowl. A coconut tree dips and sways. Tap-dancing toes clatter. As students drink in the sensory experiences conveyed by the words and illustrations in these texts, they explore this question: What are our senses, and how do they help us learn—as humans and as readers?

Studying the fve senses lays an early foundation for the study of science. Full of rhyme, rhythm, and color, this module introduces children to the joy and rigor of text-based, content-rich learning. Students become aware of how writers and artists leverage these tools to communicate experience. They understand how readers use senses to process information and learn. Students gain transferrable knowledge of how a text’s words and illustrations work together to provide a rich sensory experience.

The module begins with Margaret Miller’s My Five Senses, which uses engaging, relatable photographs of children to introduce the fve senses and their connection to emotion. To support the work of the frst text, students consider Pablo Picasso’s blue-period painting Le Gourmet, exploring the senses they use to appreciate and understand a painting. They also examine the senses the subject of the painting uses. Next, students approach the patterned language in Aliki’s accessible My Five Senses, with a focus on the relationship between words and illustrations. Students examine the way these elements work together, like our senses, to provide awareness of the world around us. The class then explores Last Stop on Market Street, the narrative of a boy’s journey through the city with his wise grandmother, who helps him appreciate the beauty of his surroundings.

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Students make inferences based on Lois Ehlert’s vivid illustrations while reading the classic Chicka Chicka Boom Boom by Bill Martin Jr. and John Archambault. They examine the rhythm of the book’s repeated refrains. Through a second art study of Diego Rivera’s painting Flower Day, they enrich their exploration of repeated elements by examining color and symmetry. Students continue closely listening and reading texts with Rap a Tap Tap by Leo and Diane Dillon. They dance to the motionrich illustrations inspired by Harlem Renaissance painter Aaron Douglas and chant the rhyming poem about the tap-dancing great, Bill “Bojangles” Robinson.

As the culmination of this exploration in the End-of-Module Task, students write and illustrate an original book detailing how their senses help them (as readers) to learn from texts. Their books also explore how a character from a module text uses senses to learn about the world. The books answer the Essential Question that all other module questions have been leading them to explore: How do our senses help us learn?

ESSENTIAL QUESTION

How do our senses help us learn?

SUGGESTED STUDENT UNDERSTANDING

ƒ We have fve senses: smell, taste, touch, hearing, and sight.

ƒ Our senses take in information and make us aware of the world around us.

ƒ People use their senses to learn about the world and to learn from books.

ƒ Details in illustration, speech, and text provide more information for readers.

ƒ Words and illustrations work together to tell a story and present information.

Texts

CORE TEXTS

Picture Books (Informational)

ƒ My Five Senses, Aliki

ƒ My Five Senses, Margaret Miller

ƒ Rap a Tap Tap, Leo and Diane Dillon

Picture Books (Literary)

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ƒ Chicka Chicka Boom Boom, Bill Martin Jr. and John Archambault; Illustrations, Lois Ehlert

ƒ Last Stop on Market Street, Matt de la Peña; Illustrations, Christian Robinson

SUPPLEMENTARY TEXTS

Articles

ƒ “Great Depression,” Children’s Encyclopedia

ƒ “The Harlem Renaissance,” Britannica Kids

Paintings

ƒ Flower Day, Diego Rivera

ƒ Le Gourmet, Pablo Picasso

Videos

ƒ “Bojangles Step Dance”

ƒ “Chicka Chicka Boom Boom”

ƒ “Eight-Year-Old Tap Prodigy Little Luke”

Module Learning Goals

Knowledge Goals

ƒ Recognize and describe the fve senses and related body parts.

ƒ Identify rhyme and repetition within texts.

ƒ Describe the use of color and shape in visual art.

Foundational Skills Goal

ƒ Identify the front cover, back cover, and cover page and the information contained on each. (ELA.K.F.1.1.d)

Reading Goals

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ƒ Ask and answer questions about key details from the text’s words and illustrations. (ELA.K.R.1.1, ELA.K.R.2.1)

ƒ Differentiate between the words and illustrations in a text, including describing the role the author and illustrator play in the development of these text features. (ELA.K.R.1.3, ELA.K.R.2.1)

Communication Goals

ƒ Write the letters that represent most phonemes and apply them to their own writing and drawing. (ELA.K.C.1.1, ELA.K.F.1.3.d)

ƒ Use a combination of drawing, dictating, and writing to respond to a prompt to supply information about a topic. (ELA.K.C.1.4)

ƒ Collect evidence from the texts and use it to support responses to a prompt. (ELA.K.C.4.1)

ƒ Produce and expand sentences using details from the text. (ELA.K.C.3.1, ELA.K.C.2.1, ELA.K.C.1.5)

ƒ Follow agreed-upon rules for discussion, such as one voice speaks at a time and listen attentively to the speaker. (ELA.K12.4.1, ELD.K12.ELL.S1.1)

ƒ Engage in conversations with peers about the text, using text evidence to support a response. (ELA.K.C.2.1, ELA.K12.EE.1.1, ELA.K12.EE.4.1)

Vocabulary Goals:

ƒ Ask and answer questions about unknown words in the text. (ELA.K.V.1.2)

ƒ Ask questions about key details in texts using the question words who, what, where, when, why, and how. (ELA.K.V.1.2, ELA.K.C.3.1)

ƒ Expand their understanding of word meanings through discussion and real-life connections. (ELA.K.V.1.1)

ƒ Use words acquired through reading and apply them to conversations about the text. (ELA.K.V.1.1, ELA.K.12.4.1)

Module in Context

Knowledge: In this frst module of Kindergarten, students identify the senses and understand that the senses are tools to help people learn about the world. Accessing and developing their senses as tools empowers students and encourages curiosity and mindfulness. Students listen and look to gather information from the text and illustrations. As they explore literary and informational texts, they use text elements together to frst access a text’s content and later to analyze texts.

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Reading: Through a rich, question-based approach to reading, students form a strong habit of unlocking meaning from texts. With the frst read of each text, students ask questions, which sets an authentic purpose for rereading. In addition, questioning encourages students to see a text through a more critical lens. Questioning also allows students to consider what the text tells them implicitly and explicitly and encourages them to keep asking when there is more knowledge to explore. Students develop basic concepts of print, identifying parts of the book and the roles of authors and illustrators. They apply this knowledge by closely examining the texts’ illustrations and words, differentiating between the two elements, and describing the connections they fnd. Students identify rhyme and repetition in rhythmic books before considering and fnally expressing the impact of these devices. This study of language also launches students’ fuency work for the year, helping them see predictable patterns that, with practice, they become able to recite independently. This suite of skills provides a solid foundation for the year ahead and for a lifetime of close reading.

Communication through Writing: The primary writing focus of the module is text-based explanatory writing. Students begin by unpacking prompts and learning to respond, orally and in writing. Students use sentence frames to construct a complete sentence, which later serve as a scaffold for their own independent writing. Students collect evidence to answer a specifc question. Then they expand upon their responses by providing additional details from the text in their drawings. In whole-group lessons, students begin by drawing detailed pictures. Drawing is an important part of writing, allowing students to show more of their thinking then they can presently express in writing. Later in the module, students use phonetic spelling to add labels to the pictures and complete simple sentence frames. Since early kindergartners’ writing development varies widely, students build from where they are, engaging in productive struggle without frustration. Throughout this module, students write, draw, and dictate frequently, including brief responses in their Response Journals, recording evidence to post on class charts, and building collaborative books. In the EOM Task, students build their own books.

Communicating Orally: Students have frequent opportunities to develop their listening and speaking skills in multiple settings, including whole group, small group, and pairs. During ongoing discussions about the texts, students explore the beginning concepts of sharing ideas in a group setting. Students learn to speak one at a time and listen with their senses, actions that lend themselves to the reciprocal nature of conversations. Students engage in conversations about the text both in class discussions and in Socratic Seminars. These opportunities give students a chance to build on their knowledge of the content and support their ideas with textual evidence while responding to classmates thoughtfully and respectfully.

Standards

MODULE ALIGNMENT WITH FLORIDA’S B.E.S.T. STANDARDS: ENGLISH LANGUAGE ARTS

Wit & Wisdom® Florida is a knowledge-building curriculum. Each module purposefully integrates benchmarks and expectations across strands to build students’ knowledge of a key topic in literature, history/social studies, science, and the arts.

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In each module, Spotlight Benchmarks, such as a specifc mode of writing, are highlighted for extensive instruction, practice, and assessment throughout the module. Integrated Benchmarks from across the strands provide multiple opportunities for students to practice and master grade-level literacy skills in context in module lessons. Continuing Benchmarks and K–12 Expectations represent broad goals that are foundational to students’ daily work, and thus are woven into all lessons and modules.

Spotlight Benchmark(s)

Communication

Expository Writing

ELA.K.C.1.4

Reading

Literary Elements

ELA.K.R.1.1

Central Idea

ELA.K.R.2.2

Using a combination of drawing, dictating, and/or writing, provide factual information about a topic.

Describe the main character(s), setting, and important events in a story.

Identify the topic of and multiple details in a text.

Integrated Benchmarks

Foundational Skills

Print Concepts

ELA.K.F.1.1.d

Communication

Oral Presentation

ELA.K.C.2.1

Improving Writing

ELA.K.C.1.5

Researching and Using Information

ELA.K.C.4.1

Multimedia

ELA.K.C.5.1

Reading

Poetry

ELA.K.R.1.4

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Interpreting Figurative Language

ELA.K.R.3.1

Paraphrasing and Summarizing

ELA.K.R.3.2

Comparative Reading

ELA.K.R.3.3

Identfy parts of a book (front cover, back cover, ttle page).

Present information orally using complete sentences.

With guidance and support from adults, improve drawing and writing, as needed, by planning, reivising, and editing.

Recall information to answer a question about a single topic.

Use a multimedia element to enhance oral or written tasks.

Identify rhyme in a poem.

Identify and explain descriptive words in text.

Retell a text orally to enhance comprehension:

a. Use main character(s), setting, and important events for a story.

b. Use topic and details for an informational text.

Comapare and contrast characters’ experiences in stories.

Reading

Structure

ELA.K.R.2.1

Vocabulary

Morphology

ELA.K.V.1.2

Context and Connotation

ELA.K.V.1.3

Use titles, headings, and illustrations to predict and confirm the topic of texts.

Ask and answer question about unfamiliar words in grade-level content.

Identify and sort common words into basic categories, relating vocabulary to background knowledge.

Continuing Benchmarks and Expectations

Foundational Skills

Print Concepts

ELA.K.F.1.1

Phonics and World Analysis

ELA.K.F.1.3

Fluency

ELA.K.F.1.4

Communication

Handwriting

ELA.K.C.1.1

Conventions

ELA.K.C.3.1

Vocabulary

Academic

Vocabulary

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ELA.7.V.1.1

ELA Expectations

Demonstrate knowledge of the basic concepts of print.

Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately.

Recognize and read with automaticity grade-level high frequency words.

Print many upper- and lowercase letters.

Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Integrate academic vocabulary appropriate to grade level in speaking and writing.

ELA.K12.EE.1.1 Cite evidence to explain and justify reasoning.

ELA.K12.EE.2.1 Read and comprehend grade-level complex texts proficiently.

ELA.K12.EE.3.1

ELA.K12.EE.4.1

Make inferences to support comprehension.

Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.

ELA Expectations

ELA.K12.EE.5.1 Use the accepted rules governing a specific format to create quality work.

ELA.K12.EE.6.1 Use appropriate voice and tone when speaking or writing.

ELD Expectations

ELD.K12.ELL.LA.1

ELD.K12.ELL.SI.1

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

English language learners communicate for social and instructional purposes within the school setting.

Major Assessments

Focusing Question Task Elements that Support Success on EOM Standards

1. As a group, write a book that identifies the five senses. Match each sense with its corresponding sensory organ and describe a related sensory experience.

2. As a group, write a book that identifies how the boy from Aliki’s My Five Senses uses his senses in the story.

3. In pairs, write a book that identifies how a character uses his senses of sight and hearing to learn about the world. Add details from the text to provide more information.

4. In pairs, write a book that describes how the senses of sight and hearing help readers to learn from the text Chicka Chicka Boom Boom. Label drawings with initial letter sounds.

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ƒ Demonstrate an understanding of the connection between the senses and sensory organs.

ƒ Develop a response by cutting, pasting, and drawing.

ƒ Organize a response by using a sentence frame.

ƒ Demonstrate an understanding of how the boy in the text uses his senses.

ƒ Develop a response based on text evidence.

ƒ Demonstrate an understanding of how a character in a story uses his senses to learn about the world.

ƒ Include details from the text in a response and in an illustration.

ELA.K.C.4.1

5. Individually, write a book that describes how the senses of sight and hearing were used to learn from the text Rap a Tap Tap. Label drawings with initial letter sounds.

ƒ Identify text evidence in storybooks that can be gathered from the senses of sight and hearing.

ƒ Use initial letter sounds to label drawings.

ƒ Identify text evidence in informational books that can be gathered from the senses of sight and hearing.

ƒ Develop writing stamina by independently creating a book with multiple pages.

ELA.K.R.2.2, ELA.K.C.4.1, ELA. K12.EE.1.1

ELA.K.C.4.1, ELA.K.R.1.1, ELA. K12.EE.1.1

ELA.K.F.1.1.g, ELA.K.F.1.3.a, ELA.K.F.1.3.b, ELA. K12.EE.1.1

ELA.K.C.1.4, ELA.K.R.1.4, ELA.K.F.1.3.d, ELA.K.R.2.2, ELA. K12.EE.1.1

New-Read Assessment

1. Identify the front cover, back cover, and title page of a book by placing the correct color of sticky note on each part of the book, as prompted by the teacher.

2. Verbally identify the author and illustrator of Last Stop on Market Street. Then point to the part of the book that was created by the author and the part that was created by the illustrator.

3. Ask and answer questions about the key events, details, and words in Rap a Tap Tap

Socratic Seminars

1. Discuss how CJ uses his senses in Last Stop on Market Street and reflect on what the text reveals about the senses.

Elements that Support Success on EOM Standards

ƒ Demonstrate an understanding of how books are structured.

ELA.K.F.1.1.d

2. Analyze how people and characters in both versions of My Five Senses use their senses to learn about the world.

ƒ Demonstrate understanding of the identities of the author and illustrator of a text.

ƒ Demonstrate an understanding of the roles of authors and illustrators.

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ƒ Demonstrate an understanding of how readers learn from texts.

ELA.K.F.1.1.d

ELA.K.R.2.2, ELA.K.C.3.1, ELA.K.R.V.1.2, ELA.K12.EE.1.1, ELA.K12.EE.2.1

Elements that Support Success on EOM Standards

ƒ Deepen understanding of how a character in a story uses his senses to learn about the world.

ƒ Share reflections of learning from the text.

ƒ Deepen understanding of how people and characters in books learn about senses through interactions with the world.

ƒ Use evidence from the text to support responses.

ELA.K.R.1.1, ELA.K.C.2.1, ELA. K12.EE.1.1, ELA. K12.EE.4.1, ELA. K12.EE.6.1, ELD. K12.ELL.LA.1, ELD. K12.ELL.SI.1

ELA.K.R.1.1, ELA.K.R.2.2, ELA.K.C.2.1, ELA. K12.EE.1.1, ELA. K12.EE.4.1, ELA. K12.EE.6.1, ELD. K12.ELL.LA.1, ELD. K12.ELL.SI.1

End-of-Module Task Elements that Support Success on EOM Standards

Write an informative/explanatory book describing how the five senses help both you and a character from a text learn.

ƒ Demonstrate an understanding of how characters and people use their senses.

ƒ Use sentence frames, cutting, pasting, and drawing to organize a response.

ƒ Include evidence from the text and label with initial letter sounds.

ELA.K.C.1.4, ELA.K.R.2.2, ELA.K.R.1.1, ELA.K.C.4.1, ELA.K.C.5.1, ELA. K12.EE.1.1, ELA. K12.EE.5.1, ELA. K12.EE.6.1, ELD. K12.ELL.LA.1

Focusing Question 1: What are our five senses?

TEXT(S)

ForReviewOnly Module Map

CONTENT FRAMING QUESTION

1 My Five Senses, Miller Wonder: What do I notice and wonder about My Five Senses?

CRAFT QUESTION(S) LEARNING GOALS

Examine: Why is organizing your writing important?

Experiment: How does organizing a Response Journal work?

ƒ Ask questions about the illustrations in My Five Senses. (ELA.K.R.2.1)

ƒ Represent learning through drawing and dictation. (ELA.K.C.1.5)

ƒ Ask and answer questions about key vocabulary in My Five Senses. (ELA.K.V.1.3, ELA.K.C.3.1)

2 My Five Senses, Miller

Le Gourmet

3 My Five Senses, Miller

Le Gourmet

Organize: What is happening in My Five Senses?

Reveal What does a deeper exploration of words and pictures reveal in My Five Senses?

Experiment:

How does organizing a Response Journal work?

Examine Why is responding to the prompt important?

Experiment: How does responding to a prompt work?

ƒ Identify key details and discuss the main topic of My Five Senses (ELA.K.R.2.2)

ƒ Interpret expressions from My Five Senses and link them to sensory experiences and feelings. (ELA.K.V.1.3)

ƒ Identify how words and pictures work together in My Five Senses to communicate key details. (ELA.K.R.2.2)

ƒ Identify whether information responds to a prompt. (ELA.K.C.4.1)

ƒ Experiment with answering a prompt by completing a sentence frame. (ELA.K.C.2.1)

Focusing Question 1: What are our five senses?

4 My Five Senses, Miller

Le Gourmet Distill: What is the essential meaning of My Five Senses? Execute: How do I respond to the prompt in my Focusing Question Task?

5 FQT My Five Senses, Miller Le Gourmet Know: How does My Five Senses build my knowledge of the senses?

Execute: How do I respond to the prompt in my Focusing Question Task?

ƒ Use the pictures and language in My Five Senses to determine the text’s essential meaning. (ELA.K.R.2.2)

ƒ Execute verbally responding to a prompt. (ELA.K.C.2.1, ELA.K.C.4.1)

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ƒ Generate and apply sensory adjectives for taste to real-life situations. (ELA.K.V.1.3)

ƒ Verbalize understanding of My Five Senses (ELA.K.R.2.2, ELA.K.C.2.1, ELA.K.C.4.1)

ƒ Express understanding of the function and purpose of the five senses. (ELA.K.R.2.2, ELA.K.C.4.1)

ƒ Generate and apply sensory adjectives for smell to real-life situations. (ELA.K.V.1.3)

Focusing Question 2: How do people use their senses to learn about the world?

TEXT(S) CONTENT FRAMING QUESTION CRAFT QUESTION(S) LEARNING GOALS

6 My Five Senses, Aliki Wonder: What do I notice and wonder about My Five Senses?

Examine: Why is is it important for just one speaker at a time to speak?

ƒ Ask questions about My Five Senses. (ELA.K.2.1, ELA.K.C.3.1)

ƒ Explain the importance of taking turns in conversation. (ELA.K12. EE.4.1)

ƒ Ask and answer questions about key vocabulary in My Five Senses. (ELA.K.V.1.2, ELA.K.C.3.1)

Focusing Question 2: How do people use their senses to learn about the world?

7 My Five Senses, Aliki Organize: What is happening in My Five Senses?

Experiment : How does speaking one voice at a time work?

Examine: Why is text evidence important?

Experiment: How does using text evidence work?

ƒ Identify key details and discuss the main topic of My Five Senses (ELA.K.R.2.1, ELA.K.C.3.1)

ƒ Use text evidence to answer studentgenerated questions. (ELA.K.C.2.1, ELA.K.C.3.1, ELA.K12.EE.1.1)

ƒ Experiment with using text evidence to identify which sense the boy is using in My Five Senses (ELA.K.C.4.1, ELA.K.C.2.1, ELA.K12.EE.1.1)

8 My Five Senses, Aliki Reveal What does a deeper exploration of words and illustrations reveal in My Five Senses?

Execute:

How do I use text evidence in my Focusing Question Task?

9 My Five Senses, Aliki Distill: What is the essential meaning of My Five Senses?

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Execute: How do I use text evidence in my Focusing Question Task

ƒ Identify how words and illustrations work together to communicate key details in My Five Senses (ELA.K.R.2.1)

ƒ Use text evidence to verbally complete sentence frames. (ELA.K.C.2.1, ELA.K.C.4.1)

ƒ Generate and apply sensory adjectives for touch to real-life situations. (ELA.K.V.1.3)

ƒ Identify the essential meaning in My Five Senses using illustrations and words from the text. (ELA.K.R.2.2)

ƒ Use evidence from the Evidence Organizer to complete sentence frames. (ELA.K.C.4.1, ELA.K.C.2.1, ELA.K12.EE.1.1)

ƒ Generate and apply sensory adjectives for sight to real-life situations. (ELA.K.V.1.3)

Focusing Question 2: How do people use their senses to learn about the world?

10

FQT

NR

My Five Senses, Aliki Know: How does My Five Senses build our knowledge about the senses?

Execute: How do I use text evidence in my Focusing Question Task?

ƒ Provide examples of how the five senses help us learn about the world. (ELA.K.C.4.1, ELA.K.R.2.2, ELA.K.V.1.3)

ƒ Annotate the parts of a book. (ELA.K.F.1.1.d)

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ƒ Generate and apply sensory adjectives for hearing to real-life situations. (ELA.K.V.1.1, ELA.K.V.1.3)

Focusing Question 3: How does CJ use his senses to learn about the world in Last Stop on Market Street?

TEXT(S) CONTENT FRAMING QUESTION CRAFT QUESTION(S) LEARNING GOALS

11 NR

Last Stop on Market Street

12 Last Stop on Market Street

Wonder: What do I notice and wonder about Last Stop on Market Street?

Examine: Why is it important to use all your senses to listen?

ƒ Ask questions about Last Stop on Market Street (ELA.K.C.3.1, ELA.K.R.1.1)

ƒ Examine the importance of listening with your senses. (ELA.K12.EE.4.1)

ƒ Ask and answer questions about key vocabulary in Last Stop on Market Street (ELA.K.V.1.2, ELA.K.C.3.1)

Organize: What’s happening in Last Stop on Market Street?

Experiment: How does listening with your senses work?

Examine: Why is adding details important?

ƒ Identify key events in Last Stop on Market Street. (ELA.K.R.1.1, ELA.K.R.3.2)

ƒ Experiment with listening with your senses. (ELA. K12.EE.4.1)

ƒ Determine new meanings for familiar words from Last Stop on Market Street and act out their different meanings. (ELA.K.V.1.3)

Focusing Question 3:

How does

CJ use his senses to learn about the world in Last Stop on Market Street?

13 Last Stop on Market Street Reveal What does a deeper exploration of words and pictures reveal in Last Stop on Market Street?

Experiment: How does adding details work?

14 Last Stop on Market Street

Reveal: What does a deeper exploration of words and pictures reveal in Last Stop on Market Street?

Experiment: How does adding details work?

ƒ Answer questions about the illustrations and words in the text to identify which senses CJ uses to engage with his surroundings. (ELA.K.R.1.1, ELA.K.C.4.1)

ƒ Experiment with adding details to a drawing. (ELA.K.R.1.1, ELA.K.C.5.1)

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ƒ Identify sensory adjectives from Last Stop on Market Street and use them in sentences to describe real-life experiences. (ELA.K.R.3.1, ELA.K.C.2.1)

ƒ Analyze descriptive words in the text to gather more details about text evidence in preparation for the Focusing Question Task. (ELA.K.R.3.1, ELA.K.C.4.1)

ƒ Experiment with adding details from the text to a drawing. (ELA.K.C.4.1, ELA.K.C.5.1)

ƒ Identify the parts of a complete sentence. (ELA.K.C.2.1)

Focusing Question 3: How does CJ use his senses to learn about the world in Last Stop on Market Street?

15

SS Last Stop on Market Street

Distill: What is the essential meaning of Last Stop on Market Street?

Execute: How do I add details in my Focusing Question Task?

16

FQT SS

NR

Last Stop on Market Street

Know: How does Last Stop on Market Street build our knowledge about the senses?

Execute: How do we use one voice at a time in a Socratic Seminar?

Execute: How do I use adding details in my Focusing Question Task?

ƒ Use the illustrations and the words to identify the essential meaning of Last Stop on Market Street. (ELA.K.R.3.2)

ƒ Express understanding of how CJ’s senses help him learn about the world.

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(ELA.K.R.1.1, ELA.K.C.2.1, ELA.K12.EE.1.1, ELA.K12. EE.4.1, ELD.K12.ELL.LA.1, ELD.K12.ELL.SI.1)

ƒ Produce complete sentences about the illustrations in Last Stop on Market Street. (ELA.K.C.2.1, ELA.K.R.3.3)

ƒ Practice speaking one voice at a time.

(ELA.K.R.1.1, ELA.C.2.1, ELA.K12.EE.1.1, ELA.K12. EE.4.1, ELA.K12.EE.6.1, ELD.K.12.ELL.LA.1, ELD. K12.ELL.SI.1)

ƒ Express understanding of how CJ’s senses help him learn about the world.

(ELA.K.R.1.1, ELA.K.C.4.1)

ƒ Identify the author and illustrator in Last Stop on Market Street and define their role in telling the story. (ELA.K.R.1.3)

ƒ Demonstrate understanding of grade-level vocabulary.

(ELA.K.V.1.1)

Focusing Question 4: How do our senses help us learn from Chicka Chicka Boom Boom?

TEXT(S) CONTENT FRAMING QUESTION

17 Chicka Chicka Boom Boom

18 Chicka Chicka Boom Boom Flower Day

Wonder: What do I notice and wonder about Chicka Chicka Boom Boom?

CRAFT QUESTION(S) LEARNING GOALS

Examine: Why is labeling with letters important?

19 Chicka Chicka Boom Boom

Flower Day

Le Gourmet

Organize: What is happening in Chicka Chicka Boom Boom?

Experiment: How does labeling with letters work?

ƒ Ask questions about the events in Chicka Chicka Boom Boom. (ELA.K.R.1.1, ELA.K.C.3.1)

ƒ Participate in shared writing to label details in Flower Day. (ELA.K.F.1.3.a)

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Reveal What does a deeper exploration of the illustrations and words reveal in Chicka Chicka Boom Boom?

Execute: How do I label with letters in my illustration of Chicka Chicka Boom Boom?

Execute: How do I use complete sentences to describe the letters in Chicka Chicka Boom Boom?

ƒ Identify key events and details in Chicka Chicka Boom Boom. (ELA.K.R.1.1)

ƒ Label main figures and objects in Flower Day using initial letter sounds. (ELA.K.F.1.3.a, ELA.K.C.1.1, ELA.K.F.1.1.g)

ƒ Define descriptive words and phrases from Chicka Chicka Boom Boom and use them to describe real-life experiences. (ELA.K.R.3.1)

ƒ Identify how words and illustrations work together to communicate key details in Chicka Chicka Boom Boom. (ELA.K.F.1.1.g, ELA.K.C.5.1, ELA.K.R.1.3)

ƒ Label details in a drawing about Chicka Chicka Boom Boom using initial sounds. (ELA.K.F.1.3.a, ELA.K.F.1.3.b, ELA.K.C.1.1, ELA.K.F.1.g)

ƒ Speak in complete sentences while describing the events in Chicka Chicka Boom Boom (ELA.K.C.2.1, ELA.K.R.1.1)

Focusing Question 4: How do our senses help us learn from Chicka Chicka Boom Boom?

20 Chicka Chicka Boom Boom Flower Day

Reveal

What does a deep exploration of the words reveal in Chicka Chicka Boom Boom?

21 Chicka Chicka Boom Boom Flower Day

Distill: What is the essential meaning in Chicka Chicka Boom Boom?

22 FQT Chicka Chicka Boom Boom Flower Day

Know: How does Chicka Chicka Boom Boom build my knowledge of the five senses?

Execute

How do I use labeling with letters in my Focusing Question Task?

ƒ Identify and interpret repetitions and emphasis of words in Chicka Chicka Boom Boom. (ELA.K.F.1.1.g, ELA.K.R.1.1)

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Execute

How do I label with letters in my Focusing Question Task?

Excel: How do I excel at labeling with letters in my Focusing Question Task?

ƒ Use illustrations and words from the text to collect evidence for Focusing Question Task 4. (ELA.K.F.1.1.g, ELA.K12. EE.1.1)

ƒ Define and use words with the morpheme re(ELA.K.V.1.2)

ƒ Use the words and illustrations to interpret the essential meaning in Chicka Chicka Boom Boom. (ELA.K.R.1.1, ELA.K.F.1.1.g)

ƒ Express understanding of how the five senses help readers learn from Chicka Chicka Boom Boom (ELA.K.C.2.1, ELA.K.F.1.1.g)

ƒ Demonstrate understanding of grade-level vocabulary. (ELA.K.V.1)

ƒ Express understanding of how the five senses help readers learn from Chicka Chicka Boom Boom. (ELA.K.R.1.1, ELA.K.F.1.1.g, ELA.K.F.1.3.a, ELA.K.F.1.3.b, ELA.K12. EE.1.1)

ƒ Use phonetic spelling to label a drawing to add detail to the Focusing Question Task. (ELA.K.F.1.1.g, ELA.K.C.1.5)

Focusing Question 5: How do our senses help us learn from Rap a Tap Tap?

TEXT(S) CONTENT FRAMING QUESTION

23 NR Rap a Tap Tap Wonder

What do I notice and wonder about Rap a Tap Tap?

CRAFT QUESTION(S) LEARNING GOALS

Examine: Why is labeling with letters important?

24 Rap a Tap Tap Organize

What is happening in Rap a Tap Tap?

Experiment

How does labeling with letters work?

Examine:

Why are prepositions important?

ƒ Ask questions about the key events, details, and words in Rap a Tap Tap (ELA.K.R.2.1, ELA.K.C.3.1, ELA.K.V.1.2, ELA.K12. EE.3.1, ELA.K12.EE.1.1, ELA.K12.EE.2.1)

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25 Rap a Tap Tap Reveal What does a deeper exploration of the illustrations reveal in Rap a Tap Tap?

Examine Why are conversations important?

Experiment: How does labeling with letters work?

ƒ Using labeling with letters, label a drawing from the text as a class. (ELA.K.F.1.1.c, ELA.K.F.1.3.a,, ELA.K.R.2.2)

ƒ Ask and answer questions about key vocabulary in Rap a Tap Tap. (ELA.K.V.1.2)

ƒ Identify key details in Rap a Tap Tap. (ELA.K.R.2.2, ELA.K12.EE.4.1)

ƒ Using labeling with letters, label a drawing from the text. (ELA.K.R.2.2, ELA.K.F.1.3.a, ELA.K.C.1.1, ELA.K.F.1.1.c)

ƒ With support, identify and explain the purpose of prepositions. (ELA.K.C.3.1)

ƒ Identify how illustrations reveal deeper meaning in Rap a Tap Tap (ELA.K.R.2.2, ELA.K.R.3.1)

ƒ Examine the importance of collaborative conversations. (ELA.K12. EE.4.1, ELA.K12.EE.6.1, ELD.K12.ELD.S.I.1)

ƒ Draw and label one thing you learned from the illustrations. (ELA.K.R.2.2, ELA.K.C.1.1, ELA.K.F.1.1.c)

Focusing Question 5: How do our senses help us learn from Rap a Tap Tap?

26 Rap a Tap Tap Reveal

What does a deeper exploration of the words reveal in Rap a Tap Tap?

27 Rap a Tap Tap Distill:

What is the essential meaning of Rap a Tap Tap?

Execute

How do I use labeling with letters in my Focusing Question Task?

Experiment: How do prepositions work?

ƒ Describe words and sounds in Rap a Tap Tap, including how they reveal deeper meaning in the text. (ELA.K.R.1.4, ELA.K.F.1.2.b, ELA.K.R.2.2)

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Experiment: How do conversations work?

Execute

How do I use labeling with letters in my Focusing Question Task?

Experiment: How do prepositions work?

ƒ Using the Evidence Organizer, construct sentences to begin Focusing Question Task 5. (ELA.K.R.2.2, ELA.K.R.1.4, ELA.K12. EE.1.1, ELA.K.C.2.1, ELA.K.C.1.4)

ƒ With support, use prepositions to complete a sentence frame. (ELA.K.C.3.1)

ƒ Use illustrations and words to identify the essential meaning of Rap a Tap Tap. (ELA.K.R.2.2)

ƒ Experiment with having collaborative conversations. (ELA.K.R.2.2, ELA.K12. EE.1.1, ELA.K12.EE.4.1, ELA.K.C.2.1)

ƒ Use labeling with letters to add detail to the Focusing Question Task. (ELA.K.F.1.3.a, ELA.K.C.1.1, ELA.K.C.1.5)

ƒ With support, verbally create a sentence with a preposition. (ELA.K.C.3.1, ELA.K.C.2.1)

Execute How do I use labeling with letters in my Focusing Question Task?

Execute How do I use prepositions to describe Bojangles?

ƒ Express understanding of how the senses help readers learn from Rap a Tap Tap. (ELA.K.R.2.2, ELA.K.C.1.4, ELA.K.C.1.5)

ƒ With support, verbally create a sentence with a preposition. (ELA.K.C.3.1, ELA.K.R.2.2, ELA.K.C.2.1)

28 FQT Rap a Tap Tap Know:

How does Rap a Tap Tap build my knowledge of the senses?

EOM: How do our senses help us learn?

TEXT(S) CONTENT FRAMING QUESTION

29 SS

My Five Senses, Miller

My Five Senses, Aliki

Know: How do both versions of My Five Senses build our knowledge of how our senses help us learn

CRAFT QUESTION(S) LEARNING GOALS

Execute How do I have conversations in a Socratic Seminar?

30 My Five Senses, Miller

My Five Senses, Aliki

Last Stop on Market Street

Chicka Chicka Boom Boom

Rap a Tap Tap Know

How do the Module 1 texts build my knowledge of the senses?

Execute:

How do I execute my Endof-Module Task?

Excel:

How do I improve my ability to respond to a prompt?

ƒ Engage in a collaborative conversation to synthesize information from Module 1 texts. (ELA.K.R.1.1, ELA.K.R.2.2, ELA.K.C.2.1, ELA.K12. EE.4.1, ELA.K12.EE.1.1, ELD. K12.ELL.LA.1, ELD.K12. ELL.SI.1)

ƒ Demonstrate understanding of grade-level vocabulary. (ELA.K.V.1.1)

ƒ Express understanding of how the senses help us learn. (ELA.K.R.2.2, ELA.K.R.1.1, ELA.K.C.1.4, ELA.K.C.4.1, ELA.K.C.5.1, ELA.K.F.1.3.a, ELA.K.C.1.5, ELA.K12.EE.1.1)

ƒ With support, evaluate writing and use complete sentences to share reflections. (ELA.K.C.1.5, ELA.K.C.2.1)

31 EOM

My Five Senses, Miller

My Five Senses, Aliki

Last Stop on Market Street Chicka Chicka Boom Boom Rap a Tap Tap Know How do the Module 1 texts build my knowledge of the senses?

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Execute:

How do I execute my Endof-Module Task?

Excel:

How do I improve my ability to respond to a prompt?

ƒ Express understanding of how the senses help us learn. (ELA.K.R.2.2, ELA.K.R.1.1, ELA.K.C.1.4, ELA.K.C.4.1, ELA.K.C.5.1, ELA.K.F.1.3.a, ELA.K.C.1.5, ELA.K12.EE.1.1)

ƒ With support, evaluate writing, and use complete sentences to share reflections. (ELA.K.C.1.5, ELA.K.C.2.1)

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