NEW EDITION
UNIT 1 TEACHER’S EDITION
Cover: Nathan Love, Erwin Madrid
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Wonders New Edition Teacher’s Edition Grade 1 Unit 1 Adaptation Copyright © 2022 by McGraw-Hill Education (Singapore) Pte. Ltd. Published by arrangement with McGraw Hill LLC ALL RIGHTS RESERVED. NO PART OF THIS BOOK MAY BE REPRODUCED OR TRANSMITTED IN ANY FORM OR BY ANY MEANS, ELECTRONIC OR MECHANICAL, INCLUDING PHOTOCOPYING, RECORDING OR BY INFORMATION STORAGE AND RETRIEVAL SYSTEMS, WITHOUT PERMISSION IN WRITING FROM MCGRAW HILL. Adapted from Reading Wonders Teacher’s Edition Grade 1 Unit 1 Original ISBN: 978-0-07-901665-2 Original MHID: 0-07-901665-0 Send all inquiries to: McGraw-Hill Education 1 International Business Park #01-15A The Synergy, Singapore 609917 When ordering this title, please use ISBN: 978-981-3311-03-9 Printed in Korea 1 2 3 4 5 6 7 8 9 Artec 26 25 24 23 22 21
s r e d n o W o t e m o c l e W Read exciting Literature, Science, and Social Studies texts! L E ARN about the world around you! T H INK , SPE AK , and W RI TE about genres!
E X P RE SS yourself!
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CO L L AB ORAT E in discussions and inquiry!
Unit 1
Getting to Know Us
The Big Idea
Weekly Concept............................................................................... T4 Phonics: Short a..................................................................................T6 Words to Know
Shared Read
.................................................................T8
Shared Read Jack Can................................................................. T12 Respond to Reading......................................................................T22 Genre Study: Realistic Fiction.................................................T23 Comprehension Skill: Key Details..........................................T24 Words to Know
Paired Read
..............................................................T26
Paired Read Rules at School....................................................T29 Grammar: Sentences....................................................................T32 Make Connections.........................................................................T33 Research and Inquiry..................................................................T34 Write About the Text..................................................................T36
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TU L S DI
ES
Week 1 • At School
SOCIA
What makes you special?...........................................................T2
SOCIA
TU L S DI
ES
Week 2 • Where I Live Weekly Concept.............................................................................T38 Phonics: Short i................................................................................ T40 Words to Know
Shared Read
..............................................................T42
Shared Read Six Kids...................................................................T46 Respond to Reading......................................................................T56 Genre Study: Fantasy...................................................................T57 Comprehension Skill: Key Details..........................................T58 Words to Know
Paired Read
..............................................................T60
Paired Read A Surprise in the City.....................................T63 Grammar: Word Order...............................................................T66 Make Connections.........................................................................T67 Research and Inquiry..................................................................T68 Write About the Text..................................................................T70
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Weekly Concept.............................................................................T72 Phonics: l-blends..............................................................................T74 Words to Know
Shared Read
..............................................................T76
Shared Read A Pig for Cliff Cat............................................T80 Respond to Reading......................................................................T90 Genre Study: Fantasy.................................................................... T91 Comprehension Skill: Key Details..........................................T92 Words to Know
Paired Read
..............................................................T94
Paired Read What Pets Need.................................................T97 Grammar: Statements................................................................T100 Make Connections.........................................................................T101 Research and Inquiry................................................................ T102 Write About the Text................................................................T104
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S
Week 3 • Our Pets
ENCE CI
SOCIA
TU L S DI
ES
Week 4 • Let’s Be Friends Weekly Concept........................................................................... T106 Phonics: Short o............................................................................. T108 Words to Know
Shared Read
..............................................................T110
Shared Read Toss! Kick! Hop!.................................................T114 Respond to Reading.................................................................... T124 Genre Study: Nonfiction............................................................T125 Comprehension Skill: Key Details.........................................T126 Words to Know
Paired Read
.............................................................T128
Paired Read Fun with Buddies!..............................................T131 Grammar: Exclamations........................................................... T134 Make Connections........................................................................T135 Research and Inquiry.................................................................T136
Ariel Skelley/Blend Images/Alamy
Write About the Text.................................................................T138
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Weekly Concept...........................................................................T140 Phonics: r-blends, s-blends...................................................... T142 Words to Know
Shared Read
............................................................T144
Shared Read Move and Grin!................................................ T148 Respond to Reading.................................................................... T158 Genre Study: Nonfiction........................................................... T159 Comprehension Skill: Key Details........................................ T160 Words to Know
Paired Read
.............................................................T162
Paired Read My Family Hike................................................. T165 Grammar: Questions................................................................... T168 Make Connections....................................................................... T169 Research and Inquiry................................................................ T170
Comstock/Stockbyte/Getty Images
Write About the Text.................................................................T172
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Week 5 • Let’s Move!
ENCE CI
My Sound-Spellings..................................................................... T174
Arco Images GmbH/Alamy
Handwriting Models................................................................... T176
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The Big Idea • Have students look at the pictures on pages 2-3. • Ask: What are these people doing? (They are going into their school.) How are they similar and different from you? (I go to school. I ride the bus to school.) • Read the title of the unit to students. Have students repeat after or choral read the title a second time. • Read The Big Idea: What makes you special? • Ask them about things that make them special. Children may offer ideas such as how they dance, how they draw, how they read, or how they play sports. • Ask: What are your favorite things to do? When do you do them? (My favorite thing to do is ride my bike after school.) Have children discuss with partners or in groups and then share their ideas with the class. • Let children know that they will discuss the Big Idea throughout the unit. Each week, they will talk, read, and write about an Essential Question related to the Big Idea.
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Unit 1
Getting to Know Us
2
Unit 1
What makes you special?
Talk about the children in the picture. What are they doing?
Circle the boy who is riding a bike. Talk about how the children are different. What makes them special?
Getting to Know Us
3
Talk • Move to the prompts at the right of page 3. • Read the first prompt: Talk about the children in the picture. What are they doing? Give pairs time to complete the task. Circle • Read the second prompt: Circle the boy who is riding a bike. Ask: Can you ride a bike? Have you ridden your bike to school before? (No, I haven't, but I would like to when I am older.) Give pairs additional time to share their connections with the children in the picture. Talk • Read the third prompt. Talk about how the children are different. What makes them special? Allow students to think and then turn to share with their partner. Call on pairs to share with the class. (Answers will vary, but they should include details about what they look like or how they get around.)
Getting to Know Us
T3
Weekly Concept & Essential Question
Weekly Concept At School
Essential Question What do you do at your school?
• Have students look at the photos on pages 4-5. • Ask: What are these kids doing? Have you done these things before? (Students should be able to talk about the students creating art and times they created art in the past.) • Encourage students to use complete sentences as they talk about the photo. • Read the Weekly Concept and Essential Question of the unit to students. • Have students repeat after or choral read the Essential Question a second time. Ask students to share their initial ideas about the Essential Question. Ask: What are some things we do at school that maybe you don’t do at home? (We have recess and art class.)
Talk About It • Read the Talk About It question: What are these girls doing at school? (They are making art.) Allow students some time to think before inviting them to share their ideas.
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01
CO L
LABORATE
Talk About It What are these girls doing at school?
4
Unit 1 • Week 1
Talk about what children do at school. Use the photos and words to help you.
paint
read
sing
dance
(bkgd) Superstudio/The Image Bank/Getty Images; (l to r) Veja/Shutterstock; wavebreakmedia/Shutterstock; Iakov Filimonov/Shutterstock; Iakov Filimonov/Shutterstock
Draw or write about something you do at school.
Student answers will vary, but they should show one or more of the activities included above.
Talk about your work. At School
7 5
Draw or write • Direct students to the second prompt on page 5. Have students draw or write something they do at school.
Talk • Have students look at the photos at the top of page 5. Ask: What is happening in the first photo? (A kid is painting.) What is the word below the first photo? (paint) Does the photo help us understand what paint means? Repeat for the other three photos and words. Ask: What is happening in the second photo? (The children are reading books with a teacher.) What is happening in the third photo? (The children are singing with a teacher.) What is happening in the last photo? (The children are dancing with a teacher.) • Have students look at the prompt at the top of page 5. Ask students to read the words with you. • After reading all 4 words, go back to the prompt and read with students: Talk about what children do at school. Use the photos and words to hep you. Give students time to discuss with their partners.
Talk • Read the third prompt on page 5: Talk about your work. Say: Let’s see what you thought. Have volunteers share their work.
At School
T5
Phonics
Introduce Short a • Have students turn to pages 6-7. • Say: We will be learning about the short a sound. Point to your mouth as you make the short a sound. Make the short a sound and watch students as they mimic the gesture. • Have students turn to My SoundSpellings on page 174. • Point the Apple. Say: This is the Apple Sound-Spelling Card. The sound is /a/. The /a/ sound is spelled with the letter a. Say it with me: /aaa/. This sound is at the beginning of the word apple. Listen: /aaap e l/, apple. I’ll say /a/ as I write the letter several times. • Model writing the letter a. Use the Handwriting Models provided on page 176. • Read the text in the box from page 6: The letter a can make the short a sound in pack. Each time you, students, or the recording makes the short a sound, point to your mouth for that word and sound.
02
Short a The letter a can make the short a sound in pack.
6
can
sad
fan
hat
jam
pan
ran
map
tack
back
wag
Unit 1 • Week 1
My Sound-Spellings on page 174
Aa a
apple CR14_SSL_GK_2_119556.indd 1
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ax
12/17/14 4:31 PM
Handwriting Models on page 176
Aa Aa
Guided Practice
Shared Read
• Play track 02. Students will first listen, and then repeat the words. Pause the audio after the word wag. • Have students move to page 7. Have them read and listen to two sentences focusing on the short a sound. Remind students the gesture for short a words. Continue with the audio for the remainder of the phonics lesson.
Nan ran back to the mat. Nan sat on the mat.
Practice
LABORA C OOLL L A B O R A TT E C
Your Turn
E
Look for these words with short a in “Jack Can.”
Jack
can
sad
Nan
Max
At School
7
• Say: Read the “Your Turn” box with me. • Read: Look for these words with short a in “Jack Can.” Call on random students to read one of the listed words until they have all been read. • Have students look for these words in “Jack Can.” • If time allows, ask: What are other words that have a short a sound? Give students the opportunity to share their ideas and correct if necessary by comparing the words they list to the exemplar pack.
At School
T7
Words to Know
Guided Practice • Have students turn to pages 8-9. • Ask them to read the highlighted Words to Know, does, not, school, what, and draw with you.
does What does Dan do?
does • Say: How can we answer the question, What does Dan do? (Students might discuss the idea that he does his (home)work.) • Have students think about and answer the question in blue: What does your friend do with you?
What does your friend do with you? HFW
not Do not run in school.
(t to b) diignat/Shutterstock; Monkey Business Images/Shutterstock
not • Ask: When do we use the word not when we are talking or writing? Invite students to explain their ideas about the word not. (They might talk about how it is similar to no, and is used to show a negative.) • Have students think about and discuss the prompt in blue: Name some places you do not like to go.
03
8
Name some places you do not like to go. HFW
Unit 1 • Week 1
HFW • Use Read/Spell/Write routine to teach the high-frequency words does, not, school, and what. • Read Point to and say the word does. Say: This is the word does. Say it with me: does. • Spell Say: The word does is spelled d-o-e-s. Spell it with me. • Write Say: Let’s write the word in the air as we say each letter: d-o-e-s. • Follow the same steps to introduce not, school, and what.
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school • Say: We do many things in school. We read a lot in school. What else do we do in school? Allow students the opportunity to share what they do in school. Have students think about and answer the question in blue.
Shared Read
school We read a lot at school. What do you like to do at school? HFW
what
What are you doing now? HFW
draw I can draw a picture. What can you draw? At School
(t to b) Pressmaster/Shutterstock; 2xSamara.com/Shutterstock; kosolovskyy/Shutterstock
What can we play today?
9
• Have students think about and answer the question in blue. • Play track 03. Students will first listen, and then repeat the sentences.
what • Say: We also play at school. How can you use the word what to help us figure out answers? Give students time to think about this question. (They might talk about what as being a question word that asks for more information about something.) Have students think about and answer the question in blue. draw • Say: Something I like to do is draw. I can draw pictures at school. How does the photo here help us know what the word draw means? (Students can talk about how the person using their color pencils is drawing a picture.)
Practice • After finishing the five given sentences on pages 8-9, pause the audio and say: Let’s make up new sentences using the “words to know.” Invite students to make up their own sentences using the Words to Know. For example: Fred does homework with me. I do not like the park. I like to sing songs at school. What do you see? I can draw animals.
At School
T9
Words to Know
Guided Practice • Have students turn to pages 10-11. • Ask them to read the highlighted Words to Know, helps, likes, paint, reach, and sad with you.
likes • Say: If we like something, it means we enjoy it or it makes us feel happy. How can we tell that Sam likes his cat? Invite students to explain that Sam is smiling and looks happy as he holds his pet. • Have students think about and answer the question in blue.
My teacher helps me. Who helps you at home? likes Sam likes his cat.
(t to b) Angie Cope/Mills James/McGraw-Hill Education; Sharomka/Shutterstock; artpilot/123RF
helps • Ask: What does it mean to help someone? How does the teacher help the student? (Students may talk about helping as a way to be kind or help someone learn if they don’t understand.) Have students think about and answer the question in blue.
helps
10
Who likes you? paint I like to paint sunny days. What do you like to paint? Unit 1 • Week 1
paint • Say: Some ways to show how we feel is to draw or paint a picture. How does the photo help us understand what it means to paint something? (Students should be able to talk about the child holding a paintbrush and creating the art with it.) • Have students think about and answer the question in blue: What do you like to paint?
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reach • Say: Let’s look at the photo. How does this photo help us understand what reach might mean? Allow students the time to talk about the movement the girl is making to get a book that is very high. Have students think about and answer the question in blue.
Shared Read
reach Mom can reach the book. Look at the photo. Can you reach that book? sad Pam is sad now.
(t to b) Anna_Huchak/Shutterstock; wavebreakmedia/Shutterstock
When are you sad?
LABORA CCOOLL L A B O R A TTEE
Your Turn Say the sentence for each word. Then make up another sentence. At School
11
sad • Say: Some words describe how we feel. How does the photo help us know what sad means? Give students time to think about this question. (They might talk about how the girl’s expression looks. They might talk about why the girl looks sad and make connections with things that have made them feel sad in the past.) • Have students think about and answer the question in blue. • Continue track 03. Students will first listen, and then repeat the sentences.
Practice • After finishing the five given sentences on pages 10-11, pause the audio and say: Read the “Your Turn” box with me. Say the sentence for each word. Then make up another sentence. (My brother helps me with homework. My family likes ice cream. I paint in my room. I cannot reach things up high. Rainy days make me feel sad.)
At School
T11
Read
Connect to Concept
Shared Read
• Have students look at the pictures on pages 12-21 before reading the story. • Ask: What do you see? Students should be able to share what they see on each page. • Explain that they will read about school. As students read this selection, have them look for details to help them answer the Essential Question: What do you do at your school? • Have students recall their previous discussion about the Essential Question and say: Look at the children on pages 12-13. What do you think they do at school? (Students might respond with playing, reading, or doing art projects.)
Find Text Evidence
Read to find out what Jack can do. Point to each word in the title as you read it. Circle and read aloud each word with short a as in cat.
12
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Unit 1 • Week 1
Essential Question What do you do at your school?
04
Jack Can
Set Purpose Realistic Fiction
• Have them read the first prompt with you: Read to find out what Jack can do.
Print Awareness • Read the second prompt with the students and complete the task: Point to each word in the title as you read it: Jack Can.
Phonics • Have students read the third prompt with you: Circle and read aloud each word with short a as in cat.
Listen and Read
At School
13
• Play track 04 and have students follow along with their fingers as the story goes. Stop at the end of the story on page 21.
At School
T13
Read
• Have students turn to pages 14-15. • Remind students to use their pointer finger as they read the sentence. • Choral Read Have students chorally read with you. • Read Have students read on their own.
Shared Read Find Text Evidence
Circle and read aloud each word with short a as in cat.
Phonics
Comprehension
• Have students circle and read aloud each word with short a as in cat. Give students time to find the words and circle them on pages 14-15.
1 What can Max do?
He can draw.
Comprehension • Have students focus on page 14. 1 Read the first prompt in the Comprehension section with the students and have them complete the task: What can Max do? (He can draw.) 2 Read the second prompt in the Comprehension section with the students and have them complete the task: Look at the picture. What does Max draw? Circle the answer in the picture.
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2 Look at the picture.
What does Max draw? Circle the answer in the picture. 14
Max can draw.
Unit 1 • Week 1
• Point out that Max is drawing himself in the picture. Ask: What does Max draw? (He can draw himself.)
Comprehension Realistic Fiction
• Have students focus on page 15. 1 Read the first prompt with the students and have them complete the task: What can Jack do? (He can paint.) 2 Read the second prompt with the students and have them complete the task: Look at the picture. What can Jack paint? Circle the answer in the picture. • Point out that Jack is painting himself in the picture. Ask: What can Jack paint? (He can paint himself.)
Find Text Evidence
Comprehension 1 What can Jack do?
He can paint.
2 Look at the picture.
What can Jack paint? Circle the answer in the picture.
Jack can paint. At School
15
At School
T15
Read
• Have students turn to pages 16-17. • Remind students to use their pointer finger as they read the sentence. • Choral Read Have students chorally read with you. • Read Have students read on their own.
Shared Read Find Text Evidence
Underline and read aloud the word not. Comprehension
High-Frequency Words
1 What can Max do?
• Have students underline and read aloud the high-frequency word not. Give students time to find the word and underline it on page 17.
He can reach. / He can write. 2 Look at the picture.
Comprehension • Have students focus on page 16. 1 Read the first prompt in the Comprehension section with the students and have them complete the task: What can Max do? (He can reach. / He can write.) 2 Read the second prompt in the Comprehension section with the students and have them complete the task: Look at the picture. What can Max do? Circle the answer in the picture.
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What can Max do? Circle the answer in the picture.
Max can reach. Can Jack reach? 16
Unit 1 • Week 1
• If time allows, have students circle all the words with short a as in cat if they did not do this during the audio reading. - Page 16: Max, can, Can, Jack - Page 17: Jack, can
Comprehension Realistic Fiction
• Have students focus on page 17. 1 Read the first prompt with the students and have them complete the task: Look at the picture. What is Jack trying to do? Circle the answer in the picture. Help students to circle Jack trying to reach up to the white paper. 2 Read the second prompt with the students and have them complete the task: Look at the picture. Talk about how Jack’s face might look. (Students can talk about his face maybe looking frustrated or red because he is embarrassed.)
Find Text Evidence
Comprehension 1 Look at the picture.
What is Jack trying to do? Circle the answer in the picture. 2 Look at the picture.
Talk about how Jack’s face might look.
Jack can not reach. At School
17
At School
T17
Read
• Have students turn to pages 18-19. • Remind students to use their pointer finger as they read the sentence. • Choral Read Have students chorally read with you. • Read Have students read on their own.
Shared Read Find Text Evidence
Circle and read aloud each word with short a as in cat.
Phonics
Underline and read aloud the words what and does.
• Have students circle and read aloud each word with short a as in cat. Give students time to find the words and circle them on pages 18-19.
Comprehension 1 Look at the picture.
High-Frequency Words
Who is sad?
• Have students underline and read aloud the high-frequency words what and does. Give students time to find the words and underline them on page 19.
Comprehension • Have students focus on page 18. 1 Read the first prompt in the Comprehension section with the students and have them complete the task: Look at the picture. Who is sad? Circle the answer in the picture.
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Circle the answer in the picture.
Jack is sad. 18
Unit 1 • Week 1
Comprehension Realistic Fiction
• Have students focus on page 19. 1 Read the first prompt with the students and have them complete the task: Is Nan sad? (No. / She is not sad.) 2 Read the second prompt with the students and have them complete the task: Look at the picture. What does Nan do? Circle the answer in the picture. Help students to circle Nan bringing a stool over to Jack.
Find Text Evidence
Comprehension 1 Is Nan sad?
No. / She is not sad. 2 Look at the picture.
What does Nan do?
Circle the answer in the picture. Help
Help
S ay: Look at the photo. This is a stool. How can it help Jack? (Students might share that it will help him reach the white paper.)
Paul Velgos/Shutterstock
stool
What does Nan do? At School
19
At School
T19
Read
• Have students turn to pages 2021. • Remind students to use their pointer finger as they read the sentence. • Choral Read Have students chorally read with you. • Read Have students read on their own.
Shared Read Find Text Evidence
Circle and read aloud each word with short a as in cat. Underline and read aloud the word school.
Phonics • Have students circle and read aloud each word with short a as in cat. Give students time to find the words and circle them on pages 20-21.
Comprehension 1 Look at the picture.
How does Nan help Jack?
High-Frequency Words • Have students underline and read aloud the high-frequency word school. Give students time to find the word and underline it on page 21.
Circle the answer in the picture.
Nan helps Jack! 20
Comprehension • Have students focus on page 20. 1 Read the first prompt in the Comprehension section with the students and have them complete the task: Look at the picture. How does Nan help Jack? Circle the answer in the picture.
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Unit 1 • Week 1
Comprehension Realistic Fiction
• Have students focus on page 21. 1 Read the first prompt with the students and have them complete the task: Look at the picture on page 20. Talk about how Jack’s face might look. (Students can talk about how Jack is probably smiling and happy now that he can reach.) 2 Read the second prompt with the students and have them complete the task: What does Jack like? (Jack likes school.)
Find Text Evidence
Comprehension 1 Look at the picture
on page 20. Talk about how Jack’s face might look.
2 What does Jack
like?
Jack likes school.
Jack likes school. At School
21
At School
T21
Respond to Reading
• Have students turn to page 22. • Before reading the prompts with students, say: You will be responding to the reading. When we see questions about something we read, we need to be able to provide text evidence. This is the information from the text that helps us answer a question. • Read the first prompt together: Circle and write the words that answer the questions about “Jack Can.” Write the page numbers. Tell students the page numbers are the pages where the answers can be found. • After students have attempted, call on students to share their answers. • Ask: How do we know what the answers are? (Students should be able to say something about looking back in the text to find the information.)
Reread
Shared Read
Circle and write the words that answer the questions about “Jack Can.” Write the page numbers.
Questions 1 Who can not reach?
Jack
2 Who helps Jack?
Nan
can not reach.
Jack
Jack likes
Page(s):
17
Page(s):
20
Page(s):
21
Max helps Jack.
Max
3 What does Jack like?
Text Evidence
Answers
Nan
school
school
.
chair
Work with a partner to ask and answer the questions above.
22
Unit 1 • Week 1
• Say: Now we are going to practice reading the questions and answers. You will be able to work with a partner to show how you found the answers. • Read the second prompt together with the class: Work with a partner to ask and answer the questions above. (Students should be able to take turns reading the questions and providing the answers as well as tell which page they found the information on.) Have students be sure to turn to the pages to show the part in the text that has the answer.
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Genre Study
Reread
Explain
Shared Read
• Have students look at page 23. • Say: There is a word in this part of the page that in new to us. Who can read the new word? (Genre) • A genre is a type or kind of something. In this case, it’s talking about a type or kind of story. Let’s say that word together: Genre. • Say: The story, “Jack Can,” is what we call realistic fiction. Let’s read about realistic fiction together. • Read with students from the top of page 23.
Realistic fiction is a genre. Realistic fiction stories are made up. They have characters that do things that could happen in real life. Reread to find out what makes this story realistic fiction. Share how you know it is realistic fiction. Write the names of two characters. Then write something they each do that could happen in real life.
Who could be real?
What could really happen?
Max
Max can draw a picture.
Jack
Jack can paint a picture.
At School
Model
23
Guided Practice / Practice • Guide students to write the name of two characters. Then write something they each do that could happen in real life. Say: In the box on the left, we need to answer the question, “Who could be real?” by writing in the names of two characters. Who can we write in this box? (Max, Jack, Nan) In the box on the right, we need to answer the question, “What could really happen?” (Depending on which characters they chose, students should be able to write in something that character did, since any of the actions could have occurred in real life.) • If there is time available, have students share to compare all three characters and the things they did that could have happened in real life.
• Reread “Jack Can” and share how you know it is realistic fiction. • Say: On page 14, we meet Max. He is a character that could be real. Point to what Max is doing in the picture. Max can draw a picture. This is something that could happen in real life. Model filling in the first row of the graphic organizer by writing Max’s name and that he draws a picture.
At School
T23
Comprehension Skill
Explain • Have students look at page 24. • Say: To help us really understand what is happening in a story, we need to look for the key details. Let’s read about key details together. • Read with students from the top of page 24.
Key details are the most important details in a story. Words and pictures in a story give you the key details. Reread “Jack Can.” Talk about key details in the story. Use the words and pictures. Find Text Evidence
Model
Find key details about what Jack can do.
• Reread “Jack Can” and talk about the key details in the story. • Say: On page 15, we can find a detail in the text about what Jack can do. The picture shows Jack painting a picture of himself, and the text says “Jack can paint.” That means that Jack can paint a picture of himself. This is a key detail.
page 15
Jack can paint.
Write the key details. 24
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Unit 1 • Week 1
Reread
Guided Practice / Practice
Shared Read
Detail
Jack can
paint
.
Detail
Jack
can not reach.
Detail
Nan
helps
Jack
.
Talk about one more key detail in the story. Retell “Jack Can” using your own words. At School
25
• Read the prompt at the bottom of page 24 with students: Write key details. • Have students complete the activity on page 25 independently. • Encourage students to record the page numbers for their answers as well. • Read the first prompt at the bottom of page 25 with students: Talk about one more key detail in the story. (Students can talk about what Max can do or what Jack likes.) • Say: One way for us to show that we understand a story is to retell the story in our own words. You can use key details to help you. • Read the second prompt together with students: Retell “Jack Can” using your own words. (Students should be able to recall what happened in the correct order.) Encourage them to recall details without the text first, but allow them to use the text if they get stuck.
At School
T25
Words to Know
Guided Practice • Have students turn to pages 2627. • Ask them to read the highlighted Words to Know, get along, listen, obey, quietly, raise, and rules with you.
listen • Say: We use our ears to listen to the world around us. • Have students think about and discuss the question in blue. (Students will likely mention they listen to the teacher in class.) obey • Say: When people obey something, they listen and do what they are told. • Have students think about and discuss the question in blue. (Students will likely mention they obey their parents at home.) T26 G1U1W1
get along I get along with my friend. Who do you get along with? listen
(t to b) Darren Greenwood/Design Pics; Monkey Business Images/Shutterstock; Altrendo Images/Shutterstock
get along • Say: When we get along with someone, we are able to work or play well with them. Let’s look at the question in blue together. • Have students think about and answer the question in blue. (Students might talk about getting along with friends or siblings.)
05
26
They listen to the teacher in class. Who do you listen to in class? obey We must obey the rules. Who do you obey at home? Unit 1 • Week 1
quietly • Say: In school, we have to be quiet sometimes. We can say that we do certain things quietly or in a quiet way. • Have students think about and answer the question in blue. (Students might talk about completing assignments or taking tests.)
Paired Read
quietly Jim quietly reads his book. What do you do quietly? raise
When do you raise your hand in class? rules The teacher explains the rules. Name some classroom rules. At School
(t to b) Romrodphoto/Shutterstock; wavebreakmedia/Shutterstock; Undrey/Shutterstock
We raise our hands to answer.
27
• Play track 05. Students will first listen, and then repeat the sentences.
Practice • After finishing the six given sentences on pages 26-27, pause the audio and say: Let’s make up new sentences using the “words to know.” Invite students to make up their own sentences using the Words to Know. For example: My sister and I get along well. I listen to music at home. We obey the school rules. Casey quietly writes a letter. She raises her hand to ask a question. One rule is to be kind to our classmates.
raise • Say: At school, there are ways to act in the classroom. We might raise our hands to get the teacher’s attention. Let me see you all raise your hands. • Have students think about and answer the question in blue. (Students might talk about raising their hands to ask or answer a question.) rules • Say: Most places have a set of rules or directions we must follow. Why do we have rules? • Have students think about and answer the prompt in blue. (Students might talk about raising hands, asking permission to leave, etc.)
At School
T27
Words to Know
Guided Practice
stay safe • Say: We also do some things to keep ourselves safe. • Have students think about and answer the question in blue: How can you stay safe on the road? (Students can talk about wearing their seatbelts, driving the speed limit, staying off phones (for drivers).)
safety I wear a helmet for safety. What are the safety rules that you follow? stay safe Mom helps me stay safe in the car. How can you stay safe on the road? (t to b) Eclipse Studios/McGraw-Hill Education; Image Source/SuperStock
safely • Say: We do many things that might be dangerous. It’s important for us to do those things in a safe way. What are some things that might be dangerous that we can do in a safe way? Allow students the opportunity to consider the question and share their thoughts. • Have students think about and answer the question in blue: What are the safety rules that you follow? (Students might mention wearing different safety equipment.)
28
LABORA CCOOLL L A B O R A TTEE
Your Turn Say the sentence for each word. Then make up another sentence. Unit 1 • Week 1
Practice • Continue track 05. Students will first listen, and then repeat the sentences. • After finishing the two given sentences on page 28, pause the audio and say: Read the “Your Turn” box with me. Say the sentence for each word. Then make up another sentence. (Sam’s dog is on a leash for safety. A helmet helps me stay safe when I roller skate.)
T28 G1U1W1
Paired Read
Connect to Concept
06
Rules at School
Read to find out why we have rules at school.
Why do we have rules at school? Rules can help us get along. Rules can help us stay safe.
Talk about what the children in the photo are doing.
• Have students look at the photos on pages 29-30 before reading the story. • Ask: What do you see? Students should be able to share what they see on each page. • Encourage them to think about the Essential Question: What do you do at your school?
Underline clues that tell why we have rules at school.
Set Purpose
Monkey Business Images/Shutterstock
• Say: This is a Paired Read story. It is called, “Rules at School.” • Have them read the first prompt with you: Read to find out why we have rules at school.
At School
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Practice • Have students talk about what the children in the photo are doing. (Students should be able to talk about lining up to get onto the bus.) • Have students underline clues that tell why we have rules at school. (Students should underline “help us get along” and “help us stay safe.”)
Listen and Read • Say: We will listen to the audio first, then read together. When we read together, we will need to do some tasks. • Play track 06 and have students follow along with their fingers as the story goes. Stop at the end of the story on page 30. • After listening to the whole story once, have students turn back to page 29. • Choral Read Have students chorally read with you. • Read Have students read on their own. At School
T29
Paired Read
• Have students turn to page 30. • Choral Read Have students chorally read with you. • Read Have students read on their own.
We raise our hands. We listen quietly. We obey safety rules. We let everyone play! What are your school rules?
• Have students underline the rules that help us get along. • Have students circle the rules that keep us safe. • Have students talk about why rules at school are important. (Students might discuss how the rules keep everyone safe and let everyone get along and participate.) • Have students look at the Quick Tip box at the bottom of the page. Read: Photos can show you what the text means. Say: How does this photo help us know what the text means? (Students should be able to talk about the picture showing students raising their hands.)
T30 G1U1W1
Ariel Skelley/Blend Images/Getty Images
Practice
30
Underline the rules that help us get along. Circle the rules that keep us safe. Talk about why rules at school are important.
Photos can show you what the text means. Unit 1 • Week 1
Talk about what you learn about rules from the text. Write what the photos and words teach you about rules at school. Photos
We line up.
Words
We listen quietly.
Why did the author use the title “Rules at School?”
The text is about rules at school.
How is this text helpful for children at school? This text helps children at school by . . . At School
31
• Have students look at page 31. • Have students talk about what they learn about rules from the text. (Students should talk about the different rules included and why we have them.) • Have students write what the photos and words teach them about rules at school. • Say: We will use the graphic organizer to list what we learned about rules from the photos on the left. (Line up, raise hands) We will list what we learned about rules from the words we read on the right. (get along, stay safe, raise hands, listen quietly, obey safety rules, let everyone play) • Have students look at the prompt above the writing lines. Read: Why did the author use the title “Rules at School?” Say: Let’s think about that before we write. What are your ideas? (Students should be able to talk about the text being about rules that we have at school.)
• Give students time to write their answers to the writing prompt. (Sample answer: The author picked “Rules at School” because they are telling about the rules at a school.) • Direct students to the Talk About It box. Read: How is this text helpful for children at school? Say: This prompt gives a sentence starter. This is how we should begin our responses. We can use “This text helps children at school by” and then our own ideas to answer the question. Allow students time to think about how they would answer before calling on them to share. (Sample: This text helps children at school by showing them rules to help them stay safe and get along.)
At School
T31
Grammar
Explain • Have students look at page 32. • Before reading the prompts with students, say: You will be learning about sentences. • Read the description of a sentence at the top of the page with students.
Is this a sentence? Why or why not? Underline the capital letter and circle the punctuation mark. Jack is sad.
FIND TEXT EVIDENCE
• Say: Look at the “Find Text Evidence” box. • Read the prompt together: Is this a sentence? Why or why not? Underline the capital letter and circle the punctuation mark. (Yes, it is a sentence because it is a whole idea.)
Guided Practice / Practice Activity A • Say: Look at the photos of people and things on the page for Activity A. • Read the prompt together: Circle the sentences. • After students have attempted, call on students to share their answers.
T32 G1U1W1
Find Text Evidence
A. Circle the sentences. 1. (l) Roman Yanushevsky/Shutterstock; (r) Tatevosian Yana/Shutterstock
Model
A sentence is a group of words that tells a whole idea. A sentence begins with a capital letter and ends with a punctuation mark.
2.
I like pizza.
is an apple
like pizza
This is an apple.
B. Add a word to make this a sentence. Write the sentence.
32
can write.
Unit 1 • Week 1
• Ask: How do we know that our answers are sentences? (Students should be able to say something about them being whole ideas, having capital letters and punctuation.) Activity B • Move on to Activity B and read the prompt together: Add a word to make this a sentence. Write the sentence. (Answers will vary, but students should complete the sentence with a person noun that is also capitalized.)
Integrate
Make Connections
Talk About It
Talk about what the children in the photo are doing.
You can compare the children using these sentence starters: • The children in the photo . . . • The children in “Jack Can” . . .
Compare the children in the photo and the children in “Jack Can.”
Answer the Essential Question. Use what you learned this week. What do you do at your school? At School
SeventyFour/Shutterstock
Both
33
Connect to the Essential Question
• Have students look at page 33. • Have students talk about what the children in the photo are doing. Say: Take some time to think about how you would answer this question. Invite students to share their ideas first with a partner or small group, and then the whole class. (Answers will vary, but students should be able to talk about the art or project the children in the photo are doing.) • Have students compare the children in the photo and the children in “Jack Can.” Say: Before we get to work, let’s look at the Quick Tip box. • Give students time to think and answer independently. (Student answers will vary, but they should be able to write about what the kids are doing in the photo (creating art together) and what the kids are doing in the story (creating art independently); something they both are doing is creating art.)
• Direct students to the last prompt and read it together: Answer the Essential Question: What do you do at your school? • Ask: What are some things that you do at school? How do we do these things? Can we use the stories or any of the words or pictures from other pages to help answer? (Student answers will vary, but they should include ideas such as learning rules and working together.)
At School
T33
• Step 1 Have students write a question about things their classmates like to do best at school. • Say: Look at the example. What do you like to do best at school? Can anyone think of another question we might ask? (Students might consider what games, books, projects, or subject that they like best as an alternative.) • Step 2 Have students decide and write how many classmates they will poll. Write the number on the line.
Integrate
Research and Inquiry
School Activities Poll Step 1
Write a question about things your classmates like to do best at school.
Example
(l to r) New Africa/Shutterstock; ESB Professional/Shutterstock; antoniodiaz/Shutterstock; MonkeyBusiness/Image Source
• Have students turn to page 34. • Before reading the prompts with students, say: You will be doing a small project about school activities. To do this, we will first create a poll to find out information. A poll is a way for researchers to get information about one topic or question quickly. They try to ask as many people as possible.
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What do you like to do best at school?
Step 2
Decide how many classmates you will poll. Write the number on the line.
Step 3
List five things to do at school. Use the photos and words to help you.
Examples
learn English
learn math
paint pictures
play outside
Unit 1 • Week 1
• Step 3 Have students list five things to do at school. Say: These are just examples, we can choose to use these or come up with our own ideas. Give students time to come up with alternatives if they want. NOTE: Students will probably need a sheet of paper to generate their list if they are doing this in smaller groups.
T34 G1U1W1
SOCIA
• Have students look at page 35. • Say: Once you know the five things you want to list, write them on lines 1-5 of the chart at the top of the page.
ES
Things to Do at School
TU L S DI
Number of Children
1.
• Step 4 Have students ask their classmates their questions from Step 1 . Have them draw a circle beside the activity each classmate likes best in the chart in Step 3 . Give students time to ask their classmates their questions and to record their answers. • Say: Let's count the number of circles for each thing to do at school. Which one has the highest number? Is that the thing your classmates like the best or the least? (the best)
2. 3. 4. 5. Step 4
Ask your classmates your question from Step 1 . Draw a circle beside the activity each classmate likes best. Use the chart in Step 3 .
Step 5
Write about the results of your poll. What did you learn about your classmates?
My classmates like to
best.
My classmates like to
least.
Step 6
Present your work. At School
35
• Step 6 Say: Now we need to present our findings. Step 6 says to present your work. Think about how you can present your information. Give groups time to come up with a plan to present. (They may show the data they collected. They may want to create an illustration or poster to share their work.)
• Step 5 Have students write about the results of your poll. (Answers may vary, but students should list the thing with the most votes as the best and the one with the fewest votes as the least.) • Ask: What surprised you the most about your results? (These answers will vary depending on the items in the poll and the results.)
At School
T35
Write About the Text
Analyze the Model Prompt
Find Text Evidence • Explain that Matt used evidence from the text and the pictures to take notes.
T36 G1U1W1
I answered the questions: Which activity seems most challenging for Jack? How does this change?
Matt
Pages 12–21
Student Model: Informative Text
Jack can not write a word. Jack can not reach up. I see that Jack is too short.
wavebreakmedia/Shutterstock
• Have students look at pages 3637. • Say: We are going to practice writing about the text. First, we will look at an example. Then you will write on your own. • Say: Let’s read how Matt answered the questions. Read the questions: Which activity seems most challenging for Jack? How does this change? • Explain that the first step in responding to the prompt is to understand what information the prompt is asking for. Say: First, the prompt asks which activity is most challenging for Jack. Challenging is another word for hard or difficult. Then, the prompt asks how this changes in the story. To respond to this prompt, Matt found text evidence about the things Jack does.
36
Clues I used evidence from the story’s words and pictures. Unit 1 • Week 1
Analyze the Student Model Clues • Read the model and discuss the callouts. Have students use their fingers to follow along with Matt’s sentences on page 36. • Explain: Matt used clues from the story’s words and pictures to explain his answer. He used the words “too short” to explain why Jack cannot reach up. (Trait: Ideas)
Reread
Shared Read
Analyze the Student Model
Focus on an Event I wrote about when Jack got help.
Focus on a Single Event • Have students move to page 37 and say: Let’s look at Matt’s next few sentences. • Read the sentences with students and say: Matt chose to focus on one event from the story. • Explain: Matt described when Jack has a hard time. He wrote about what happens when Jack can’t reach high enough to write a word. (Trait: Ideas)
Grammar A sentence begins with a capital letter.
This makes Jack sad. Nan gets a stool for Jack. Now Jack can reach. Your Turn
CO L
Grammar • Say: Matt uses sentences to share his ideas. Read the Grammar note together. • Explain: Matt used a capital letter to begin each sentence. (Grammar)
L ABOR ATE
How do Jack’s feelings about school change? Use text evidence to support your answer.
At School
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Your Turn • Direct students to the Your Turn box and read it together: How do Jack’s feelings about school change? Use text evidence to support your answer. • Say: Let’s think about some ideas together to get started. How does Jack feel when he cannot do something? How does he feel when he can do something? (Student answers will vary, but they should include ideas such as Jack being upset at first, but then feeling happy because he was able to reach and add to the white paper.) • Student workspace is provided in the Practice Book.
At School
T37