Interactive Read-Alouds

Grade 1

First Nine Weeks

2 Days 2 Days 2 Days 1 Day

1 Day 1 Day 2 Days 1 Day

2 Days

Alexander and the Terrible, Horrible, No Good, Very Bad DayJudith ViorstLexile: 730Grade Level Band: 2-3Days: 2 (plus 1 day for rereading)Grade 1

Develop or Activate Background KnowledgeHave you ever had a day when everything goes wrong and nothing goes right? No matter what you try to do, nothing seems to work. I know I have had days like that, and it always makes me want to go right home and go back to bed. This is a story about a boy named Alexander who has the worst day you can ever imagine. It was so bad that the name of the book is Alexander and the Terrible, Horrible, No Good, Very Bad Day. It was written by Judith Viorst. Bad things start happening to Alexander before he even gets up.

Model Comprehension Strategies and Ask Questions During ReadingAs I read, be thinking about a really bad day you had once. Later you can write and tell me about it.

[Top of first page]Before I show you the picture on this page, I want you to try to make a picture in your mind of Alexander and his bedroom. Pay attention to all of the things he mentions. When you have your picture in mind, I will show you how the illustrator, whose name was Ray Cruz, pictured it for the book.

[End of same page]So what facts did you hear when I read that helped you draw your mental picture?I mentioned gum in his hair, a skateboard, and a sweater in the sink. You should have pictured all of those things. Here is the picture in the book.

[End of third page]Australia is many thousands of miles from here on the other side of the world. [Point it out on a map or globe if available] It's about as far as you can get from where we are right now. Why do you think Alexander wants to move there?

[End of pages with car]Why do you think no one paid attention to Alexander when he said he was going to be carsick?

[End of page with teacher]Now it’s time to infer. Remember that when we infer, we take the facts we know, think about them together, and come up with a fact that we didn't know before. Now the word invisible means that something can’t be seen. We know that Alexander says he drew an invisible castle. What do you infer might be on the piece of paper he is holding? No wonder his teacher didn’t like it!

[End of page about the number 16]Why do you think he says we don't need the number 16? Does he really mean that?

[End of page with girls hugging teddy bear]What do you think Paul thought when Alexander said that mean thing to him? Talk to your partner.

[End of lunch page]Raise your hand if you think Alexander's mother left out dessert on purpose.

[End of page with dentist]This time Alexander says he’s going to Australia next week. Why does he say next week?

DiscussionLet’s think back about all the horrible things that have happened to Alexander so far. Help me summarize.

Teach Tier 2 WordsOne word from our story is code. What word? A code is a secret way of writing. If I want to send a secret message, I might write it in code in case the wrong person finds it. In our book, it says that Nick “found a Junior Undercover Agent code ring in his breakfast cereal box." A code is a secret way of writing. What word?

Another word from our book is scold. What word? Scold means to tell someone in an angry way what they did wrong. I would scold you if you said something naughty. In our book Alexander says, "my mom came back with the car and scolded me for being muddy and fighting." Scold means to tell someone in an angry way what they did wrong. What word?

Sentence ComposingUnscramblebetter than / my picture / at school / Mrs. Dickens / liked Paul’s / picture of the / sailboat

ImitateI went to sleep with gum in my mouth.I went to _______ with gum in my _______.I went to sleep with ________ in my ________.

Written ResponseI would like you to write me a paragraph about a very bad day that you had once. Tell me some of the things that happened. Tell me what you did about them.

Alexander and the Terrible, Horrible, No Good, Very Bad DayDay 2

Review and Share Written Responses[Have partners share their paragraphs. Review events from Day 1.]

Model Comprehension Strategies and Ask Questions During ReadingToday we’ll learn about even more horrible, terrible things that happened to Alexander. Think about a note you might write to him to make him feel better. Later you can write that note!

[End of page where Alexander cries]Do you think Anthony made him fall on purpose?

[End of shirt-pulling page]Do you think that Alexander's mother should have scolded him? What do you think Alexander should have done about Nick calling him a crybaby?

Do you think Alexander should have been happy to get new shoes? Talk to your partner.

[End of page with dad's office]Why did dad tell mother not to pick him up at the office anymore?

[In the page with lima beans]Do you think Alexander said something about the lima beans, or did he just eat them anyway? Take a look at the dinner table.

[End of pajama page]So his terrible day really has gone on all the way to bedtime, hasn't it? But remember that this horrible day started even before Alexander got out of bed. What do you think? Do you think that his very bad day will keep being bad even after he goes to bed? Let's vote.

[End of the bedroom page]If you voted that his bad day would just keep being bad, you were right!Do you think this book has a happy ending? Could we say that by not giving up, Alexander really does do something about his problem?

DiscussionNow let's map our story. We know the main character’s name is Alexander. Where does the story start? And what is Alexander’s problem? Things are going very badly. What is Alexander doing to solve the problem? This book is a little unusual because he really doesn't do anything, does he? Do you think he believes there just isn’t anything he can do about it?

Teach Tier 2 WordsOne word from our story is code. What word? A code is a secret way of writing. If I want to send a secret message, I might write it in code in case the wrong person finds it. In our book, it says that Nick “found a Junior Undercover Agent code ring in his breakfast cereal box." A code is a secret way of writing. What word?

Another word from our book is scold. What word? Scold means to tell someone in an angry way what they did wrong. I would scold you if you said something naughty. In our book Alexander says, "my mom came back with the car and scolded me for being muddy and fighting." Scold means to tell someone in an angry way what they did wrong. What word?

Sentence ComposingExpandHe woke up with gum in his hair.

ImitateThere was no dessert in his lunch bag.There was no _______ in his lunch bag.There was no _______ in his _______ bag.

Written ResponseWrite a note to Alexander. Think about what you could say to cheer him up.

Blueberries for SalRobert McCloskeyLexile: 890Grade Level Band: 4-5Days: 2 (plus 1 day for rereading)Grade 1

Day 1Develop or Activate Background Knowledge

You know, I remember once when I was supposed to get in line but I wasn't paying attention and I got into the wrong line by mistake. Has that ever happened to you? Raise your hand if you have ever gotten in the wrong line by mistake. Our book today tells about a little girl named Sal who doesn't pay attention and gets in the wrong line. What happens next is very funny. Our book is called Blueberries for Sal, and it was written by Robert McCloskey. The girl is called Sal, but what you think her real name is? Sal lives in the state of Maine, way up here on our map. In Maine it's very cold in the winter, but in the summer blueberries grow and that's where many of our blueberries come from. Raise your hand if you like blueberries. This book tells how Sal and her mother go out to pick blueberries one day and what happens to them.

Model Comprehension Strategies and Ask Questions During ReadingLater I’ll ask you to write a note to Sal giving her some advice. Be thinking about that as I read.

[Top of page 6, before showing the illustration]In just a minute I will show you a picture of Sal and her mother. But before I do I want you to try to picture Sal in your mind. I can tell you that Sal has short hair that she does not like to comb. She is wearing coveralls and one strap has fallen off her shoulder. Her mother is holding Sal's left hand and in Sal’s right hand is a pail, or what you might call a bucket. Do you have the picture in your head now? Here's the picture in the book. Is that how you pictured Sal?

[End of page 6]What do you think it means to can blueberries?

[End of page 9]Sal must be hungry. I wonder if she will ever leave any blueberries in the pail. Turn to your partner and make a prediction. Raise your hand if you predict she will eat all the blueberries.

[End of page 10]You can see how Sal is in line behind her mother. She's not keeping up, though, because she's eating all the berries.

[Top of page 12]Do you think Sal will try to catch up with her mom? I think so too. But why?

[End of page 12]Now we know why. Wow, that Sal must really like her blueberries.

[End of page 16]Do you think Sal's mother really cares that she's not putting berries in her pail?

[End of page 18]So, the two bears are on the other side of the hill. It looks like both mothers are thinking of using the blueberries for winter, right? But they want to use them in very different ways. How does Sal's mother want to use the blueberries in winter? How does the mother bear want to use the blueberries in winter?

[End of page 20]So Little Bear is in line behind his mother just like Sal was in line behind her mother.

[End of page 22]So help me retell what’s happened so far. Both mothers are picking blueberries and their children follow them for awhile. Then Sal and Little Bear both sit down and eat blueberries.

[End of page 26]Put your fist on your chest. Show me one finger if you think that it is Sal’s mother on the other side of that big rock. Show me two fingers if you don't think so. If you showed me two fingers, what do you think is on the other side of the rock? Let's find out.

[Page 29, after "Caw, caw, caw."]We were all wrong, weren't we? Sometimes we're surprised when we read, and that can be fun.

[End of page 30]Do you think Sal knows she's following a bear?

[End of page 32]So the very same thing is happening to Little Bear. How many of you think it is his mother he hears? We will have to wait until tomorrow to find out.

DiscussionHelp me summarize our story so far. When we summarize we think about the most important things. What are the important events that have happened so far? What happened first? …

Teach Tier 2 WordsBefore we stop, there are two interesting words so far in this book. The first word is struggle. What word? Struggle means to try really hard but not to do very well. You might struggle to lift something very heavy. In our book it says, “Little Sal struggled along behind.” That means she was trying to keep up but not doing a very good job of it.

The second word is hustle. What word? Hustle means to move or work very quickly. If I told you we don't have much time left and we have to hustle, that would mean we have to work fast. In our book it says, "Because his feet were tired of hustling, he picked out a large clump of bushes and sat down right in the middle and ate blueberries." Little Bear was tired of hurrying. Hustle means to work or move quickly. What word?

Written ResponseWrite a note to Sal about not paying attention. Think about the warning you might give her.

Sentence ComposingImitateShe heard a noise from around a rock and thought, “That is my mother walking along!”She heard a noise from ________ and thought, “_________!”I’ll do one first to give you the idea:She heard a noise from behind a tree and thought, “That sounds like a woodpecker!”

Unscrambleher mother / walked / slowly through / the bushes / picking / blueberries / as she / went / and putting them / in her / pail

Blueberries for SalDay 2

Review and Share Written Responses[Have partners share their notes to Sal. Review events from Day 1.]

Model Comprehension Strategies and Ask Questions During ReadingAs we finish our book today, I want you to be thinking of a sign that might warn visitors about bears. Later you’ll have a chance to make your sign.

[Resuming at the end of page 33]Now we will find out what Little Bear hears.There's that word hustle again. Remember, hustle means to move or work quickly. And we still don't know if it is Little Bear’s mother he hears.

[End of page 37]So now Little Bear is in the wrong line, just like Sal. Do you think Little Bear knows he is following a woman and not his mother? From the picture, I think that he knows. Do you think he cares that he is following a woman?

[End of page 38]They are mixed up, aren't they? In the picture you can see how Little Bear and Sal are in the wrong line. Each one is following the wrong mother. Remember that we can understand a story better when it reminds us of something that happened to us. When I read about Sal and Little Bear following the wrong mother, it reminded me of when I was in a long line at ___. When I finally got to the front of the line, guess what? I was in the wrong line! I had to start all over again. Tell your partner about a time when you ended up in the wrong place.

[End of page 40]Why isn't Little Bear’s mother worried about him?

[End of page 46]Why does Sal's mother think that it is Sal who's getting into her pail of berries?

[End of page 52]So does each mother know the sound of her own child?

DiscussionThese two mothers are very much alike, aren't they? They are very similar. Help me think about ways that the two mothers are similar. I will start. Both mothers go to Blueberry Hill to look for blueberries. What else?

Now let's map our story. Where does this story take place. That’s right – on Blueberry Hill in Maine. There are four characters in the story, aren’t there? We meet two of them at the beginning and two of them later on. Let's list the four characters. At first, everything is okay, but soon a problem develops. What's the problem? And how do they solve the problem? How does Sal react afterward. What did she do? What does Little Bear do?

Teach Tier 2 WordsThere were two more good words in this book. The first word is tremendous. What word? Tremendous means really big or great. If I told you that there was a tremendous knock at the door, I would mean it was really loud. If I said a lion has tremendous teeth, I would mean they were really big. In our book, it says, "Little bear tasted another tremendous mouthful." That means it was a really big mouthful. Tremendous means big or great. What word?

Another word from our book is entire. I use the word entire when I mean the whole thing. If I told you I watched an entire movie, it would mean I watched the whole thing. In our book it says that Little Bear "almost spilled the entire pail of blueberries!" That means he almost spilled the whole pail. Entire means the whole thing. What word?

Sentence ComposingExpandShe picked three more berries and ate them.

CombineWe will take our berries home and can them. We will have food for winter.[Prompt use of the word because.]

Written ResponseI want you to pretend that your paper is a sign. Your job is to make a sign for visitors to Blueberry Hill. Think about what you want to tell them. What should visitors know when they go to Blueberry Hill?

Max’s WordsKate BanksLexile: 420Grade Level Band: NADays: 2 (plus 1 day for rereading)Grade 1

Planning Note Note that the illustrations in this book are especially important because the children

will need to see how the words are arranged. Consider projecting the pages, at least from time to time.

Develop or Activate Background KnowledgeHow many of you collect things? Raise your hands. I have a collection of … What do you collect? [Take responses] Have you ever heard of collecting words? That seems like a very strange thing to collect, doesn’t it? But our book today is about a boy who did just that. He collected words. His name is Max, and the title of the book is Max’s Words. That’s a good title for a book about a boy who collects words, isn’t it? The book was written by Kate Banks and illustrated by Boris Kulikov.

Model Comprehension Strategies and Ask Questions During ReadingAs we read, you’ll learn that there were three boys who collected things, not just one. Pay attention to details. Later you can write and tell me what each one collected.

[End of first page]Have you ever asked your brother or sister to give you something and they said no? That’s what happened to Max. Why do you think his brother Benjamin said no?

[Page with coins, just before last sentence]What do you think Karl will say? Why?

[On page where three boys are thinking, after third line]We already said that it sounds silly to collect words. What will his two brothers think about his idea?

[End of page]Now we know that they think it’s a silly idea too.How will he collect words?

[End of page with scissors]This could be quite a mess! He’ll have to be careful.

[End of page with Park, Baseball, Dogs, Hugs]Look at all the words on the floor. Why do the words look so different?

[End of page with net]Why do these words have wings? Is it really possible to catch words people speak to you? Could this part of the story really happen? But if you really wanted to “catch” a word someone says out loud, what might you do?

[End of page with Iguana]Why didn’t Max use his scissors to get words from the dictionary?What color marker did he choose to write green? Blue? Brown?This word looks like it’s coming to life! [Point to iguana]

[Before turning page]Before I show this next picture, try to make your own picture in your mind. That’s what good readers do when there are no pictures for them to look at. Pretend for just a minute that you are the illustrator. On this page, Max’s two brothers come into Max’s room and find him with his collection of words on the floor. Here is what the book says.[Read page]Can you see it happening?[Reveal illustration]This is the picture the illustrator, Boris Kulikov, drew.Does it look like the picture you made in your mind?

[End of page with two crocodile sentences]So, if I have a whole lot of stamps, would it really be important which one I put first?But words are different, aren’t they? Let’s read these two sentences again. [After reading first] Who’s doing the eating? And who’s getting eaten? [Repeat the process for second sentence] The sentences have the very same words, but they have very different meanings.

DiscussionLet’s start a map of our story. Where does this story take place. That’s right – in Max’s house. There are three characters in the story, aren’t there? Who are they? Help me list their names. Like most stories, the main character, Max, has a problem at the start of the story. What is Max’s problem?

Teach Tier 2 WordsThere are two interesting words so far in this book. The first word is ragged. What word? Ragged is the opposite of smooth. [Draw a straight line on the white board.] This line is smooth. Here’s a ragged line. [Draw second line.] In our book it says that the stamps in Benjamin’s collection "had ragged edges and sticky backs.” That means the edges were not smooth. [Consider showing a postage stamp.] Ragged is the opposite of smooth. What word?

The second word is admired. What word? When you admire something it means you think it is very good. If I told you I admire the way you’re working, it would mean I really liked how you’re working. Hopefully, you’ll give me a chance to say how much I admire your work later today. You can also admire a person. You look up to that person. In our book it says, "When Karl showed his coins around, everyone admired them." When you admire something it means you think it is very good. What word?

Sentence ComposingImitate“Once there was a big brown dog.”“Once there was a ______ ______ _______.”I’ll do one first to give you the idea: Once there was a little green elf.

Unscramblebut he wasn’t / Max / collect something / wanted / to / sure what

Written Response After Second Reading Draw three pictures. Draw a picture of what each boy collected. Write about each picture.

Max’s WordsDay 2

Review and Share Written Responses[Have partners share their pictures and what they wrote about them.]Help me summarize what’s happened so far. Together, let’s retell the important events.

Model Comprehension Strategies and Ask Questions During ReadingAs we finish our book today, be thinking about questions you might like to ask Kate Banks if you had the chance. You can write those questions later.

[After “Have a nice day”]The words seem to come to life, don’t they? Why is that?

[Before reading page with question mark]Look at the pictures of the two brothers on this page. Here is Benjamin, who collects stamps. Look at the edges of the picture. Here is Karl, the coin collector. What is special about this picture?

[End of page with question mark]Here’s another chance to predict what will happen next. Do you think his brothers will trade? Let’s vote. Why did you vote the way you did?

[End of page with Max scratching his head]Max’s words are already up to his knees! Do you think he has enough to make a story?

[End of page with worm sentence]Remember how important it is to put the words in the right order. What if I moved the word snake up here where worm is and worm down here where snake is? [Read the new sentence] It would mean something very different, wouldn’t it?Now look at this picture. You can see Max thinking about the sentence. Is the worm really there in front of him?

[End of next page]Why did Benjamin and Karl come over to where Max is? Are Max’s words more interesting than their collections?

[End of page with Benjamin butting in]To butt in means to interrupt. If two people were talking and I walked up and said something, I would be butting in. It’s rude to butt in. How did Benjamin and then Karl butt in?

[End of page with “Max was quicker”]What sentence do you think Karl might have wanted to write?

[End of page with Max behind desk]Why do you think his brothers are ready to trade now?

DiscussionThe author of this book was Kate Banks. Did she really have all her words on pieces of paper before she wrote this story? Where were her words? Are there other ways to collect words than by cutting them out? Where would you look for interesting new words?

Now let's finish our story map. [Review and add] Where does this story take place. That’s right – in Max’s house. There are three characters in the story, aren’t there? Who are they? Help me list their names. Like most stories, the main character, Max, has a problem at the start of the story. What is Max’s problem? And how does he solve the problem?

Teach Tier 2 WordsThere were two more good words in this book. The first word is scrambled. What word? Scramble can mean to work really fast and hard to try to do something. If I told you that you had just one minute to clean up your book bag, you would really have to scramble to finish. In our book, it says, "Karl scrambled for more words." That means he worked hard and fast to find them. Scramble means to work really fast and hard to try to do something. What word?

Another word from our book is arrange. Arrange means to move things around until they’re just the way you want them. When I was getting our classroom ready last summer I had to arrange the chairs and tables. In our book it says that Max "picked out a few words and began arranging them on the floor." That means he was very careful to put them just where he thought they should be. Arrange means to move things around until they’re just the way you want them. What word?

Sentence ComposingCombineHe had stamps of many colors and sizes. He had stamps with ragged edges and sticky backs. He had stamps with famous people on them.[Prompt creating a series and using the word and.]

ExpandMax began collecting small words.

Written ResponseImagine that you got a chance to meet Kate Banks. Write some questions you’d like to ask her.

Owl MoonJane YolenLexile: 630Readability: Grades 2-3Days: 1 (plus 1 day for rereading)Grade 1

Develop or Activate Background KnowledgeHave you ever heard an owl at night? It sounds like this: “who-who-whooo.” Make that sound with me. Owls are hard to find. They only come out at night. This is the story about one girl and her father who go looking for owls. They call it going owling. It is winter and their farm is covered with snow, so they need to bundle up to stay warm before they set out.

The book is called Owl Moon, and it was written by Jane Yolen. This book won a prize for its illustrations. The illustrator’s name was John Schoenherr.

Model Comprehension Strategies and Ask Questions During Reading[Tailor to your own experiences.] When I first read this book, I made a connection with the time when I was growing up. I didn’t live on a farm, but I sometimes visited my aunt and uncle’s farm. I enjoyed taking long walks and looking for animals. I saw rabbits and turtles and snakes, but I never saw an owl. Thinking back to that time helped me understand this book better. As I read, think of something in your own memory that the book reminds you of.

As I read, think what you would do if you went owling. Later you can write and tell me who might go with you, what you might take along, and where you would go.

[Page with small lone bird on branch]Why did the girl have to run after her father?

[Page with father calling out]How could the moon make his face into a silver mask? That’s great use of language!But what does that really mean?

[Page with animal in hollow tree]Do you think her brothers are older or younger?What do you see living in the tree? Some foxes can climb trees.

[Page starting, “We walked on.”]Wait, does that make sense? Can the icy air really make her face feel hot and cold at the same time?

[Page starting, “We went into the woods.”]Did the shadows really stain the snow, the way spilling something can stain clothes?The author has used the word stain very nicely.

[Page starting, “Then we came to a clearing.”]Now, I’ll read this next page without showing it to you. Form an image in you mind. Then we’ll compare.

[Page starting, “I sighed.”]Do you think that was a real echo? How can we find out? Talk to your partner.

[Page starting, “The owl’s call”]The author writes that the “shadow hooted.” But wasn’t it the owl doing the hooting? Why does she say it was the shadow? [Prompt that all the could see was a shadow.]

[Page starting, “Pa turned on.”]So now they see the owl when it flies. Why didn’t they see the owl before?Look at those claws! Raise your hand if you think they should be afraid of the owl.[If students raise their hands, ask their reasons.]

[Page starting, “For one minute.”]Why did she say, “maybe even a hundred minutes”? That’s almost two hours![Prompt that it merely seemed that long.]

DiscussionWhy did the girl’s father make the sound of an owl?Why did the owl fly back into the woods?We see birds all the time. Why is finding an owl special?There’s something odd about this book. We never learn the girl’s name or the name of her father. Does it matter?

Now let's map our story. What was the setting? Who were the characters? What was the problem? What was their solution? What was the outcome – were they successful? How did the girl react?

Teach Tier 2 WordsThe word shrug means to move your shoulders when you don’t know something or you think it’s not important. Say it with me. Now shrug with me. The book tells us that after there was no answer to the call, “Pa shrugged and I shrugged.” I could also say, When his teacher asked him who George Washington was, the student shrugged. The word shrug means to move your shoulders when you don’t know something or you think it’s not important. What word?

Another word in this book is meadow. A meadow is a flat place in the outdoors where there are no trees. Say it with me. The book says, “Nothing in the meadow moved.” Or another sentence might be, “At the edge of the woods was a meadow filled with grass and flowers.” A meadow is a flat place in the outdoors where there are no trees. What word?

Sentence ComposingImitateWhen you go owling you have to be brave.When you go _______ you have to be brave.When you go _______ you have be ________.

ExpandWe walked toward the woods, Pa and I.

Written ResponseTell what you would do if you went owling. Who would go with you? Where would you go? What would you take with you?

Possum’s Harvest MoonAnne HunterLexile: 400Readability: 1Days: 1 (plus 1 day for rereading)Grade: 1

Develop or Activate Background KnowledgeHarvest time is in the fall of the year when farmers gather the crops that have grown all summer. People are happy at harvest time because of all the food they have gathered. On the nights when the moon is full, it is called the harvest moon. Today’s book is called Possum’s Harvest Moon. It was written and illustrated by Anne Hunter. It tells the story of Possum, who decides to have a party to celebrate the harvest right before winter comes.

Model Comprehension Strategies and Ask Questions During ReadingWhen we finish our book, I will give you a chance to write an invitation to Possum’s party. Think about what you might say that could help Possum.

[End of first page]Remember that a fantasy is s story where things happen that couldn’t happen in real life. How do we know right away that this book is a fantasy?

[End of page with mice]Would it be better for Possum to gather food too, just like the mice? Talk to your partner.

[End of page with crickets]Is it rude of the crickets not to go to Possum’s party?

[End of page with raccoon]Why isn’t raccoon storing food like the mice? Why is he eating as much as he can?

[Before reading page with frogs]Next, Possum visits some frogs. Before I read this page, let’s think back. Did the mice say they would come to his party? What about the crickets? And the raccoon? What do you think the frogs will say? Talk to your partner.

[Before showing page with fireflies]You know, good readers always try to make pictures in their mind to help them understand a story. I noticed details as I read this page just now. Close your eyes and see if you can make a mental picture when I remind you of these details. I noticed that Possum looked up into the night sky. I noticed that he saw fireflies twinkling. And of course, we already know that there was a full moon. Can you see those things too? Here is the picture Anne Hunter drew for this page. [Discuss differences. ]

[End of page with fireflies]Did the fireflies really say they would not come? What do you suppose Possum thinks about them.

[After first sentence on page with Possum wearing a hat]Who is Possum talking about when he says, “How can they work?”[Reread page with mice to prompt or confirm][After second sentence]Who is Possum talking about when he says, “How can they think of sleep?”[Reread page with frogs to prompt or confirm]

[End of page]How do you think Possum feels? Talk to your partner.

[End of page with creatures staring at moon]What made the animals change their minds about Possum’s party?

[End of page with bowl of acorns]How will Possum feel when the animals arrive?

[End of page with bugs against the moon]What about the reasons the animals told Possum? Weren’t they important? [Prompt if necessary] Did the frogs really need to go underground? Did the raccoon really need to keep eating?

[End of page with miniature of party hats]Why do Rabbit and Raccoon think the harvest moon is the brightest ever? Was it really the brightest ever?

[End of left-hand page with animals sleeping]Why are the crickets and frogs making the music?

[End of right-hand page with animals sleeping]Was there really enough time after all for the animals to come to the party?

[End of last page]Why is the moon so low when Possum goes to sleep?

DiscussionNow let's map our story.

Teach Tier 2 WordsOne word from our story is roust. What word? Roust means to wake someone up. A rooster rousts the chickens every morning. Someone probably rousted you this morning. In our book, it says, “Raccoon rousted his crony, Rabbit.” That means he woke Rabbit up. Roust means to wake someone up. What word?

Another word from our story is soiree. What word? A soiree is an evening party at someone’s house. I might wear new clothes to a soiree. In our book, Possum says, “One last dance in the moonlight before the long winter. A Harvest Soiree!” A soiree is an evening party at someone’s house. What word?

Sentence ComposingUnscrambledown by – the creek – Possum found – Raccoon – catching fish

CombineHe put on his hat. He sat alone. He looked up at the moon.[Prompt them to create a chronological series using words like after and then.]

Written ResponseMaybe Possum should have sent an invitation. Write an invitation to the party that Possum might have sent to his friends.

Stone SoupAnn McGovernLexile: 480Grade Level Band: 2-3Days: 1 (plus 1 day for rereading)Grade 1

Develop or Activate Background KnowledgeRaise your hand if anyone is ever played a trick on you? And did you find out that you were tricked? I want you to imagine a trickster who is so clever that he can play a trick and the other person will never even know there was a trick at all. The book I'm going to read you is thousands of years old. People have told the story over and over again. The book is called Stone Soup and was written by Ann McGovern. But the story is not hers. The story was first told by Aesop in a country called Greece almost 25 centuries ago. But the story is just as interesting today it was then.

Model Comprehension Strategies and Ask Questions During ReadingThis story has a recipe for soup. Later, I’ll ask you to copy it down and take it home.

[End of page with house]This young man seems very sure of himself. How many of you think the people inside will give him food? Raise your hands.

[End of page with door cracked]The man is very polite, and isn't he? You can see him bow to the old lady. Doesn't it look hopeless? It looks like he won’t get any food. If you were in his place, wouldn't you just turn around and keep walking? But I've already told you that the man will not give up.

[End of page where he asks for a stone]Raise your hand if you think she will give him a stone. After all, everyone has a stone. Let's find out.

[After page that ends "Now get me a pot."]Do you think the old lady is getting curious? I know I am. Maybe you are too. Would you like to see how he makes soup out of a stone?

[End of page where he tells her to boil a pot]How much food has the lady given the man so far? Is that why she's willing to do the things that he asks? It doesn't cost her thing, does it?

[End of page where he balances flute on nose]Do you think onions would make a stone taste any better? Would it still be a stone?

[End of page where onions go into the pot]Put on your thinking caps. Why do you think the old lady went to the garden to get the onions?

Wait. Does that make sense? She is pulling up onions from the garden, right? But let me

go back a few pages. [Turn back to page with door cracked.] Here she tells the man, “I have nothing in the garden.” This is the place in the story I told you about. The place where it doesn’t seem to make sense. A good reader would try to think how it might make sense after all. What do you think? Talk to your partner.

[End of page where he asks for carrots]So now we have onions and carrots. Let's see if I can write down a recipe for stone soup. What is the first ingredient? And the second? And the third? Do you think the lady will get him some carrots? Raise your hand if you think she will? But why do you think so?

[End of page where she is pulling up the carrots]Now is a good time to infer. Remember that when we infer we think about what we already know and we see if we can put it together to learn something new. What do we know? First, we know that you cannot really eat a stone. We also know that carrots and onions are often a part of soup. Are you beginning to see the trick the man is playing on the old lady? Let's see what happens next. Do you think there will be more ingredients?

[End of page where he asks for chicken]So now it will be chicken soup with onions and carrots. Does it really matter if the stone is in the soup too?

[End of page where chickens are added]So now we have chicken soup plus onions and carrots. Not bad. In fact, it's starting to sound like soup. Let's check into our recipe. So far we have …

[End of page where he asks for beef bones]Do you think she will get the bones? Let's see if you're right.

[End of page with dog]She did get in the bone, but look at the picture. I don't think I like where it came from.

[End of page were he asks for salt and pepper]Will she get salt and pepper?

[End of page where she reaches to top shelf]Surely those must be the last things to go into the soup. The soup must be ready. Or is it? Let's vote whether the soup is ready. You might vote yes because there are so many things in the soup already. You might vote no because the young man always asks for something else. If you vote that the soup is ready, raise your hand.

[End of page where he asks for butter and barley]If you voted that the soup was not ready, you were right. Let's add butter and barley to our recipe.

[End of page where the man says, "now we will eat it."]Finally! But do you think they will actually eat the soup or will he think of one more

thing to add?

[End of last page]Why do you think he took the stone with him? Did the old lady ever know she was tricked?

DiscussionNow let's map our story. Do we know where the story takes place? Not exactly. It takes place at an old lady's house long, long ago. That’s all we know. Who were the two characters? The young man has a problem in the story. What is his problem? And how does he solve this problem? Do you think he’s happy with how the story turned out?

Teach Tier 2 Words After Both ReadingsOne word from our story is barley. What word? Barley is a type of grain, like wheat. It is very rich and we often use it to make soup. In the book, the young man asked for butter and barley to be added to the soup. Barley is a type of rich grain. What word?

Another word from our story is fit. What word? Fit can mean many things but in this story it means good enough. If you drew a picture and I told you it was fit to put on the board, that would mean it is good enough to put on the board for everyone to see. In our story, the old lady says the soup is fit for a prince. She meant that it was good enough for a prince to eat. The word fit can mean good enough. What word?

Sentence ComposingImitate:If you will not give me something to eat, will you give me a stone?If you will not give me something to eat, will you give me a _______?If you will not give me something to ________, will you give me a _______?

ExpandThe pot bubbled and bubbled.

Written ResponseHow many of you live in a house where somebody knows how to cook? All of you. That's what I thought. What I want you to do is to copy down our recipe. And don't forget the stone. Take it home and show the recipe to the person who does the cooking in your family. Ask them what they think about it, and see if they know this old story.

How Do Apples Grow?Betsy Maestro, illustrated by Giulio MaestroLexile: 550Grade Level Band: 2-3Days: 2 (plus 1 day for rereading)Grade: 1

Day 1Introduce Book and Preview Technical Vocabulary

Our book today is called How Do Apples Grow? It was written by Betsy Maestro, and it was illustrated by her husband Giulio Maestro. This book will tell us many facts about how apples grow, from start to finish. We will also learn many new words. I have listed many of these words in this chart. The first words in the first group are the parts of the apple flower. Say them after me. In the second group are some kinds of apples.Parts of the Apple Flower bud

sepalpetalstamenpollenpistilovarynectar

Kinds of Apples Red DeliciousMcIntoshGolden DeliciousGranny Smith

Text StructureThis book tells the story of how an apple grows over time. It is like any other story. It starts at the beginning and tells what happens next, and next, and next until we reach the end. It tells a sequence of events.

Ask Questions During Reading and Model Comprehension StrategiesAs I read, be thinking of some questions you would ask the author if you had a chance. I’ll give you a chance to write those questions later.

[Before page 3]Have you ever seen an apple tree covered with pink and white flowers? They look beautiful! Raise your hand if you would like to look at those flowers. Keep your hand up if you would like to eat them. Not at that moment, but those flowers turn into apples.

[End of page 3]How many of you are surprised?

[End of page 5]Why are the trees planted in rows? Talk to your partner.

[End of page 6]Why do you think the leaves are curled up?

[End of page 7]It says each flower is the beginning of an apple. Will they all become apples? Make a prediction!

[End of page 8]In some books, the pictures have words. The pictures can help us learn what the words mean – they are not just to look at. [Point out the word buds.] Why do the buds wait for spring to open?

[End of page 9]A twig is a very small …?

[End of page 11, discuss diagram]Do the bees know they are helping the tree?

[End of page 13]Are you surprised that a tree could be male and female at the same time?[Indicate page 12] Here we see the stamens in the middle of the flower.[Point to page 13] This is a closer look at the stamens. At the end of each one is …Some people are allergic to pollen. It makes them sneeze and their eyes water. They are glad when it’s gone!

[Middle of page 14, point out pistil in diagram before reading on]It looks like there is more than one, doesn’t it? But see how the tubes come together to make one big tube. Look at the line that shows the pistil from the top to the bottom. Why does it go way down here? [Point to base of ovary] See if your partner can guess.

[Read rest of page 14] Now we know why the line for the pistil goes so far down. It ends in the ovary. [Point to stamens] And what are these around here? Why do you think they are not labeled in this picture?

[End of page 16]So the pollen has to get into the ovary. Let’s look back at the diagram. [Turn to page 15 and point] The pollen must travel from here to the pistil and then go down the tube into the ovary. Do you think that’s right? This is a place where good readers try to infer. That’s when they think about facts to see if they can figure out new facts. Let me try. I know that this yellow stuff is pollen and that it has to get into the ovary. I also know that the pistil has tubes and that the pollen can travel down the tubes. But how can it reach the tubes? How can it get from here to here? Well, I also know that bees can help. [Turn back to page 11] I can see that this bee is getting pollen. Maybe some of it gets into the pistil. So that’s what I infer. I think the bees carry the pollen over the very short distance from the stamen to the pistil, and that it goes down the tube to the ovary. Raise your hand if you agree. Remember that not every inference is right. Hopefully, I’ll find out if I’m right if I keep reading. I’ll read page 16 again and then go on to page 17.

[Middle of page 17]Oh, no! I was wrong. I did my best to infer but it didn’t work that time. You try it. Now we know a new fact. The pollen must travel to a different tree. Talk to your partner about how it might get there.

[End of page 17]Who are the helpers? Are you sure? Can you infer that it’s bees? Tell me how you know.

[End of page 18]You were right! So that’s how the bees are helping. Some of you inferred correctly. Good thinking.

[End of page 19]What would happen if there were no bees? Talk to your partner.

[Page 20, indicate diagram as you read]Why don’t the bees stop and pick up the grains of pollen they drop? [After discussion, turn back to page 13] There are thousands of grains of pollen. Each grain must be very…

DiscussionRemember that this book tells the story of an apple from start to finish. Let’s review that story so far. First … [Summarize quickly by turning through pages again. Stop to prompt events occasionally.] So, that’s where we will leave off. We’ll find out the rest of the apple’s story tomorrow, and I might have a little surprise for you.

Sentence ComposingImitateTiny green leaves appear on each twig.Tiny green _____ appear on each ______.

Unscrambleup close – you can see – bunches of small – pink-and-white – flowers – at the end of – each twig

Written ResponsePretend you could make a phone call to Betsy Maestro, the author. Write one or two questions you might ask her.

How Do Apples Grow?Day 2

Planning Note Remember to bring 3 apples (red, yellow, and green) and a paring knife today!

Review and Share Written Responses[Have partners share their questions for the author. Review the process and flower parts, referring to the diagrams.]

[End of page 21]Who remembers what the job of the petals was? Good readers think back about what they have already read because it helps them understand. [Turn back to page 11 and reread]

Ask Questions During Reading and Model Comprehension StrategiesToday we’ll finish our book, How Do Apples Grow? Then we’ll do a taste test of different kinds of apples, and you’ll get a chance to write about your findings.

[End of page 22]These pictures are in time order. It looks more and more like an apple, doesn’t it? What happens if a flower is not fertilized? What happens if no pollen goes down the pistil to the ovary?

[End of page 23]The seeds are not labeled in the picture, but can you find them?

[End of page 24]What was the job of the sepals? Who can remember? Let’s go back and find what the book says. Good readers do that when they don’t remember. [Reread bottom half of page 10]

[End of page 25]Here is an apple I brought. Let’s cut it open and see if looks like the picture. [Demonstrate]

[End of page 28]Where did they get their food before they could feed themselves?

[End of page 32]When are apples ready to eat? Are they not ready to eat in springtime? Then why can I buy apples in the store all year? I don’t have to wait until fall.

DiscussionNow that we’ve finished, let’s review how apples grow. Sometimes the best way to do that is to look back at the diagrams.[Project and discuss diagrams.]

Sentence ComposingCombineWhen spring comes, there are more hours of sunlight. When spring comes, the days are longer and warmer. [Use because]

ExpandInside each leaf bud are tiny, curled-up leaves.

Written ResponseToday I have brought three apples. We are going to do a taste test. One is red, one is yellow, and one is green. The red one is… [Give name of each] I have cut the apples so that each of you can have one slice of each. When we finish I want you to write and tell me which one you liked best and which one you liked least. Remember that their names are on the board.

The Bald EagleLloyd G. DouglasLexile: 500Grade Level Band: 2-3Days: 1 (plus 1 day for rereading)Grade: 1

Introduce Book and Teach Technical VocabularyThis book is called The Bald Eagle. It was written by Lloyd G. Douglas. The bald eagle isn’t really bald, but its white head does stand out. There are many kinds of eagles but only the bald eagle is our country’s symbol. [Begin diagram.] A symbol is something we can see that always makes us think of something important. There are many other symbols, like this one for money and this one for love. As I read I want you to help me list the places we can see the bald eagle as our country’s symbol.

Text StructureAuthors sometimes divide what they write into parts. Lloyd G. Douglas has written this book in three parts. The first part tells the history of the bald eagle as America’s symbol. The second part tells why it was chosen. The third part tells where you will see it. These parts are called subtopics. His main topic is the bald eagle, and he writes about three subtopics.

Model Comprehension Strategies and Ask Questions During ReadingAs I read about the bald eagle, you will learn that Ben Franklin liked another bird better. Think about what you might have told Ben.

[End of page 5]Look closely at this picture. What other symbol of our country do you see?

[End of page 6]Remember that good readers try to use the facts they have to figure out a new fact. What do we call that? [Prompt inferring.] On this page I found out that Ben Franklin suggested that the turkey become our national symbol. But I know that the bald eagle was chosen. So, as a good reader, I can infer that lots of people did not like Ben’s idea.

[End of page 9]This is not the kind of seal that lives near the ocean. What do you think this kind of seal is? Tell your partner.

[Add Great Seal to diagram]There are other important symbols in the Great Seal. In this claw, the eagle is holding the branch of an olive tree. That is a symbol for peace. In the other claw, the eagle is holding

arrows. Arrows are the symbol of …?

[Beginning of page 10]This is the part that tells why the bald eagle was chosen. Help me make a list of reasons.

[End of page 12]What can we add to our list?

[End of page 14]This is the third reason the bald eagle was chosen. What shall I write on our list?

[End of page 16]What can I add to our diagram?

[End of page 18]What else can I add to our diagram?

DiscussionReview diagram and list.

Sentence ComposingExpandThe bald eagle is on money.[Prompt creating a series.]

Unscramblemany buildings –in America – have statues – of bald – eagles on – them

Written Response After First ReadingImagine you lived more than 200 years ago. What would you have told Ben Franklin when he suggested that the turkey be our national bird?

Why Do Leaves Change Color?Betsy Maestro, illustrated by Loretta KrupinskiLexile: 580Grade Level Band: 2-3Days: 2 (plus 1 day for rereading)Grade: 1

Day 1Introduce Book

Have you ever wondered why the color of leaves changes in the fall? Today you will learn the answer. This book is called Why Do Leaves Change Color? Whenever the title of a book is a question, I expect to be able to answer that question by reading the book. Why do leaves change color? I hope we can find out. It was written by Betsy Maestro and illustrated by Loretta Krupinski.

Preview Technical Vocabulary and Text StructureTo tell us why leaves change color, the author has to start at the beginning, in the springtime. Then she takes us to summer, then to fall, and finally to winter. Then it starts all over again, just like a wheel. We call a time wheel like this a cycle. (Cycle means wheel, just like bicycle means two wheels!) So we will start up here at the top, in spring, then go to summer … [Indicate cycle diagram]There are two new words in this book that are very important. I have put them here in this diagram. I will tell you quickly what they mean, but we will meet these words again as I read. A pigment is a natural color that could be found in a plant or an animal. There are many pigments in nature. For example, my eyes are ___ because of a ___ pigment. Chlorophyll is one kind of pigment in a leaf. It is green.

Model Comprehension Strategies and Ask Questions During ReadingAs we read about leaves at different times of the year, think about which time you like leaves best. Later you can write and tell me why.

[Bottom of page 5]Let’s vote. Raise your hand if you think the leaves are prettier after they change color. Raise your hand if you like the green leaves better. Raise your hand if you like them both the same.

[End of page 6]I will move my finger until you tell me when I get close to a narrow leaf. [Read name of tree, then repeat the process for wide, pointed, and rounded.]

[Middle of page 9]I’ll show you with my hand. Here is a bud and here it is slowly uncurling. Now you do it. [Reread sentence]

[At end of page 9, first refer class back to tree diagram]Now here is another diagram that shows the inside of a leaf. What do you think these green things are? Hint–they are green! And here is a vein. We are seeing it sideways. A vein is a small pipe inside a leaf. Sap is a liquid that moves through the vein. Sap brings water and food to the leaf. [Discuss other parts of the diagram]

[Page 11, after first paragraph]Help me review. What three things do leaves need to make food? [name of child], tell me one… What would happen if the leaves had air and water but it was always dark? What would happen if the leaves had air and sunlight but it never rained? What would happen if the leaves had sunlight and water but there wasn’t any air?

[Page 11, after “leaves, branches, trunk, and roots”]Those are the four main parts of a tree. I will point to each one. What is this? … etc.

[End of page 12]How do you know that a day in winter is shorter than a day in summer? Talk to your partner.

DiscussionLet’s review what we’ve read. [Ask questions that use the two diagrams to prompt. Examples:] When do the leaves make the most food for the tree? When does the tree rest? Chlorophyll is a type of ___? [etc.]

Sentence ComposingExpandFall is a time to have fun with leaves.

Unscrambleevergreen trees – like pines and – spruces – keep their leaves – all year

Written ResponseWhich time of year do you like leaves best? Be sure to tell me why.

Why Do Leaves Change ColorDay 2

Planning NotesBring two sheets of paper, one green and one yellow.Bring a copy of How Do Apples Grow? to compare.

Review and Share Written Responses[Have partners share the time of year when they like leaves the best. Make a simple chart to tally responses, like one at the right. Discuss the results. Use yesterday’s diagram to review pigment and chlorophyll.]

Season VotesSpringSummerAutumnWinter

Model Comprehension Strategies and Ask Questions During ReadingToday we’ll finish our book. Then I will ask you to write about the most important things you learned. Be thinking about that as I read.

[Middle of page 15, refer class to cycle diagram]In which of the four seasons does a tree need the least food? The author doesn’t say on this page, but in which season do you think a tree needs the most food? [Prompt reasoning – summer is opposite part of cycle]

[End of page 15]This is a place where good readers try to infer. That’s when they think about the facts they know to see if they can figure out new facts. Let me try. I know that chlorophyll makes the leaves green. I also know that the chlorophyll is disappearing. So that must mean the leaves will soon have no color at all. But that can’t be right. I know that they will soon be red and yellow and orange and brown. So where do those colors come from? Talk to your partner.

[Middle of page 16]So now we know the answer. It’s like this. [Hold up a sheet of green paper with a sheet of yellow behind it.] Imagine that this is a leaf filled with chlorophyll. When the chlorophyll disappears you can see … yellow! Or it might have been red or orange or brown. The other color was there all along but the chlorophyll kept you from seeing it.

[End of page 16]Let’s see if we can. Who can name a yellow flower? An orange one? A red one?

[End of page 19]Help me infer. Would you expect to see great fall colors if the sky is clear and the days are chilly?How about if it rains for days and days and it’s very warm.[Point out the leaves are not really half-and-half]

[End of page 20]I will move my finger until you tell me when I get close to a leaf with lots of tannin. [Read name of tree.]

[End of page 20]You can see that an evergreen tree has small, sharp-pointed leaves. They are like needles. Why are these trees called “evergreen”? [Point out that we might have called them “forever-green” trees]

[End of page 25]Good readers try to make connections as they read. It helps them understand. They try to think of their own lives and see how what has happened to them is like the book. When I read this page and looked at the picture, it reminded me of when I was little. I used to run and jump in piles of dead leaves just like these. Raise your hand if you’ve done something like that too.

[As you read page 26, point to the cycle diagram]

[As you read page 27, point to New England on classroom map if possible]

[Page 29, after “piles of leaves”]Jumping in piles of leaves! Now we’re talking! [Refer again to cycle as you mention fall and winter]

DiscussionThe author of this book is Betsy Maestro. You might remember another book she wrote. We read it a few days ago. It was called How Do Apples Grow? Here it is. Can you think of some ways that the two books are similar? [Prompt that the titles are questions, both concern trees, and that the text structure is a sequence. Be open to others.]

Sentence ComposingImitateSome leaves are wide, others are narrow.Some _______ are wide, others are narrow.Some _______ are _______, others are _______. [Prompt antonyms here.]

ExpandChlorophyll is a natural coloring.

Written ResponseWrite about the most important things you learned from this book. Be sure to tell why they are so important.