Interactive Read-Alouds

Grade 2

Second Nine Weeks

2 Days 2 Days 2 Days 2 Days

2 Days 2 Days 2 Days 2 Days

2 Days 2 Days 3 Days

Arrow to the SunGerald McDermottLexile: 480Grade Level Band: 2-3Days: 2 (plus 1 day for rereading)Grade: 2

Planning Note Make sure a wall map of the U.S. is available.

Day 1Beginning – Page with sun god pointing

Develop or Activate Background KnowledgeThe story I will read today is a Pueblo Indian folktale. A folktale is a story that people tell over and over. Parents tell their children, and when they grow up they tell their own children. So a folktale might be passed down for hundreds of years.

The Pueblo Indian people live in the Southwest United States. [Indicate map.] Long ago they believed in many gods. One of these gods was the sun. This book is a folktale about how the sun god sent his own son to earth. The book is called Arrow to the Sun. It was written and illustrated by Gerald McDermott. This book has very unusual pictures. They are like the pictures that the Pueblo people once drew.

[The word pueblo might be confusing. Consider saying: Long ago the Pueblo people lived in towns called pueblos. A pueblo had many houses made of bricks. The houses were not like the tents used by many other Indians. The Pueblo Indians did not move from place to place.]

Model a Comprehension Strategy and Ask Questions During ReadingOne idea we’ll read about today is the kiva. [KEE-vuh] Listen carefully to find out what that word means because I’ll ask you to write about it later.

[Page with only the orange asterisk-like symbol on yellow background]This is a special shape. It means life. It is in every picture. We will look for it as we read.

[End of first page][Indicate the shape in the illustration.] Here is the spark of life coming from the sun god down to earth. What do you think “spark of life” means? Tell your partner.

[End of page ending with “young maiden”]Here is the spark of life inside the young woman. You can see the shape. Remember that it will always mean the spark of life sent from the sun god.

[End of page with mother and child]What did the spark of life turn into?[Optional] I can make a connection here. This story reminds me of when Jesus was born. His mother was Mary and his father was God.

[End of page ending with “So the boy left home”]Why wouldn’t the other boys play with him?Who was his father? Does he know the sun god is his father?How can he find his father?

[Page with pot maker]I wonder why the people do not answer. Talk to your partner.

[Page with arrow maker]What did the boy turn into? What do you think will happen to the arrow?

[Next page]These pictures show the boy changing. He looks more and more like an arrow.

[Discuss illustration on wordless page that follows. Point out life symbol and compare the picture to the opening page.]Do you think he will turn back into a boy when he gets to the sun?If you were the boy, what would you say to your father? Tell your partner.

[Page with sun god pointing]A kiva is a special underground room. It sounds like each one has something dangerous inside. The boy will need to be brave. Next time we will find out if he can do it.

DiscussionToday it’s your turn to ask the questions. Think about what we’ve read today and think of a good question – a good “teacher question”!

Teach Tier 2 WordsOne word from our story is mocked. What word? Mock means to make fun of someone. It’s cruel to mock another person, isn’t it? But in our book, that’s what the other boys did. It says, “They mocked him and chased him away.” Mock means to make fun of someone. What word?

Another word from our story is chamber. What word? A chamber is a large room with a special purpose. A judge has a chamber where he can talk to people. In the book, the sun god says, “You must pass through the four chambers.” Those were the four kivas. A chamber is a large room with a special purpose. What word?

Sentence ComposingCombineCorn planter said nothing. Corn planter continued to tend his crops.[Prompt the use of contrast words, such as but.]

ExpandThe boy and his mother were sad.

Written ResponseTell which kiva you think is the worst and why.

Arrow to the SunDay 2

Page beginning “The boy was not afraid” – EndReview and Share Written Responses

[Discuss the story to this point. Remind them of where you had left off. Ask the children to share with their partners what they wrote about the worst kiva.]

Model a Comprehension Strategy and Ask Questions During ReadingAfter we finish our book today, I will ask you to choose one of the kivas and tell what you think happened.

[The wordless pages that follow tell of the boy’s journey through each kiva. Prompt discussion with questions like, “What’s happening here?”]

[Page ending with “power of the sun”]Did the boy prove himself? How do you know?

[Page ending with “world of men”]How will he get back to earth? [Discuss picture on right-hand page]

[Page ending with “went to the pueblo”]Remember that when he left the pueblo, some people did not like him. The other boys would not play with him. How will people treat him this time? Talk to your partner.

[On last page, point out that four dancers were pictures of the four challenges.]Discussion

[There are many similarities to Bible stories. For example, the kiva of lions is similar to the story of Daniel in the lion’s den. Consider discussing one or two of these.]

Teach Tier 2 WordsOne word from our story is endure. What word? Endure means to suffer. Many people have to endure sickness. Many have to endure being poor. In our book, the boy says, “Father, I will endure these trials.” He meant that he would do all four things even though it might be painful. Endure means to suffer. What word?

Another word from our story is transformed. What word? Transformed means to be changed from one thing into another. A caterpillar is transformed into a butterfly. In our book, something like that happened to the boy. It says, “When the Boy came out of the Kiva of Lightning, he was transformed.” Transformed means to be changed from one thing into another. What word?

Sentence ComposingImitateHe was filled with the power of the sun.He was filled with the power of the _______.He was filled with the ________ of the sun.

Unscramblewhen the arrow / reached / the earth / the boy / emerged / and went / to the / pueblo

Written ResponseChoose one of the kivas and tell what you think happened.

Starry MessengerPeter SísLexile: 830Grade Level Band: 4-5Days: 3Grade: 2

Planning Notes This book can be read on two levels. The main, linear text is rather simple, but the

sidebars are far more challenging. These are written in script and often have interesting shapes that reflect their meaning. With a few exceptions, this lesson plan is written around the main text. We suggest that you recommend that your advanced students reread the text together with the sidebars.

On Day 1, have on hand two plastic water bottles, one full and one empty.Day 1

Beginning through page with leaning towerIntroduce Book and Preview Technical Vocabulary

Imagine that you lived four hundred years ago, at a time when people knew very little about the earth and the solar system. You might have looked up at the moon and wondered exactly what it was. You would have believed that the earth and stars stood still and never moved. That was the time that a great scientist named Galileo lived. Galileo had questions about the earth and the solar system, and he looked through a telescope and conducted experiments to find the answers. This book about Galileo is called Starry Messenger. It was written by Peter Sís [pronounced "cease"]. Let's see what we can learn about Galileo's life and what he discovered.

Text StructureThis book is organized chronologically. That means it starts at the beginning of Galileo's life and moves forward in time. The word chronological means in time order. So what do you think a book about Galileo's life would start with if it is written chronologically? [They will say his birth.] Yes, but Peter Sís wanted to give us some information before Galileo was born. Our timeline starts in ancient times, thousands of years ago. [Project first page.] It starts with thinkers like Aristotle, long, long ago – thousands of years ago – long before Galileo was born.

Ask Questions During Reading and Model Comprehension StrategiesBefore we begin, I want to show you something at the beginning of the book. It says, “For Frances.” [Project the page.] This is the dedication of the book. The word dedicate means to honor someone with a book or discovery. Some books have a dedication and some don’t. Peter Sís dedicated the book to Frances but he doesn’t say who Frances is. But I’m sure Francis knows!

After we read today, I would like for you to write a message to Galileo. As I read, be thinking of some questions you would like to have asked him if you’d had the chance.

[End of first page]What do you think tradition is? [Prompt that it means the way things are usually done.]And why is tradition sometimes not so good?

[End of Copernicus page]Who was that man? [They will say Galileo.]Let's take a vote.Let’s take a look at the timeline. [Project the portion ending with Copernicus.]It was Copernicus who first thought that the earth moved around the sun, not Galileo.Our predictions aren't always right. Sometimes we just don't have enough facts, so we have to be ready to change our minds when we find out what really happened. And by the way, that’s how scientists think! They make predictions, but when they’re wrong, they have to change what they think is true.

[Project Italy page]Here is a map that shows some of the cities in Italy when Galileo was born. Here is Florence, here is Rome, and here is Venice. These are still important cities today. You can see that Italy is a long, thin country with water on both sides. What do some people think it is shaped like? [Prompt a boot][Point out that the makers of old maps often decorated them with pictures. Note the sea monster.]

[Page with babies]Do you think Peter Sís really means he was born with stars in his eyes? [Prompt that this is an example of figurative language.]

Let’s look closely at the wonderful illustration Peter Sís drew. Can you find baby Galileo? How do you know?

Look carefully at the other baby blankets. What do you think the drawings mean? Talk to your partner. [After they discuss, point out that the blankets probably foretell what the babies will do when they grow up.]

[Page with playground]How was Galileo different from other children?[Project the illustration]Look carefully. Can you find Galileo on the playground?

[Leaning tower page]What did the people mean when they said that Galileo was their “star”?[Prompt that a word can have more than one meaning and that Peter Sís is playing with words.]

DiscussionPeter Sís mentions Galileo’s famous experiments. Today we are going to do one of those experiments right here in our own classroom. Here are two water bottles. One is empty and light. [Toss it up and catch it.] The other is heavy and full. If I let them go, both bottles will fall because gravity is pulling on them. But which one will fall faster, the heavy one or the light one? [Most or all will say the heavier bottle will fall faster.] Galileo had a different idea. In science, when you have an idea, it is called a hypothesis. [Write this word on board.] Galileo’s hypothesis was that gravity pulls on all objects with

the same force. To prove it, he took two balls of the same size, one heavy and one light, and climbed to the top of a high tower. You can see it here. The tower leans to one side and Galileo dropped the two balls at the very same time. A large crowd had gathered to watch him. The balls reached the earth at exactly the same time. Let’s see if we get the same result![After demonstrating]In science, if a hypothesis is true, we will get the same result each time we do an experiment.

Sentence ComposingExpandIn many ways, Galileo was like any other healthy child.

CombineCopernicus wrote down his ideas. Copernicus did not talk about his ideas.[Prompt the use of contrast words, such as but and although.]

Written ResponseNow I would like for you to write a message to Galileo. Include some questions you would like to have asked him about his leaning tower experiment.

Starry MessengerDay 2

Page starting “Then one day” through page “Soon Galileo was famous”Review and Share Written Responses

[Ask partners to share their letters to Galileo. Review Day 1.]Ask Questions During Reading and Model Comprehension Strategies

After we read today, I will ask you to write a letter to a king telling about Galileo. Be thinking about what you will say.

[Read page starting “Then one day” but stop after “made one for himself”]Did Galileo invent the telescope? Talk to your partner.Let’s pretend we have our own telescopes. [Lead the children in looking through an imaginary telescope.] If I were on a ship, what would I be looking for through my telescope? If I were a soldier, what would I be looking at? What do you think Galileo wanted to look at through his telescope? Is that your prediction? Maybe if we read on we’ll find out. [Read last sentence.] We were right!

[Starry Messenger page]Who notices something interesting about the title of Galileo’s book? That’s right, it’s the same title Peter Sís chose for this book! Raise our hand if you think that was a good choice. Someone give me a reason.

[Read the sample entries about the moon and stars. Quick scaffold some of the words.][Sunspot page]One of the objects Galileo looked at was the sun. Would it be a good idea to look directly at the sun through a telescope? Raise your hand if you think that’s what Galileo did. [Few if any will raise their hands.] Let’s find out how he did it.[Read the last entry and project the illustration at the right.]So, the sunlight enters here, passes along the telescope, and ends up on the paper that Galileo placed here. He never looked at the sun directly. That would have been too dangerous. He figured out a better way![Page with fountain]Here’s something interesting. Notice that the word stars is in quotation marks. That means they weren’t really stars. What Galileo saw through his telescope was four of Jupiter’s moons.

Remember that dedicate means to honor someone with a book or discovery. Our book was dedicated to someone named Frances. [Point to the word, which you wrote yesterday.] Why do you think Galileo dedicated the four moons he saw to the Italian ruler?

[Read script starting, “Gifts of a telescope”]Why do you think he sent his book to all the kings?Why did he send a telescope too?

[At bottom of page with Hercules, read script about Frankfurt book fair]Frankfurt is a city in Germany, far from Pisa, where Galileo lived. So, even hundreds of years ago they had book fairs! Tell your partner what you would have done if you could have gone the Frankfurt book fair centuries ago.

[Facing page, starting “Soon Galileo”]Look at the model in this picture. What planet do you think this is? How do you know?

DiscussionHelp me summarize what has happened so far in Galileo’s life.

Sentence ComposingUnscramblethen one / day Galileo / heard about / a new / instrument for / seeing things / far / far / away

ImitateGalileo was amazed by what he could see with his telescope.______ was amazed by what he could see with his _______.______ was amazed by what he could ________ with his ________.

Written ResponseImagine you were Galileo’s assistant. One day he says that he is going to send a telescope and a copy of his book to every king. Then he looks right at you. “I want you to write a letter to the King of Germany,” he tells you. “The letter must explain why I am sending him these things.” You job today is write that letter.

Starry MessengerDay 3

Page starting “His fame grew” through end of bookReview and Share Written Responses

[Ask partners to share their letters to the King of Germany. Review Day 2.]Ask Questions During Reading and Model Comprehension Strategies

After we finish our book today, I will ask you to write a short paragraph explaining how Galileo’s idea about the earth was different from tradition.

[End of page starting “His fame grew”]Here is what the Bible says. [Turn back to first page and read the verse from Psalms.]Was what Galileo believed really against the Bible?[This is a sensitive point. We suggest prompting that what the Psalmist meant was that the earth appears not to move.]

[End of facing page, with knight]Hmm, imagine that I told you to stop believing that you are at school. Could you do it? Tell your partner what you would think.

[End of page starting “Galileo was afraid”]What would you do if you were Galileo? You could just say you were wrong and the earth doesn’t really move. Then everything would be all right. You wouldn’t be in trouble. Raise your hand if you would say that. Now let’s take another vote – a prediction vote. Raise your hand if you think Galileo will say he was wrong.[Prompt them to give reasons.]

[Page with trial]What does the author mean when he says that “the stars had left his eyes”?

[End of page starting “Galileo was condemned”]So this was his punishment. Why do you think they locked him in his house?How could he pass along his ideas if he was blind?

[End of page starting “Finally”]The author has drawn the end of our timeline on the side. [Read the four events.]When a prisoner is pardoned, it means all punishment ends and the prisoner goes free.Too bad Galileo didn’t live long enough to hear that he had been pardoned!

DiscussionSometimes when we read a book, we think of something that happened earlier and then we see how it makes sense. I’m thinking of Copernicus. We read about him at the start of the book. Let me turn back.[Reread page starting, “Then one man”]Can you think of a reason why Copernicus didn’t publish his ideas in a book the way Galileo did?Who made the better decision, Galileo or Copernicus?

Sentence ComposingExpandGalileo was afraid.

CombineThe Church began to worry. Galileo had become very popular.[Prompt use of the causal word because.]

Written ResponseI want you to write a short paragraph explaining how Galileo’s idea about the earth was different from tradition. Your paragraph will contrast the two ideas. Remember that to contrast means to tell how they are different. Here is the topic sentence I want everyone to copy and begin with:

Galileo’s idea about the earth was different from the traditional idea.

The Legend of the BluebonnetTomie DePaolaLexile: 740Grade Level Band: 3-4Days: 2 (plus 1 day for rereading)Grade: 2

Planning Notes Tomie DePaola avoids a longstanding controversy of terminology – should we

say Indians or Native Americans? He sidesteps the question by referring to the Comanche People. The preferred term seems to have swung back to Indians, judging from the establishment of the American Indian Museum in Washington.

Also, this book raises issues of religion that may be slightly provocative and controversial. Use your own judgment in addressing them.

Day 1Beginning – page ending with “to wait”

Develop or Activate Background KnowledgeThis book tells the wonderful story of an Indian girl who lived long ago in the place we now call Texas. Her name was She-Who-Is-Alone. That’s a strange name, isn’t it? They called her that because her mother and father died when she was little. It was a terrible time for her people, who were called the Comanche. It was a time of famine, which means that people were starving. There was famine because of drought, which means that it had not rained in a long, long time. The title of the book is The Legend of the Bluebonnet. Bluebonnets are flowers that look like this. [Show picture inside rear cover.] This book was written and illustrated by Tomie DePaola. [Consider reminding the children of another book by Tomie DePaola.] The book is fiction. It is a folktale told by the Comanche Indians long ago. Remember that a folktale is an old story told by parents to their children over hundreds of years.

Model a Comprehension Strategy and Ask Questions During ReadingAfter I read, I’ll give you chance to write a message to the girl. So be thinking about what you would like to tell her.

[End of first page]The Comanche People did not believe in one god. They believed there were many gods, and they called them the Great Spirits. Why were they singing?

[End of next page]Why does the author say “healing rains”?

[Before reading next two-page spread]Now here is a chance to make a mental image as we read. Good readers always do this when there are no pictures. So I am going to read the next page without showing you the picture right away. Try to make a picture in your mind.

[After reading]To make my mental picture I paid attention to how the author describes the doll. I read that it was dressed in buckskin, which has a light brown color. It was a boy doll and a

warrior. It had a painted face. It wore two blue feathers. Can you see the doll in your own mind’s eye? Here is the picture Tomie DePaola drew. [Discuss]

[End of page with tribe in a circle]When we sacrifice, it means we give up something that we would really like to keep. What do you think the people will sacrifice? Talk to your partner.

[End of page ending with “had asked”]Why do these two say they’re sure the spirits don’t want something belonging to them?

[End of page ending with “to wait”]Why did she think the Great Spirits wanted her doll? What did she know she that had to do?

DiscussionToday it’s your turn to ask the questions. Think about what we’ve read today and think of a good question – a good “teacher question”!

Teach Tier 2 WordsOne word from our story is plentiful. What word? If something is plentiful it means there’s a lot of it. In the autumn, the leaves on the ground are plentiful. In our book, it says that the Comanche People want the buffalo to be plentiful again. If something is plentiful it means there’s a lot of it. What word?

Another word from our story is possession. What word? A possession is something a person owns. The shoes I’m wearing are two of my possessions. In the book, the girl says to the doll, “You are my most valued possession.” She liked it more than anything else she owned. A possession is something a person owns. What word?

Sentence ComposingCombineHer doll was made of buckskin. It was a warrior doll. It wore blue feathers.[Eventually include this: “Her warrior doll was made of buckskin and wore blue feathers.” Point out that it preserves all of the original information.]

ExpandThe people sang a song of thanks.

Written ResponseWrite a message to the girl. Think about what you would like to tell her.

The Legend of the BluebonnetDay 2

Page ending with “the night” – EndReview and Share Written Responses

[Review the story to this point. Ask partners to share the messages they wrote to the girl.]Model a Comprehension Strategy and Ask Questions During Reading

As I read today, you’ll learn about Comanche names. Think about what some good names for you might be.

[End of page ending with “the night”]What do you think she will do with the burning stick?

[End of page ending with “accept it”]Why did she want to burn her warrior doll?

[End of page ending with “the fire”]Why did she think she might change her mind?

[End of page ending with “jay”]Where did the flowers come from?I can make an inference here. When I infer, I think about what I know and try to figure out something else. I know these flowers are blue. And I know the book is about the bluebonnet. So I will infer that the blue flowers she sees are bluebonnets. Raise your hand if you think so too. Let’s see if we’re right.

[End of page ending with “rain”]What do you think about the rain that morning? Was it a miracle? Talk to your partner.

[Before showing last page]Here is another chance to make a mental image as we read. Good readers always do this when there are no pictures. So I am going to read the next page without showing you the picture right away.

[End of last page]When I read this page I thought about many hills. I read that the hills were filled with blue flowers. Here they are. [Discuss their own mental pictures.]

DiscussionThis was good folktale, wasn’t it?Does it tell us a lesson?What would you say the lesson is?

Teach Tier 2 WordsOne word from our story is thrust. What word? Thrust mean to push something suddenly in front of you. You might thrust your hand into a bag of candy. In the book, it says that “she thrust the doll into the fire.” Thrust mean to push something suddenly in front of you. What word?

Another word from our story is miraculous. What word? If something miraculous happens, it’s wonderful and almost impossible. It’s a miracle. The word miraculous comes from the word miracle. If someone who is dying is suddenly all better, that would be miraculous. In the book, it says that they went “to look at the miraculous sight” of the bluebonnets. If something miraculous happens it’s wonderful and almost impossible. What word?

Sentence ComposingImitateShe looked out over the hill.She looked out over the ______.She looked out ______ the ______.

Unscrambleshe / watched / until the flames / died /down / and the ashes / had grown / cold

Written ResponsePretend you are one of the Comanche People. Write some names that might be good ones for people to call you.

The Rough-Face GirlRafe MartinLexile: 540 with adult directionGrade Level Band: NADays: 2 (plus 1 day for rereading)Grade: 2

Planning Notes Have a wall map handy to quickly point out Lake Ontario. A copy of Cinderella would be useful.

Day 1Beginning – Page showing girl with crownDevelop or Activate Background Knowledge

Our book today is fiction. It is a folktale told long ago by the Algonquin Indians. It is about an Indian girl whose face is scarred by fire, so she is no longer pretty. The title of the book is The Rough-Face Girl, and you can see how she hides her face. It was written by Rafe Martin and illustrated by David Shannon.

Model a Comprehension Strategy and Ask Questions During ReadingAfter we read today, I’ll ask you to write a message to the girl in the story. Think about what you’d like to tell her.

[End of first page]Here is Lake Ontario. It is one of the Great Lakes.

[End of next page]Hmm, I’m not sure that makes sense to me. I want to make sure I understand. I just read that the brother is invisible, but I also read that he is handsome? So I’m wondering, if no one can see him how do they know he’s handsome? I’ll read that part again. [Reread sentence beginning, “And inside …”] It says “supposedly handsome.” Supposedly means that some people say so. That helps me understand.

[End of next page]I can make a connection here. I can think of another story where two mean older sisters make the youngest sister do all the work. I am thinking of a story I already know, the story of … Cinderella. It will be interesting to see how the Indian story is like the story of Cinderella.

[End of next page]Here are their pictures. Which daughter do you think the Invisible Being will choose? Talk to your partner.

[End of next page]Why does the Invisible Being’s sister ask them this question?

[End of next page]Put your fist on your chest. When I say “Vote!” show me one finger for yes or two for no. Ready? Do you think the two sisters have really seen the Invisible Being? Vote!

[End of next page]Why were they ashamed?

[After first paragraph of next page]I wonder what she means when says that she sees his face everywhere. Does anyone have an idea?

[End of page with father and daughter]Why does her father have very few things to give her?

DiscussionShould the Rough-Face Girl give up and go home? Let’s hear some opinions.Next time, we’ll find out what she did!

Teach Tier 2 WordsOne word from our story is haughtily. What word? Haughty people think they are better than others. Someone who has beautiful clothes might give a haughty look to others who do not wear nice clothes. In our book, it says that the two sisters “walked haughtily through the village.” They were very proud of themselves. Haughty people think they are better than others. What word?

Another word from our story is spare. What word? If I can spare something, it means I don’t really need it. I can do without it. I might say to another teacher, “Can you spare a blue marker?” And she might say, “Sure, here’s an extra one I’m not using.” In the book, the Rough-Face Girl tells her father, “Whatever you can spare, I can use.” She would take whatever he didn’t need. If I can spare something, it means I don’t really need it. I can do without it. What word?

Sentence ComposingCombineGive us some new moccasins. Give us some pretty dresses. Give us some necklaces.[Prompt creating a series and using the word and before the last item.]

ExpandTheir father gave them these things.

Written ResponseIf you could send a message to the girl, what would it say?

The Rough-Face GirlDay 2

Page with rainbow – EndReview and Share Written Responses

[Review events to this point. Ask partners to share their messages to the girl.]Model a Comprehension Strategy and Ask Questions During Reading

When we finish our book today, I will give you a chance to write some questions. But not just any questions. I want you to write questions for the sister to ask the Invisible Being. You’ll see what I mean!

[End of page with rainbow]There is a beautiful picture of the things she saw. And there is something hidden in it. See if you can find it, but don’t say anything yet! [Project the page or display it close up.]

[End of next page]Do you think she will ask the Rough-Face Girl the same questions she asked her sisters?

[Read next page without showing the picture]So, she does ask the same question. And what a strange answer! Even if I didn’t have the illustration, I could make an image in my mind. I pay attention to details. So I think of an Indian using a rainbow for a bow. I would need to look up in the sky to see him. Can you see a picture in your own mind? Here is what the illustrator, David Shannon, drew for this page. [Discuss]

[Before reading next page]I think I can infer something here. The second question she asked the Rough-Face Girl’s sisters was about the runners of his sled. I know that his bow is really the rainbow. So I can infer that the sled might also be in the sky.

[End of page with stars]Was I right?

[End of next page]Remember that the Rough-Face Girl’s face is scarred by the fire. Why does the Invisible Being say she is beautiful? Talk to your partner.

[End of page with girl in water]What does it mean, they had seen that from the start?

[End of last page]I wonder if all the other people could see him now. Talk to your partner.

DiscussionLet’s think about Cinderella again. What character in this story was like the prince? Is there someone in this story who’s a little bit like the fairy godmother? [Discuss the differences.]

Teach Tier 2 WordsOne word from our story is glossy. What word? Glossy means shiny and smooth. This book has glossy pages. [Hold up an example of non-glossy paper.] But this paper is not glossy. In the book, it says, “Her beautiful black hair grew in long and glossy as a raven’s wing.” Glossy means shiny and smooth. What word?

Another word from our story is exclaimed. What word? Exclaim means to cry out suddenly. Once, I gave my father a present and when he opened it he exclaimed, “This is just what I wanted!” In our book, after the Rough-Face Girl tells what the bow is made of, the Invisible Being’s sister is happy. “‘AHHH!’ exclaimed the sister in excitement.” She shouted it out! Exclaim means to cry out suddenly. What word?

Sentence ComposingImitateSuddenly all the scars vanished from her body.Suddenly all the scars vanished from her _______.Suddenly all the _______ vanished from her ______.

Unscramblethey / lived / together / in great gladness / and / were never / parted

Written ResponseWrite another question the Invisible Being’s sister could ask people if she wanted to find out if they could really see him.

MudballMatt TavaresLexile: 680 with adult directionGrade Level Band: NADays: 2 (plus 1 day for rereading)Grade: 2

Planning Notes This book presents a problem because it assumes some prior knowledge of

baseball that many second graders are not likely to have. The suggested introduction below is intended to help you provide a working knowledge of the situation so that all students will be able to comprehend.

In addition, you will need to do some fast scaffolding of baseball terms that the writer takes for granted that the children will know.

If you have a smart board, you could draw a baseball diamond on it and move names around as the runners advance.

Day 1Beginning – Page ending with “But it never did”

Develop or Activate Background KnowledgeOur book today is a strange one. Usually, when an author tells a story, it is either a true story or it is fiction. But no one is sure about the story I am going to read. No one knows if it really happened or not. We do know that the main character, Andy Oyler, was a real baseball player who played more than a hundred years ago. We also know that he was not very good at baseball. In fact, he was thinking about quitting. Then a very strange thing happened that changed his life. The title of the book is Mudball. It was written and illustrated by Matt Tavares. Before I start reading, I need to tell you a bit about baseball and what was happening on that day so long ago. I know that some of you already know how to play, and maybe you can help me explain to the others.

[Draw the baseball diagram below.] This is home plate, where the batter stands. And here is first base, here is second, and here is third. To hit a home run, a player must go around all these bases. He must hit the ball a long way. It must go over the fence way out here, or at least it must go far enough that the batter can touch all of the bases. If any player is already standing on a base, he can run ahead and score a run also. A homerun counts as one run plus one run for each man already on base.

In this game the three bases were loaded. That means there was a man on every base. If the batter hit a homerun, all three would score, plus the batter. That would be four runs! When the book begins, Andy Oyler is the very last batter and the bases are loaded. His team is behind 3-0. But if he hits a homerun, they will win 4-3. The problem is, he’s very small and he’s never hit a homerun in his whole life.

Model a Comprehension Strategy and Ask Questions During Reading[End of first page]I can make a connection here. When I was very young there was a child that some of the other children made fun of. It made her feel bad. So I think I know how Andy feels right now. I don’t blame him for wanting to quit.

[End of page ending with “puddles”]How do you think Andy felt when the umpire said, “Time out!”? Tell your partner.

[On next page, after “the chances of that were good”]Why was the umpire hoping Andy would make an out?

[End of page]Maloney was on first base. What do you think he meant when he said “bring us home”?

[End of next page]Let me add some names to our diagram. Andy was at home plate, Maloney was on first, Yeager was on second, and McCreery was on third. If Andy hits a home run, all three of them will score a run and so will Andy. That would be how many runs in all?

Think about what you might shout at Andy right now. Later you can write and tell me what you’d have shouted.

[End of page ending in “Crack!”]I can make an inference here. When I infer, I think about what I know and see if I can figure out something new. I know that the ball is coming straight for Andy. I know Andy is trying not to let it hit him. And I know that it hits his bat instead. I also know that he didn’t even swing the bat. So I can infer that the ball will not go very far.

[End of page ending with “Little Andy Oyler took off for first.”]Did Andy see where the ball went? How do we know?

[End of next page ending with “But it never did.”]I can make another inference here. I know the catcher thinks the ball has gone straight up. And I know it doesn’t come back down. So I can infer that the ball went somewhere else. We’ll have to wait until next time to find out where!

DiscussionHelp me summarize so far.

Teach Tier 2 WordsOne word from our story is sneered. What word? Sneer means to smile in a way that makes fun of someone. I hope you never sneer at anyone. It might hurt their feelings. In our book, a little girl sneered at Andy and said, “My grandmother can hit it farther than you.” Sneer means to smile in a way that makes fun of someone. What word?

Another word from our story is unmistakable. What word? If something is unmistakable there’s no doubt about it. Your grandmother’s voice is unmistakable, right? You’d know

it anywhere. In the book, it says that Andy “heard the unmistakable sound of ball against bat.” He knew that sound very well. If something is unmistakable there’s no doubt about it. What word?

Sentence ComposingCombineAndy’s hands were cold. Andy’s hands trembled. Andy’s hands gripped the bat firmly.[Prompt the use of contrast words, such as but and although.]

ImitateSomehow, Andy’s bat had hit the ball.Somehow, Andy’s ______ had hit the ______.

Written ResponsePretend you were watching this game. What would you shout at Andy?

MudballDay 2

Page beginning with “I think it’s in this puddle” – EndReview and Share Written Responses

[Review events. Ask partners to share what they would have shouted at Andy.]Model a Comprehension Strategy and Ask Questions During Reading

When we finish our book today, I will give you a chance to write a message to Andy. Be thinking about what you would tell him.

[End of page ending “The score was 3 to 1.”]Remember that McCreery was on third base. Now he has to run to home plate to score one run. [Refer to diagram.]

[End of page ending “The score was 3 to 2.”]Remember that Yeager was on second base. Now he has run to third base and then to home plate.Grabbing another player is against the rules. So why does the second baseman try to grab Andy? Talk to your partner.

[End of page ending “hot on his trail”]Why is the second baseman covered with mud?Remember that Maloney started out on first base. He has now run from first to second to third and now home. [Trace his path on the diagram.] What’s the score?

[End of page ending with “the winning run”]What’s the score now?

[End of page ending “Nobody knows where the ball went”]The boss of each team is called the manager. The two managers are arguing. The manager of the other team says the runs should not count because no one knows where the ball is. What do you think? Talk to your partner.

[End of page ending “Then what’s this?”]I think I can infer something here. I know the umpire raked up all the rocks. I know the second baseman fell over what he thought was a rock in the mud. Oh, and there’s one more clue! The name of our book is … Mudball. So I can infer that what he really tripped on was – help me here! – the ball!

[End of next page]Remember that the second baseman thought that Andy stole the ball and hid it. Was he right? Should he apologize?

[End of last page]Why did they call Andy a hero? Take a look at the picture. The second baseman is being helped by two of his teammates. Why can’t he walk?

Discussion[Read parts of the Author’s Note. Discuss. Note that Tavares says he is not sure if this story really happened. He also calls it a folktale.]

Teach Tier 2 WordsOne word from our story is strutted. What word? Strut means to walk slowly and proudly. Here’s how strutting looks. [Demonstrate.] In our story, it says, “McCreery strutted across home plate.” He didn’t have to hurry, did he? Strut means to walk slowly and proudly. What word?

Another word from our story is pounce. What word? Pounce means to try to catch something by jumping on it. A cat might pounce on a mouse. In our book, it says the second baseman “was ready to pounce on Andy.” Pounce means to try to catch something by jumping on it. What word?

Sentence ComposingExpandThe score was tied.

Unscramblehe rounded / second / and headed / for third / as Yeager / slid / safely home

Written ResponseWrite a message to Andy after the game. What would you tell him?

A New Coat for AnnaHarriet ZiefertLexile: 690Readability: 2-3Days: 2 (plus 1 day for rereading)Grade: 2

Planning Notes This book straddles the line between fiction and nonfiction. It is based on a true

story but falls short of a true biography. On Day 1, it would be helpful to bring some cranberries. On Day 2, try to bring a garnet.

Day 1Beginning – Page with picking berries

Develop or Activate Background KnowledgeThis book tells the wonderful story of a little girl who needs a new coat. It takes place after the end of a war, when many people were poor. The title of the book is A New Coat for Anna. It was written by Harriet Ziefert and illustrated by Anita Lobel. The book is fiction, but it comes from a true story. Many of the events you will hear about really happened.

Model a Comprehension Strategy and Ask Questions During ReadingLater today, I’ll ask you to write a thank-you note from Anna to one of the people she meets in this story.

[End of page with bandaged soldier]Why did Anna need a new coat?

[End of page with teapot]I can make an inference here. When I infer, I think about what I know and then I try to figure out something new. I know there are no coats to buy. And I know that Anna’s mother will trade a watch for wool. So I can infer that the coat will be made out of … wool!

[End of page with sheep]Winter comes before spring. How will Anna keep warm without a new coat until spring?

[End of page with paper necklaces]How does Anna feel about the sheep? Talk to your partner.

[End of page with shearing]Let’s vote. Put your fist on your chest. When I say vote, show me one finger if you think Anna’s mother made a good trade. Show me two fingers if you think she made a poor trade. Vote!

[End of page with old woman]Will Anna’s mother have to pay for the cherries? Why did the old woman give them away?

[End of page with picking berries]A lingonberry is a kind of cranberry. Why do you think they wanted only the ripest lingonberries?

DiscussionHelp me summarize so far.

Teach Tier 2 WordsOne word from our story is remain. What word? Remain means to stay. If we take good care of ourselves, we can remain healthy. In our book, we learned that “when the war ended the stores remained empty.” That means they stayed empty. Remain means to stay. What word?

Another word from our story is spin. What word? Spin can mean to turn round and round, but in this book it means to make thread or yarn. It’s called spinning because the spinning wheel turns. In our book, Anna’s mother tells the old woman, “I will give you this beautiful lamp if you will spin this wool into yarn.” [Point out illustration of wheel.] Spin means to make thread or yarn. What word?

Sentence ComposingCombineHardly anyone had coats. Hardly anyone had food. Hardly anyone had money.[Prompt creating a series and using the word and before the last item.]

ExpandFirst we need wool.

Written ResponseWrite a thank-you note to the old woman for the cherries.

Day 2Page with yarn hanging – End

Review and Share Written Responses[Review events so far. Ask partners to share their thank-you notes.]

Model a Comprehension Strategy and Ask Questions During ReadingLater today, I’ll ask you to write an invitation to the Christmas party you’ll be hearing about.

[End of page with yarn hanging to dry]Let’s take another vote. Is this a good color for a girl’s coat?

[End of page with weaver]Why do you think they had to wait two weeks to get the cloth?

[End of page with tailor]Turn to your partner and pretend to take each other’s measurements, just like the tailor did. You will need three measurements. [Reread each of the three as they enact then.]

[End of page with store window]Usually things we see in store windows are for sale. But Anna’s coat is not for sale. So why did the tailor put it in the window?

[End of page with coat fitting]I can infer something here. I know the tailor took Anna’s measurements. And I know that her new coat fits perfectly. So I can infer that his measurements were very accurate.

[End of page with Anna on lap]Help me make an invitation list. Who will they invite to the party? [Write the list.]

[End of page with party]Let’s check. Is this everyone on our list?

[End of last page]Why does it say the sheep seemed to smile? Tell your partner.

Discussion[Collaboratively summarize the steps Anna and her mother took to make the coat.]

What do you think the author’s purpose was in telling this story? What message was she trying to send us?

Teach Tier 2 WordsOne word from our story is deep. What word? When we are speaking about colors, deep means very dark. After sunset, the color of the sky turns to deep blue. After Anna’s mother put the berries in the water, our book says that “the water turned a deep red.” That means it was dark red. [Point to coat on cover.] When we are speaking about colors, deep means very dark. What word?

Another word from our story is garnet. What word? A garnet is a stone with a deep red color. Garnets are often used to make jewelry. Garnet is also the name of a color. [Show illustration or an actual garnet.] We read that “Anna’s mother gave the weaver the sparkling garnet necklace.” A garnet is a stone with a deep red color. The word garnet is also the name of the color of that stone. What word?

Sentence ComposingImitateThey took the yarn to the weaver.They took the _______ to the _______.

UnscrambleAnna and / her mother / boiled / water / in a big pot / and put the berries / into it

Written ResponseWrite an invitation to the Christmas party. Remember to include the day, the time, and the place. Decorate it if you wish.

Magnets Push, Magnets PullMark WeaklandLexile: 740 (Non-conforming due to structure)Grade Level Band: 2-3Days: 2 (not including rereading)Grade: 2

Planning Notes Make sure you have at least one magnet and some thumbtacks or other small

objects that contain iron. If iron filings are available, you’ll be able to demonstrate the lines of energy on

pages 8-9. If you have several magnets, children could actually experiment as they complete

their charts during the writing activity at the end of Day 1.Day 1

Pages 1-15Introduce Book and Preview Technical Vocabulary

Who knows what a magnet is? Magnets pull things toward them, don’t they? [Model by physically pulling an object.] You might not know it, but magnets can sometimes push. [Model pushing away the same object.] This book I will read today is called Magnets Push, Magnets Pull. It was written by Mark Weakland. There’s a magnet on the cover. Some magnets are shaped like the letter U. Like this one.Magnets come in many shapes. I’ll draw one that is straight. [Begin constructing diagram.] The ends are called poles. Here is the north pole and here is the south pole. I’ll just use the first letter. It’s just like the earth. The earth has a north and a south pole, and the earth is like a giant magnet. Magnets are always made of iron, so I’ll write the word iron. Iron is one kind of metal. Magnets only pull things that have iron in them. What happens when two magnets come close to each other? Well, it depends on the poles! If a north pole meets a south pole, they pull each other together. They attract one another. But if the poles are the same, like these, they push each other away.

Discuss Text StructureMark Weakland, the author, decided to write this book in two parts. [Construct a second diagram.] The first part tells how magnets work. The second part tells how we use magnets. Today, I’ll read the first part of the book.

Model a Comprehension Strategy and Ask Questions During ReadingAfter we read today, I’ll ask you to make a chart of things that stick to a magnet and things that don’t. So listen for examples.

[At end of page 3, point out N and S in photo.]We already know something about magnets, don't we? I can make an inference here. I know that when the two poles are the same, the magnets will push each other away. [Refer to diagram.] I know that in this picture, these children are holding the two north poles near each other. So I can infer that the two magnets are pushing against each other, even though I can’t see it in the picture.

[End of page 5]When we say that something is “natural,” what do we mean?

[End of page 7]So what's happening to these nails? Talk it over with your partner.

[End of page 9]These brown boxes are magnets. You can see the pattern made by the tiny sprinkles of iron. [If you have access to filings, add this:] Later, we will see how this works with our own magnet.

[At end of page 10, touch the top of the horseshoe magnet.]How strong is this magnet here in the middle?

[End of page 11]This is just like the north and south poles of a straight magnet. [Refer to diagram.]

[End of page 12]What pole is the opposite of south?

[End of page 13]This penny is made of a metal called copper. Would a penny stick to a magnet?

[End of page 15]Repel is another word for “push away.” [Refer to diagram.]

Discussion[Use the first diagram to review key facts about magnets.]

Sentence ComposingCombiningA car would stick to a magnet. A stove would stick to a magnet. A refrigerator would stick to a magnet. A plastic spoon would not stick to a magnet.[Prompt the use of contrast words, such as but and although.]

ExpandingNatural magnets are hard to find.

Written ResponseMake a chart with two columns. In the first column make a list of things that would stick to a magnet. In the second column, make a list of things that would not stick. I’ll get us started. [Construct the basic chart.] Where would I write towel? Where would I write nail?

Things That Would Stick Things That Would Not StickNail Towel

Magnets Push, Magnets PullDay 2

Pages 16-EndReview and Share Written Responses

[Use first diagram to review basic facts about magnets. Use second diagram to review text structure and remind the children you’re now ready for part two of the book. Ask partners to share their charts – if they didn’t create them collaboratively with the help of magnets.]

Model a Comprehension Strategy and Ask Questions During ReadingAfter we finish our book today, I’ll ask you write some of the facts you might share with a younger child. Think about what you would want to share?

[End of page 17]Hmm, I'm a little confused here. I will need to think about what doesn't make sense to me. Last time we read that magnets only pull objects that contain iron. But iron is only one kind of metal. So I think the author doesn’t really mean that this magnet will pick up all metal, just things made of iron.

[End of page 18]So, some magnets are very small, and others are very …

[End of page 23]Can we see the magnets in all of these things? It's interesting to know that they are inside, isn’t it. Raise your hand if you think that there is a magnet inside this ____ [Point to an object in the room with an electric motor–perhaps a ceiling fan or pencil sharpener.]

[End of page 25]What do you think the M stands for in MRI?

[End of page 27]Could this powerful magnet lift a piece of ice that weighs 2,000 pounds? Talk to your partner.

[On page 29, after reading the 1st sentence]I can make a connection here. Some teachers use letter magnets like these to teach spelling. They put the letters on a metal tray. Students can move the letters around to make different words. Because the letters are magnets, there's never a mess!

[End of page 28]Take a look. What do they spell?

Discussion[Lead a discussion summarizing what the book has taught the children about magnets. If there is time, demonstrate with actual magnets (and iron filings, if available). Or you can do this after the rereading.]

Sentence ComposingUnscramblingin a hospital / a patient / slowly / slides / into / the center of / a large / ring magnet

ImitatingA magnet can move the heaviest objects.A ______ can move the heaviest objects.A ______ can move the _______ objects.

Written ResponseImagine that you are talking to a younger child. What are some of your favorite things about magnets that you would like to tell the child?

The World of MatterRon ColeLexile: 940 (Non-conforming due to structure)Grade Level Band: 4-5Days: 2 (not including rereading)Grade: 2

Planning Notes This book is introductory in nature, but it also contains some advanced

vocabulary for second graders. Terms like fluidity, surface tension, and density are abstract and challenging. The examples offered in the book are helpful, but you should be prepared to elaborate or offer further examples of your own.

Having a few physical props available would enrich the lesson and engage the children. Some syrup, water, a ruler, and a measuring cup would be useful. The idea is not to experiment but to demonstrate.

Day 1Pages 1-5

Introduce Book and Preview Technical VocabularyThis book is called The World of Matter, by Ron Cole. Matter is all around us. You and I are made of matter. On the cover you can see some other things that are matter. I see a teakettle and I see steam. They are both matter. Matter can have many forms and this book will tell us about some of them. In fact, is this book made of matter?[Pre-teaching of technical vocabulary in this book takes the form of two simple tree diagrams, one for each day of the lesson. These will not include all of the vocabulary, but they offer a structure that will assist comprehension.]

Today we will learn that matter can be found in all materials.

[Construct diagram as you speak, except for the examples.]

Some are called raw materials. These are things you find in nature. Other materials are man-made. We do not see them in nature.

After we read today, I’ll ask you to draw this diagram on your paper and add to it. So be listening for more examples.

Discuss Text StructureWhen Role Cole thought about how to organize a book about matter, he decided to write about different topics. He wrote first about materials, the things we can see around us. As I showed you, we can find some of these in nature, but some are man-made. He then wrote about the three states of matter – solids, liquids, and gases. We will learn how matter can change from one state to another. The last part of the book is about chemical changes. That’s when one type of material changes into another type.

Model a Comprehension Strategy and Ask Questions During Reading[End of page 2]Stretching easily is a property of some materials, like rubber. Can you think of another material that stretches easily? Talk to your partner. [Ask a similar question about things that float in water and are therefore less dense.]

[End of page 3]Here are two other things for measuring matter, a measuring cup and a ruler.Look at this picture [the logs]. Can you think of a way to tell if metal is denser than wood? Tell your partner.

[And the page 4]Wood and water go on this side of our diagram.

[End of page 5]Which side of the diagram do plastic and gasoline go?

Discussion[Review the two parts of the text structure diagram covered so far.]

Sentence ComposingImitateMaterials that are found in nature are called raw materials.______ that are found in ______ are called ______.

CombineLiquid steel is poured into a mold. Liquid steel will harden into a block of solid steel.[Prompt use of the temporal word after.]

Written ResponseDraw the diagram that we have made together on a piece of paper. [The materials diagram] Then add some other raw materials and man-made materials that you can think

of.

The World of MatterDay 2

Pages 6-EndReview and Share Written Responses

[Begin by having partners share their expanded diagrams of raw and man-made materials. Then remind them of the remaining sections of the book by referring to the semantic map.]

Model a Comprehension Strategy and Ask Questions During Reading[End of page 6]Today we will make a new diagram that shows the three states of matter. [Construct the diagram at right.] The same type of matter can be in any of the three states. I will add an example you already know. When water is frozen it is in its solid state and we call it ice. In its liquid state, we just call it water. In its gas state, we call it steam. Every kind of matter can have these three states.Later, I’ll ask you to draw this diagram on paper and add some more examples, just like last time.

[End of page 7]Raise your hand if you believe that ice is an amorphous solid? Remember, if it’s amorphous, it can have any form. Talk it over with your partner.

[End of page 8]Why doesn't water have a definite shape?

[End of page 11]What would happen if these helium balloons were heavier than air? Talk to your partner. How would a scientist find out?

[End of page 13]What would happen if I put an empty pan just like this on the stove, then filled with ice, and then turned on the high heat? Talk to your partner.

[End of page 15]It looks like there are lots of chemical changes. You can see what happens to wood after it burns. Is that a chemical change? Can we change the ashes back into wood?

Discussion[After last page, ask students to respond to the question in the book. Then review the three states of matter, using the tree diagram.]

Sentence ComposingExpandSometimes a material changes into a different material.

Unscramblewe can / see the / water and / the snow but / the steam / is invisible

Written ResponseDraw the diagram that we have made together on a piece of paper. [States of matter] Write down more examples of solids, liquids, and gases.

The WallEve BuntingLexile: 270 (with adult direction)Readability: NADays: 2 (plus 1 day for rereading)Grade: 2

Planning Notes The text in this book is not very challenging but it is useful in evoking some

higher-order thinking. Locating in advance a few photos through a google image search would complement the watercolors in the book.

You may wish to quickly indicate Viet Nam on a wall map, but it is probably not in the spirit of the book to turn this read-aloud into a geography lesson. Bunting does not even mention which war it is, except in the endnote.

Day 1Beginning – Page where they find the man’s name

Develop or Activate Background KnowledgeThis book is called The Wall, and it was written by Eve Bunting. [Point out other books by Bunting that might be familiar.] It was illustrated by Ronald Himler. The wall is in Washington, DC, and it has the names of all the people killed during the Viet Nam War. There are 58,000 names on the wall. That war ended long ago but people still think about those they knew who died. [Add a personal reminiscence if possible.]

Model a Comprehension Strategy and Ask Questions During ReadingAfter we read about the wall today, I’ll ask you to write and tell what you would leave at the wall and why.

[First page]Why do they want to find his name? Talk to your partner.

[Page with wheelchair]How do you think the man lost his legs? Is the man’s name on the wall? Why not?

[Page with couple]Why do you think they are crying? But the war was a long time ago. Why are they crying now?

[Page with teddy bear]Why do you think people leave these things?

[Page with man in brown coat]Do you think they will leave something when they find his name? Talk to your partner.

[Page where they find his name]How do you think the father feels when he finds the name?What do you think it means when it says, “His voice blurs”?

DiscussionHelp me summarize so far.

Teach Tier 2 WordsOne word from our story is weighted. What word? When we weight something, we use something else that’s heavy to keep it from moving. If a ship captain wants to stay in one spot, he can drop the heavy anchor to weight the ship down. In our book, the boy sees “letters, weighted with stones so they won’t blow away.” When we weight something, we use something else that’s heavy to keep it from moving. What word?

Another word from our story is droopy. What word? Droopy means hanging down without any energy. When you’re tired and trying to stay awake, your head might get droopy. [Model it!] In the book, it days, “Someone left a rose with a droopy head.” That means it was dying and starting to lean over. Droopy means hanging down without any energy. What word?

Sentence ComposingCombineThere are little flags. There is an old teddy bear. There are letters.[Prompt creating a series and using the word and before the last item.]

ImitateWe walk slowly, searching.We walk slowly, ________.We walk _______, ________.

Written ResponseTell what you would leave at the wall and why. Illustrate what you write if you wish.

Day 2Page with paper – End

Activate Background Knowledge[Review the book to this point. Ask partners to share their lists of things they would leave.]

Model a Comprehension Strategy and Ask Questions During ReadingWhen we finish our book today, I’ll ask you to write a message you might leave on the wall.

[Page with paper]Why did they want to rub the name on paper?

[Page with second boy]I wonder whose name the other boy and his grandfather came to find. Sometimes we don’t know enough to infer. We can only guess.

[Page with girls in uniform]Are the girls looking for a name? Then why would their teacher bring them to the wall? Talk it over with your partner.

[Page with departing girls]Why does the boy’s father bow his head? [Prompt that it could be either in reverence or in prayer]

[Page with boy placing a stone on his picture]Where did he get the idea to put stones on the picture?Why did the man choose a picture of the boy to leave?

[Page with dad’s hand on his shoulder]Why are they proud? Tell your partner why you think so?

[Last page]Why does he say that he wishes his grandfather were there to tell him to button his jacket and take him to the river? Why does he mention those two things?

[This reference is from Day 1, so it might take some prompting.]Discussion

The wall makes many people sad. Was it a good idea to build the wall?What would you do if you could visit the wall?

Teach Tier 2 WordOne word from our story is honor. What word? When we honor people, it means we look up to them. We think they are special and important. In this book, the father tells his son that the wall “is a place of honor.” [Turn to last page.] In the distance, we can see the monument built to honor George Washington, our very first president. It is shaped like a needle pointing up to the sky. It was built long ago in his honor. When we honor people, it means we look up to them. We think they are special and important. What word?

[Just one word in this portion of the book.]Sentence Composing

ImitateHe puts his hand on my shoulder.He puts his ______ on my ______.

UnscrambleI’m proud / that / your grandfather’s / name / is on / this wall.

Written ResponseWrite a message that you might leave at the wall, with a stone on top.

Who’s Buying? Who’s Selling?Jennifer LarsonLexile: 560Readability: 2-3Days: 2 (not including rereading)Grade: 2

Planning Notes There are many abstract concepts in this book, but they are all important. You will

find frequent chances to review them. For the second day, have on hand an object that has high appeal for boys and girls

alike.Day 1

Pages 1-17Introduce Book and Preview Technical Vocabulary

This book is called Who’s Buying? Who’s Selling? by Jennifer S. Larson. It’s all about how we use our money to get the things we want. You can see from the cover that this is not just important to adults. It’s important for everyone.[As you speak, build the diagram below, starting at right.] How many of you have ever bought something with money? Whenever you buy something, you are a consumer. You can buy things like candy, bicycles, or cookies. Things you can buy are called goods. You can also buy services. A service is when someone does something for you. For example, if someone fixes your television, that would be a service. People who sell goods and services are called producers.

Discuss Text StructureWe can see how Jennifer Larson has organized this book by looking at the table of contents. There are five sections. Today we will read the sections about consumers, producers, and how they buy and sell.

Model a Comprehension Strategy and Ask Questions During ReadingLater today, I’ll give you a chance to complete a chart with goods and where you might buy them. So pay close attention.

[End of page 5]People buy all kinds of goods. Why do you think that Jennifer Larson chose children buying cookies as her example? Talk it over with your partner. [Stress how the author was trying to help the students make a connection with their own lives. Of course, at the critical level she was also trying to exploit a pre-existing interest!]

[End of page 7]Now the book has already mentioned several of the words in our diagram. [Say and point to consumers, goods, services, and buys.] What do you think we will learn about next? Make a prediction.

[End of page 9]So now we can see how all of these words fit together. [Trace your way from left to right.] Producers sell goods or services, and these are bought by consumers. Talk to your partner for a minute about other services you can think of. [After brief discussion, do the same for goods.]

[End of page 11]Now we can add another word to our diagram. What is it? Remember that there are many kinds of resources. They could be tools like this hammer. Or they could be goods that the producer needs to buy. Let's think about that. I can make a connection here myself. I know that when bakers bake cookies, they need things like flour and sugar. Where do they get these things? [Prompt the idea that they must buy them.] That's right! When the producers buy things they need, they go to other producers. So sometimes a producer is also a consumer. When a baker buys flour, the baker is a consumer! So let’s add the word buys to our diagram – again!

A producer is sometimes a seller and sometimes a buyer. You can be a buyer and a seller at different times too. Talk to your partner and think of an example.

[End of page 13]Did you know there are farms where blueberries are grown? Think about the blueberry farmer and the Baker. When the baker buys blueberries from the farmer, which person is the producer? And who is the consumer?

[End of page 15]Sometimes good readers take a minute to summarize. I will summarize by saying that buying and selling [indicate the words on your diagram] happen between producers and consumers. That’s how we use money so that everyone gets what they need.

[End of page 17]So when someone sells something, what do they do with the money? [Prompt fact that

they might save a little of it but they will also spend some.] Can the same person be a buyer and a seller?

Discussion[Review the diagram, focusing on the key words and how their meanings are related.]

Sentence ComposingCombiningThe boy buys a cookie. The boy buys a cookie for his sister too.[Prompt as one possibility: “The boy buys a cookie for himself and his sister.”]

ImitatingWhen you buy something, you are a consumer.When you ______ something, you are a ______.When you buy ______, you are a ______.

Written ResponseStart a chart like this one. On one side make a list of some goods you would like to be able to buy. On the other side, tell where you might buy it. We’ll call that side the producers.

Who’s Buying? Who’s Selling?Day 2

Pages 18 – EndReview and Share Written Responses

[Use diagram to review the concepts introduced so far. Then refer to the table of contents to indicate that today you will finish up the third section of the book and then read the last two. Ask partners to share their charts.]

Model a Comprehension Strategy and Ask Questions During ReadingLater I’ll give you a real-life problem involving a toy store. So listen carefully for the knowledge you’ll need to solve it.

[End of page 19]Let's try an experiment. Here is a … [Hold up an object children might like to have.] Raise your hand if you would pay 2 cents for this. Keep your hand up if you would pay 5 cents. Keep your hand up if you would pay $20. If I really want to sell this, I will have to think about a price. I would like to make $20, but that price is too high. None of you would pay it. Talk with your partner about what a good price might be for this.

[End page 21]Look at all those signs with prices! If you go to a market, or a store, there are lots of choices to make. How would you decide whether a price is okay or too much? [Prompt the fact that it would depend in part on how much money you had to spend. Also prompt the idea that your decision would also depend on how much you needed it.]

[Before reading page 22]Whenever we decide to buy something, we really have to think about two things. One is the price, or cost. How much money will we have to pay? The other thing is how much we really need it. Will it be useful or make us happy? That is what we call the benefit.

[End of page 23]So what if the benefit is really high and the cost is really low? [Quickly draw this diagram.] For example, what if I offered to sell you a new bike for $1? Would you decide to buy? Raise your hand if you would.

But what if the benefit is really low and the cost is high? What if I offer to sell you a broken rake for $100? Now would you buy? Raise your hand.

Those decisions are easy! But sometimes we have a hard time deciding when the cost and benefit are about the same. Let's read about some other examples.

[End of page 25]Talk to your partner about something that you were not sure you wanted to buy. Tell why you are not sure.

[Before reading page 26]Do you remember the blueberry farmer from last time? Pretend you are the farmer. You have lots of blueberries to sell and you have to sell them before they spoil. You tell all the bakers your price, but they think the price is too high. Now you start to worry that all those blueberries will spoil. What should you do? [Discuss] Now let's pretend that you have only a few blueberries to sell, but all of the bakers want them very badly. Would you raise your price? This last section tells us about two new words, supply and demand. The supply is how much there is to sell, and the demand is how much people want it. The price depends on supply and demand.

[End of page 27]I know someone who works in a store. One day the store manager ran up to him and said, “It's raining outside. Quick, raise the price of the umbrellas!” [True story, btw] Think about why he said that. What happened to the demand for umbrellas?

Discussion[Use the diagrams to review the basic concepts of the entire book. Decide whether you have time to have the children engage in the activity on pages 28-29.]

Sentence ComposingUnscrambleconsumers / think / about the / benefits of / spending their / money

ExpandConsumers think about price.

Written ResponseImagine that you own a toy store. One day you see that a toy has been on the shelf for over a year. The price is $10. No one has bought it. Tell what you would do and explain why.

My Brother MartinChristine King FarrisLexile: 970Grade Level Band: 6-8Days: 3Grade: 2

Planning Notes This book is an example of narrative nonfiction. The approach to vocabulary taken in

this plan is to address a few key terms (the names of the principal people) and also some Tier 2 words.

During the first day, we suggest that you construct the family tree shown below, and that you add to it as characters are introduced.

Note that the "I Have a Dream" Speech is available on YouTube. If you have time, possibly during a rereading, consider playing it.]

Day 1Pages 1-11

Introduce Book and Teach Technical VocabularyHow many of you have a grandfather or a grandmother, or maybe an aunt or an uncle, who tells you stories about what it was like when they were growing up? This book is like that. A special person is telling the story. It is the sister of Martin Luther King, Junior. The book is called My brother, Martin, and in it she tells what it was like to grow up with him as a brother. You will see that in many ways Martin was like any brother. But things were different in those days, and black people were not treated fairly. And so Martin decided to do something about it. We are learning about what he did, but this story happened long before and helps to explain his life.

Text StructureThis story is a narrative. The author, Christine King Farris, tells her story in the order the events happened. We say that the book is organized sequentially, as a sequence of events.

Ask Questions During Reading and Model Comprehension Strategies[Be sure to read the introduction on the page facing the author’s picture. It provides background and sets the tone of an informal remembrance.]

I can make a connection here. I remember when my own child was a baby I would sometimes put him/her in a drawer or a suitcase when we travel. [Adapt this story, of course.] Remember that good readers try to connect what they are reading with their own experiences.

After I read the first part of this book today, I’ll ask you to write some questions you might ask the author if you had the chance to talk to her.

Let's see if we can keep the people straight. I am going to draw a family tree. That is a little diagram showing how people are related. I start at the top and work my way down. As I move down I am moving through time toward the present.

[Draw the first part of the tree and explain how the lines show relationships. Note that some names are not in the book. We looked them up.]

[Midway through page 8]Some of you may be able to make a connection here. These are the names of games, and you can see them in the illustration. Raise your hand if you have heard of [mention each game and point to the picture.]

[End of page 8]Let's review our family tree to make sure we understand how the other people are related to one another.

[Page 10]Can you believe that Martin Luther King would play a trick like that? Do you think they got in trouble for these drinks? Talk to your partner.

DiscussionHelp me summarize so far. [Review family tree.]

Teach Tier 2 WordsOne word from our book today is waning. What word? Waning means becoming weaker and weaker. When people grow old, their strength is waning. In the book, the children played a trick “in the waning light of evening.” That means they waited until it was starting to get dark because people were easier to fool. Waning means becoming weaker and weaker. What word?

Another word from our book is unsuspecting. What word? If you are unsuspecting it means you don’t know that something bad is about to happen. An unsuspecting animal might walk into a trap. In the book, we read that children would dangle the fur piece “in front of unsuspecting passersby.” That’s why they were scared. They didn’t suspect what was coming. If you are unsuspecting it means you don’t know that something bad is about to happen. What word?

Sentence ComposingExpandI remember days sitting at her feet.

CombineIt looked almost alive. It had tiny feet. It had glassy eyes.[Include this possibility: “With tiny feet and glassy eyes, it looked almost alive.”]

Written ResponseWrite some questions you would ask Christine if you had a chance.

My Brother MartinDay 2

Pages 12-26Review and Share Written Responses

[Review events so far, especially the two pranks. Review family tree. Ask partners to share their questions for Christine.]

Ask Questions During Reading and Model Comprehension StrategiesAfter we read today, I’ll ask you to put yourself in Martin’s place and write in your diary. Be thinking about what he might write.

[Page 13]Let's vote. Put your fist on your chest. When I say vote, show me one finger if you thought the fake animal trick was worse and two fingers if you thought the piano bench trick was worse. Vote! Now give me some reasons.

I think I can infer something now. When we infer, we think about what we know and try to figure out something new. I knew that Martin Luther King grew up to be a famous man. I know that when he was little, he liked to play tricks on adults. So I will infer that even famous people were children once, and they sometimes did childish things.

[Midway through page 14]What does she mean by path? Does she mean a real path you might walk along?

[End of page 14]This makes a horrible picture in my mind. That picture is not in the book, but I can see it in my mind anyway. I use what the author tells me to make a mental picture. I can see Africans long ago running through the jungle. I can see other people catching them so they can be sent to this country to be slaves. It is not a pretty picture, but making it in my mind helps me to understand the story.

[Page 17]Why wasn't it safe for the children to go to the park or the movies?Before we go on, let's find the city of Atlanta on our map. It is good to know where Martin grew up.

[Page 18]So the white children and the black children play together. But remember that there were laws that said that blacks and whites could not always be together. Make a prediction. What do you think will happen to these children? Tell your partner what you predict.

[Before showing the illustration on pages 20-21]Do you think that the firemen in Atlanta, long ago when Martin was growing up, were black or white? Why? I will read this page and then I will show you the picture.

[End of page 21]Look at the picture now. Do the firemen look friendly? And what does she say about the white children? Do they enjoy playing with the black children? So it sounds like many white people and black people got along together. But that was not always true.

[Page 23]So it sounds like just because the adults did not get along they made sure that their children didn't get to play with each other. How do you think Martin felt that day? How do you think the white children felt?

[Page 24]I don't think their mother has answered Martin's question yet. He asked why white people treated colored people so mean. What do you think the answer was? Tell your partner.

[Page 26]What did Martin me when he said that?

DiscussionToday it’s your turn to ask the questions. Think about what we’ve read today and think of a good question – a good “teacher question”!

Teach Tier 2 WordsOne word from our book today is generations. What word? A generation is the time it takes for children to grow up and have their own children. Usually a generation is 20 or 30 years. Another word from today is injustice. What word? Injustice means unfairness. If someone stole something from you, that would be an example of injustice. Another word from today is shielding. What word? To shield means to protect someone. Parents like to shield their children from being hurt.

One sentence in our book contains all three of these words. Here it is. “Looking back, I realize it was only a matter of time before the generations of cruelty and injustice that Daddy and Mother Dear and Mama and Aunt Ida had been shielding us from finally broke through.”

A generation is the time it takes for children to grow up and have their own children. What word?Injustice means unfairness. What word?To shield means to protect someone. What word?

Sentence ComposingCombineMy family rarely went to the picture shows. Daddy preferred keeping us close to home.[Prompt use of the causal word because.]

Unscramblelooking back / I realize it was / only a matter / of time before / the generations of / cruelty and / injustice that / Daddy and Mother Dear / and Mama and / Aunt Ida had / been shielding us /from finally / broke through

Written ResponsePretend that Martin kept a diary. In a diary you write down some of your thoughts and feelings each day. Write what you think Martin might have written after he told his mother he was going to turn the world upside down. Remember to write from Martin’s point of view. If you use the word I it should mean Martin, not you.

My Brother MartinDay 3

Pages 28-EndReview and Share Written Responses

[Review events so far. Ask partners to share their diary entries.]When we finish our book today, I’ll ask you write and tell the main lessons it teaches us.

[Page 28]If you look at the picture, you will see that even the churches were separate in those days. Martin's father preached in a black church. I wonder what their father will say to help them understand. Tell your partner what you would say if you were speaking to these people?

[Page 30]How did their father fight back? Does that really count as fighting? Why did Martin's sister think the stories were "as nourishing as food"?

[Page 32]What did Martin learn from his father's example?[Point out picture, and read a few of the signs.]Were all the people who supported Martin black?Who remembers what Martin promised his mother? [Turn back to page 26 and reread.]

[Page 37]What do you notice about this picture?

DiscussionNow that we’ve finished the book, let’s pretend that the author, Christine King Farris, were visiting our classroom. What are some good questions you’d like to ask? You already thought of some after the first day. What other questions do you have?

Teach Tier 2 WordsOne word from our book today is bigotry. What word? Bigotry means not liking someone just because they are different. Some people might feel bigotry toward others simply because of their race or religion. The author writes that her father “always stood up for himself when confronted with hatred and bigotry.” Bigotry means not liking someone just because they are different. What word?

Another word from today is encounter. What word? An encounter is when you come face to face with someone or something that is unpleasant. Sometimes when I drive to school I have an encounter with a bad driver. A person who works in a store might have an encounter with an angry customer. The author writes that her father often met people who didn’t like him because he was black and that he “shared his encounters at the dinner table.” An encounter is when you come face to face with someone or something that is unpleasant. What word?

Sentence ComposingExpandHe always stood up for himself.

ImitateYears would pass and many new lessons would be learned.Years would pass and many new _______ would be _______.

Written ResponseIn just a sentence or two, tell me the main lesson that this book teaches us?