What is the sun?The sun is a giant star.It is the biggest star in our solar system.

What is the sun made of?The sun is a big, hot ball of gas.It is billions of years old.

What does the sun do?The sun warms Earth’s land, air, and water.Nothing can live without the sun.

You’re Gettin W rmer!You’re Gettin W rmer!

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GUIDEDREADING

MONDO BOOKSHOP GRADE 1 1

LITERACY STANDARDS ADDRESSED IN THIS PLAN

RI.1.1 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Ask and answer questions about key details in

a text.

RI.1.4 MAIN FOCUS Craft & Structure Sessions 2, 3 Ask and answer questions to help determine or

clarify the meaning of words and phrases in a text.

RI.1.7 Integration of Knowledge & Ideas Session 3 Use the illustrations and details in a text to describe its key ideas.

RI.1.9 MAIN FOCUS Integration of Knowledge & Ideas Session 3 Identify basic similarities in and differences

between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

RI.1.10 Range of Reading & Level of Text Complexity With prompting and support, read informational

texts appropriately complex for grade 1.

RF.1.3c Phonics & Word Recognition Session 2 Know final -e and common vowel team conventions

for representing long vowel sounds.

SL.1.1c Comprehension & Collaboration Sessions 1, 2 Ask questions to clear up any confusion about the

topics and texts under discussion.

W.1.8 Research to Build & Present Knowledge Sessions 2, 3 With guidance and support from adults, recall

information from experiences or gather information from provided sources to answer a question.

ISB

N 9

78-1

-628

89-4

69-1

A: You’re Getting Warmer!B: The Reasons for Seasons

Session 1: Text A

PREVIEWING THE TEXT 5 minutes

Ask students to read the title and scan the article. Encourage them to think about what type of information this article might provide.

Before we read this article closely, let’s scan it by looking over the title, headings, and some of the text. We can use what we read to get an idea about what we might learn from this article. . . . What do you notice about the headings?

They’re in red, and each heading asks a question.

How do you think we’ll find the answer?

We’ll keep reading, and I think the text will tell us.

The questions we see in red will help us focus on the key ideas. We’ll probably have our own questions, too.

LEARNING FOCUS RI.1.1

Students read closely and ask and answer questions about key details in a text.

KEY IDEA

The sun is a giant star made of gas that warms the earth’s land, air, and water.

2 INFOPAIRS

SL.1.1c DISCUSSION Collaborative

RI.1.1 COMPREHENSION

Ask and Answer Questions

ELL SUPPORT

RI.1.1 Discussing the Text Ask questions at students’ language proficiency levels and provide the following sentence frame for student responses:B: What is ___? Why does ___? Where is ___?I/A: I want to know what ___ means. I want to learn about ___. I found an answer to my question. It is ___.

READING THE TEXT CLOSELY 5 minutes

Explain the learning focus and ask students to read the first question and answer. Check to see how well they are applying the focus and their understanding of the key idea.

As we read today, we’ll focus on the questions in the headings. Then we’ll continue to read and find the answers. Let’s read the first question and the text that follows. . . . What did you find out?

The sun is a giant star in our solar system.

You used key details in the text to answer this question. Who has another question about the text so far?

What is the solar system?

I’ll guess that others had the same question. Can anyone help with the answer?

I think it’s the sun and the planets.

You used what you already know to answer that question. As you read, take time to ask questions and find the answers to make sure you understand what you are reading.

DISCUSSING THE TEXT 10 minutes

Invite students to share what they learned about the sun. Encourage them to ask questions to clear up anything that might be confusing about the text or the topic.

Let’s read the second question and the text that follows. . . . Who would like to answer the question here?

The sun is a giant ball of gas.

Can someone add to that?

It’s billions of years old.

You described two key details about the same topic. I had some questions about what we read. Did anyone else have questions? Remember to ask questions whenever something we are talking about is confusing.

I wondered, “What’s a gas?”

I’m glad you asked that question, because that’s an important detail. Let’s use a dictionary to answer this question. . . . What did you find out?

It’s not a solid or a liquid.

Who can link another idea to this?

Gas fills a space, like when you fill a balloon with air.

Asking and answering questions helps us to understand and remember what we read. You asked and answered good questions here.

TEACHER’SCHOICE COMPREHENSION: ASK AND ANSWER QUESTIONS

E-RESOURCEE-RESOURCE Summative Assessment Have students use the blackline master on page 7 to ask and answer questions about “You’re Getting Warmer!” Review students’ answers as you evaluate their mastery of the learning focus.

VOCABULARY

RI.1.4 Help students ask questions and use context clues to understand that a star is a ball of gas in space.

MONDO BOOKSHOP GRADE 1 3

Session 2: Text B

PREVIEWING THE TEXT 5 minutes

Have students read the title and briefly scan the article. Encourage students to think about what type of information this article might provide.

Today we’re going to read an article that explains why we have seasons. Let’s scan the article to see what we might learn. . . . Who would like to begin?

The headings name each season. So I think we’ll probably find out what happens during each season. Maybe we’ll find out why each season happens.

This article has a lot of information. As we read, let’s think about questions that come up. Let’s also ask questions about any unfamiliar words or new details. Asking questions and finding the answers will help you understand and remember what you read.

READING THE TEXT CLOSELY 5 minutes

Explain the learning focuses for this session. Guide students to ask and answer questions about key details and unfamiliar words. Check to see how well students are applying the focus and comprehending the information. Then read to the end.

You’ve noticed that the headings name each season. As we read, think about questions you may have about key details or unfamiliar words. Let’s read the introduction paragraph and the section about winter. . . . Who’d like to share a question about winter?

I didn’t understand how the earth goes around the sun.

That’s a good question about a key detail. Can anyone explain?

The sun stays in one place, and the earth moves around it.

How did you figure this out?

I read another book about this before. I also looked at the model in the picture. It shows how the sun is in one place and how the earth keeps moving.

Using what you know and using pictures are two good ways to find answers to questions. Who had a question about a new or tricky word we read?

I didn’t really understand the word tilt.

Who can help?

I think it means “slanted” or “tipped,” like when you tilt a chair. I can see in the picture how his house is slanting toward sun and then slanting away from it.

That’s a good definition of this word. I like how you used the picture to help you come up with a good definition. Now let’s read to the end. Keep thinking about questions you have about key details or unfamiliar words.

VOCABULARY

RI.1.4 Ask students to use classroom objects to show the meanings of the phrases tilts away and tilts toward.

LEARNING FOCUSES RI.1.1, RI.1.4

Students read closely to ask and answer questions about key details in the text. They also ask questions to clarify the meaning of unfamiliar words in the text.

KEY IDEA

The seasons change as the earth moves around the sun.

CLOSE READING OPTION

E-RESOURCEE-RESOURCE Summative Print the online blackline master for independent close reading. Ask students to read Text B and respond to the prompts (summarize author’s message, identify critical vocabulary, respond to constructed response questions) before returning for a small-group discussion.

TEACHER’SCHOICE

4 INFOPAIRS

PHONICS

RF.1.3c Turn to Text B and point to the word lights (without saying it) for students to locate.Let’s use our Sound, Read, and Check strategy with this word. When I first try to sound it and blend it, I get lig-huts. Read it with me in the sentence. Then we’ll check to see if it makes sense. . . . Does lig-huts make sense here? No. Let’s try to correct it. (Say light.) Let’s check again. Does it make sense now?

SL.1.1c DISCUSSION Collaborative

W.1.8, RI.1.1WRITING

Gather Information

COMPREHENSION SHARE

As you read, ask yourself questions that start with where, when, and why. Asking these types of questions will help you understand and remember what you read.

DISCUSSING THE TEXT 10 minutes

Invite students to share what they learned about the seasons. Encourage them to ask questions to clarify anything that is confusing.

Who can start our discussion with a question about seasons?

I didn’t really understand the sentence that says, “Night is longer than day.”

I see that sentence in the first section about winter. Who has an idea about this?

I think it means that there are more hours when it’s dark than when it’s light.

Can someone add to this idea?

In the winter, it’s dark when we’re having dinner. So I can see how there are more hours of dark, or night, in the winter.

I like the way you used your own experiences to add to the first idea. Now, does anyone have a question about an unfamiliar word in this article?

I’ve heard of Ohio before, but I don’t know where it is or anything about it.

Ohio is a state in the United States of America. Let’s use a map to find out more about Ohio. Who can locate this state?

Confirm students’ good use of the learning focuses and encourage them to keep the focuses in mind whenever they read reports or other informational texts.

We’ve asked questions about key details and unfamiliar or tricky words to help us understand what we’re reading. Remember to use these strategies whenever you read a text that gives you new information.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE

E-RESOURCEE-RESOURCE Formative/Summative Assessment Use the blackline master on page 8 to introduce the constructed response question: Why is day longer than night during the summer? Use details from both articles to explain your answer. Have students use self-stick notes to mark places in the texts that help them answer the question. Point out that the details they include can come from the illustrations as well as the main texts of both articles. Review students’ self-stick notes as you evaluate their mastery of the learning focus.

MONDO BOOKSHOP GRADE 1 5

REFLECTING ON THE TEXTS 5 minutes

Ask students to reflect on what they learned about their reading work over the past sessions. Invite them to review and reflect upon both articles.

Let’s think about what we’ve learned and practiced in our reading to help us identify the key ideas.

We learned about the sun and why we have seasons.

We also asked and answered questions about key details and unfamiliar words. Who can remind us of a question that helped us understand what we read?

We asked about what a gas is. We learned that it isn’t a solid or a liquid. It’s more like air.

CROSS-TEXT ANALYSIS 5 minutes

Encourage students to draw on the specific information they identified in each article to compare and contrast the two texts.

Let’s think and talk about how the two articles share similar information.

Both articles are about the sun and what the sun does.

Who can share how the two articles present different facts?

The first one explains what the sun is. The second one explains how the earth moves around the sun. That one tells us why we have seasons.

When I read two texts on the same topic, I use information from both sources to help me understand the topic better.

Guide students to synthesize the information from the two articles. The analysis should lead to making connections and new understandings based on facts from both texts.

Let’s think about how the two articles together helped you understand this topic more deeply. Turn and talk with a partner about what you learned from the two texts together. . . . Let’s hear what you decided.

We think that the two articles explained why we need the sun and how the sun helps us have seasons. We think it helped to read the article about the sun first. It helped us understand what the sun is. Then we figured out from the next article what happens when the earth moves around the sun.

Those are helpful connections. Reading the second article also helped me understand why day is longer than night during the summer.

LEARNING FOCUSES RI.1.1, RI.1.4, RI.1.9

Students read to identify similarities and differences between texts on the same subject. They also ask and answer questions about key details and unfamiliar words in the texts.

VOCABULARY

RI.1.4 Discuss with students that the word solar means “relating to the sun.” A solar system consists of a giant star, like the sun, and a group of planets that move around it. Our planet, Earth, takes 365 days, or one year, to go around the sun. The earth is in a different position every day as it goes around the sun. When the North Pole points toward the sun, it is warmer in the northern half of the earth. The season is summer. When the North Pole points away from the sun, it is colder in the northern half of the earth. The season is winter.

Session 3: Texts A and B

6 INFOPAIRS

INTEGRATING THE LEARNING 10 minutes

Guide students to integrate information from both articles and concisely state the big ideas learned across both texts.

Remember how we asked and answered questions to help us understand key details in the articles? Now we’re going to pull together the key details from the articles so we can state what the two articles together are mostly about. Don’t forget to use the images and details in the text to help you explain the key ideas. Talk to a partner and decide how we could share with someone what we learned when we put the information from both articles together. . . . Who would like to begin?

The sun is the biggest star in our solar system. The earth tilts and moves around the sun. The hours of daylight and darkness change during the seasons.

Have students reflect on the strategies they learned for gaining the key ideas from multiple informational texts.

Let’s review what strategies we used to deepen our understanding of both texts.

We asked questions about details and new words. We looked for answers in the text and in the pictures. Sometimes we used what we already knew or looked things up in another book, like a dictionary.

Remember that these strategies will be helpful whenever you read informational texts on your own.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE

E-RESOURCEE-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 8 to write a response to the question: Why is day longer than night during the summer? Use details from both articles to explain your answer. Tell students that they can use their self-stick notes to help them write their answer.

RI.1.7INTEGRATION

Images and Details

W.1.8, RI.1.1WRITING

Respond to Question

MONDO BOOKSHOP GRADE 1 7

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Name Date

Comprehension: Ask and Answer QuestionsWrite two questions you have about “You’re Getting Warmer!” Look for answers in the text and write them below.

Question 1:

?

Answer:

.

Question 2:

?

Answer:

.

Score:

© M

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8 INFOPAIRS

Name Date

Constructed ResponseWhy is day longer than night during the summer? Use details from both articles to explain your answer.

REMEMBER:

• Make sure you understand the question.

• Include facts that explain your answer.

• Reread to make sure your writing is clear.

• Check your work for correct spelling and punctuation.

Day is longer than night during the summer because

Score:

.