Ask students to think about Our Sun Is a Star and share the main idea.
Before we reread the book today, let’s review the main idea and key details. Who can share his or her thoughts about what the book is mostly about?
The sun is a star. It’s a big ball of gas. It’s light and heat. Clarify the learning focuses for this session.
Let’s reread Our Sun Is a Star together. As we reread, let’s look for text features that can help us think about the information in the book. When we read about the International Space Station, we noticed subheads—words in bold print that told us what each section would be about. Flip through the pages of our book. Does this text have subheads?
No.
That’s right. So let’s look for other kinds of text features, such as a glossary. Who can remind us what a glossary is?
It’s like a dictionary. It’s at the end of the book. It tells the meanings of some of the words used in the book.
By looking at text features, such as a glossary, we can learn more about the main idea.
CLOSE READING OF THE TEXT
7minutes
Ask students to join in the reading. Reread the title and the title page. Then reread to page 3.
Rereading a text can help us better understand the main idea. Let’s reread pages 2 and 3. . . . Who can share what important detail we learned here?
We learned that the sun is a star.
We often think that stars are things we can only see in the night sky. I think the sun must be different. Let’s keep reading to find out more about the sun and what makes it a star.
3minutes
SL.K.2
COMPREHENSION Ask and Answer Questions
PHONICS
Turn to page 137, Lesson 90, in the Bookshop Phonics Teacher’s Guide.
SMALL GROUP READING
Turn to the Theme at a Glance fold-out in this Teacher’s Edition to choose books based on whole group instructional focus and/or reading level, interest, or other criteria.
WRITING WORKSHOP
Turn to pages 52–53 for
performance task shared writing instruction.
WHAT’S NEXT?
Finish reading the book. Encourage students to think about how the glossary on page 8 helps them think about the main idea of the selection.
We talked earlier about how a glossary is like a dictionary. A glossary will not have every word, only some important words used in the text. Notice how the important words on page 8 are in dark or bold print. The words that follow them tell their meaning. Who can tell me the glossary’s meaning of the word sun?
The glossary says that the sun is the biggest star in our solar system. What other words are defined in the glossary?
heat and light
Does anyone have a question about the glossary?
It says that heat and light are kinds of energy. What is energy? Good question. Energy is power.
DISCUSSING THE TEXT
10minutes
Facilitate a discussion about what students learned from the text and the text features, including the glossary on page 8.
You have been learning how the sun is a star. Let’s talk together about what we learned about the sun from rereading the book.
The sun is a star. It’s a big ball of gas. It is light and heat. How big is the sun and how do you know?
It’s really big. The picture showed us that the sun is very big. The sun is a source of energy. How did we learn that?
from reading the glossary
So if the sun is a star, then a star must be a very big, very hot, very bright object in the sky. We learned that from rereading the book and paying attention to the text features.
VOCABULARY
L.K.4 When students encounter multiple-meaning words, such as ball, gas, heat, and light, provide guidance in helping them determine the correct meaning. Encourage them to look at illustrations, photos, and the words around the multiple- meaning word to decide on the correct meaning.
LEARNING FOCUSES RI.K.2, RI.K.7
Students read closely to describe the relationship between photographs and what they read. They continue to identify the main topic and retell key details of a text.
TODAY AT A GLANCE
SHARED READING
pp. 34–35
SMALL GROUP READING
(see Theme at a Glance)
PHONICS
Bookshop Phonics Teacher’s Guide Lesson 91, p. 139
WRITING WORKSHOP
pp. 52–53
34 OUR SOLAR SYSTEM
Day
11
Shared Reading
Our Sun Is a Star
RETURNING TO THE TEXT
Invite students to share their thoughts about the selection. Encourage them to ask questions. Explain the learning focus.
Before we read today, let’s quickly review our reading so far.
We learned about the sun. It’s a star. It’s a big ball of hot gas. It’s light and heat. Remember to ask questions to help you understand what we read. In our last
two sessions, we paid close attention to the text and the text features to help us learn about the sun. Today we’re also going to think about how the photographs show us what the words in the selection are telling us.
CLOSE READING OF THE TEXT
7minutes
Ask students to join in the reading as they are comfortable. Read to page 5. Remind students to think about the text as you read. Guide them to pay close attention to the photographs.
As we reread the selection today, let’s look carefully at the photographs. We’ll talk about how the photographs help us understand what we read and how they tell us even more about the sun. . . . Let’s stop first and look at pages 2–3. What do we see?
We see the sun in the sky with clouds. What does the photo show us?
The sun is really bright.
That’s something we learned about the sun from the words in the text—the sun is light and heat. Now, let’s look at the photograph on page 4. What do you see?
It’s a picture of the sun.
How does the photo show what the words tell us?
The picture shows that the sun is a big ball of hot gas. It’s shooting off fire! The sun in the photo looks very hot indeed. The huge flame coming off the sun’s
surface is called a solar flare. Scientists believe that a solar flare happens when the sun releases a large amount of energy all at once.
PHONICS
Turn to page 139, Lesson 91, in the Bookshop Phonics Teacher’s Guide.
SMALL GROUP READING
Turn to the Theme at a Glance fold-out in this Teacher’s Edition to choose books based on whole group instructional focus and/or reading level, interest, or other criteria.
WRITING WORKSHOP
Turn to pages 52–53 for
performance task shared writing instruction.
WHAT’S NEXT?
W.K.8, RI.K.2 RESEARCH Gather Information Constructed Response Question What is the sun like? Use details from the text and photographs to help you answer the question.FLUENCY
RF.K.4 Have partners take turns
reading text aloud. Ask the more fluent reader to read first to provide a model for the less fluent reader.
Continue reading to the end of the text. Encourage students to share their thoughts about the photographs.
Let’s finish reading the book. As we read, we’ll take time to look at the details in the photographs. We’ll also talk about how the photos help us understand what we read.
DISCUSSING THE TEXT
10minutes
Encourage students to notice how the words and the photographs work together to share information about the sun.
Let’s use the photographs to help us talk about what we learned about the sun. Take a look at pages 6–7. Who can tell what the photo shows?
It shows the sun.
The words on page 7 say that the sun is light and heat. Is that shown in the photo’s details?
Yes, the sun looks very bright in the picture.
Guide students to discuss how the text and photos support the main idea. Who can tell us how well the photos and the words work together to teach us
about the sun?
The words told us that the sun was a big ball of gas. When I look at the sun, it doesn’t look like gas. The picture helped me see what the sun looks like up close. I could not picture it in my head.
So, you needed both the words and the picture to understand what the sun looks like. The words and the pictures in a book should work together to tell you about the topic.
TEACHER’S CHOICETEACHER’S
CHOICE