Our Solar System. What is out there in space? Theme

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Theme

Our Solar System

What is out there in space?

ESSENTIAL QUESTION

?

Earth is one among many objects in the sky, which includes stars,

the moon, the sun, and the International Space Station. We are

only just beginning to explore and understand outer space and

Earth’s place in the galaxy.

7 Theme

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Days

Instructional Overview

1–6

MAIN READING FOCUSES 1 2 3 4 5 6

Key Ideas & Details

RA RA SR SR SR SR RI.K.1* With prompting and support, ask and answer questions about key details in a

text referring to what is explicitly stated in the text and use details to support basic inferences.

Craft & Structure

RA SR SR RI.K.6 Name the author and illustrator of a text and define the role of each in

presenting the ideas or information in a text. Integration of Knowledge & Ideas

SR SR RI.K.7 With prompting and support, describe the relationship between illustrations

and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

READING: INFORMATIONAL TEXT 1 2 3 4 5 6

Craft & Structure

SR SR RI.K.4 Ask and answer questions about unknown words in a text.

Integration of Knowledge & Ideas

SR SR RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic

(e.g., in illustrations, descriptions, or procedures).

Range of Reading & Level of Text Complexity

SR SR SR SR RI.K.10 Actively engage in group reading activities with purpose and understanding.

READING: FOUNDATIONAL SKILLS 1 2 3 4 5 6

Phonics & Word Recognition

SR SR RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.

RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or

many of the most frequent sounds for each consonant. BP

RF.K.3b Associate the long and short sounds with common spellings for the five major vowels. SR BP SR RF.K.3c Read common high-frequency words by sight. _BP _BP

Cumulative Review _BP _BP

Fluency

SR SR RF.K.4 Read emergent-reader texts with purpose and understanding.

*standard adapted from another grade

RA = Read Aloud | SR = Shared Reading | MW = Modeled Writing | SW = Shared Writing | BP = Bookshop Phonics

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Days

Instructional Overview

1–6

MAIN WRITING FOCUSES 1 2 3 4 5 6

Text Types & Purposes

MW MW MW

W.K.2 Use a combination of drawing, dictating, and writing to compose informative/

explanatory texts in which they name what they are writing about and supply some information about the topic.

Research to Build & Present Knowledge

MW SW SW

W.K.8 With guidance and support from adults, recall information from experiences or

gather information from provided sources to answer a question.

LANGUAGE 1 2 3 4 5 6

Vocabulary Acquisition & Use

SR SR L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten

reading and content.

L.K.5c _{Identify real-life connections between words and their uses (e.g., note places at school that are colorful).} _SR _SR

SPEAKING & LISTENING 1 2 3 4 5 6

Comprehension & Collaboration

RA SR

SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

SL.K.1b Continue a conversation through multiple exchanges. SR SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking

and answering questions about key details and requesting clarification if something is not understood. RA SR

WRITING 1 2 3 4 5 6

Research to Build & Present Knowledge

SR SR SR SR W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided

sources to answer a question.

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TODAY AT A GLANCE

READ ALOUD

pp. 4–6

SMALL GROUP READING (see Theme at a Glance) PHONICS

Bookshop Phonics Teacher’s Guide Lesson 81, p. 127

WRITING WORKSHOP pp. 44–45

LEARNING FOCUS

RI.K.1*

Students listen closely to ask and answer questions about key details and make basic inferences based on details in the text.

4 OUR SOLAR SYSTEM

Day

KEY IDEA The moon is very different from Earth, even though it’s our closest neighbor in the sky. It has no atmosphere, no weather, and no air or water.

1 Read Aloud

“The Moon”

PREVIEWING THE TEXT

Read the title of the selection. Then read to the end of the first paragraph. 1

What have you learned?

We live on Earth. Earth is a planet. It moves around the sun. The moon revolves around us. We can see the moon at night.

Do you have any questions? What does revolves mean?

I’ll reread the first paragraph. Listen closely to see if you hear any clues to the meaning of revolve.

CLOSE LISTENING TO THE TEXT

₇

minutes

Explain the learning focus. Share with students that key details are important pieces of information. Good readers ask questions about what they read and use the key details to answer those questions or make inferences. Read to the second stopping point.

When I read an informative text like this one, I ask myself a lot of questions. Then I look at the key details to see if they can help me answer my questions. Sometimes the answer is stated right in the text. But sometimes the author does not answer a question directly. I can still use the key details to make an inference, or an educated guess. As I read, listen for key details. You will probably have questions about what you hear. Try to remember them. We will talk about them and try to find their answers shortly. 2

Model how to ask questions and use key details to answer them or make inferences.

As I read, I noticed that there are already some questions in the text. Let’s discuss at the first one: “What is it like on the moon?” As I read, I looked for the answers in the details. The text stated directly that the moon can be very cold, very hot, and very quiet. But I also had my own question: Why is the moon so cold, hot, and quiet? The answer to that question is not directly stated, but I think it has something to do with the blanket of air that’s missing from the moon. Unlike Earth, the moon doesn’t have a blanket of air to protect it. I think that’s why it gets so cold and so hot. That’s my inference, or educated guess. It’s based on key details in the text.

Encourage students to think about their own questions as they listen. Continue modeling asking and answering questions about the text. Then finish reading the text.

3 minutes

STOP for discussion ELL SUPPORT

RI.K.1* Read Aloud Based on

students’ needs, you may choose to differentiate read aloud instruction for ELLs in a small group setting using the ELL read aloud strategies in Getting Started.

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PHONICS

Turn to page 127, Lesson 81, 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 44–45 for constructed response modeled writing instruction.

WHAT’S NEXT?

As you listen, notice if you have any questions as I read the next section. Listen for details that help answer your questions. Or we might have to make an inference. 3 You just listened to a section about the shape of the moon. I had some questions. Did you?

Why does the moon change shape?

Let’s reread this section. . . . What details did you notice?

It says that the moon sometimes looks like a plate. Sometimes it looks like half a plate. Sometimes you can’t see it.

Right, but the text doesn’t directly tell us why these changes happen. I think we have to make an inference based on the details about how the moon is like a mirror. The moon doesn’t actually change its shape. We can only see the parts of it that reflect the sun’s light. The sun’s light makes the moon seem as if it changes shape. That’s my best guess. We might learn more as we keep reading. Let’s read the rest of the text.

DISCUSSING THE TEXT

10 minutes

Guide the discussion by modeling how to ask a question about the text. Encourage students to help you find the answer.

I was interested to find out what was on the moon. Does anyone have a question about that?

How is the moon different from Earth? Who can use details to answer that question?

The moon doesn’t have weather, clouds, rain, wind, oceans, or rivers. We have all those things here on Earth.

Any other questions?

Why is the moon so different?

Good question. Who can make a guess using details you heard in the text? I think it has something to do with that missing blanket of air. Earth has air, and it also has clouds, water, and weather.

That’s an excellent inference. Your questions helped me think more deeply about the text and better understand its ideas.

TEACHER’S CHOICETEACHER’S

CHOICE

CONNECTING TO THE THEME

Initiate a conversation about the theme, Our Solar System, and the Essential Question, What is out there in space? Encourage students to turn and talk to a partner to discuss how the text relates to the theme and Essential Question.

As we listen to and read the texts in this theme, I’d like you think about the Essential Question, What is out there in space? Now turn and talk to a partner about how the text “The Moon” helps you understand what is out there in space.

SPEAKING & LISTENING

SL.K.1a Review your class rules for discussion. Then point out to students that a good way to enter a discussion in a large group is to wait for a speaker to finish speaking before jumping in to make their own comments.

ESSENTIAL QUESTION

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Read Aloud Selection

The Moon

By Margie Sigman

We live on a planet called Earth. Earth revolves, or turns, around the sun. The moon revolves around Earth.

We can see the sun in the sky during the day. At night, we can see the moon and the stars. 1 What is it like on the moon?

Earth has air around it, like a blanket. The moon does not have a blanket of air. Nighttime on the moon is very, very cold. Daytime on the moon is very, very hot. The moon is also very, very quiet. 2 1 Why does the moon change shape? The moon does not make its own light. It is more like a mirror.

It reflects the sun’s light.

Sometimes it looks like a big, bright plate. Other times it looks like a plate cut in half.

Some nights, you can barely see the moon at all. 3 Can people live on the moon?

People have gone to the moon in spaceships. They had to bring their own air to breathe. They had to bring their own food and water, too. People weigh a lot less on the moon.

When they walked, they seemed to float. 2 What is on the moon?

The moon does not have weather.

It does not have clouds, or rain, or wind. There are no oceans or rivers on the moon. It is dry, and full of dust and rocks.

It has many big holes all over it.

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Read Aloud

“The Moon”

PHONICS

Bookshop Phonics Teacher’s Guide Lesson 82, p. 128 READ ALOUD

pp. 6–8

SMALL GROUP READING (see Theme at a Glance)

TODAY AT A GLANCE

SL.K.2

COMPREHENSION Ask and Answer Questions

Day

2

LEARNING FOCUSES

RI.K.1*, RI.K.6

Students listen closely to name the author and identify information that the author is trying to share with the reader. They continue to ask and answer questions about key details and make basic inferences based on details in the text.

REFLECTING ON THE TEXT

Engage students in a brief discussion about “The Moon.”

Let’s review the selection I read to you in our last session. Who can tell what it was mostly about?

It told what the moon is like. The moon isn’t like Earth.

Think about the questions we had and how we used key details to answer them or make inferences.

CLOSE LISTENING TO THE TEXT

₇

minutes

Explain the new learning focuses for this rereading of the text. Help students think about what the author wants them to learn. Help them ask and answer questions about key details in the selection.

As I reread “The Moon” today, think about what the author wants to teach us. You may have questions about what you hear. We’ll share those questions and try to find answers. 1 What do you think the author wanted us to know about the moon?

The moon goes around Earth. The moon is different from Earth. It doesn’t have a blanket of air around it. So it gets very cold and very hot.

Who has a question about this?

Why doesn’t the moon have a blanket of air? Who can answer?

The author doesn’t say. Who can make a guess?

The author doesn’t say that the moon is a planet. Maybe only planets have that blanket of air.

Continue reading, stopping at the next two designated stopping points. Model your thinking about what ideas the author is trying to share.

As I read the next part, think about the ideas the author is sharing. Then we’ll talk about your questions. 2 The author is trying to explain why people can’t live easily

on the moon. She says that people must bring their own air, food, and water when they visit the moon. I had a question about that. How do people get to the moon?

They go in spaceships.

Read to the third stopping point and encourage students to explain what the author wants to share. Have them ask and answer questions about the key details.

I’ll read the last section of text. Listen closely and think about what the author wants you to know. 3 Let’s share your ideas about what the author wants to

teach in this section.

3 minutes

STOP for discussion ELL SUPPORT

L.K.4 Vocabulary Support

vocabulary such as breathe, reflect, and light in context using the ELL vocabulary strategies in Getting Started.

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PHONICS

WRITING WORKSHOP Turn to pages 44–45 for constructed response modeled writing instruction.

WHAT’S NEXT?

The author shared key details about this. Who has a question about one of those details?

Why does the moon have many big holes? Who can help with this question?

Maybe it has big holes because it doesn’t have water. I think the ocean would be a big hole if it weren’t filled with water.

That’s an interesting point and a good inference.

DISCUSSING THE TEXT

10 minutes

Guide a discussion about the information the author wants to share in the text. Why do you think the author wrote this text?

She wants us to know what the moon is like. She wants us to know how it’s different from Earth. The author gave us questions about the moon. Then she answered a lot of them.

Examples?

What is it like on the moon? Why does the moon change shape? What is on the moon?

Did the author do a good job of answering these questions? Yes, but we still had our own questions.

Encourage students to ask and answer questions about key details in the text. Then remind them to use these strategies when they read other informative texts in the theme.

The text explains a lot about the moon. Who has another question about the moon?

Why do people go to the moon?

I think we’ll have to make an inference to answer that question. Who’d like to try?

It’s interesting and different from Earth. People go there to see what it’s like. And what did they discover? You can use details to answer this question.

It’s dry and dusty. There’s no air or water. It’s full of holes and rocks. There’s no noise.

You have learned a lot. I think the author would be pleased about how much you’ve learned. As we read other informative texts in this theme, think about what the author wants you to know. Ask questions to make sure you understand.

Read Aloud

(Continued)

SHARE

Make a note about what the author was trying to tell you about the topic. Think about if the author answered questions, explained things to you, or described things.

ELL SUPPORT

RI.K.1* Discussing the Text

Ask students questions at students’ language proficiency and provide the following sentence frames for student responses:

I found an answer to ___ question. The answer is ___. I found it on page ___.

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Shared Reading

“Earth in Space”

PHONICS

Bookshop Phonics Teacher’s Guide Lesson 83, p. 129 SHARED READING pp. 9–12

TODAY AT A GLANCE

KEY IDEA Earth is a planet that revolves around the sun. The sun is a star. Both Earth and the sun are in a solar system that is part of the Milky Way galaxy.

LEARNING FOCUS

RI.K.1*

Students read closely to ask and answer questions about key details and make basic inferences based on details in the text.

Day

3 PREVIEWING THE TEXT

3 minutes

Invite students to read the title of the text with you. Reintroduce the learning focus to the students from the Day 1 read aloud session.

Today we’re going to read another informative text. Let’s read the title together. What does space mean?

It’s the stuff between the planets and stars.

As we read, let’s ask questions and look for the answers among the key details. If the answer is not stated directly, let’s use the key details to make inferences.

CLOSE READING OF THE TEXT

7 minutes

Ask students to join the reading as they are comfortable. Reread the title and then read the first page together. Encourage students to think about the learning focus as you read.

Let’s think about the title and the first page. What questions do you have? What does it mean that Earth is a planet? Where is Earth in space?

At this point in the text, we don’t have enough information to answer those questions. Let’s keep going. As we read, listen for key details that help you answer those and other questions.

Read to the end of the second page. Guide students to keep asking questions and looking for answers among the key details in the text.

Now we have a little more information. Who has a question about what we just read?

How many planets are there? What is a solar system?

Who can answer these questions? Hint: You can use the picture as well as the words.

There are eight planets. How do you know?

I counted the planets in the picture. Who can answer our other question?

A solar system is the sun and all the planets.

That answer was stated directly in the text. Now let’s make an inference about Earth and the sun, based on the details on the second page. Who’d like to try?

ELL SUPPORT

vocabulary such as planet, shines, and travel in context using the ELL vocabulary strategies in Getting Started.

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RF.K.3, L.K.4

PHONICS & VOCABULARY Decoding in Context

SL.K.1b

COLLABORATION Multiple Exchanges

Turn to page 5 and point to the word is (without saying it) for students to locate in the text. Then use the Sound, Read, and Check routine to help students decode the word.

Let’s use the Sound, Read, and Check strategy with this word. When I first try to sound it and blend it, I get ih-suh. Now I’ll the read the word in the sentence. Then I’ll check to see if it makes sense. . . . Does ih-suh make sense here? No. I will try to correct it. (Say is.) Now I’ll check again. Does it make sense now? When you come to a word you don’t know or doesn’t seem to make sense, try to sound it out, reread the whole sentence again, and then check to see if it makes sense. Remember—sound, read, and check.

As you read to the end of the text, remind students to keep asking questions and using key details to answer them or to make inferences.

We’re going to finish reading the text. . . . Who’d like to share questions about this part?

What is a star? What is the Milky Way? What is a galaxy?

These are good questions. The author doesn’t answer them directly, so lets make some inferences based on the details. Let’s start with the question about the star. Who can make an inference?

A star is a sun. It’s big and hot. All the planets go around it.

You took information from different places in the text to answer the question. What about our other questions?

The Milky Way is a galaxy. A galaxy is a group of billions of stars and solar systems.

The Milky Way contains lots of stars and their solar systems.

DISCUSSING THE TEXT

10 minutes

Facilitate a discussion in which students ask and answer questions about the key details they just read about. Before students discuss, remind them about how a conversation is an exchange of several people’s ideas.

Let’s discuss our questions about what we’ve just read. Before we start, let’s remember that a discussion is a conversation. Several people get together to exchange their ideas about the same topic. It’s important that everyone shares in the conversation. It’s also important that everyone listens carefully. When it’s your turn to make a comment, try to build on an idea brought up by someone else in the group. Do that by saying something like “I agree with you, and I also noticed that . . .”

Invite students to meet with partners to share questions they had about the text.

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RI.K.4 VOCABULARY

Asking Questions About Unfamiliar Words

RF.K.3b

PHONICS & WORD RECOGNITION Decoding Words with Short Vowels

Help them find answers or make inferences based on the key details.

Turn and share a question you had with a classmate. Talk about how you can find the answer. . . . Who’d like to share a question?

I wondered if the sun was important.

And what did you and your partner decide was the answer to the question? We decided that the text didn’t tell us the answer. But we think the sun is pretty important. Without the sun, things on Earth can’t grow. It would be really cold. You made an inference based on what you read in the text!

Focus on the word solar on page 7.

Let’s have a close read of the third page of the selection. The text says that Earth and all the other planets revolve around the sun. Then it says that the sun and all its planets are a solar system. What question do you have about that?

What does the word solar mean?

If you look carefully, you’ll see that the author has left hints. She mentions the sun three times in three sentences. Who can make a connection between the words sun and solar?

Solar has to do with the sun.

Right. A solar system is a group of planets and the sun they revolve around.

CHOICE

PHONICS FOLLOW-UP

Write the letter i in isolation as well as the words milky and is on a whiteboard or easel. Guide students to use the Vowel Sounds routine to read these words.

Remember, we learned that every word has a vowel sound. I‘ve written the letter

i on our easel, as well as two words from our reading. (Point to the letter i.) What is the letter? (Students name the letter.) Listen as I say the most common sound for this letter: /i/. What is the sound? (Students say the sound of short i.) (Point to the first word and then repeat for second word). What is the word? (Students say the word.) Let’s go back to page 8 and read these words in the text.

Remind students of the utility of this comprehension strategy.

Remember that when we read informative selections, we need to think about the key details. They can help us understand more of what we read.

ELL SUPPORT

Ask students questions at students’ language proficiency and provide the following sentence frames for student responses: I found an answer to ___ question. The answer is ___. I found it on page ___.

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PHONICS

WRITING WORKSHOP Turn to pages 46–47 for constructed response shared writing instruction.

WHAT’S NEXT?

CHOICE

CONNECTING TO THE THEME

Engage students in a discussion about the theme, Our Solar System, and the Essential Question, What is out there in space? Encourage students to compare the information in the two texts you’ve read so far.

We’ve read two selections that told us about Earth, the moon, the sun, and outer space. Let’s think and talk about some of the information we have learned from reading “The Moon” and “Earth in Space.” Turn and talk with a partner about how the texts are the same and how they are different.

Invite students to share their ideas. Who would like to share?

Both texts talked about how the planets go around the sun, but “The Moon” mostly talked about what the moon was like. “Earth in Space” didn’t even talk about the moon. It talked about how Earth is a planet in a solar system and that the sun is a big, hot star. It also talked about the Milky Way.

CHOICE

CONSTRUCTED RESPONSE: COLLECT TEXT

EVIDENCE

E-RESOURCE

E-RESOURCEFormative/Summative Assessment Have students use the blackline master on page 56 for collecting evidence as they answer the following question:

What is the Milky Way? Use details from the text to help you answer the question. Have students note details in the text about the Milky Way with the end goal of writing their own responses to the question. Students can work on this task during independent writing time or during shared writing on Day 3 of the theme.

Shared Reading

(Continued)

W.K.8, RI.K.1*

RESEARCH Gather Information

RI.K.9

INTEGRATION Compare Texts

Constructed Response Question What is the Milky Way? Use details from the text to help you answer the question.

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PHONICS

TODAY AT A GLANCE

SL.K.2

VOCABULARY

L.K.5c As part of their work on

identifying real-life connections between words and their use, have students create pages in their vocabulary notebooks that list places or things that are, like the sun, “very hot” and “very big.”

Day

4 Shared Reading

“Earth in Space”

RI.K.1*, RI.K.6, RI.K.7

Students read closely to name the author and identify information that the author is trying to share with the reader as they describe what text ideas the photos help them understand. They continue to ask and answer questions about key details and make basic inferences based on details in the text.

RETURNING TO THE TEXT

3 minutes

Encourage students to share their thoughts about “Earth in Space.” Then explain the learning focuses for this session.

Today we’re going to reread the text together. Who will remind us what “Earth in Space” was mostly about?

It was mostly about how the planets move, what the sun is like, and what is in the Milky Way galaxy.

Right. Every planet and star in our solar system is a tiny part of the enormous Milky Way galaxy. As we read today, we’ll try to figure out what the author is trying to teach us. Then we’ll look closely at the photographs to see how they help us understand ideas in the text.

CLOSE READING OF THE TEXT

₇

minutes

Ask students to join in reading as they are comfortable. Read the first page of the text together. Remind students to think about the learning focuses as they read.

Let’s reread the first page together. As we read, notice any questions you have. Also, think about what ideas the author wants you to understand. Look at the words and the picture on the first page. Who’d like to share their thoughts about what they tell us?

The picture shows planet Earth. The words say that we live on planet Earth. How does the picture help us understand the idea that Earth is a planet?

It shows Earth with the moon in space.

Reread the next two pages with students. Guide students to connect the photographs to what they learn about the topic from the words on the pages.

Let’s think about what the author wanted us to learn from reading the second page. What important ideas are explained by the words and shown by the photographs?

Earth is one of many planets. The planets and the sun are a solar system. How do the photograhs and diagrams help us understand that?

The picture on page 7 shows Earth and other planets going around the sun. Continue reading to the end of the text. Encourage students to use details in both the text and illustrations to figure out what the author and illustrator wanted them to learn.

We’ll continue reading to the end of the text. As we read, think about how the author uses words and the illustrator uses pictures to teach us about the solar system. Do you have any questions about the words or the picture? We’ll talk about them shortly.

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W.K.8, RI.K.1*

WRITING Respond to Question

FLUENCY

RF.K.4 Introduce key vocabulary

words Earth, planet, and solar system prior to reading. Then have students echo read the words after you say them. When possible, model how to use clues in the photographs to understand the meaning of unfamiliar words.

PHONICS

Turn to page 130, Lesson 84, in the Bookshop Phonics Teacher’s Guide.

WRITING WORKSHOP Turn to pages 46–47 for constructed response shared writing instruction.

WHAT’S NEXT?

DISCUSSING THE TEXT

10 minutes

Facilitate a discussion about how the author and photographs work together to help readers. Encourage students to identify key details and make inferences.

As we read, we stopped to look at and talk about the words and pictures. Based on what you read and saw, what key details did the author want you to understand?

Earth is one of the planets that go around the sun. The galaxy is full of many stars and planets.

What inference can you make with the help of the diagram on page 7? The sun is the center of our solar system.

Guide students to view photographs and diagrams as a way to understand a topic.

Let’s talk some more about how the photographs and diagrams help us to see key details about Earth, the sun, and the solar system. Look at the picture on page 8. How does it help you understand what a galaxy is?

It shows that the galaxy is really big. It’s full of many, many stars.

CHOICE

CONSTRUCTED RESPONSE: WRITE TO SOURCE

E-RESOURCE

E-RESOURCEFormative/Summative Assessment Have students continue using the blackline master on page 56 for collecting evidence as they finish the text. Ask them to finalize their thoughts and write their own responses to the question: What is the Milky Way? Use details from the text to help you answer the question. You may wish to have students use the blackline master on page 57 for drafting their constructed responses.

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KEY IDEA There are eight planets in our solar system—Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. Millions of miles apart, they revolve around the sun.

PHONICS

TODAY AT A GLANCE

Day

5

LEARNING FOCUS

RI.K.1*

Students read closely to ask and answer questions about key details and make basic inferences based on details in the text.

Shared Reading

“The Planets”

PREVIEWING THE TEXT

3 minutes

Read the title of the selection with students. Explain that you’ll use this selection to review their understanding of and ability to apply the learning focus you’ve been practicing. Make sure that students understand how to use key details to answer questions or to make inferences.

Today we will read another short informative text. Let’s read the title. Who can give us an example of a planet?

Earth is a planet.

We will apply one of the learning focuses we’ve been discussing and practicing by asking and answering questions about what we read. We’ll use the key details in the text to answer our questions or make inferences.

CLOSE READING OF THE TEXT

7 minutes

Ask students to join in the reading as they are comfortable. Read the first five sentences of the text together. Remind students to think about the learning focus as they read along with you.

Let’s review what we are looking for as we read today. Who would like to share? We are looking for key details that will help us answer our questions or make inferences.

Let’s read the first five sentences together. Notice if you have any questions as we read to the end of this section. Then we’ll talk about how to answer them. Check in to see if students understand the application of the focus.

We’ve just read about three of the eight planets. How do the details help you understand the planets?

They tell about the order of the planets from the sun—Mercury, Venus, Earth. Does anyone have a question about these planets?

How far away are they?

Who can answer that question by using details from the text? They are millions of miles apart.

Can anyone make an inference about how far Earth is from the sun? It’s very far—millions and millions of miles away.

ELL SUPPORT

L.K.4 Vocabulary Support vocabulary such as far apart, far away, and go around in context using the ELL vocabulary strategies in Getting Started.

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Explain the importance of using text evidence, photos, and diagrams to back up their thinking.

How do we know that Earth is very far from the sun? Use evidence from the text and the picture.

The words say that the planets are millions of miles from one another, so Earth, which is the third planet, must be really far from the sun. The picture shows that the planets are far from the sun.

Turn to page 9 and point to the word sun (without saying it) for students to locate in the text. Then model the Sound, Read, and Check routine to show students how to decode the word.

I am going to show you how to use the Sound, Read, and Check strategy to read a word. When I first try to sound it and blend it, I get suh-nuh. Now I’ll the read the word in the sentence. Then I’ll check to see if it makes sense. . . . Does

suh-nuh make sense here? No. I will try to correct it. (Say sun.) Now I’ll check again. Does it make sense now? So when you come to a word you do not know or doesn’t seem to make sense, you can try to sound it out, reread the whole sentence again, and then check to see if it makes sense. Remember—sound, read, and check.

Continue reading to the end of the selection. Encourage students to keep thinking of questions they have about the text.

Let’s read to the end of the text. As we read, keep thinking about questions you have. When we’re done reading, we’ll talk about your questions.

DISCUSSING THE TEXT

10 minutes

Guide a discussion in which students ask and answer questions about key details in the text. Remind students of the rules for discussion.

When we read informative texts, we ask ourselves a lot of questions. Asking questions and looking for answers in the text can help us better understand the ideas in the text. Before we have a discussion about our questions, let’s review the rules for discussion. When you meet with a partner or in small groups, it’s important to listen respectfully to others, take turns speaking, and to stay on topic. When you do those things, you will have a good discussion.

Encourage students to ask each other questions about the text and guide them to find answers in the text. Remind them of the utility of the learning focus in other reading.

Who would like to share a question they had about the planets? I wondered what all the planets have in common.

And how did you and your partner answer that question?

We looked at the words and the picture. We decided that they all went around the sun in a round path. Some of them were blue. Some were orange or yellow.

Shared Reading

(Continued)

SL.K.1a

COLLABORATION Rules for Discussion RF.K.3, L.K.4

PHONICS & VOCABULARY Decoding in Context

ELL SUPPORT

Ask students questions at students’ language proficiency and provide the following sentence frames for student responses: I found an answer to ___ question. The answer is ___. I found it on page ___.

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What is out there in space?

RI.K.4 VOCABULARY Unfamiliar Words

RF.K.3b

PHONICS & WORD RECOGNITION Short Vowels

You used information in the words and in the picture to support your ideas. As you read more informative texts, think about what you want to learn. You’ll probably have questions. Remember to look for answers in the text and the pictures.

Focus on the word fourth in the middle of the page.

Let’s have a close read of this sentence in the middle of the page. We read that Mars is the fourth planet. Stop and think how the word fourth is used here. What questions can we ask about the word to help us figure out its meaning?

I see the word four in it. Are the words related?

Yes. Knowing that, who can explain the word’s meaning? It looks like it is another way to say the number four. How does the picture support that definition?

It shows that the Mars is four spots away from the sun.

CHOICE

PHONICS FOLLOW-UP

Write the letter i in isolation as well as the words rings and it on a whiteboard or easel. Guide students to use the Vowel Sounds routine to read these words.

Remember, we learned that every word has a vowel sound. I‘ve written the letter

i on our easel, as well as two words from our reading. (Point to the letter i.) What is the letter? (Students name the letter.) Listen as I say the most common sound for this letter: /i/. What is the sound? (Students say the sound of short i.) (Point to the first word and then repeat for the second word). What is the word? (Students say the word.) Let’s go back to page 9 and read these words in the text.

CHOICE

CONNECTING TO THE THEME

Engage students in a conversation about the theme, Our Solar System, and the Essential Question, What is out there in space? Invite them to turn and talk to a partner about the eight planets.

Let’s talk more about our theme, Our Solar System. Why do we need to know about the things we can see in the sky? Turn and share your thinking with a partner. . . . Who’d like to share?

It’s important to know what goes on in outer space. We should know about the other planets.

Any other thoughts?

Each planet is different. Some planets are closer to our sun. Some are really far away. Things in space are really far apart.

RI.K.9

INTEGRATION Compare Texts

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PHONICS

Turn to page 131, Lesson 85, in the Bookshop Phonics Teacher’s Guide.

WRITING WORKSHOP Turn to pages 48–49 for performance task modeled writing instruction.

WHAT’S NEXT?

Encourage students to make additional links across the theme.

We’ve read several texts about the objects in space, including Earth, the sun, the moon, and the other planets. Can anyone make a connection between what we’ve read and the theme?

We are reading about the things we see when we look up in the night sky— planets, the moon, the sun, and the stars.

How are the texts we’ve read the same and different?

They all tell us facts or details about the things in space. We have learned about Earth, the moon, and the sun.

CHOICE

CONSTRUCTED RESPONSE: COLLECT TEXT

EVIDENCE

E-RESOURCE

E-RESOURCEFormative/Summative Assessment Have students use the blackline master on page 56 for collecting evidence as they answer the following question:

How are the eight planets in our solar system similar? Use details from the text to help you answer the question. Have students gather specific evidence about the planets with the end goal of writing their own responses to the question. Note that each guided reading lesson plan includes a constructed response question for students to work on independently as well.

Shared Reading

(Continued)

Constructed Response Question How are the eight planets in our solar system similar? Use details from the text to help you answer the question.

W.K.8, RI.K.1*

RESEARCH Gather Information

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Day

PHONICS

TODAY AT A GLANCE

6

RI.K.1*, RI.K.6, RI.K.7

Students read closely to name the author and identify information that the author is trying to share with the reader as they describe what text ideas the images help them understand. They continue to ask and answer questions about key details and make basic inferences based on details in the text.

Shared Reading

“The Planets”

VOCABULARY

L.K.5c You may want to make

a class book that identifies real-life connections between words related to things or areas at school and words that describe them. On each page, print a description word from the text: third, red, biggest, farthest. Then call on volunteers to name a place or thing at school that is described by it.

RETURNING TO THE TEXT

3 minutes

Invite students to summarize “The Planets,” which was read in the last session. Let’s quickly recall what the text “The Planets” was mostly about. Look at the

picture if you need help remembering. Who can tell about “The Planets”? It told about the eight planets. It said what some were like and their order. Explain the focuses for today’s reading of the same text.

We’re going to reread “The Planets” today. Think back to how last time we asked questions and used the key details to come up with answers or make inferences. Today we’ll think about what ideas the author wanted to share with us. We’ll also talk about how the pictures helped us better understand the text.

CLOSE READING OF THE TEXT

7 minutes

Ask students to join in the reading as they are comfortable. This is the third time students are utilizing these learning focuses, and the short text is ideal for additional reading practice. Read the selection and remind students to think about the learning focuses as they read along with you.

We’re going to reread this text together from the beginning without stopping. Let’s think about what the author wanted us to learn about the planets. Let’s also think about how the pictures helped us better understand the ideas in the text.

DISCUSSING THE TEXT

10 minutes

Facilitate a discussion about the ideas the author wanted readers to understand. Encourage students to ask questions and to use the text’s key details to help them answer those questions or make inferences.

As we talk today, I want you to share your ideas about what the author wanted us to learn from reading the text. Who’d like to start?

The author tells us there are eight planets. The planets go around the sun. Some are close to the sun. Some are far away.

Who can make an inference about planets that are farthest away from the sun? I know the sun is hot. Maybe the ones that are far away are the coldest planets. That’s a reasonable inference. You used details that you read in the text to

understand something that the author doesn’t tell us with words. What else does the author tell us with words?

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FLUENCY

RF.K.4 Help students build

automaticity in reading the sight words are, of, on, from, the, and has. Have students write each sight word on an index card and practice reading the words with a partner.

PHONICS

WHAT’S NEXT?

What main idea does the author want us to understand? There are eight planets. They have an order.

Guide students to talk about what idea or ideas in the text that the images helped them understand better.

Let’s look at the pictures on the page and think about how they help us understand ideas in the text. Who has a comment?

The pictures help me understand how there are eight planets. They all go around the sun.

How do the pictures help you?

They help me see the order of the planets. I can see what the planets look like.

Does anyone have any other questions about the text or the pictures? How do we know all this information about the planets?

Good question. The text doesn’t say, but we know about the planets because many scientists have spent time studying the things they see in the sky. We’ll learn more about what we see in the sky as we continue reading the texts in this theme.

CHOICE

CONSTRUCTED RESPONSE: WRITE TO SOURCE

E-RESOURCE

E-RESOURCEFormative/Summative Assessment Have students continue to use the blackline master on page 56 for collecting evidence as they finish the text. Ask them to finalize their thoughts and write their own responses to the question: How are the eight planets in our solar system similar? Use details from the text to help you answer the question. You may wish to have students use the blackline master on page 57 for drafting their constructed response.

Shared Reading

(Continued)

W.K.8, RI.K.1*

WRITING Respond to Question

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Common Core Instruction

Days

7–15

Instructional Overview

MAIN READING FOCUSES 7 8 9 10 11 12 13 14 15

Key Ideas & Details

RA RA SR SR SR SR SR SR RI.K.2 With prompting and support, identify the main topic and retell

key details of a text. Craft & Structure

RA SR SR SR RI.K.5* Know and use various text features (e.g., headings, captions, and

labels) to navigate the text. Integration of Knowledge & Ideas

SR SR SR RI.K.7 With prompting and support, describe the relationship between

illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

READING: INFORMATIONAL TEXT 7 8 9 10 11 12 13 14 15

Craft & Structure

SR SR

RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.

Integration of Knowledge & Ideas

SR SR

RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Range of Reading & Level of Text Complexity

SR SR SR SR SR SR RI.K.10 Actively engage in group reading activities with purpose and understanding.

READING: FOUNDATIONAL SKILLS 7 8 9 10 11 12 13 14 15

Print Concepts

SR RF.K.1 Demonstrate understanding of the organization and basic features of print.

Phonics & Word Recognition

SR SR

RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.

RF.K.3a Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most

frequent sound for each consonant. BP SR BP BP BP

RF.K.3b Associate the long and short sounds with the common spellings for the five major vowels. BP

RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. SR

Cumulative Review _BP _BP _BP _BP

Fluency

SR SR RF.K.4 Read emergent-reader texts with purpose and understanding.

*standard adapted from another grade

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Days

Instructional Overview

7–15

MAIN WRITING FOCUSES 7 8 9 10 11 12 13 14 15

Text Types & Purposes

MW MW MW SW SW SW SW SW

W.K.2 Use a combination of drawing, dictating, and writing to compose

informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Production & Distribution of Writing

MW MW MW SW SW

W.K.5 With guidance and support from adults, respond to questions

and suggestions from peers and add details to strengthen writing as needed.

LANGUAGE 7 8 9 10 11 12 13 14 15

Conventions of Standard English

MW SW

L.K.1c _{Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).}

L.K.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). _MW _SW

Vocabulary Acquisition & Use

SR SR SR L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based

on kindergarten reading and content.

L.K.5c Identify real-life connections between words and their uses (e.g., note places at school that

are colorful). SR

SPEAKING & LISTENING 7 8 9 10 11 12 13 14 15

Comprehension & Collaboration

RA SR

SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

SL.K.1b Continue a conversation through multiple exchanges. SR SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other

media by asking and answering questions about key details and requesting clarification if

something is not understood. RA SR

Presentation of Knowledge & Ideas

SW

SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. _SW

SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. _SW

WRITING 7 8 9 10 11 12 13 14 15

Production & Distribution of Writing

W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

SW Research to Build & Present Knowledge

W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

SR SR SR SR

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Day

PHONICS

Bookshop Phonics Teacher’s Guide Lesson 87, p. 134 READ ALOUD

pp. 23–25

TODAY AT A GLANCE

7

LEARNING FOCUS

RI.K.2

Students listen closely to identify the main topic and retell key details of a text.

Read Aloud

“International Space Station”

KEY IDEA The International Space Station is a place in space where astronauts can live while they conduct scientific experiments and tests.

PREVIEWING THE TEXT

Read the title of the text. Then read to the first stopping point. 1

Who can tell what this section of the text is mostly about? It’s about the International Space Station.

That sounds like the main idea of the whole selection. As I read more, pay attention to details that tell you what the International Space Station is.

CLOSE LISTENING TO THE TEXT

Explain the learning focus. Share with students that every text has a main idea that is supported by key details. Explain that they will be learning how to identify a main idea and retell the key details.

When I read an informative piece of writing, I know that there is one important idea that the writer wants me to understand. That’s called the main idea. The key details always tell about the main idea. The author uses key details to teach about the main idea. As I read this next section, listen closely and think about what it’s mostly about. Then listen for important details that explain more about this main idea. 2

Model how you identify a main idea and retell key details.

From what I just read, I think this section is mostly about the International Space Station. What did the author teach about it? Well, this section has a lot of key details. Here’s one: The International Space Station is a spaceship. Who can name another key detail about the International Space Station?

It’s like a house. It has five bedrooms. Anything else?

The astronauts recycle their water, air, and waste.

These key details help me understand more about the International Space Station. I’ll keep reading.

As you read to the third stopping point, encourage students to think about main ideas and key details. Remind students that the key details tell about the main idea. Then finish reading the selection.

I’m going to read to the next stopping point. As I read, listen closely for key details that tell us about what it’s like to live in the International Space Station. 3 What did we learn about living in the International Space Station?

It’s crowded. The astronauts are always together. They can make movies and

3 minutes

7 minutes

ELL SUPPORT

RI.K.2 Read Aloud Based on students’ needs, you may choose to differentiate read aloud instruction for ELLs in a small group setting using the ELL read aloud strategies in Getting Started.

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?

What is out there in space?

PHONICS

WHAT’S NEXT?

Those details help us understand the main idea about the International Space Station. It’s crowded, but it’s exciting to live there. Let’s read the rest of the selection. Keep thinking about what it’s mostly about and the key details. We’ll talk about them in a few minutes.

DISCUSSING THE TEXT

10 minutes

Guide the discussion by modeling how to identify the main idea and retell the key details. Encourage students to share their ideas about the section called “What is a spacewalk?”

Let’s talk now about the part of the selection you just heard. What do astronauts do in the International Space Station?

They float around. They do experiments. They learn about life in space. Who can tell what we learned about spacewalks?

A spacewalk is when astronauts go outside the International Space Station. It’s exciting but dangerous.

What key details told you that a spacewalk can be dangerous?

The astronauts have to wear a helmet and bring their own air. They have to be attached to the International Space Station.

These key details about the International Space Station also tell us about the main idea of the whole selection: the International Space Station is an interesting and exciting place. As we continue reading more informative texts, let’s remember to think about the main ideas and key details. By doing that, we can better understand what we are reading.

CHOICE

CONNECTING TO THE THEME

Initiate a conversation about the theme, Our Solar System, and the Essential Question, What is out there in space? Encourage students to turn and talk to a partner to discuss how the text relates to the theme and Essential Question.

As we listen to and read the texts in this theme, I’d like you to think about the Essential Question, What is out there in space? Now, turn and talk to a partner about how the text “International Space Station” helps you understand what is out there in space.

Read Aloud

(Continued)

SPEAKING & LISTENING

SL.K.1a Remind students to speak only about the topic that is being discussed.

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Read Aloud Selection

International Space Station

by Marcia Santos

International Space Station

What if you could float around inside your home?

What if your home was moving at 17,500 miles per hour? What if you could see Earth outside your window?

Welcome to the International Space Station! 1

What is the International Space Station? 1

The International Space Station is a spaceship. It makes big circles around Earth.

It is about the size of a house with five bedrooms. Usually six astronauts live there.

They recycle their air and their water. They even recycle their waste! 2

What is it like to live in the International Space Station? The International Space Station is very crowded.

The astronauts are together all the time. Sometimes they miss their families on Earth. They take photos of each other.

They can make movies, too.

They talk on the radio to people at home. One astronaut even made a music video. It was the first one from space. 3 2

What do astronauts do in the International Space Station? Life is very different in space.

Everything floats around unless it is tied down. The people float, too!

The astronauts work hard.

They do many science experiments. Sometimes they do tests on their bodies. They want to learn how to live in space. 3

What is a spacewalk?

Sometimes astronauts go outside the International Space Station. They always wear a spacesuit.

They wear a helmet, too.

They bring their own air to breathe.

They are always attached to the International Space Station. A spacewalk is very dangerous.

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SL.K.2

STOP for discussion 26 OUR SOLAR SYSTEM

Day

8

LEARNING FOCUSES RI.K.2, RI.K.5*

Students listen closely to use text features, such as subheads, to navigate the text and to identify the text’s main topic and retell key details.

TODAY AT A GLANCE

READ ALOUD

pp. 25–27

(see Theme at a Glance)

PHONICS

Bookshop Phonics Teacher’s Guide Lesson 88, p. 135

WRITING WORKSHOP

pp. 50–51

Read Aloud

“International Space Station”

REFLECTING ON THE TEXT

Engage students in a brief discussion about “International Space Station.”

Let’s review the selection I read to you during our last session. Think about what the selection was mainly about and what you learned from the key details. Who can share their ideas?

It was about the International Space Station. The details told what life is like for astronauts when they go there.

CLOSE LISTENING TO THE TEXT

7 minutes

Explain the new learning focus for this rereading. Help students understand what text features are and how to use them to navigate a text. As you reread each section of text, briefly display the read aloud and point out the subheads. Explain how the subheads can help them identify the main idea of each section.

Before I reread “International Space Station” today, let’s look at how the words appear on the page. (Display the read aloud and point out the subheads.) The words in large, bold print are called subheads. There’s a subhead above each section of the text. A subhead tells us what we will learn as we read a section. Let’s look at this subhead: “What is the International Space Station?” 1 This

subhead tells me that the section will be mostly about the International Space Station. The key details should tell us what the International Space Station is. I’ll keep reading to the end of the section to see if that’s true. . . . It is. The subhead and the key details tell what the International Space Station is.

Continue reading up to the second stopping point. Model your thinking about how to use subheads to navigate the text and identify the main idea of each section of text.

These subheads are pretty useful. They help me figure out what each section of the text is mostly about. Let’s read the next one. It is: “What is it like to live in the International Space Station?” This subhead, like all the others in the text, asks a question. That makes me think that the words following it will answer that question. That’s really helpful. I’ll keep reading to find out what it’s like to live on the International Space Station. 2 What is life like on the International Space Station?

It’s crowded. The astronauts are always together, but they have fun.

Read to the third stopping point and encourage students to explain how the subheads help them know what they will be learning about next. Have them share what they learn after reading each section of the text. Then finish reading the selection.

Now I’ll read the next section of the text. Listen closely as I read the subhead. Notice the details and think about what they tell you about the main idea. 3

What was the subhead?

What do astronauts do in the International Space Station?

3 minutes

SHARE

When you read an informative text, see if there are subheads in the text. This gives you a clue about what each part of the text will be about.

ELL SUPPORT

vocabulary such as float around, recycle, and attached in context using the ELL vocabulary strategies in Getting Started.

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PHONICS

WRITING WORKSHOP

Turn to pages 50–51 for performance task modeled writing instruction.

WHAT’S NEXT?

That’s the main idea. And what did you learn about it from the key details? The astronauts float around, work hard, and do experiments and tests. Now listen as I finish rereading the text.

DISCUSSING THE TEXT

10 minutes

Lead students in a discussion about the last section of text. What did we learn about spacewalks?

They are when astronauts go outside the International Space Station. They are dangerous.

What details told you spacewalks are dangerous?

The astronauts have to wear helmets and bring their own air. They have to be tied to the International Space Station.

Then guide students to use the text features to identify the main idea of the entire selection.

What did you notice about all the subheads?

They were all questions. They told us what each section was mostly about. The details in each section told us about the International Space Station. We can

use those details to identify the main idea of the whole text. Would someone like to try telling the main idea?

The International Space Station is where astronauts live and learn about space. As we read other selections in this theme, let’s look for text features like

subheads and use them to figure out the main idea.

ELL SUPPORT

RI.K.2 Discussing the Text

Ask students questions at students’ language proficiency and provide the following sentence frames for student responses: This text is mostly about ___. I know because ___.