Module 1 Nice to Meet You.pptx

MODULE
1
Nice to
Meet You!
“Make new friends and keep the old.
One is silver and the other gold.”
— Traditional Song
2
MODULE
1
Introduce the Topic
• Readaloudthe module title,
NicetoMeetYou!
• Tellchildren that in this module
theywill bereadingtexts about
the topic of newfriendsand
experiences.After they readeach
text,theyshould think about how it
helps them understandthe benefits
of makingnewfriendsandlearning
newthings.
• Have childrenshareprior
knowledgeabout the topic or
word associationsfor newfriends
and experiences. Record their ideas
in aweb.
Discussthe Quotation
• Readaloudthe quotation.
• Leada discussionin which
childrentry to explain the quote in
their own words. Explainthe
meaning,asneeded:It’s excitingto
makenewfriends,butwealso
appreciateandenjoythefriendswe
alreadyhave.Silverandgoldare
bothvaluable,justlikeold friends
andnewfriends.
ASK:Whataresomeways that you
canmakeanew friend? (Accept
reasonable responses.)
2 Module 1

Essential Question
How can making new friends and
learning new things help us?
Video
3
View andRespond
to aVideo
Usethe ACTIVEVIEWING routine
with the GetCurious Video:
FirstDayFriends.SeeTeacher’sGuide
V1,pageT23,for discussion
questions.
Introduce the
EssentialQuestion
• Readaloud the Essential Question.
• Explain that in this module
childrenwill gatherandthink about
information from what theyreadto
helpthem answerthe question.
Module 1 3

B
Bi
ig
g I
Id
de
ea
a
W
Wo
or
rd
ds
s
Words About New Friends
and Experiences
Complete the Vocabulary Network to show
what you know about the words.
friendship
Meaning: When you have a friendship with someone,
you like the person.
Synonyms and Antonyms Drawing
4
BigIdea Words
Usethe VOCABULARY routine and
VocabularyCards1.1–1.3 to
introduce the Big IdeaWords
friendship, emotions,and challenge.
Youmaywish to displaythe
corresponding VocabularyCard for
eachword asyou discussit.
1. Saythe BigIdeaWord.
2. Explainthe meaning.
3. Talkabout examples.
Vocabulary Network
• Encouragechildren to think about
what theyliketo dowith friendsas
they completethe activity for
friendship.
4 Module1

emotions
Meaning: Emotions are strong feelings we have, like
happiness or sadness.
challenge
Meaning: A challenge is something that is hard to do.
5
Vocabulary Network
• Aschildrencomplete the activity
for emotions, promptthem to think
of different kinds of feelingsthey
canhave.
• Askchildrento think about a
challenge theymight facein school
andachallenge theymight face
outside of school.
• After childrenread the texts in this
module, guidethem to usethe Big
IdeaWordswhen discussing the
ideasin eachtext.
Module1 5

Short
Read
my writing ideas
It was my first day of school!
There was so much to do!
Short
Read
My First Day
6
READFORUNDERSTANDING
Introduce the Text
Readaloudthe title, MyFirstDay.Tell
childrenthat this story is realistic
fiction. Explainthat realistic fiction
storiesaremadeup but couldhappen
in real life. Theircharactersarelike
real people,the settingslook like
real places,andthe eventscould
really happen.
• Guidechildrento setapurpose.
• Readthe text with children.
DOK2
Story Structure
ASK:Whatwas the girl busydoing
on her first day of school?(Possible
responses:singingsongs;reading
books;havingfunontheswings)
FOLLOW-UP:Whatkeydetails in
the text or pictures help you know?
(Possible response:The pictures inside
thehearttell whatshedidonherfirst
dayofschool.)
DOK1
6 Module 1

Next, we listened to a story.
I did all my work.
Then, we played.
It was fun!
First, we sang.
Last, we said goodbye.
See you tomorrow!
7
Story Structure
ASK:Whatmajor eventshappenat
the beginning, middle, and endof
the story? (Thekidssingat the
beginning;theylistentoastory,do
work,andplayinthemiddle;theyleave
schoolat theend.)
FOLLOW-UP:How do you know the
order in which the eventshappenin
the story? (Possibleresponses:The
storyistoldinorder;thewordsfirst,
next,then,andlasttell theorderin
whichtheeventshappen.)
ANNOTATION TIP:Havechildren
circle the keydetails that signal the
orderof events.
DOK2
MyFirstDay 7

c
Guided
Practice
Prepare to Read
GENRE STUDY Narrative nonfiction gives
information, but it sounds like a story. Look for:
• photos that show real people
• photos that show real places
• facts about a real topic
SET A PURPOSE Ask questions before,
during, and after you read to help
you get information or understand
the text. Look for evidence in the
text
and pictures to answer the questions.
POWER WORDS
un
ge
ly
w
pt
a
rd
ydled
g
hi
r
le
ly
at
be
en
a
ju
ot
y
iful
ce
hx
ac
nig
te
e
d
d
nervous
Meet Pam Muñoz Ryan.
8
Introduce the Text
• Readaloud anddiscussthe
information about the genre.
• Guidechildrento setapurpose for
readingto practice asking and
answering questions about key
details in atext.
• Provide informationabout the
author, PamMuñoz Ryan.
• Tellchildrento look for the Power
Wordsastheyread.Guidethem to
usecluesin the words and
sentencesaround each Power Word
to helpfigureout its meaning.
ConceptWords
Children mayseefamiliarwords from
their speaking/listening vocabularies
in TryThis! Writethesewords onthe
board,read them aloud, anddiscuss
their meanings:bus,outside,paint,
rooms,school.
8 Module1

MakePredictions
• Pagethrough the beginning of
TryThis!with children.
• Havethem useprior knowledge
andthe photosto predictwhat
the textwill beabout.Promptthem
with questionssuchasthese: What
arethechildrendoinginthephotos?
Howdoyouthinktheyfeel?Tell
childrentheywill returnto their
predictionsafterthey finish
readingthe text.
DOK2
TryThis! 9

We go to school.
10
AskandAnswerQuestions
MODELASKINGAND ANSWERING
AQUESTION
THINKALOUD AsIread,Iask
questionsaboutkeydetailsin the
text, things I don’t understand,or
thingsIwanttolearnmoreabout.
Thistextsaysthat thechildrengoto
school.Iaskmyself:Howdothe
childrengetto school?I’ll lookatthe
textandphotosto seeif theyhelpme
answermyquestion.
DOK2
10 Module 1

This is new.
Try this, Sam!
11
ASK:Whatis new for Sam?(takinga
busto school)
FOLLOW-UP:Whatevidence in
the text andphotos help you
know this?(Thetextsaysthisisnew;
thephotoshowsSamgettingona
schoolbus.)
DOK2
Phonics/Decoding
in Context
Havechildren point to the word
Sam.Review that when aword hasa
consonant,followedby avowel,
followedby aconsonant,thevowel
usually standsfor the shortvowel
sound. Modelblending the sounds
in theword: /s/ /ă/ /m/, Sam.Have
childrenrepeat.Point out that Samis
anameandnamesbeginwith a
capital letter.
circlethe letter that standsfor the
shortain Sam.Havethem underline
the capitalletter.
TryThis! 11

We like this bus.
12
daysto makefriendsonthebus.)
DOK2
Notice & Note
3 BigQuestions
• Remind children that when they
arereadingnonfiction,they should
stopandthink aboutthe 3Big
Questions:
• What surprised me? Tell children
to pay attention to something they
find interesting or something they
learned.
• What didthe authorthink I
alreadyknew?Havechildren
note ideasthat areconfusing, or
words that theydon’t knowthe
meaningof.
• What challenged, changed, or
confirmed what I already knew?
Askchildrento think about whether
what theyreadconfirmedor
changed their thinking.
• Have childrenexplain why they
might askthemselvesoneor more
of the 3Big Questionsonpages
12–13. (Possibleresponse:It
surprisedmethat Sammadeafriend
onthebus.Ididn’t thinkhewouldon
thefirst daybecauseit tookmeafew
12 Module 1

This bus is great!
13
ASK:What questions might you
haveafter reading this page?
(Possibleresponses:WhydoesSam
thinkthebusisgreat?Whatothernew
thingswill therebeforSamto try?)
FOLLOW-UP:How can you answer
your questions?(Possibleresponses:I
cankeepreading;Icanlookfor
evidencein thetextandphotos.)
DOK2
TryThis! 13

We go to new rooms.
14
AQUESTION
THINKALOUD Iwonderwhat
thechildrendoin theirnewrooms?I’ll
keepreadingto seeif Icanfindout
theanswerto myquestionabouta
keydetailonthispage.
DOK2
TARGETEDCLOSEREAD
Author’s Purpose
Havechildren reread pages14–15to
analyze the author’s purpose.
ASK:Whatkind of text is this?
(narrative nonfiction)
FOLLOW-UP:How does the author
help you know this?
(Possibleresponse:Sheusedphotos,
butthetextsoundslikeastory.)
DOK3
14 Module 1

This is new.
Try to paint, Sam!
15
ASK:Whatdoes Samtry to do on
this page?(Hetriestopaint apicture.)
circlethe keydetails in the photo that
helps them answerthe question.
DOK1
TryThis! 15

We go outside at school.
16
16 Module 1

This is new.
Try to bat, Sam!
17
ASK:Whatnew thing do the
children do outside?(Theylearnto
playbaseball.)
FOLLOW-UP:Whatkeydetails in
the text andphoto tell you this?(The
photoshowsSamswinging abat, and
thetextsays,“Trytobat.”)
DOK1
Phonics/Decoding
in Context
Havechildren point to the word bat.
Review that when aword hasa
usually standsfor its shortvowel
in theword: /b/ /ă/ /t/, bat. Have
children repeat.
circlethe letter that standsfor the
shortasound in the word bat. Have
them find andcircle another word
with the shortasound.(Sam)
TryThis! 17

School is great!
We like to try.
18
TARGETEDCLOSEREAD
Author’s Purpose
Havechildrenreread page18 to
analyze the author’s purpose.
ASK:Whydid the author write this
text? (Possibleresponse:to givefacts
aboutnewthingskidscandoatschool)
FOLLOW-UP:Whatdoes the author
want you to learn?(thatit isgoodto
try newthings)
drawacheckmarknextto eachphoto
that showsareal person trying to do
something.
DOK2
WrapUp
Revisit the predictions children
madebeforereading. Havechildren
askthemselvesquestions about their
predictions. Thenhave children
confirm or correcttheir predictions
by answering their questions, using
evidencefrom the textandpictures.
DOK2
18 Module 1

Respond to
Reading
Use details from Try This! to answer these
questions with a partner.
1. Ask and Answer Questions What
questions did you ask yourself about
Try This! before, during, and after
reading? How did your questions help
you understand the text?
2. How does Sam feel at the end? Tell why.
Listening Tip
Listen carefully. Look at your
partner to show that you are
paying attention.
19
Academic Discussion
Usethe TURNANDTALKroutine.
Remindchildren to follow agreed-
upon rules for discussion, suchas
listening carefully and looking at their
partner while heor shespeaks.
Possibleresponses:
1. WhatinstrumentisSamplaying?
Whatisthegirlmaking? DOK2
2. Samishappybecausehetried many
newthings;Samlearnedthat helikes
doingnewthings. DOK2
DOK2
TryThis! 19

Cite Text
Evidence
Write a Caption
PROMPT Look back at Try This! What new
things does Sam try to do?
PLAN First, draw a picture of something
new Sam does.
20
Write About Reading
• Readaloudthe prompt.
childrenidentify Samanddescribe
the newthings hetries at school.
Tellthem to usetextevidenceto
support their ideas.
• Then read aloud the Plan section.
Have children use ideas from the
discussion in their drawings.
DOK3
20 Module 1

WRITE Now write a sentence to be a
caption for your picture. Tell about the
new thing Sam does. Use this for help:
Sam can .
Remember to:
• Begin with a capital letter.
• End with a period.
21
Responses may
vary.
Write About Reading
• Readaloudthe Writesection.
• Help childrenwrite asimple
sentencethat includes asubject
andaverb. Encouragethemto
begintheir sentenceswith acapital
letter andendthemwith aperiod.
DOK3
TryThis! 21

Guided
Practice
Prepare to Read
GENRE STUDY Realistic fiction stories are made
up but could happen in real life. Look for:
• characters who are like real people
• places that seem real
• events that could really happen
SET A PURPOSE As you read, stop and
think if you don’t understand
something. Reread, look at the
pictures, use what you already
know, or ask yourself questions.
POWER WORDS
trip
partner
wished
last
Meet Elisa Chavarri.
22
Introduce the Text
• Guidechildrento setapurpose for
readingto practice monitoring and
clarifying asthey read.
illustrator, Elisa Chavarri.
ConceptWords
in MySchoolTrip.Writethesewords
onthe board,readthem aloud, and
discuss their meanings: friend, happy,
took.
22 Module1

by Aly G. Mays
illustrated by Elisa Chavarri
MakePredictions
• Pagethrough the beginning of
MySchoolTripwith children.
andthe illustrationsto predict
what the storywill beabout.Prompt
themwith questionssuchasthese:
Whatishappeninginthepictures?
Wheredoyouthink thechildrenare
going?Tellchildren theywill return
to their predictionsafterthey
finishreading the story.
DOK2
SOCIALAND EMOTIONAL
LEARNING
Relationship Skills
Reinforce the keymessagesabout
relationship skillsby discussing
thesequestionsafterreading the text:
ASK:Whatdoesthe girl in the story
do to makeNanhappy? How does
sharing help usmakefriends?
VOCABULARY STRATEGY
Wordsfor Classifyingand
Categorizing
• mad(page26)
• sad(page26)
• happy(page 31)
MySchoolTrip 23

We took a school trip.
24
Monitor and Clarify
MODELMONITORING
ANDCLARIFYING
THINKALOUD AsIread,I
pausewhenIdon’t understand
something.Thetext saystheyare
takingaschooltrip.Onegirl doesn’t
lookhappyandexcitedliketheother
children.Icantry different things to
helpmeunderstandthis, likeasking
questionsaboutkeydetailsin the
text, rereadingthetext, looking for
cluesinthepictures,andthinking
aboutwhatIalreadyknow.
DOK2
24 Module 1

First, we took a bus.
Nan was my partner.
25
Phonics/Decoding
in Context
Help children point to the word
Nan.Review that when aword hasa
in theword: /n/ /ă/ /n/, Nan.Have
children repeat.Point out that the
nameNanbeginsandendswith the
samesound.
underlinethe word Nan. Have
them circlethe letters Nandn.
MySchoolTrip 25

Nan was new at school.
Was Nan mad?
Was Nan sad?
26
DOK2
Notice & Note
Contrasts and
Contradictions
• Remind children that when a
character actsor feels differently
fromwhat weexpect, the author
is showing them something
importantabout the character.Tell
them theyshould stopreadingto
noticeandnote,which is awayto
monitor andclarify.
• Havechildrenexplainwhy they
might usethis strategy onpage26.
(Allthechildren,exceptforNan,look
happytobegoingonaschooltrip.)
underlinethe words onthe pagethat
describe feelings.
• Remindthem of the Anchor
Question:Why might Nan feel
this way? (Possibleresponses:Nan
maybeshy;shemaybeafraid.)
26 Module 1

The trip was to Butterfly Garden!
27
ASK:Whathappensat Butterfly
Garden?(Peoplelearnabout
butterflies.)
FOLLOW-UP: What evidence lets
you know? (Theillustration shows
butterflies flyingall around;aguide
istalking to agroupofchildren
aboutbutterflies.)
circle the details in the illustrationon
page27that helpthem answerthe
questions.
DOK2
QuickTeachWords
Asneededto support children's
comprehension, briefly explain the
meaningof butterfly andgardenin
this context.
• Abutterfly is aninsect that usually
hasbeautiful wings.
• Agardenis anareawhereplants,
like flowers or vegetables, grow.
In this story, Butterfly Gardenis a
specialplaceto seebutterflies.
MySchoolTrip 27

Pam had a butterfly.
Dan had a butterfly.
28
TARGETEDCLOSEREAD
Author’s Purpose
start looking for cluesabout the
author’s purpose for writing.
ASK:Beforeyou cantell why an
author wrote atext, you need to
think about what the author wrote.
Whatkind of text is this?(Possible
response:realistic fiction)
FOLLOW-UP:How does the author
let you know this?(Possibleresponse:
Shemakesthekidsactlikerealkids
evenif theyarenotreal.)
DOK3
Phonics/Decoding
in Context
Helpchildren pointto the word
Dan.Review that in words that havea
in theword: /d/ /ă/ /n/, Dan.Have
children repeat.
28 Module 1

I wished I had a butterfly.
29
Monitor and Clarify
ASK:Is there something on this
pageyou do not understand?
(Responseswill vary.)
FOLLOW-UP:Whatcould you do if
you did not understand what was
happening on this page?(Possible
responses:Icanaskmyselfquestions
aboutkeydetailsin thetext,rereadthe
words,lookat thedifferentparts ofthe
picture, andthinkaboutwhatIalready
knowaboutthoughtbubblesandthe
charactersin thestory.)
DOK2
MySchoolTrip 29

I had a butterfly!
Nan was sad.
30
ASK:Whyis the boy smiling and
pointing? (Nandoesnotknowthereis
abutterfly onherback.)
FOLLOW-UP:Whatdo you think
will happen next? (Possibleresponse:
Nanwill getthebutterfly shewishes
shehad.)
DOK2
Monitor and Clarify
MODELMONITORING
ANDCLARIFYING
THINKALOUD Animportant
detailinthetextisthatNanissad.
Iwonderwhy?I’ll lookat the
illustration andthinkaboutwhat
IalreadyknowsoIcananswermy
question.NowIsee!Theothergirl
hasabutterfly. IthinkNanissad
becauseshedoesn’thaveabutterfly
liketheothergirl has.
DOK2
30 Module 1

Nan had a butterfly!
Nan was happy at last.
31
ASK:HowdoesNanget abutterfly?
(Thegirl giveshertheonethatwason
Nan'sback.)
FOLLOW-UP:What evidence
lets you know that Nanfeels
happy about getting abutterfly?
(Thetextsaysshe’s“happy atlast”;
theillustration showsthegirl giving
Nanthebutterfly, andNanissmiling.)
circlethedetails in thetextand
illustrations that help them answer
the questions.
DOK3
MySchoolTrip 31

Nan is my new friend.
My school trip was great!
32
WrapUp
DOK2
TARGETEDCLOSEREAD
Author’s Purpose
Have children reread page 32 to
analyze the author’spurpose.
ASK:Why do you think the author
wrote this story? (to tell a nicestory
abouthowtwogirlsbecomefriends)
FOLLOW-UP:Whatdo you think the
author wants you to learn?(Possible
response:that beingkindto someone
whoisnewatschoolcanmake
everyonehappy)
DOK3
32 Module 1

by Aly G. Mays
Respond to
Reading
Use details from My School Trip to answer
these questions with a partner.
1. Monitor and Clarify When you came to
a part you did not understand, what did
you do to try to figure it out?
2. How can you tell that the two girls
become friends?
Talking Tip
Ask a question if you are not sure
about your partner’s ideas.
Why did you say ?
33
Academic Discussion
upon rules for discussion, such
aslistening carefully andasking
questions about things you
don’t understand.
Possibleresponses:
1. Iaskedquestions;Ithoughtabout
whatI alreadyknewthat couldhelp
meanswerthequestions;I reread
thetext;Ilookedforcluesinthe
pictures. DOK2
2. Thepictureshowsthegirls sitting
togetherontheridebacktoschool.
Theyaresmiling.Thetextsaysthat
Nanisthegirl’s newfriend. DOK2
MySchoolTrip 33

Cite Text
Evidence
Write a List
PROMPT Look back at My School Trip.
What does the girl who is telling the story
like about her trip?
PLAN First, draw or write four things the
girl likes about her trip.
What the
Girl Likes
34
Write About Reading
childrensharetheir ideas about
what the girl enjoyed about her trip.
Tellthem to usetextevidenceto
support their ideas.
• Thenreadaloud the Plansection.
Havechildren useideasfrom
the discussion in their drawing
or writing.
DOK3
34 Module 1

by Aly G. Mays
WRITE Now write a list of things that the
girl telling the story likes about her trip.
Remember to:
• List people, places, or things the girl
likes.
• Use the words and pictures from the story
35
and your web for ideas.
Responses may
vary.
Write About Reading
• Discusswith childrenwhat it
meansto cite evidencefrom the text
in their writing. Remindthem to use
details from the text andpictures to
help explain their ideas.
• Encouragechildrento add details
fromthe words andpictures in the
storyto tell about the people,
places,andthings in their lists.
DOK3
MySchoolTrip 35

Guided
Practice
Prepare to Read
GENRE STUDY Informational text is nonfiction.
It gives facts about a topic. Look for:
• facts about friends
• headings that stand out
• photos with labels
SET A PURPOSE Read to make smart
guesses, or inferences, about things
the author does not say. Use what you
already know and clues in the text and
pictures to help you.
POWER WORDS
kinds
together
Build Background: Kinds of Friends
36
ConceptWords
Children may see familiar words from
inAKids'GuidetoFriends. Writethese
wordsontheboard,readthemaloud,
anddiscusstheir meanings:cheer,
classmate,fun,Grandma,hi,sister,sorry.
Introduce the Text
• Guidechildrento setapurpose
for readingto practice howto use
details in the text andpictures to
makeinferencesabout keyideas
that arenot explicitly statedin
the text.
backgroundtopic, kinds of friends.
36 Module1

MakePredictions
• Pagethroughthe beginning of A
Kids’Guideto Friendswith children.
andthe photosandlabelsto
predictwhat the textwill beabout.
Promptthem with questionssuch
as:Whatarethechildrendoing?Why
doyouthinktheauthorlabeledsome
photos?Tell childrenthey will
return to their predictionsafter
they finishreading the text.
DOK2
SOCIALAND EMOTIONAL
LEARNING
Relationship Skills
thesequestionsafterreading the text.
ASK:Howdo you makefriends?
How do you keepyour friends?
VOCABULARY STRATEGY
Categorizing
• classmate(page 39)
• neighbor(page39)
• sister(page39)
AKids’Guideto Friends 37

Kinds of Friends
A friend is nice.
A friend likes to be with you.
A friend makes you happy.
Who can be your friend?
38
TARGETEDCLOSEREAD
Topicand CentralIdea
Havechildren reread pages38–39
to identify the topic of this partof
the text.
ASK:Whatis the topic of this part of
the text? (differentkindsoffriends)
FOLLOW-UP: What evidence helps
you understand this? (Thetext says
“Kinds of Friends”;thephotosshow
kindsoffriends andthethingsyoucan
dowiththem.)
underlinethe keydetails in the text
that describe what afriend is.
DOK2
38 Module 1

There are all kinds of friends!
cat
classmate neighbor
Grandma Dad
sister
39
MakeInferences
MODELMAKINGAN INFERENCE
THINKALOUD Theauthorsays
thereareall kindsof friends.The
photosshowdifferent peopleand
evenapet.Icanusethesedetailsin
thetextandphotosto makeasmart
guess,orinference,aboutakeyidea
that isnotexplainedin thetext.I
thinktheauthor issayingthat all
thesepeopleandthecatinthe
photoscanbeafriend.
DOK3
Phonics/Decoding
in Context
Help childrenpoint to the word Dad.
in theword: /d/ /ă/ /d/, Dad.Have
children repeat. Repeatthese steps
with the word cat.

Fun with Friends
Friends play.
Friends can be silly.
Friends like to be together.
What else can friends do?
40
confirmed what I already knew?
Askchildrento think about whether
what theyreadconfirmedor
changed their thinking.
• Have childrenexplain why they
might askthemselvesoneor
moreof the 3 Big Questionson
pages40–41. (Possibleresponse:I
canmakeasmartguessthatthe
author thoughtI couldanswerthe
questiononthis page.)
DOK2
Notice & Note
3 BigQuestions
Remind children that when they
arereading nonfiction,theyshould
stopandthink aboutthe 3Big
Questions. Sometimes, they will have
to make inferences to answer some of
thesequestions.
• What surprised me? Tell children
to pay attention to something they
find interesting or something
theylearned.
• What didthe authorthink I
alreadyknew?Havechildren note
ideasthat areconfusing or words
that theydonot know.
• What challenged, changed, or
40 Module 1

laugh
run dig
ride read
jump
The best times are with friends!
41
MakeInferences
ASK:Whydoesthe author saythat
“the best times are with friends”?
(It’s morefunto dothingswithfriends;
peoplearehappywhentheyarewith
friends.)
FOLLOW-UP:What evidence in the
text or photos helps you know?
(Possibleresponse:Thephotosshow
friendshavingagoodtime;I knowthat
IalwayshaveagoodtimewhenI’m
withmyfriends.)
choosethe activity theymostlike to
dowith their friendsfrom the labels
andphotosonthis pageandcircle it.
DOK2

Make New Friends
School is one place to find friends.
Look around.
42
MakeInferences
MODELMAKINGAN INFERENCE
THINKALOUD Theauthorsays
youcanfind friendsat schooland
thensaysto “lookaround.”If Ilook
aroundme,Iunderstandwhathe
means!Icanusethesedetailsto
makeaninferenceaboutakeyidea
that isnotexplainedin thetext.The
author wantsmeto knowthat the
childreninmyclasscanbemy
friends.
DOK2
42 Module 1

Be brave.
Say hi.
Ask someone to play with you.
43
QuickTeachWords
meaningof bravein this context.
• Bravemeansnot beingafraidto do
something new.
ASK:Whenhaveyou madeafriend?
(Responseswill vary.)
FOLLOW-UP:Whichthings from
the text did you do?(Responses
will vary.)
underlinethe things from the
texttheydid when theymadea
newfriend.
DOK2

Be fair.
Take turns.
Say sorry if you make a mistake.
Cheer each other up.
What else do good friends do?
44
TARGETEDCLOSEREAD
Topicand CentralIdea
analyze how thinking about the
relevantdetails in atext canhelp
them figure out the centralidea.
ASK:Whatcentral ideadoes the
author want you to learn from this
text? (It’s greatto havefriendsandto
beagoodfriend.)
FOLLOW-UP:Whichkey details
help you figure out the central idea?
(Thewordssayit feelsgoodtobea
friend; thephotosshowfriends having
funtogether.)
DOK3
QuickTeachWords
Asneededto supportcomprehension,
brieflyexplain the meaningof fair in
this context.
• If you arefair,you do theright thing
andtreat everyonethe sameway.
44 Module 1

play
smile wave
listen share
help
Try to make your friends happy!
45
MakeInferences
ASK:Whyis afriend happy
when you listen or help? (Possible
response:Listening andhelpingshow
that youcare.)
FOLLOW-UP:Whichdetails in the
text or photos help you know?
(Acceptreasonable responses.)
DOK2

It feels good to be a friend.
Let’s be friends!
46
WrapUp
DOK2
46 Module 1

Respond to
Reading
Use details from A Kids’ Guide to Friends
to answer these questions with a partner.
1. Make Inferences Why is it a good idea
to make new friends?
2. What are some different ways to be a
good friend?
Talking Tip
Wait for your turn to speak. Tell
about your ideas and feelings clearly.
I feel that .
47
Academic Discussion
upon rules for discussion, such
aswaiting for their turn to speak
andtelling about their ideasand
feelings clearly.
Possibleresponses:
1. Wehavefunwithfriends;friends
helpusandwehelpthem. DOK2
2. Wecanlisten,helpeachother,share
things,laugh,andhavefun. DOK2

Cite Text
Evidence
Write an Opinion
PROMPT Think about the different ways to
make friends in A Kids’ Guide to Friends.
Which way do you think is the best?
PLAN First, draw a picture. Show you making
a new friend, using the best way you learned
from A Kids’ Guide to Friends.
48
Write About Reading
children identify the different ways
to makefriendsthat the texttells
about,andwhich waytheythink is
best.Tellthemto usetextevidence
to support their ideas.
Have children use ideas from
the discussion a
s they create
their drawings.
DOK3
48 Module 1

WRITE Now write a sentence to tell which
way of making friends you think is the best.
Then write a reason why you think it is best.
Remember to:
• Tell your opinion.
49
• Use the word because when you write
your reason.
Responses may
vary.
Write About Reading
details from the text andphotosto
• Prompt childrento think about
their own experienceswith friends
to helpthemform anopinion. Also,
encouragethem to usethe word
becausein their writing.
DOK3

Guided
Practice
Prepare to Read
GENRE STUDY Fairy tales are old stories that
have made-up characters and events that
could not happen. Look for:
• phrases like Once upon a time
• a happy ending
SET A PURPOSE Ask questions before,
during, and after you read to help you
understand the text and get
information. Look for evidence in
the
text and pictures to answer your questions.
POWER WORDS
ugly
paddled
chilly
beautiful
changed
Meet Gail Carson Levine.
50
Introduce the Text
• Guidechildrento setapurpose
for readingto practice asking and
answering questions about key
details in atext.
author, Gail CarsonLevine.
ConceptWords
in BigDilly'sTale.Writethesewords
onthe board,readthem aloud, and
discuss their meanings:beak,duck,
duckling, nest,swan.
50 Module1

by Gail Carson Levine
illustrated by Jui Ishida
ly
VOCABULARY STRATEGY
Categorizing
• splashed(page53)
• paddled(page 54)
• played(page 60)
MakePredictions
• Pagethroughthe beginning of Big
Dilly’s Talewith children.
• Havethem useprior knowledge,
includingwhat theyknowabout
the characteristicsof fairy tales,
andthe illustrations to predictwhat
the story will beabout.Prompt
themwith questionssuchasthese:
Wheredoesthestorytakeplace?
Whatdoyouthinkwill happen?Tell
predictionsafter they finish
readingthe story.
DOK2
BigDilly’sTale 51

Once upon a time, Dilly was a
BIG duckling with a BIG beak.
A duck called him ugly.
52
AQUESTION
THINKALOUD Before,during,
andafterIread,Iaskmyself
questionsaboutthestory.AsIread,
I askmyselfquestionsaboutkey
detailsin thetextoraboutthings
Idon’t understand.I readthat aduck
calledDilly ugly.I askmyself,why
doestheduckthinkDilly isugly?I
lookatthepicturetoseeif that helps
answermyquestion.It does!Ithink
theducksaysDilly isuglyjust
becauseDilly looksdifferent from
theotherducks.
DOK2
TARGETEDCLOSEREAD
Characters
identify the storycharacters.
ASK:Whoarethe charactersin the
story? (two friends,Dilly andMinna)
underlinethe keydetails in the text
that describe Dilly andMinna.
FOLLOW-UP:Whatdo you know
about eachcharacter? (Dilly looks
differentfrom Minnaandtheother
ducks;Dilly andMinnaliketo havefun
together.)
DOK2
52 Module 1

Quack! Ha!
Honk! Ha!
His friend Minna called him cute.
Dilly splashed. Splat!
53
Phonics/Decoding
in Context
Help children point to the word His.
sound. Model blending the sounds
in theword: /h/ /ĭ/ /z/, His.Have
children repeat. Thenrepeat the
stepswith the word him.
BigDilly’sTale 53

paddled
One day, Dilly fast for fun.
But when he turned, he was alone.
And lost.
And afraid.
54
Question:Whymight Dilly feel
this way?(Heisaloneandlost.)
DOK2
Notice & Note
Contrasts and
Contradictions
• Remind children that when a
character actsor feels different from
what weexpect, the authoris
showing us something important
about the character.
• Tellthem that when that happens,
theyshould stopto noticeandnote,
which includes asking themselves
questionsabout what theyreadand
trying to figureout the answers.
• Have childrenexplainwhy
they might usethis strategy on
pages54–55. (Dilly wasalways
happybutnowheissadandafraid.)
underlinethe words on thesepages
that tell howDilly feels.
• Remindthem of the Anchor
54 Module 1

The next morning, a chilly wind blew.
Dilly wished for Minna.
55
ASK:Whyis Dilly alone?(Possible
responses:Minnacouldnotswimas
fastasDilly; Dilly washavingsomuch
fun,hedidn’t thinkaboutwherehe
wasgoing.)
FOLLOW-UP:Whatdo you
think Dilly will do? (Accept
DOK2
BigDilly’sTale 55

Then Dilly saw a girl.
She led him to her farm.
56
QuickTeachWords
meaningof farm in this context.
• Afarm isapiece ofland wherecrops
grow andanimalslive.
56 Module 1

The barn was warm.
Dilly found a nest just his size!
He lived at the farm for many weeks.
57
ASK:Whatquestions might you ask
about this part of the story?
(Possibleresponses:WhatdoesDilly
doatthefarm?WillDilly eversee
Minnaagain?)
FOLLOW-UP:How can you answer
your questions?(Possibleresponses:
Icankeepreading;Icanlookfor
evidencein thetextandpictures.)
DOK2
BigDilly’sTale 57

When spring came,
Dilly went to find Minna.
He saw the ducks!
And he saw swans.
58
TARGETEDCLOSEREAD
Characters
analyze the characters.
ASK:Whydo you think Dilly went to
find Minna? (Possibleresponse:
becausesheishisfriend)
FOLLOW-UP:Whichkey details
help you know?(Thewordssaythat
MinnathinksDilly iscute;Thepictures
showthat Dilly andMinnalikespending
timetogether.)
DOK2
QuickTeachWords
meaningof springin this context.
• Spring is the seasonafterwinter and
beforesummer.It is the timeof year
when plants beginto grow.
58 Module 1

Dilly looked at himself.
Oh! He saw a swan!
Dilly was not a duck after all!
Minna said he was still cute.
59
ASK:WhatdoesDilly learn onthis
page?(thatheisaswan)How does
helearn this?(Heseeshisreflection in
thepond.)
FOLLOW-UP:How are swans
andducksalike?How are they
different? (Possibleresponses:They
bothswimandhavebeaks;swansare
biggerthanducks.)
circlethe keydetails in the
illustrations that showhow swans
andducksarealike.
DOK3
BigDilly’sTale 59

Dilly played with the swans and
Minna and the other ducks.
He lived happily ever after!
Honk! Ha!
Quack! Ha!
60
WrapUp
Havechildren retell the events in
the fairy tale in order.Tell childrento
include keydetails in their retellings
andto describe the lessonthe
characters learned.
DOK2
AQUESTION
THINKALOUD Afterreadinga
story,I askquestionsaboutkey
detailsinthetextto besureI
understandwhatIread.I ask,What
wasthestorymostlyabout?Whatdid
thecharacterlearn?If I’m notsure
howtoanswermyquestions,Ilook
backat thetextandpicturestohelp
meanswerthem.
ASK:Whatquestions do you have
about this story? How will you
answer your questions?(Accept
DOK2
60 Module 1

ly
Respond to
Reading
Use details from Big Dilly’s Tale to answer
these questions with a partner.
1. Ask and Answer Questions What
questions did you ask yourself about Dilly
before, during, and after reading? How
did they help you understand the story?
2. What does Dilly learn about himself?
Talking Tip
Complete the sentence to add to
what your partner says.
My idea is .
61
Academic Discussion
taking turns speakingand adding to
their partners’ ideas.
Possibleresponses:
1. WhywasDilly biggerthantheother
ducks?WouldDilly everseeMinna
again? DOK2
2. EventhoughDilly looksdifferent,he
isstillspecial. DOK3
BigDilly’sTale 61

Cite Text
Evidence
Write a Description
PROMPT What is Dilly like in Big Dilly’s
Tale? Use ideas from the words and pictures
in the story to help you describe Dilly.
PLAN First, write words to tell what Dilly
looks like. Tell how he sounds and acts.
Looks Sounds Acts
62
Write About Reading
children describe Dilly and discuss
what hesaysanddoes,howhe
feels,andwhy hedoeswhat he
does.Tellthemto usetextevidence
to support their ideas.
Havechildren useideasfromthe
discussion to completetheir charts.
DOK3
62 Module 1

ly
WRITE Now write sentences to describe
what Dilly is like and why he does the things
he does. Remember to:
63
• Use words that tell how Dilly looks, sounds,
and acts. Tell why he acts that way.
• Put a period at the end of each sentence.
Responses may
vary.
Write About Reading
details from the text andpictures to
• Encouragechildrento adddetails
to their sentencesthat tell more
about what Dilly is like.In addition,
promptthemto addaperiod at the
endof their sentences.
• Tellchildrento include a
conclusion.
DOK3
BigDilly’sTale 63

Guided
Practice
Prepare to View
GENRE STUDY Songs are words set to music.
We can sing them out loud. Listen for:
• the tune, or how the song sounds
• words that repeat
• how the song makes you feel
SET A PURPOSE Watch to find out who the
characters are and what they look like.
Find out what the characters do and say.
This will help you understand how they
feel and why they act the way they do.
Meet The FuZees.
64
VIEWFORUNDERSTANDING
Introduce the Video
• Guidechildrentosetapurposefor
viewing topracticeusingkeydetails
tolearnaboutthecharacters.
• Provide informationabout
brothers Johnand Jacob—the
creators of TheFuZees.
64 Module1

I’MME
by The FuZees
MakePredictions
• Display the title pageof I’m Mefor
children.
andthe opening pictureto predict
what the videowill beabout.
Promptthem with questionssuch
asthese: Whydoyouthinkthe
characterisupsidedown?Whydo
youthink therearepicturesof
guitarsandballsaroundhim?Tell
predictionsafter they finish
watchingthe video.
DOK2
SOCIALAND EMOTIONAL
LEARNING
Relationship Skills
thesequestionsafterwatching the
video.
ASK:Whatmakesyou unique?
Whatmakesyour friend unique?
How do your differencesmake
you great friends?
I’mMe 65

As You View Get to know the characters!
Think about the words of the song. Watch
for the pictures that pop up. Use details in
the pictures and the song to help you
understand what the characters like, what
makes them special, and why they act the
way they do.
66
Characters
ASK:Whoarethe charactersin the
video? (two brothers,JacobandJosh)
FOLLOW-UP:Usekeydetails from
the songandthe picturesto
describewhat makeseachcharacter
special. (Possibleresponses:The
characterslikedifferentthings, and
theyliketo dodifferentthings.)
DOK3
WrapUp
madebeforeviewing the video. Have
children confirm or correcttheir
predictions, using evidence from the
songandimages.
DOK2
66 Module 1

I’M ME
by The FuZees
Respond to
Media
Use details from I’m Me to answer these
questions with a partner.
1. Characters Describe what the characters
are like. What things do they like? Why
do the characters do the things they do?
2. Why do the characters think it is good to
be unique?
Listening Tip
Listen carefully and politely. Look
at your partner to show that you
are paying attention.
67
Academic Discussion
listening carefully and looking at their
partner to showtheyarelistening.
Possible responses:
1. Thecharactersaretwofunny
brotherswith blackhair. Theyare
niceto eachother.Eachbrother likes
differentthings,likedifferentcolors,
music,andclothing; theydothose
thingsbecauseit makesthemfeel
happy. DOK 2
2. Theythinkit’s goodto beunique
becausethethingsthat makeyou
differentarethethingsthat make
youbeyou! DOK 2
I’mMe 67

Module
Wrap-Up
Let’s Wrap Up!
Essential Question
How can making new friends and
learning new things help us?
Pick one of these activities to show what
you have learned about the topic.
1. Welcome to Our Class!
How could you help a new
student feel welcome in
your class? Make a
poster with words and
pictures. Use ideas from
the texts you have read
about friends.
68
Revisitthe
EssentialQuestion
• Readaloud the Essential Question.
• Remindchildrenthat in this
module, they readdifferent texts
about the topic of newfriendsand
experiencesthat canhelp them
answerthe question. Havechildren
compareandcontrast the texts,
analyzing how eachtext helped
them understandthe overall topic.
• Havechildrenchooseoneof the
activitiesto showwhat theylearned
in this module.
Welcometo OurClass!
• Encouragechildren to revisit the
texts andthink about what it means
to beagoodfriend.Manyofthese
ideascanalsohelpanewstudent
feelwelcome. Forexample,sharing,
listening, playing, and helping
would helpanewstudentfeel
welcomein the classroom.
• Guidechildrentosharetheirposters
inasmallgroup.Havethemreadthe
labelsandphrasesontheirposters.
DOK2
68 Module 1

My Notes
2. Cheer for Friends!
Think about something
new you and a friend tried
to do or want to try to do.
Make up a cheer that describes
it. Practice the cheer. Then
share it with the class.
Word Challenge
Try to use the
word friendship
in your cheer.
69
Cheerfor Friends!
• Explain that mostcheershave
rhyming words. After children
chooseatopic for the cheer,guide
themto list pairs of rhyming words
that theycanusein their cheer.
Encouragethemto usethe word
friendshipin the cheer.
• Have childrenpractice the cheer
several times, focusingon the
volume of their voice andthe
rhythm of the words. Help them
makeword changesto improve
the rhythm.
DOK2
Brainstormand Plan
Havechildren usethe My Notes
spaceto jot down ideasfor their
chosenactivity. Remindthem to refer
backto their notes astheycomplete
the activity.
Module 1 69

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