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Wordless Picture Book Annotated Book Note
by General
The pages that follow include a brief introduction to each Book Note component to assist teachers with instructional decisions. Because of the differences among the three Level K book types, there are some minor variations across the Book Note content. The major components, however, remain the same. The following samples align to each book type, including annotations to describe the various components for each book type’s Book Note.
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PELÉ
Wit & Wisdom® Grade K Module 1: The Five Senses Set 1: Explore South America, Book 1 Literary Nonfi ction Wordless Picture Book
Fundations® Alignment Level K, Unit 1, Weeks 1–3
Module 1 • Pelé Shows alignment with Wit & Wisdom module Includes set information, genre category, and book type
Shows alignment with
Fundations® scope and sequence
Summarizes book and key ideas
Offers suggestions to boost student accessibility or reading experience Presents custom information related to the book, such as a brief introduction to vocabulary to support understanding of new content or a reminder of strategies for engaging with the featured book type
Connects information in the book to build knowledge about the world
Book Summary
In 1940, Edson Arantes do Nascimento was born in Brazil. His classmates called him Pelé. Pelé loved soccer. His family didn’t have much money, so Pelé used whatever he could fi nd as a soccer ball to play barefoot in the street with his friends. When Pelé was six, he got his fi rst real ball. At age thirteen, he joined his fi rst club team and received his fi rst uniform. Later, he was invited to join the Brazilian national team. The next year, the team played in the World Cup in Sweden. Pelé scored two goals in the fi nal game to help Brazil win, making Pelé the youngest World Cup champion in history at that time.
Teacher Note
Wordless Picture Books are positioned as the fi rst book of each set in Modules 1 and 2. Along with building new content knowledge, Wordless Picture Books are designed to promote concepts of print, support students’ understanding of basic story elements, and expand oral language and retelling skills. Use your knowledge of students’ abilities to determine when to introduce this book. Consider revisiting the book throughout the weeks specifi ed on the back of the book, as appropriate, allowing students to demonstrate their growing skills and knowledge with telling and retelling a story.
Pelé is the fi rst of two Wordless Picture Books in this module. Encourage students to study the illustrations closely to add details to each “reading” or retelling of the book. After listening to the About section read aloud, students can incorporate new details into their retellings. Students may need assistance using content vocabulary, such as equipment, goals, professional, soccer, team, and uniform. For more information on instructional strategies to use with Wordless Picture Books, see page 24 of this teacher resource.
Also, note that Pelé’s given name, Edson, is spelled slightly diff erently from Thomas Edison’s, for whom he was named.
World Connection
Each year on November 19, Pelé Day is celebrated in Santos, Brazil. Pelé played for the Santos Football Club from 1956 to 1974.
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Page 2
Module 1 • Pelé
Vocabulary Practice
Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book.
Let’s talk about one of the words in the About section of this book. This word is soccer. In this book, the word soccer means “a game played by two teams where players score points by kicking a ball into a goal.” Pelé loved soccer just as his father did. Additional Child-Read Vocabulary: equipment, famous, goals, invited, national, professional, stadium, uniform
Comprehension Discussion Guide
To support students in retelling, consider discussing the following questions:
Characters are who the book is about. This book is based on a real person, so instead of characters, we will talk about the main people or main person in this book. Who is the main person in this book? The main person in this book is a famous soccer player. The main person in this book is Pelé.
The setting tells where and when the book happens. What are the settings of this book? The settings are streets, soccer fi elds, and stadiums. The setting is Brazil. The setting is Sweden.
Tell about the beginning, middle, and end of this book. At the beginning, Pelé learns to play soccer barefoot, using whatever he can fi nd as a ball. In the middle, he gets a real ball, joins a team, and gets a uniform. At the end, Pelé plays on the national team and wins the World Cup for Brazil.
Notes:
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Builds vocabulary knowledge through consistent routines Specifies suggested words from the About section of the book that may require an introduction
Measures comprehension through general questions that correspond to genre Provides possible responses to monitor student understanding Supports students' abilities to fully retell a text
Offers flexible space for anecdotal note taking, data collection, and planning
Page 3
Module 1 • Pelé
Image Discussion Guide
Possible Opening Questions What do you notice about the images? What do you wonder? What can you learn from the images? How do the images build your knowledge?
Page(s) Things to Notice More to Discuss
title page Pelé has the number 10 on his shirt. Traditionally, the number 10 jersey was given to a player in a forward position who usually scored goals. After Pelé wore the number 10 jersey, wearing this jersey number became an honor. It is now worn by one of the best players on a team.
1 The fl ag on the map is yellow, green, and blue. This is the Brazilian fl ag. The yellow diamond represents the gold that can be found in Brazil. The green background stands for all the plants and forests that grow there. The blue circle represents the night sky.
18–19 Pelé is fl ying over water. In 1958, Pelé and his team traveled to Sweden to play in the World Cup soccer tournament. Teams must qualify to be included. As of 2019, Brazil has qualifi ed for every World Cup since it began in 1930 and has won fi ve times.
26–27 Numbers are below the pictures on the page. These numbers are called a timeline. The numbers show the order, or sequence, of some important events in Pelé’s life. The numbers at the bottom show Pelé’s age, and the numbers at the top show the year when each event happened.
Notes: Deepens learning through discussion Illuminates rich content knowledge contained in illustrations Includes possible things students may notice as well as more information for the teacher to add to the discussion
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Page 4
Module 1 • Pelé
Teachable Moments
Vocabulary | Clarifying Multiple-Meaning Words Some words can be used in diff erent ways. For example, the word star can mean “a shape with fi ve points.” It can also mean “a very famous person.”
Ask: “In the fi rst sentence on page 28, ‘In 1940, in the country of Brazil, a future soccer star was born,’ what does the word star mean?”
If students need extra support, encourage them to use the other words and the illustrations to help them determine the meaning of the word star.
Retelling | Using Sequence Words When you retell a book, you tell about what happened. You describe the characters or people in the book, where the book takes place, and the events in order. When you retell the events, you can use sequencing words like fi rst, then, next, and fi nally.
On pages 4–5, you could retell the events on these pages by saying, “First, Pelé collected materials, and then he stuff ed them in a sock. Next, he tied the sock into a ball. Finally, he played with the ball.”
Show students the illustrations on pages 6 and 7.
Ask: “What happened fi rst?”
Then ask: “How could you retell the events on these pages using sequencing words?”
Response Journal Ideas
Depending on students’ readiness, they may draw, dictate, label, or write their responses.
Choose an illustration or photograph that taught you something new. Share what you learned. Choose a word you learned from this book. Draw a picture to show what it means. Integrates skills instruction, including opportunities for practice with language, retelling, and vocabulary
Creates opportunities to record learning Provides a variety of ways for students to respond, including through dictating, drawing, writing, or discussion
