49 minute read
Module 1
by General
PELÉ
Wit & Wisdom® Grade K Module 1: The Five Senses Set 1: Explore South America, Book 1 Literary Nonfiction Wordless Picture Book
Fundations® Alignment Level K, Unit 1, Weeks 1–3
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 find as a soccer ball to play barefoot in the street with his friends. When Pelé was six, he got his first real ball. At age thirteen, he joined his first club team and received his first 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 final 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 first 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 specified 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 first 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 differently 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.
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 fields, 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 find 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:
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 flag on the map is yellow, green, and blue. This is the Brazilian flag. 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 flying 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 qualified for every World Cup since it began in 1930 and has won five 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:
Teachable Moments
Vocabulary | Clarifying Multiple-Meaning Words Some words can be used in different ways. For example, the word star can mean “a shape with five points.” It can also mean “a very famous person.”
Ask: “In the first 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 first, then, next, and finally.
On pages 4–5, you could retell the events on these pages by saying, “First, Pelé collected materials, and then he stuffed 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 first?”
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.
FABRIC OF THE ANDES
Wit & Wisdom® Grade K Module 1: The Five Senses Set 1: Explore South America, Book 2 Literary Sound Search Book
Fundations® Focus Letter Sounds: t /t/; b /b/; f /f/ Level K, Unit 1, Week 1
FABRIC OF THE ANDES
illustrations by John Joven
Book Summary
Tupa and his family live in the Andes Mountains in Peru. They work together to make fabric using the wool from their alpacas. First, they use tools to shear the wool. Next, they spin the wool into yarn. Then, the family collects flowers, bark, and bugs to dye the yarn different colors. Tupa’s mother and aunt then build a loom and use it to weave the yarn into fabric. Finally, the family goes to the market to sell the blankets and clothes they made with the fabric.
Teacher Note
This book is a Sound Search Book. In this book type, students practice phonemic awareness and phonetic skills while building content knowledge. Note that the word lists that accompany each Sound Search Book are not meant to be a checklist. Teachers can use these lists to support students in finding as many illustrations as possible based on their vocabulary knowledge, phonemic awareness, and phonetic skills. For more instructional strategies for Sound Search Books, see pages 41–43 of this teacher resource.
Consider sharing the About section on page 12 after reading this book to provide more details about the story. The About section deepens students’ content knowledge and vocabulary understanding, enabling them to more accurately describe the book’s sequence. The About section for this book includes terms related to fabric weaving, such as shuttles, spindles, and threads. As you read these words, consider pointing out each corresponding image to help students better understand the terms.
In addition, to enrich students’ understanding of fabric weaving, you may wish to locate and share examples of different fabrics. This type of experiential activity can help extend students’ understanding of the Wit & Wisdom module content.
World Connection
The Andes Mountains run along the western coast of South America. This series of mountain ranges spans seven countries: Venezuela, Colombia, Ecuador, Peru, Bolivia, Chile, and Argentina.
Fundations® Alignment
Words Beginning with Fundations® Focus Letter Sounds Level K, Unit 1
The following words feature the Focus Letter Sounds and appear as illustrations in this book. The page numbers indicate the first instance of each featured illustration. Some rows may have gray boxes. These boxes indicate where students are not prompted to search for illustrations with that Focus Letter Sound. Based on your knowledge of students’ vocabulary, help students locate as many illustrations as possible. This list is not designed to be a checklist, but rather a tool for introducing vocabulary and reinforcing letter-sound knowledge.
pp. 0–1
/t/__
teeth
Tupa
/b/__ blue bird
boy
/f/__
fabric
face
fly fog fur
pp. 2–3
pp. 4–5
pp. 6–7 table
tail toe(s) tool toy(s)
toss
tug basket(s) boil
braid
brother
bug
baby back
bag ball
branch family father finger(s) foot
fox
frog
fire flower(s)
pp. 8–9
pp. 10–11 tongue
textile tomato(es)
bell block(s) button(s)
bench finger puppet flute(s)
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 this book. This word is fabric. In this book, the word fabric means “a type of cloth.” Tupa and his family turn yarn made from alpaca wool into fabric (p. 8). Additional Vocabulary to Discuss: dye, herd, loom, process, shear, spin, textiles, tool, weave, wool
Notes:
Comprehension Discussion Guide
To support students in retelling, consider discussing the following questions:
Characters are who the book is about. Who are the characters in this book?
The characters in this book are Tupa and his brother, father, mother, and aunt. The characters in this book are a family that makes fabric.
The setting tells where and when the book happens. What is the setting of this book? The setting of this book is the mountains. The setting is Peru.
Tell about the beginning, middle, and end of this book. At the beginning, Tupa and his family shear wool from their alpacas and turn it into yarn. In the middle, the family works together to dye the yarn and weave it into fabric. At the end, they sell items at the market that they made from the fabric.
Notes:
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
2
4 The woman has a bright hat and clothing. This woman is a member of the Quechua people. The Quechua are native people from areas of South America, including Peru. Each Quechua village has its own traditional style of dress. Traditional styles for women often include brightly colored skirts, capes or shawls, and hats with detailed embroidery.
That looks like a sheep. This is an alpaca. Quechua women and children tend herds of alpacas, sheep, and llamas all year. Each spring, the families shear the animals, or remove their wool.
The boy is carrying flowers in a basket. Many different natural ingredients are used to make the dye that colors the wool. The bark of the yanali tree is used to make orange dye. Ground-up q’olle flowers make yellow. Red dye comes from the crushed bits of a dried cochineal insect.
8–9 They are making patterns with the yarn. Tupa’s mother and aunt use colors to make shapes and patterns in the fabric. These patterns can be important symbols for the Quechua people. Long ago, rather than using writing, the Quechua wove specific colors and patterns to tell stories, share thoughts, and make observations about the world.
Notes:
Teachable Moments
Vocabulary | Categorizing Words When we sort, or categorize, words or phrases, we group similar words. Many words in this book have to do with making fabric. One example is wool.
Ask: “What other words in this book have to do with making fabric?”
Examples include dye, loom, shear, spin, tool(s), weave, and yarn.
Style and Conventions | Using Complete Sentences When you talk about, or discuss, the images in a book, you can point to the characters or people and name them. You can also use complete sentences when talking about the people you see. For example, you can tell who you see and what they are doing. On pages 2 and 3, you see Tupa’s brother, and he is shearing wool. Your complete sentence could be “Tupa’s brother is shearing wool.”
Ask: “On page 4, who is another person you see?”
Then ask: “What is that person doing?”
Encourage students to combine that information into a complete sentence to tell what they see. Examples could include “Tupa is collecting flowers” or “Tupa’s mother is dying the yarn.”
As applicable, encourage students to discuss how they use different senses to discuss the images in the book.
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.
GALÁPAGOS ADVENTURE
Wit & Wisdom® Grade K Module 1: The Five Senses Set 1: Explore South America, Book 3 Literary Sound Search Book
Fundations® Focus Letter Sounds: f /f/; n /n/; m /m/ Level K, Unit 1, Week 2
Galápagos Adventure
illustrations by Allysa Hallett
Book Summary
Nina, Felipe, and their mom explore the Galápagos Islands with their tour guide, Marcos. Along the way, they learn about the islands’ unusual animals. Their first stop is the island of Santa Cruz. On the way, they see a blue-footed booby, schools of fish, and pelicans. On Santa Cruz, the group visits a research station and studies Galápagos giant tortoises. Traveling to Isabela Island, they notice aquatic species, including a minke whale, manta rays, and a Portuguese man-of-war. Hiking through lava fields on Isabela Island, the family observes a flock of flamingos. The group ends their journey on Santiago Island, learning about iguanas, crabs, and mussels.
Teacher Note
While reading aloud the book title, consider showing students the location of the Galápagos Islands by using the map on the opening pages of the book.
Also, it may be beneficial to note that this is a fictional story that takes place in a real-life setting. Consider sharing the More section (on the inside back cover) before beginning the book to provide additional context about the various wildlife that inhabits the Galápagos Islands. Although the Response Journal ideas are similar throughout this module, the rigor can be increased as students progress through drawing, dictating, labeling, and then writing as they are able.
As you review the Fundations® Alignment box, note that a flycatcher is a type of bird.
World Connection
The Galápagos Islands are in the Pacific Ocean, about 600 miles off the coast of Ecuador in South America. These islands became more well known after the 19th-century scientist Charles Darwin wrote about his experiences there.
Fundations® Alignment
Words Beginning with Fundations® Focus Letter Sounds Level K, Unit 1 The following words feature the Focus Letter Sounds and appear as illustrations in this book. The page numbers indicate the first instance of each featured illustration. Some rows may have gray boxes. These boxes indicate where students are not prompted to search for illustrations with that Focus Letter Sound. Based on your knowledge of students’ vocabulary, help students locate as many illustrations as possible. This list is not designed to be a checklist, but rather a tool for introducing vocabulary and reinforcing letter-sound knowledge.
pp. 0–1 face family Felipe
/f/__
finger(s) flag
pp. 2–3 feather(s) feet
fin
fish
fisherman
fishing pole flap float
flock flower(s) fly foam
pp. 4–5 fern
flycatcher
/n/__
neck
necklace
Nina nose
notebook
nest
net
name tag needle(s) nine
/m/__
map
mom
pp. 6–7
pp. 8–9 flip
finch flamingo(s) nectar man-of-war
manta ray mat
minke whale mist
moon
mountain
mug
man
Marcos
mud
pp. 10–11 nap
magazine magnifying glass marine iguana mast minnows
motorboat
mussel
Fundations® Focus Letter Sound Words Review Level K, Unit 1 By this point in the Fundations® progression, students have learned the sounds /t/ and /b/. On a reread of this text, consider having students search for objects that begin with these review sounds (e.g., tortoise on p. 5 and bird on p. 2).
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 this book. This word is island. In this book, the word island means “an area of land surrounded by water.” Nina, Felipe, and their mom will visit more than one island (p. 1). Additional Vocabulary to Discuss: adventure, distance, flock, hike, marine, research, sketch, volcanoes, wildlife
Notes:
Comprehension Discussion Guide
To support students in retelling, consider discussing the following questions:
Characters are who the book is about. Who are the characters in this book?
The characters in this book are a girl, a boy, a mom, and a tour guide. The characters in this book are Nina, Felipe, their mom, and Marcos, the tour guide.
The setting tells where and when the book happens. What is the setting of this book? The setting of this book is a group of islands. The setting is the Galápagos Islands.
Tell about the beginning, middle, and end of this book. At the beginning, Nina, Felipe, their mom, and a tour guide travel to the islands on a boat. In the middle, they visit a research center and then see lots of sea animals on their boat ride to the next island. At the end, they go on a hike and visit one more island, where they sketch and study animals that live near the water.
Notes:
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 Things to Notice More to Discuss
1 They are looking at a map. They are looking at a map of the Galápagos Islands, off the western coast of South America. Due to the islands’ great distance from other land, many unique animals live only on the Galápagos Islands and have never migrated to other places. Scientists have studied life on these islands for almost 200 years.
3 The bird has blue feet. This bird is called a blue-footed booby. Some of the nutrients in the fish the birds eat give the boobies their bright blue feet. Both males and females use their large feet to protect and keep their babies warm.
5
6 Those are big turtles. These animals are tortoises. Some can weigh more than 500 pounds. Tortoises are land animals, while turtles are often found in the water. The islands are named after these animals. The Spanish word galápago means “tortoise.”
The manta ray is jumping out of the water. Some rays can jump up to six feet in the air. Scientists continue to study why manta rays jump. One reason may be to communicate with other rays.
Notes:
Teachable Moments
Vocabulary | Identifying Opposites Opposites are two words that are as different as can be from each other. For example, in and out are opposites because the words have completely different meanings.
Read aloud page 4 and ask: “What is the opposite of giant?”
Then ask: “What is the opposite of long?”
If students need extra support, consider providing examples of items that are giant and tiny, or long and short.
Style and Conventions | Using Complete Sentences When you talk about, or discuss, the images in a book, you can point to animals and name them. You can also use complete sentences when talking about the animals you see. For example, you can tell what you see and what the animal is doing. On page 2, there is a bird, and it is flying. Your complete sentence could be “A bird is flying.”
Ask: “On pages 2 and 3, what is another animal that you see?”
Then ask: “What is that animal doing?”
Encourage students to combine that information into a complete sentence to tell what they see. Examples could include “A fish is swimming” or “A bird is standing.”
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.
A DAY AT THE MARKET
Wit & Wisdom® Grade K Module 1: The Five Senses Set 1: Explore South America, Book 4 Literary Sound Search Book
Fundations® Focus Letter Sounds: m /m/; i /ĭ /; u /ŭ/ Level K, Unit 1, Week 3
A Day at the Market
illustrations by Lesley Vamos
Book Summary
Izabel and her uncle go to Ver-o-Peso market in Brazil to shop for a birthday gift for her mom. First, Izabel and her uncle visit the fruit market and browse the many products, including mangoes, papayas, and coconuts. Then, they wander through the fish market, where fish from the Amazon River are being sold. Next, they visit the marina, where boats can unload fish, fruit, and other products. As the rain starts, Izabel and her uncle move into the arts and crafts market, still looking for the perfect gift. Finally, they choose a mirror and leave the market as it is getting dark.
Teacher Note
Consider sharing the More section and map (on the inside back cover) before beginning this book to provide more context about the Ver-o-Peso market and the Amazon River basin. It may be beneficial to point out that this book is set in Brazil, a country on the continent of South America.
Note that this book includes short vowels as Focus Letter Sounds. While many of the featured illustrations for these short vowel sounds are nouns, some adjectives, adverbs, or verbs beginning with the Focus Letter Sound may also be featured in the scene. Consult the Sound Search section for examples and support students as needed.
Note that the illustration for mosquitoes on pages 4 and 5 depicts their movement rather than their exact form.
In addition, to enrich students’ understanding of the market, consider providing examples of the various fruits featured in this book for students to see, touch, smell, and taste. This type of experiential activity can help to extend students’ understanding of the Wit & Wisdom module content.
World Connection
Fundations® Alignment
Words Beginning with Fundations® Focus Letter Sounds Level K, Unit 1
The following words feature the Focus Letter Sounds and appear as illustrations in this book. The page numbers indicate the first instance of each featured illustration. Some rows may have gray boxes. These boxes indicate where students are not prompted to search for illustrations with that Focus Letter Sound. Based on your knowledge of students’ vocabulary, help students locate as many illustrations as possible. This list is not designed to be a checklist, but rather a tool for introducing vocabulary and reinforcing letter-sound knowledge.
pp. 0–1
/m/__ man mango(es)
map market
/ĭ/__ insect(s) instrument
Izabel
/ŭ/__ umbrella(s) uncle
pp. 2–3 mail mailbag mat melon(s) mint mom
money
mouse
mug mushroom(s)
pp. 4–5 magnifying glass meat mosquito(es) musician
pp. 6–7
pp. 8–9 marina
mackerel
mirror
music
igloo iguana inchworm
inside
itch
illustrator
invitation(s) under
untied
up upside down
unhooked
pp. 10–11 moon
By this point in the Fundations® progression, students have learned the sounds /b/ and /f/. On a reread of this text, consider having students search for objects that begin with these review sounds (e.g., balloon on p. 7 and fish on p. 4).
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 this book. This word is market. In this book, the word market means “a place where food and other items are bought and sold.” Izabel and her uncle go to the market to buy a birthday gift for her mom (p. 1). Additional Vocabulary to Discuss: explore, illustrator, instrument, marina, mirror, perfect, searching, study, wonders
Notes:
Comprehension Discussion Guide
To support students in retelling, consider discussing the following questions:
Characters are who the book is about. Who are the characters in this book?
The characters in this book are a girl and her uncle. The characters in this book are Izabel and her uncle.
The setting tells where and when the book happens. What is the setting of this book? The setting of this book is a market. The setting is the Ver-o-Peso market in Brazil.
Tell about the beginning, middle, and end of this book. At the beginning, Izabel and her uncle go to the market to find the perfect birthday gift for her mom. In the middle, they visit the fruit market, fish market, and marina. At the end, they leave the market with the perfect birthday gift—a mirror from the arts and crafts market.
Notes:
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 Things to Notice More to Discuss
2
4 Green apples are next to the mangoes.
A big fish is on top of the ice. These green fruits are guavas. The inside of guavas are often pink or white. The guava rind and seeds are also edible. These fruits are a good source of vitamins A, B, and C.
This giant fish is a type of catfish called a piraiba. It is one of the largest freshwater fish in the world and can only be found deep in the rivers of the Amazon Rainforest.
6
7 There are a bunch of grapes on the table behind Izabel’s uncle.
Boats are in the background. These are açaí berries. This fruit can be found growing near the Amazon River. Açaí berries are native plants to certain areas of Central and South America, including Brazil.
The market is located next to a marina in the river. A marina is an area where small boats can dock. The docks provide an area to unload people and goods.
Notes:
Teachable Moments
Vocabulary | Categorizing Words When we sort, or categorize, words or phrases, we group similar words. Many words in this book are types of food. One example is fish.
Ask: “What other words in this book are types of food?”
Examples include fruit, mango, and mushrooms.
Style and Conventions | Using Complete Sentences When you talk about, or discuss, the images in a book, you can point to the items and name them. You can also use complete sentences to describe the items you see. For example, you can tell what you see and how it looks. On page 7, there is a balloon, and it is pink. Your complete sentence could be “The balloon is pink.”
Ask: “On pages 8 and 9, what is another item at the market that you see?”
Then ask: “What does that item look like?”
Encourage students to combine that information into a complete sentence to tell what they see. Examples could include “The umbrella is yellow” or “The mirror is a rectangle.”
As applicable, encourage students to discuss how they use different senses to discuss the images in the book.
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.
CLAY ARMY
Wit & Wisdom® Grade K Module 1: The Five Senses Set 2: Experience Museums, Book 1 Literary Nonfiction Wordless Picture Book
Fundations® Alignment Level K, Unit 1, Weeks 4–6
Book Summary
In 1974, Chinese farmers uncovered portions of ancient statues. Uncertain of what they had found, the farmers reported their discovery to the government. Next, government officials called on archaeologist Zhao Kangmin to excavate the site. Kangmin, along with a team of archaeologists, reassembled the statues piece by piece until they unearthed an entire army of warriors. Later, a museum was built around the dig site to preserve the Terra-Cotta Army, an archaeological treasure.
Teacher Note
Wordless Picture Books are positioned as the first 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 specified on the back of the book, as appropriate, allowing students to demonstrate their growing skills and knowledge with telling and retelling a story.
Clay Army is the second 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 archaeologist, army, discovery, museum, statue, and terra-cotta. For more information on instructional strategies to use with Wordless Picture Books, see pages 38–40 of this teacher resource.
To avoid any student misunderstandings, it may also be helpful to clarify that the images on the front cover, as well as throughout the book, feature clay statues and not actual bodies.
World Connection
In addition to ordering the construction of the Terra-Cotta Army, the first emperor of China, Qin Shi Huang, also laid the foundation for the Great Wall of China by requesting the fortification of borders throughout his empire.
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 archaeologist. In this book, the word archaeologist means “a person who studies objects from long ago.” The archaeologist put together the pieces of a statue (pp. 10–14). Additional Vocabulary to Discuss: army, China, discovery, museum, statue, terra-cotta, warrior
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 real events, so instead of characters, we will talk about the main people in this book. Who are the main people in this book? The main people in this book are the farmers and the archaeologists.
The setting tells where and when the book happens. What is the setting of this book? The setting is a farm where farmers found old statues. The setting is China.
Tell about the beginning, middle, and end of this book. At the beginning, the farmers discover clay pieces in the dirt. In the middle, the archaeologist digs out the pieces and puts the parts of the soldier statues back together. At the end, a museum is built around the statues. People visit the museum to see the Terra-Cotta Army.
Notes:
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 Things to Notice More to Discuss
1
4 One part of the map is yellow.
The men have red lines and dots above their heads.
6 Dotted lines connect the pictures.
23 A drawing of a building is in front of the statues. The yellow part shows China, the country where this book takes place. The light section in the yellow part is the province in which the Terra-Cotta Army was found, and the star marks the city.
One of the punctuation marks is called an exclamation point. An exclamation point is used at the end of a sentence to show excitement. The other two punctuation marks are question marks. The illustrator included an exclamation point and question marks in this illustration to show that the farmers were surprised by, and curious about, what they found.
These dotted lines show the order of the phone calls. First, the farmers called the government officials. Then, they called the archaeologist. A similar series of events is shown on page 15.
This drawing shows the design of the new museum. The museum was built around the pits where the soldier statues were found.
Notes:
Teachable Moments
Vocabulary | Connecting Words and Their Use Archaeologists use many tools to find objects from long ago, or artifacts. The illustrations in this book show many of these tools.
Show students the illustrations on pages 8 and 9.
Ask: “What tools do you see the archaeologist using on these pages?”
Then ask: “What is the archaeologist using these tools for?”
Students may name tools such as a brush or string. Explain that string is used to divide a dig site into smaller spaces. Once the site has been marked off, archaeologists write down what they find in each small space. Support students in finding tools featured in other illustrations, such as picks, shovels, and trowels.
Retelling | Using Sequence Words When you retell a story, 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 first, then, next, and finally.
On pages 4–7, you could retell the events on these pages by saying, “First, the farmers were digging, and then they found a clay head. Next, the farmers called other people to tell them what they found. Finally, an archaeologist came to see what the farmers found.”
Show students the illustrations on pages 10–14.
Ask: “What happened first?”
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.
VISIT THE ART MUSEUM
Wit & Wisdom® Grade K Module 1: The Five Senses Set 2: Experience Museums, Book 2 Literary Sound Search Book
Fundations® Focus Letter Sounds: c /k/; o /ŏ/ Level K, Unit 1, Week 4
Visit the Art Museum
illustrated by Eric Puybaret
Book Summary
Carmen and her family visit the National Gallery of Art in Washington, DC. In the first gallery, they see two paintings by Pablo Picasso. Next, they view a painting by Morris Louis and a large collage by Henri Matisse. Then, they see paintings by Claude Monet and a self-portrait by Vincent van Gogh. In the last gallery, Carmen sees the ostrich print from the banner that hangs outside the museum. Finally, Carmen and her family go outside to visit the Sculpture Garden.
Teacher Note
Several books within the Geodes modules encourage the close study and appreciation of art and artists. Beginning with this book, students will have many opportunities to study art and artists throughout all Geodes levels.
It may be beneficial to note that this is a fictional story that takes place in a real-life setting. While all the pieces shown are part of the National Gallery of Art collection, the placement of the pieces within the book was based on the story context rather than on the actual location of the pieces in the museum. Consider sharing the About section on page 12 after reading this book to provide more context about the artwork that can be found at the National Gallery of Art. The About section lists the featured works of art for this book to support students as they sequence their retelling.
Also note that this book includes a short vowel as a Focus Letter Sound. While many of the featured illustrations for this short vowel sound are nouns, some adjectives, adverbs, or verbs beginning with the Focus Letter Sound may also be featured in the scene.
In addition, students may benefit from a discussion of museum-related vocabulary: artist, artwork, collage, colorful, gallery, painting(s), print, sculpture, self-portrait, and sketches. Additional vocabulary practice supports students’ language development, fluency, and comprehension.
World Connection
The National Gallery of Art was established by an act of Congress in 1937. Andrew W. Mellon, a wealthy art collector and public servant, came up with the idea of a national art museum in the United States.
Fundations® Alignment
Words Beginning with Fundations® Focus Letter Sounds Level K, Unit 1
The following words feature the Focus Letter Sounds and appear as illustrations in this book. The page numbers indicate the first instance of each featured illustration. Some rows may have gray boxes. These boxes indicate where students are not prompted to search for illustrations with that Focus Letter Sound. Based on your knowledge of students’ vocabulary, help students locate as many illustrations as possible. This list is not designed to be a checklist, but rather a tool for introducing vocabulary and reinforcing letter-sound knowledge.
/k/__
pp. 0–1
pp. 2–3 camera
cane
cape Carmen
cat cloud(s) coat(s) color(s) (featured in artwork)
cap (featured in artwork) crayon(s) cup (featured in artwork)
pp. 4–5 collage (featured in artwork) column(s) (featured in artwork)
pp. 6–7 cradle (featured in artwork) curtain (featured in artwork)
pp. 8–9 candle (featured in artwork)
pp. 10–11 candy cane cube(s) (featured in artwork)
/ŏ/__
officer ostrich (featured in artwork) otter
ox oxen (featured in artwork)
observe
octopus
olive(s)
object(s) (featured in artwork) off (featured in artwork) on (featured in artwork)
By this point in the Fundations® progression, students have learned the sounds /t/ and /ŭ/. On a reread of this text, consider having students search for objects that begin with these review sounds (e.g., table on p. 2 and up on p. 4).
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 this book. This word is observe. In this book, the word observe means “to look at closely and carefully.” Carmen and her family observe the paintings (p. 2). Additional Vocabulary to Discuss: artist, artwork, collage, gallery, museum, print, sculpture, sketches, views, visit
Notes:
Comprehension Discussion Guide
To support students in retelling, consider discussing the following questions:
Characters are who the book is about. Who are the characters in this book?
The characters in this book are a girl and her family. The characters in this book are Carmen, her sister, her mom, and her grandma.
The setting tells where and when the book happens. What is the setting of this book? The setting of this book is an art museum. The setting is the National Gallery of Art. The setting of this book is Washington, DC.
Tell about the beginning, middle, and end of this book. At the beginning, Carmen and her family visit an art museum. In the middle, they see many paintings and prints by famous artists. At the end, they go outside to visit the Sculpture Garden.
Notes:
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
0-1 The building looks like an H. This is the East Building of the National Gallery of Art in Washington, DC. The East Building was designed by architect I. M. Pei and was opened in 1978. It is connected to the original West Building by an underground passageway. The West Building entrance is shown on the back cover of the book.
2
4 A man is sitting on the floor.
The lines on the painting look wavy.
10 That brush looks really big. Some museums allow visitors to learn from the artists by drawing or sketching what they observe.
Morris Louis used a technique called staining to create these lines. He poured the paint onto the canvas and tilted the canvas to direct the paint flow. Morris used a thin paint with a consistency like maple syrup because the paint flowed easily across the canvas. This piece, Beta Kappa, is 8 1/2 feet tall and 14 feet wide.
Claes Oldenburg and his wife Coosje van Bruggen collaborated on many large sculptures. This sculpture of a typewriter eraser is almost 20 feet tall. As a child, Oldenburg often played with a typewriter eraser when he visited his father’s office.
Notes:
Teachable Moments
Style and Conventions | Using Complete Sentences When you talk about, or discuss, the images in a book, you can point to a character, item, or animal and name each. You can also use complete sentences when talking about the character, item, or animal you see. For example, you can tell who or what you see and what that character, item, or animal is doing. On page 2, the girl in the painting is eating. Your complete sentence could be “A girl is eating.”
Ask: “On page 8, what animals do you see in the prints?”
Then ask: “What are the oxen and ostrich doing?”
Encourage students to combine that information into a complete sentence to tell what they see. Examples could include “The oxen are banging heads” or “The ostrich is running.”
As applicable, encourage students to discuss how they use different senses to discuss the images in the book.
Design Features | Using Illustrations The text and illustrations in this book work together to tell about some pieces of art found at the National Gallery of Art. The About section on page 12 includes images of the artwork seen by the family in the story. Each image is labeled with the name of the artwork, the artist(s) who created it, and when it was made.
Read the labels as students move their fingers along the dotted line, starting with the image at the top.
Ask: “What artwork do Carmen and her family see at the museum?”
Then ask: “How can you add more details by describing what they may see or hear?”
Encourage students to describe what the characters may see or hear as they experience these famous pieces of art.
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.
MUSEUM CAT
Wit & Wisdom® Grade K Module 1: The Five Senses Set 2: Experience Museums, Book 3 Literary Sound Search Book
Fundations® Focus Letter Sounds: c /k/; a /ă/; g /g/ Level K, Unit 1, Week 5
Museum Cat
illustrations by Chuck Gonzales
Book Summary
Alexander the cat protects the artwork from pests at the State Hermitage Museum in Russia. When Alexander sees a mouse, he chases it. They run up the Jordan Staircase, passing paintings, sculptures, and the Peacock Clock along the way. Next, Alexander chases the mouse through a hall called Raphael Loggias and past statues of knights. The mouse jumps near a still-life painting, but Alexander prevents him from harming it. After he has chased the mouse out of the museum, Alexander can rest. His job is done.
Teacher Note
It may be beneficial to note that this is a fictional story that takes place in a real-life setting. While the pieces shown are part of the Hermitage Museum collection, the placement of the artwork within the book is based on the story context rather than its actual location in the museum. Consider sharing the photographs in the About section on page 12 after reading this book to provide more context about the artwork that can be found at the Hermitage Museum. The About section shows the featured works of art for this book to support students as they sequence their retelling.
Note that this book includes a short vowel as a Focus Letter Sound. While many of the featured illustrations for this short vowel sound are nouns, some adjectives, adverbs, or verbs beginning with the Focus Letter Sound may also be featured in the scene.
In addition, students may benefit from a discussion of museum-related vocabulary: accents, artwork, case, painting(s), still-life, and visitors. Additional vocabulary practice supports students’ language development, fluency, and comprehension.
World Connection
In 1745, Empress Elizabeth of Russia called for cats to be placed throughout the Winter Palace to keep down the growing population of rats and mice that lived there. As the Hermitage Museum was part of the palace complex, cats have been living there almost continuously since then. Today, there are about 70 cats living at the Hermitage Museum of Russia. These cats are not allowed in the galleries or the director’s wing, but they roam freely through staff offices and the halls of the basement.
Fundations® Alignment
Words Beginning with Fundations® Focus Letter Sounds Level K, Unit 1 The following words feature the Focus Letter Sounds and appear as illustrations in this book. The page numbers indicate the first instance of each featured illustration. Some rows may have gray boxes. These boxes indicate where students are not prompted to search for illustrations with that Focus Letter Sound. Based on your knowledge of students’ vocabulary, help students locate as many illustrations as possible. This list is not designed to be a checklist, but rather a tool for introducing vocabulary and reinforcing letter-sound knowledge.
pp. 0–1
pp. 2–3
pp. 4–5
/k/__
camera
cap cat
clock
coin
cup
can
carpet cast
castle
couple
candle
/ă/__ Alexander
apple
alligator astronaut
ax
/g/__
gate gold
gray
green guitar
garden gift girl goat
goose
grape
pp. 6–7 group
pp. 8–9 couch
cow gown
pp. 10–11 No first instances are included, but there are repeated illustrations, such as cat, Alexander, and guitar.
Fundations® Focus Letter Sound Words Review Level K, Unit 1 By this point in the Fundations® progression, students have learned the sound /m/. On a reread of this text, consider having students search for objects that begin with this review sound (e.g., musician and mouse on p. 1).
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 this book. This word is protects. In this book, the word protects means “to keep safe from harm.” Alexander the cat protects artwork at the Hermitage Museum in Russia (p. 1). Additional Vocabulary to Discuss: accents, admire, castles, chase(s), glows, inspects, munching, success, zips
Notes:
Comprehension Discussion Guide
To support students in retelling, consider discussing the following questions:
Characters are who the book is about. Who are the characters in this book?
The characters in this book are a cat, a mouse, and the people at a museum. The main character in this book is Alexander the cat.
The setting tells where and when the book happens. What is the setting of this book? The setting of this book is an art museum. The setting is the Hermitage Museum in Russia.
Tell about the beginning, middle, and end of this book. At the beginning, Alexander the cat sees a mouse entering the museum. In the middle, he chases the mouse past different artwork and stops the mouse from munching on a still-life painting. At the end, Alexander chases the mouse out of the museum.
Notes:
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
3 The bird looks golden. This is called the Peacock Clock. It is an automated clock that was made over 200 years ago and features a cage with three large birds: a peacock, an owl, and a rooster. When wound up, the peacock spreads its giant feathers, the rooster crows, and the owl turns its head while the cage rotates.
4–5 This hall is very fancy. This space is a copy of the Raphael Loggias in Vatican City near Rome, Italy. After seeing drawings of the gallery, Empress Catherine II decided she wanted a life-sized copy for herself. This allowed her to enjoy the works of art without having to travel to see them.
6–7 The cat is running in front of people on horses.
8–9 A lot of food is on the table in the painting. The cat is in the Knights Room. Long ago, knights were soldiers who rode horses. Many knights received land or honors in exchange for serving their rulers. The soldiers and their horses wore heavy armor to protect themselves in battle. The Knights Room in the Hermitage Museum displays many examples of armor from western Europe.
The painting on the wall is an example of a still-life painting. Stilllife paintings feature objects such as food, flowers, and tableware.
Notes:
Teachable Moments
Vocabulary | Distinguishing Shades of Meaning When colors are discussed, they are often referred to by their shade. Navy is a darker shade of blue, while sky blue is lighter. Words can have shades, too. Yelling is a louder form of talking, while whispering is quieter.
In this book, different words are used to describe how the cat goes after the mouse.
Read aloud pages 3 and 4 and ask: “What is Alexander the cat doing when he chases and follows?”
Then ask: “What is the small difference between these words?”
Encourage students to act out the words chases and follows to show the small difference, or shades of meaning, between these words.
Style and Conventions | Using Complete Sentences When you talk about, or discuss, the illustrations in a book, you can point to a person, item, or animal and name them. You can also use complete sentences when talking about the person, item, or animal you see. For example, you can tell who or what you see and what that person, item, or animal is doing. On page 2, you see a cat, and he is chasing a mouse. Your complete sentence could be “The cat is chasing a mouse.”
Ask: “On page 1, what person, item, or animal do you see?”
Then ask: “What are they doing?”
Encourage students to combine that information into a complete sentence to tell what they see. Examples could include “The man is playing guitar” or “The boy is listening.”
As applicable, encourage students to discuss how they use different senses to discuss the illustrations in the book.
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.
TREASURES OF KING TUT
Wit & Wisdom® Grade K Module 1: The Five Senses Set 2: Experience Museums, Book 4 Literary Sound Search Book
Fundations® Focus Letter Sounds: g /g/; d /d/; s /s/ Level K, Unit 1, Week 6
Treasures of King Tut
illustrations by A. Richard Allen
Book Summary
In 1922, Howard Carter and others discovered King Tut’s tomb and its 5,000 treasures. Almost 60 years later, several artifacts from the tomb of King Tutankamun were sent from the Valley of the Kings in Egypt to the Los Angeles County Museum of Art. The artifacts included a golden serpent, a golden mask, a vulture collar, and a model boat. More than one million people visited the museum to see these treasures from ancient Egypt.
Teacher Note
Consider sharing the More section (on the inside back cover) before beginning the book to provide more context about King Tutankamun and the discovery of his tomb. In addition, consider sharing the About section on page 12 after reading this book to share more details about ancient Egyptian artifacts.
Also note that while the museum guard is called an officer in Visit the Art Museum, the worker on page 4 of this book is referred to as a guard. The workers perform similar jobs, but their identified roles vary to better match the Focus Letter Sounds for each book.
World Connection
About 3,500 of the artifacts collected from King Tut’s tomb are expected to be on permanent display at the Grand Egyptian Museum, due to open near the Pyramids of Giza in 2020.
Fundations® Alignment
Words Beginning with Fundations® Focus Letter Sounds Level K, Unit 1
The following words feature the Focus Letter Sounds and appear as illustrations in this book. The page numbers indicate the first instance of each featured illustration. Some rows may have gray boxes. These boxes indicate where students are not prompted to search for illustrations with that Focus Letter Sound. Based on your knowledge of students’ vocabulary, help students locate as many illustrations as possible. This list is not designed to be a checklist, but rather a tool for introducing vocabulary and reinforcing letter-sound knowledge.
/g/__ /d/__ /s/__
pp. 0–1
pp. 2–3 gold
gray
green
pp. 4–5 gallery girl(s) glass grandma
group grin guard
pp. 6–7 No first instances are included, but there are repeated illustrations, such as glass.
pp. 8–9 game board
pp. 10–11
gift gift store
dig dig site doorway
dad
dog dollar
donut dot(s)
desk
doll sand
snake
sign skirt(s) sky smile
son stairs
stand stripe(s)
sun
sack
scarf
seat
sketch
sketchbook stare
stool
stroller
suit
No first instances are included, but there are repeated illustrations, such as stripes.
silver statue(s)
No first instances are included, but there are repeated illustrations, such as statue.
By this point in the Fundations® progression, students have learned the sound /k/. On a reread of this text, consider having students search for objects that begin with this review sound (e.g., cane on p. 2 and collar on p. 3).
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 this book. This word is ancient. In this book, the word ancient means “very old.” In 1978, people visited a museum to see ancient treasures from King Tut’s tomb (pp. 4–5). Additional Vocabulary to Discuss: gallery, guard, museum, stare, statue, studies, treasures
Notes:
Comprehension Discussion Guide
To support students in retelling, consider discussing the following questions:
Characters are who the book is about. Who are the characters in this book?
The characters in this book are people visiting a museum.
The setting tells where and when the book happens. What is the setting of this book? The setting of this book is an art museum. The setting is the Los Angeles County Museum of Art. The setting is Los Angeles, California.
Tell about the beginning, middle, and end of this book. At the beginning, people wait in line to see the artifacts from King Tut’s tomb. In the middle, people walk around the museum looking at all the interesting objects from ancient Egypt. At the end, a woman buys a gold statue from the gift store so she can remember all she has seen at the museum.
Notes:
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 The face has a striped scarf around the head.
2–3 The line is long.
5
8 The people are looking at a chair.
The table has small squares on it. This is King Tut’s death mask, which is made of gold and other materials, such as gems and glass. The striped cloth around his head is called a nemes and shows that he was a king. The item at the top of the nemes is called a uraeus and is a combination of a cobra and a vulture. The mask also includes a fake beard that kings often wore.
As the King Tut exhibit toured the country, many people waited hours to see the artifacts. At some museums, visitors lined up before dawn to get tickets.
The child’s chair is fewer than 30 inches tall. A young King Tut may have used the chair when he was living.
This box was used to play the game senet. Senet means “passing.” This game was a symbol of the journey to the afterlife. King Tut’s tomb had more than four senet boxes inside.
Notes:
Teachable Moments
Vocabulary | Categorizing Words When we sort, or categorize, words or phrases, we group similar words. Many words in this book have to do with museums. One example is artifact.
Ask: “What other words in this book have to do with museums?”
Examples include gallery, gift store, glass, guard, and sign.
Text Features | Using Maps
Maps are pictures or diagrams of specific places, usually drawn or printed on a flat surface. Maps use symbols, lines, and words to show where things are located.
On page 1, a map shows where King Tut’s artifacts were first found and one of the places where they later traveled. Each location is labeled with the name and an illustration of the location.
Read aloud the names of each location as students follow along.
Ask: “Where did King Tut’s artifacts come from?”
Then ask: “Where did people line up to see King Tut’s artifacts?”
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.
