Module 2 - Issuu

from Inside Geodes, Level K

by General

Module 1

AMERICAN GOTHIC

Wit & Wisdom® Grade K Module 2: Once Upon a Farm Set 1: A Day’s Work, Book 1 Literary Wordless Picture Book

Fundations® Alignment Level K, Unit 1, Weeks 7–9

Book Summary

In 1930, a painter named Grant Wood received an invitation to enter an art contest in Chicago. Wood was stumped about what to paint until he took a drive with his friend, John Sharp. On the drive, Wood saw a small white farmhouse with a high, arched, Gothic-style window. He immediately sketched it and began planning his painting. Wood decided to paint the farmhouse, adding a man and woman with long, narrow faces and necks, just like the house’s window. He asked his sister, Nan, and his dentist, Dr. McKeeby, to be the models. Wood called his painting American Gothic. When it was finished, he sent it to The Art Institute of Chicago. The painting won a bronze medal and was printed in newspapers around the United States. Art critics said it was an example of Regionalism, and many people traveled to Chicago to see it.

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 by telling and retelling a story.

American Gothic 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 canvas, contest, critics, judges, model(s), painter, painting, show, sketch, and studio. For more information on instructional strategies to use with Wordless Picture Books, see pages 38–40 of this teacher resource.

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.

World Connection

Grant Wood was born on his parents’ farm near Anamosa, Iowa, on February 13, 1891.

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 contest. In this book, the word contest means “an event where people try to do something better than everyone else.” Grant Wood received a letter inviting him to enter an art contest in Chicago (p. 1). Additional Vocabulary to Discuss: blank, canvas, medals, narrow, paced, pitchfork, pose, sketch, studio, stumped

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 in this book. Who are the main people in this book? The main people in this book are an artist and his friend, sister, and dentist. The main people in this book are Grant Wood; Wood’s friend, John Sharp; Wood’s sister, Nan; and Wood’s dentist, Dr. McKeeby.

The settings tell where and when the book happens. What are the settings of this book? The main settings are Grant Wood’s studio and a farmhouse in Iowa. Another setting is The Art Institute of Chicago.

Tell about the beginning, middle, and end of this book. At the beginning, Grant Wood is invited to send a painting to an important art contest in Chicago. In the middle, he goes for a drive with his friend and sees a farmhouse with an interesting window. He paints the farmhouse with a man and woman standing in front and calls it American Gothic. At the end, Wood sends the painting to an art contest and wins the bronze medal.

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

10–11 He is holding a plate with paint on it. This is an artist’s palette, a thin platter artists use to hold and mix paint. The word palette can also mean “the range of colors an artist uses to make a specific work or works of art.”

16–17 He is looking at the drawing on the envelope. Artists often quickly capture their ideas in sketchbooks or on scraps of paper to remember what they see or imagine. They can then use these sketches to gather more ideas for future finished works of art.

20–21 He got another letter. Grant Wood’s American Gothic painting came in third place in the competition, and he won 300 dollars. Although viewers often think that the figures are a husband and wife, Wood intended them to look like a father and daughter. Today, American Gothic is one of the most recognized works of American art.

24–25 That is a fancy building. The Art Institute of Chicago started as a museum and art school in 1879. Currently, it holds a collection of thousands of artworks from around the globe. Visitors can still view American Gothic in the museum today.

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 art. One example is painter.

Ask: “What other words in this book have to do with art?”

Examples include canvas, models, paint, painting, piece, show, sketch, and studio.

Retelling | Using Sensory Details 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 a book, you can also use your senses to add details.

On pages 2 and 3, you could retell the actions on these pages by saying, “Grant Wood’s friend came to take him for a drive.” You can also think about what Grant Wood saw or heard and add those details. For example, “Grant Wood heard a car, and he walked out the door to see that his friend had come to take him for a drive.”

Show students the illustrations on pages 8 and 9.

Ask: “How could you retell the actions on these pages?”

Then ask: “How can you add more details by describing what the people may have seen, heard, or touched?”

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.

RED BARN FARM

Wit & Wisdom® Grade K Module 2: Once Upon a Farm Set 1: A Day’s Work, Book 2 Literary Sound Search Book

Fundations® Focus Letter Sounds: e /ĕ/; r /r/ Level K, Unit 1, Week 7

Book Summary

Ezra, Rachel, and Ed are a family of dairy farmers. Each day, they wake up early to care for their cows. After an early breakfast, Ezra and his son walk to the barn for the morning milking. Next, a truck comes and collects the milk. Then, the work on the farm continues as Rachel picks crops from her garden and Ed loads hay into the barn. Later, it is time for Ezra and Ed to milk the cows again. As the day ends, Ezra brings in fresh eggs, Rachel prepares for the next day, and Ed reads in bed.

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.

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.

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 dairy farming, such as feeding trough, tank, tube, and udder(s). As you read these words, consider pointing out each corresponding illustration to help students better understand the terms. While a pasteurization plant is not included in the illustrations, you could explain that during pasteurization, milk is heated and then cooled to kill bacteria or germs.

World Connection

All mammals make milk. In the United States, dairy farmers typically breed and raise cows to produce milk. Dairy farmers around the world sell milk produced from other animals, such as buffalo, goats, sheep, camels, and donkeys.

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

/ĕ/__

elbow

engine Ezra rabbit

Rachel

rake

red

/r/__

road

robin

roof

rooster

pp. 2–3 Ed

eggs elephant empty exercise radio

rails

rocks row(s) rubber boots

runner

pp. 4–5

pp. 6–7

pp. 8–9 effort

egg carton eggplant ramp

rope

rain

rainbow

pp. 10–11 rag read

rest

rocking chair

rose

Fundations® Focus Letter Sound Words Review Level K, Unit 1 By this point in the Fundations® progression, students have learned the sounds /ĭ/ and /k/. On a reread of this text, consider having students search for objects that begin with these review sounds (e.g., inside on p. 2 and cow 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 dairy. In this book, the word dairy means “having to do with milk.” Ezra and his family live on a dairy farm (p. 1). Additional Vocabulary to Discuss: barn, collect, farmer, hay, hose, machine, milking, raise, transfer, udder(s)

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 dairy farmer and his family. The characters in this book are a dairy farmer, Ezra; his wife, Rachel; and their son, Ed.

The setting tells where and when the book happens. What is the setting of this book? The setting of this book is a dairy farm.

Tell about the beginning, middle, and end of this book. At the beginning, Ezra and Ed eat breakfast and milk the cows. In the middle, Ed puts hay in the barn, and Rachel picks crops in her garden. At the end, Ezra gathers eggs, Rachel gets ready for the next day, and Ed reads in bed.

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

front cover

3 The cow is black and white.

The farmer is kneeling by the cow.

4–5 A hose connects the tank to the truck.

8 The cows have yellow tags on their ears. This black-and-white cow is a Holstein cow. Many dairy farmers raise Holstein cows because they produce large amounts of milk. An adult Holstein cow weighs about 1,500 pounds, and a newborn calf weighs about 90 pounds.

Ezra is hooking up a milking machine to the cow’s udder. An udder is a bag-shaped organ that usually has four teats, or finger-like parts. To milk a cow, a farmer must collect milk from each teat. It takes about half an hour to milk one cow by hand. A milking machine attaches suction cups to each teat and allows a farmer to milk the cows more quickly.

The milking machine pumps fresh milk into a holding tank. The tank keeps the milk cool so that it does not spoil before a refrigerated truck comes to collect it. About every other day, a truck arrives to pump out the milk and bring it to a processing center. Then, the farmers clean the tanks before filling them again.

Dairy farmers use ear tags to help them keep track of the animals. Some farmers use both metal ear tags and electronic button tags to help them track the cows. Each animal has an ID number. Farmers use this number to record information about the cow's weight, health, and history.

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 dairy farming. One example is cows.

Ask: “What other words or phrases in this book have to do with dairy farming?”

Examples include barn, machine, milk, milking, milk truck, and udder(s).

Style and Conventions | Using Complete Sentences When you talk about, or discuss, the illustrations 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 page 3, you see Ezra, and he is milking a cow. Your complete sentence could be “Ezra is milking a cow.”

Ask: “On page 7, 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 “Rachel is picking eggplants” or “Ed is loading hay into the barn.”

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.

PEACH PICKING

Wit & Wisdom® Grade K Module 2: Once Upon a Farm Set 1: A Day’s Work, Book 3 Literary Sound Search Book

Fundations® Focus Letter Sounds: r /r/; p /p/; j /j/ Level K, Unit 1, Week 8

illustrations by Christopher Cyr

Book Summary

Jade and her family visit a peach orchard where they can pick their own peaches. First, they visit the farm stand and collect their pails. Next, they take a tractor ride to the orchard, where they pick peaches and study peach recipes. After paying for their peaches, the family heads home, and Jade and her grandma make peach jam. Later, they plant a peach pit in the backyard as Jade imagines someday picking peaches from their very own peach tree.

Teacher Note

Consider sharing the More section (on the inside back cover) before beginning the book to provide additional context about orchards.

World Connection

The state of Georgia is nicknamed the Peach State, and the peach is recognized as its official state fruit. Georgia is one of the top producers of peaches in the United States.

Fundations® Alignment

/r/__

pp. 0–1 rainbow red

reflection

ribbon

robin rock(s)

roof root(s) rose(s)

pp. 2–3 rabbit radish(es) raspberries rat(s) ride

road rooster(s)

pp. 4–5 rake read

recipe relax

rest

pp. 6–7

pp. 8–9

pp. 10–11 radio

/p/__

pants parent(s) pebble(s) people pink pinwheel(s) plant(s) pocket(s) porch

puppy purple

purse

pail(s) paw(s) peach(es) pick(ing)

paper clip

pay peacock

pen pencil penguin pepper(s) pickle(s) pig poster puzzle

package(s) peach pit pot

pie(s)

/j/__

jacket Jade

jeans juicebox jump

jar(s) jelly bean(s) jug(s) juice

jam

Fundations® Focus Letter Sound Words Review Level K, Unit 1 By this point in the Fundations® progression, students have learned the sound /g/. On a reread of this text, consider having students search for objects that begin with this review sound (e.g., girl and grandma on p. 8).

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 recipe. In this book, the word recipe means “a list of ingredients and directions for how to cook something.” Grandma reads a recipe for making peach jam (p. 9). Additional Vocabulary to Discuss: arrive, boil, farm stand, harvested, imagines, juicy, pit, unload, weighs

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 Jade and her family. The characters in this book are Jade, her parents, her brother, and her grandma.

The setting tells where and when the book happens. What are the settings of this book? One setting of this book is the peach orchard. The other setting is Jade’s house.

Tell about the beginning, middle, and end of this book. At the beginning, Jade and her family go on a trip to a peach orchard. In the middle, they pick peaches and read peach recipes. At the end, they go back home and make peach jam and plant a peach pit in the backyard.

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

front cover

title page The people are picking something from the trees.

The basket is full of peaches.

4–5 The trees are full of peaches.

9 The girl and her grandmother are looking at a cookbook. The people are picking peaches. Peaches are stone fruits that grow on trees. Stone fruits have large, hard seeds surrounded by a soft, edible layer. Nectarines, cherries, and plums are also stone fruits.

People in Asia were the first to grow peaches. Traders brought the fruit to Europe, and Spanish explorers brought the fruit to what is now Mexico. Today, people around the world grow peaches.

It takes months for the fruit to grow and ripen into a peach that is ready to pick. In the spring, peaches begin as flower blossoms. As the petals drop off, the flowers begin to develop into fruit. The fruit continues to grow throughout the summer.

Jade and Grandma are making peach jam. Jam is a spread made of crushed fruit, sugar, acid, and pectin. The pectin causes the mixture to thicken. Preserves and jelly are different from jam. Preserves are made using large whole fruits or large pieces of fruits. Jelly is made with the pieces of the fruit strained out.

Notes:

Teachable Moments

Vocabulary | Clarifying Multiple-Meaning Words Some words can be used in different ways. For example, the word pit can mean “a hole in the ground.” It can also mean “a hard seed found in the middle of a fruit.”

Ask: “In the sentence on page 10, ‘Together, they plant a peach pit in the yard,’ what does the word pit 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 pit.

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.

You could retell the events on pages 1–3 by saying, “First, Jade and her family leave to go to the orchard. Next, Jade and her brother visit the farm stand. Then, they see raspberries and juice and get their pails. Finally, the family rides behind a tractor to the orchard.”

Show students the illustrations on pages 8–11.

Ask: “What happens 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.

LEI HARVEST

Wit & Wisdom® Grade K Module 2: Once Upon a Farm Set 1: A Day’s Work, Book 4 Literary Sound Search Book

Fundations® Focus Letter Sounds: l /l/; h /h/; k /k/ Level K, Unit 1, Week 9

Lei Harvest

illustrations by Madelyn Goodnight

Book Summary

In Hawai‘i, gardeners grow orchids for necklaces called lei. First, the gardener grows young plants, called seedlings. She keeps a log with notes about light and water. When the seedlings are ready, the gardener plants them with the adult plants. The seedlings grow into adult orchids, some of which the gardener and her helper use to make lei. Finally, family and friends gather for a big party. They wear the lei and enjoy celebrating.

Teacher Note

Consider sharing the More section (on the inside back cover) before beginning this book to provide more context about lei. Note that there is no difference between the singular and plural forms of lei. Also note that the punctuation mark within Hawai‘i is called an okina.

The About section for this book includes terms related to growing flowers, such as bloom, greenhouse, harvests, nutrients, outgrows, and sprout. As you read these words, consider pointing out each corresponding illustration to help students better understand the terms.

World Connection

Hawai‘i is a state made up of many small islands located in the Pacific Ocean.

Fundations® Alignment

/l/__

pp. 0–1 lady land

leaves

leg lei lips

/l/ /h/

hair

hand

happy hat

Hawai‘i

head heart(s) hills

hold

/k/__

kid

pp. 2–3 lamp lid(s) lift

light

pp. 4–5 log look

lug curl

girl nail soil

stool

helper key(s) kite

pp. 6–7 loop

pp. 8–9 lemon lime

line

list

pp. 10–11 laugh lawn

lemonade

lunch hose

ham

hammock kettle

kitchen

kiwi

Fundations® Focus Letter Sound Words Review Level K, Unit 1 By this point in the Fundations® progression, students have learned the sounds /j/ and /s/. On a reread of this text, consider having students search for objects that begin with these review sounds (e.g., jar on p. 2 and soil 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 gardener. In this book, the word gardener means “a person whose job is to take care of plants and flowers.” The gardener grows young plants, called seedlings (p. 3). Additional Vocabulary to Discuss: adult, beds, celebrating, lugs, orchids, process, seedlings, soil, thread, track

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 gardener and her helper.

The setting tells where and when the book happens. What is the setting of this book? The setting of this book is a gardener’s greenhouse, kitchen, and yard. The setting is a greenhouse in Hawai‘i.

Tell about the beginning, middle, and end of this book. At the beginning, a gardener and her helper plant seedlings. In the middle, they help the seedlings grow into adult plants and use the flowers to make lei. At the end, family and friends visit for a celebration.

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

front cover Those flowers are very pretty. The flowers on the cover are a kind of orchid. There are more than 25,000 species of orchids, which grow on every continent except Antarctica. Orchids can be fewer than 1/10 of an inch wide or more than a foot wide.

opposite page 1 The house looks like it is made of all windows.

4–5 The plants in the dirt look different from the plants in the pots.

8 The people are stringing flowers. Some gardeners raise orchids in greenhouses made of glass. In a greenhouse, gardeners can control the temperature, lighting, and humidity. The greenhouses also protect the flowers from birds and insects.

These are all the same plants at different stages of growth. Once the seedlings are strong enough, gardeners transplant them, and the adult orchids grow in their own pots.

The people are stringing the flowers to make a lei. A lei may be worn as a necklace, bracelet, ankle, or crown. A lei that is worn on the head is called a lei po‘o or haku lei. Haku lei refers to the braiding method used to make the lei.

Notes:

Teachable Moments

Vocabulary | Clarifying Multiple-Meaning Words Some words can be used in different ways. For example, the word log can mean “a large piece of wood from a tree.” It can also mean “a book for writing down important information, such as dates and notes.”

Ask: “In the sentence on page 3, ‘She uses a log to keep track of how the seedlings grow,’ what does the word log 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 log.

Vocabulary | Categorizing Words When we sort, or categorize, words or phrases, we group similar words. Many words in this book have to do with growing orchids. One example is flowers.

Ask: “What other words in this book have to do with growing orchids?”

Examples include beds, gardeners, leaves, lei, plants, seedlings, and sun.

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.

GARDEN PARTY

Wit & Wisdom® Grade K Module 2: Once Upon a Farm Set 2: Working the Land, Book 1 Literary Wordless Picture Book

Fundations® Alignment Level K, Unit 1, Weeks 10–12

Book Summary

Henry and his dad walk through their New Orleans neighborhood. They see their neighbor, Mrs. Blanchard, watering her plants. Next, they spot another neighbor, Mr. Thomas, painting a flower mural on the wall of the old basketball court. These experiences inspire Henry to start a community garden. He designs a flyer announcing his plan. After Henry and his dad spread the word, neighbors join in to help turn the basketball court into a garden. With help from Mrs. Blanchard and others, Henry plants okra seeds in an old bathtub. Henry and his neighbors care for the plants, while Mr. Thomas adds to the mural. When it’s time to harvest the vegetables, the neighbors gather to help. They use their fresh vegetables, including Henry’s okra, to make a large pot of gumbo. Then, Henry and his neighbors celebrate their community with a garden party.

Teacher Note

Garden Party 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 grow(ing), hoes, plant(s), planter(s), rake(s), seedlings, shovels, soil, vegetable(s), water(s), and weed. For more information on instructional strategies to use with Wordless Picture Books, see pages 38–40 of this teacher resource.

Note that this book includes speech bubbles and thought bubbles within the illustrations. Students may benefit from a discussion of the meaning of these graphic conventions and the illustrations depicted within them.

World Connection

Although this is a literary book, the setting is a real neighborhood in New Orleans. Tremé is known as the oldest African American neighborhood in America.

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 community. In this book, the word community means “a place where a group of people live.” Henry helps to make a community garden (pp. 10–11). Additional Vocabulary to Discuss: beautiful, flyers, gather, gumbo, measures, mural, neighborhood, neighbors, planters, spies

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 boy, his dad, and their neighbors. The characters in this book are Henry, his dad, Mrs. Blanchard, and Mr. Thomas.

The setting tells where and when the book happens. What is the setting of this book? The setting is an old basketball court that turns into a garden. The setting is a neighborhood in New Orleans.

Tell about the beginning, middle, and end of this book. At the beginning, Henry and his dad go for a walk in his neighborhood, and Henry gets an idea to build a community garden. In the middle, the neighbors work together to clean the basketball court and turn it into a garden. At the end, Henry’s dad makes a huge pot of gumbo using vegetables from the garden, and the neighbors gather to enjoy the gumbo and their 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

3 A light bulb is over Henry’s head.

11 The people in the top picture are building a box. In this book, thought bubbles show the character’s private thoughts. The light bulb in the thought bubble shows that the character has a new idea. The book also uses speech bubbles to show what the character is saying to others.

This box is a raised gardening bed. Raised beds are helpful in urban gardens because the boxes can be filled with clean soil. They also allow gardeners to make good use of small spaces.

20 Henry is using a ruler. Gardeners harvest okra when the pods are about three inches long. If the pods are too old, they will be too tough to eat. Okra plants have scratchy stems, so gardeners often wear gloves to harvest this vegetable.

24–25 Henry’s dad is stirring a big pot of soup. The stew is called gumbo, a popular dish in New Orleans. The word gumbo comes from a West African word for okra, a key ingredient of the stew.

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 okra.

Ask: “What other words in this book are types of food?”

Examples include chard, gumbo, peppers, tomatoes, and vegetables.

You could retell the actions on pages 10–11 by saying, “The neighbors help to make the garden.” You can also think about what the neighbors saw or heard and add those details. For example, “The neighbors heard hammers pounding and rakes scraping as they turned the basketball court into a garden.”

Show students the illustrations on pages 26–27.

Ask: “How could you retell the actions on these pages?”

Then ask: “How can you add more details by describing what the people may have seen, heard, or touched?”

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.

FARM WORK

Wit & Wisdom® Grade K Module 2: Once Upon a Farm Set 2: Working the Land, Book 2 Literary Sound Search Book

Fundations® Focus Letter Sounds: v /v/; w /w/ Level K, Unit 1, Week 10

FARM WORK

illustrated by Cindy Luu

Book Summary

The Vasquez family produces grain on a Kansas farm. The family uses large machines to plant and harvest the grain crop—winter wheat. Each fall, the family plants seeds using a machine called a planter. The family then cares for sprouting plants before winter comes. Once the weather turns warmer, the grain continues to grow. By summer, it is time to harvest the crop. The family uses a combine harvester to cut the stalks and separate the grain. A cart collects the grain while the stalks tumble out of the back of the machine. The family uses a baler to gather the leftover stalks, called straw. Then, the family loads the bales onto a truck. With the harvest finished, the Vasquez family enjoys other activities on the farm.

Teacher Note

While reading aloud the teaser, consider sharing the definition of machine and showing examples of farm machines, such as baler, combine harvester, grain cart, and planter.

Note that to avoid students confusing /w/ with /wh/, the word grain has been used in place of wheat throughout this book.

World Connection

A grain is the small, dry, hard seed of grasses, such as corn and wheat. Grains are harvested and eaten by humans and some animals. In the United States, Iowa and Illinois are the largest producers of corn, and Kansas is the largest producer of wheat.

Fundations® Alignment

pp. 0–1

pp. 2–3

/v/__

Val

van

Vanessa

vase

vest

violets

vegetable(s)

wagon water lilies

watering can weather vane

web

Wilbur

/w/__

wind Will

wind turbine

wind chime

window

wing

woman

pp. 4–5 water bottle

pp. 6–7

pp. 8–9

pp. 10–11 visor

vanilla

vine

violin wag watch

watermelon

windshield

Wit

worm

Fundations® Focus Letter Sound Words Review Level K, Unit 1 By this point in the Fundations® progression, students have learned the sound /p/. On a reread of this text, consider having students search for objects that begin with these review sounds (e.g., people on p. 3 and porch on p. 11).

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 crop. In this book, the word crop means “a plant grown on a farm for a specific use.” The Vasquez family checks the crop to look for signs that it is time to harvest (p. 4). Additional Vocabulary to Discuss: bales, grain, harvest, produce, separates, sprouts, stalks, thaws, visor

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 family of farmers. The characters in this book are the Vasquez family.

The setting tells where and when the book happens. What is the setting of this book? The setting of this book is a grain farm. The setting is the Vasquez family’s farm.

Tell about the beginning, middle, and end of this book. At the beginning, the family uses the planter to push grain seeds into the soil. In the middle, the Vasquez family watches over the crop as it grows and then gathers the grain with the combine harvester at harvest time. At the end, the baler collects, packs, and ties the straw into bales, and the family loads them onto a truck.

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

5 The tractor’s back tires are bigger than the front tires.

White towers are behind the woman. Bigger back tires help keep the tractor from getting stuck in the dirt. The smaller front tires help the driver steer more easily.

These towers are called wind turbines. They use the wind to make, or generate, electricity.

9 The bales look heavy. Machines bundle hay into rectangular or round bales. Square or rectangular bales typically weigh about 50 pounds, while the round bales can weigh as much as 1,500 pounds.

11 An arrow is sticking out from the top of the roof. This arrow is part of a weather vane. A weather vane is a tool that shows the direction of the wind. The arrow points to where the wind is coming from. Weather vanes are placed on the top of buildings because it’s easier to catch the breeze there.

Notes:

Teachable Moments

Vocabulary | Identifying Opposites Opposites are two words that are as different as can be from one another. For example, in this book, the author writes, “The planter moves up and down the field.” In this sentence, up and down are opposites because the words have completely different meanings.

Read aloud page 1 and ask: “What is the opposite of large?”

Then read aloud page 3 and ask: “What is the opposite of strong?”

If students need extra support, consider providing examples of items that are large and small, and strong and weak.

Vocabulary | Connecting Words and Their Use Farmers use many machines to grow and harvest grain. The illustrations in this book show many of these machines.

Show students the illustrations on pages 6 and 7.

Ask: “What machine(s) do you see the farmer(s) using on these pages?”

Then ask: “What is the farmer using the machine for?”

Students may name machines such as grain cart or combine harvester.

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.

FARMERS MARKET

Wit & Wisdom® Grade K Module 2: Once Upon a Farm Set 2: Working the Land, Book 3 Literary Sound Search Book

Fundations® Focus Letter Sounds: w /w/; y /y/; x /ks/ Level K, Unit 1, Week 11

Farmers Market

illustrated by John Joven

Book Summary

Wendy Fox and her family are getting ready for the Saturday farmers market. First, the family and their workers prepare on Friday by washing, packaging, and loading the goods into their van. The next morning, Wendy and her family drive to the market in the city. They unload the van and set up their booth with vegetables and other items from their farm. Wendy helps her family as she enjoys the sights, smells, and sounds of the market. At closing time, the Fox family carefully packs the leftover goods for the trip back home.

Teacher Note

Consider sharing the More section (on the inside back cover) before beginning the book to provide additional context about farmers markets.

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

National Farmers Market Week is celebrated the first week of August each year. The United States Department of Agriculture proclaimed the first National Farmers Market Week in 1999.

Fundations® Alignment

pp. 0–1

pp. 2–3

/w/__

water

watering can watermelon

Wendy wind

wood

worm worker(s)

wash

weigh window

woman

/y/__

yarn yellow yolk

__/ks/

box

fox

pp. 4–5

pp. 6–7 women yawn

yo-yo yogurt

yam(s) ox

six

pp. 8–9 wave sax

pp. 10–11 No first instances are included, but there are repeated illustrations such as water, yo-yo, and fox.

Fundations® Focus Letter Sound Words Review Level K, Unit 1 By this point in the Fundations® progression, students have learned the sounds /d/ and /r/. On a reread of this text, consider having students search for objects that begin with these review sounds (e.g., dirt on p. 1 and road on p. 11).

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 prepare. In this book, the word prepare means “to get ready.” Wendy and her family prepare for the farmers market (pp. 2–3). Additional Vocabulary to Discuss: arrive, booth, busy, carefully, city, crops, load, market, stall, weigh

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 who live and work on a farm. The characters in this book are Wendy Fox and her family.

The setting tells where and when the book happens. What are the settings of this book? One setting of this book is a farmers market. The other setting is Fox Farm.

Tell about the beginning, middle, and end of this book. At the beginning, Wendy, her family, and the workers prepare vegetables and other items for the farmers market. In the middle, Wendy and her family set up their booth and sell their items at the farmers market. At the end, they wash their hands and load the rest of their items carefully into boxes to take them back home.

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

8 A person is washing the lettuce. Before selling their produce at a market, farmers often wash the produce to remove dirt and some bacteria.

Wendy is carrying yogurt.

The boy is playing with a yo-yo. Yogurt is made from milk. Special bacteria are added to break down the sugar in the milk. The process makes yogurt thicker than milk and also gives it a slightly sour taste. Some yogurt makers add sugar, honey, or fruit to sweeten the flavor.

Children in China may have used the first yo-yos about 3,000 years ago. Images from ancient Greece and Egypt also show children playing with the toy. The word yo-yo comes from a language spoken in the Philippines.

Eggs are on the table. Some farmers raise chickens and sell their eggs. A chicken lays an egg about once a day. Since different chickens lay their eggs at different times, farmers collect eggs at least twice a day. Fresh eggs will keep for up to a month.

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 8 and ask: “What is the opposite of busy?”

If students need extra support, consider providing examples of things that are busy and calm.

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 2, there is lettuce and it is green. Your complete sentence could be “The lettuce is green.”

Ask: “On pages 6 and 7, 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 fox on the sign is orange” or “The yarn is yellow.”

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.

SHEEPDOG

Wit & Wisdom® Grade K Module 2: Once Upon a Farm Set 2: Working the Land, Book 4 Literary Sound Search Book

Fundations® Focus Letter Sounds: x /ks/; z /z/; qu /kw/ Level K, Unit 1, Week 12

Sheepdog

illustrations by Juan M. Moreno

Book Summary

Each day, Zip the border collie works hard to help Max the farmer. Zip helps Max feed the ducks. She also guides the sheep out to the pasture and keeps them safe from a fox. Zip keeps Max company as he guides the ox and plows the field. In the afternoon, Zip gathers the mail from the mailbox. Once the sheep are back home safely, Zip enjoys time with Max and the family.

Teacher Note

Consider sharing the More section (on the inside back cover) before beginning this book to provide more context about border collies and other sheepdogs.

Note that when students practice finding items featuring final sounds, the order of the featured letter sounds may vary from the order in which they were introduced in Fundations®. For example, x is introduced before z and qu in the Fundations® scope and sequence, but x is listed last in Sheepdog.

World Connection

Animals that live and work on farms are domesticated animals. Domesticated animals have changed, or adapted, over time to live peacefully alongside humans. Some can be trained to do jobs. Evidence suggests that some domesticated animals have been living and working with humans for more than 10,000 years.

Fundations® Alignment

pp. 0–1

pp. 2–3

__ /ks/

box

fox

Max

wax

/z/__

zinnia

Zip zipper

/kw/__

quarter

queen quilt

quack question mark quill

pp. 4–5

pp. 6–7

pp. 8–9 six

mailbox

fix

mix zigzag

zebra

pp. 10–11 sax zoo

Fundations® Focus Letter Sound Words Review Level K, Unit 1 By this point in the Fundations® progression, students have learned the sound /w/. On a reread of this text, consider having students search for objects that begin with this review sound (e.g., window on p. 2 and wood 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 tend. In this book, the word tend means “to take care of.” Zip the dog helps Max the farmer tend to the sheep (p. 4). Additional Vocabulary to Discuss: checks, danger, herd, pasture, plowing, predators, relax, stares

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 dog and a farmer. The characters in this book are Zip the dog and Max the farmer.

The setting tells where and when the book happens. What is the setting of this book? The setting of this book is a farm and a field. The setting is Max’s farm and pasture.

Tell about the beginning, middle, and end of this book. At the beginning, Zip and Max wake up and start the day. In the middle, Zip helps do chores, such as tending the sheep and getting the mail. At the end, Zip relaxes by the fire.

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

9 The dog is looking at the man. The dog is in the “sit” position. Many dogs can learn commands such as “Sit” and “Stay.”

The dog looks friendly. Zip is a border collie. Border collies are sheepdogs that are famous for their energy and intelligence. They are family dogs that are loyal to their owners. Border collies were first used on farms along the border of Scotland and England.

The big animal is pulling something. This is an ox pulling a plow. Oxen are a type of male cattle. In the past, farmers used oxen, horses, and mules to pull heavy equipment. Even after the invention of gas-powered tractors, some farmers continued to use animals such as oxen and mules to pull plows and wagons.

The blanket is made of different-colored squares. The blanket hanging on the clothesline is a patchwork quilt. A quilt is made of three layers. The top layer is usually decorative and the middle layer provides warmth. A patchwork quilt uses pieces of fabric to create a design for the top layer.

Notes:

Teachable Moments

Vocabulary | Categorizing Words When we sort, or categorize, words or phrases, we group similar words. Many words in this book are names of animals. One example is dog.

Ask: “What other words in this book are names of animals?”

Examples include ducks, fox, ox, and sheep.

Style and Conventions | Using Complete Sentences When you talk about, or discuss, the images in a book, you can point to a character and name them. You can also use complete sentences when talking about the character you see. For example, you can tell who or what you see and what that character is doing. On pages 4–5, you see Zip, and he is tending sheep. Your complete sentence could be “Zip is tending sheep.”

Ask: “On pages 10–11, what other characters 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 “Max the farmer is reading” or “The kids are playing.”

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.

Next Article

Module 1

AMERICAN GOTHIC

Book Summary

Teacher Note

World Connection

Vocabulary Practice

Comprehension Discussion Guide

Notes:

Image Discussion Guide

Notes:

Teachable Moments

Response Journal Ideas

RED BARN FARM

Book Summary

Teacher Note

World Connection

Fundations® Alignment

/ĕ/__

/r/__

Vocabulary Practice

Notes:

Comprehension Discussion Guide

Notes:

Image Discussion Guide

Notes:

Teachable Moments

Response Journal Ideas

PEACH PICKING

Book Summary

Teacher Note

World Connection

Fundations® Alignment

/r/__

/p/__

/j/__

Vocabulary Practice

Notes:

Comprehension Discussion Guide

Notes:

Image Discussion Guide

Notes:

Teachable Moments

Response Journal Ideas

LEI HARVEST

Lei Harvest

Book Summary

Teacher Note

World Connection

Fundations® Alignment

/l/__

__/l/ /h/__

/k/__

Vocabulary Practice

Notes:

Comprehension Discussion Guide

Notes:

Image Discussion Guide

Notes:

Teachable Moments

Response Journal Ideas

GARDEN PARTY

Book Summary

Teacher Note

World Connection

Vocabulary Practice

Comprehension Discussion Guide

Notes:

Image Discussion Guide

Notes:

Teachable Moments

Response Journal Ideas

FARM WORK

FARM WORK

Book Summary

Teacher Note

World Connection

Fundations® Alignment

/v/__

/w/__

/l/ /h/