Inside
Great Minds® is the creator of Eureka Math®, Wit & Wisdom®, Alexandria Plan™, and PhD Science®.
Geodes® are published by Great Minds PBC in association with Wilson Language Training, publisher of Fundations®.
Copyright © 2020 Great Minds PBC
greatminds.org
ISBN 978-1-64497-480-3 Printed in the USA
Introducing Geodes
Children’s early reading experiences impact their attitude toward books and shape their reading identity. It is essential that the books a child is given to read in the early years are just the right fit—both to practice essential decoding skills and to gain a love of reading and knowledge. All too often, “decodable” books fail to provide the practice needed, while also lacking interest, complexity, beauty, and other qualities likely to compel readers of any age. Why not do something better?
Thus we set out to create a whole new experience for the youngest readers by tapping into our organizations’ core strengths—Wilson Language Training’s expertise in foundational reading skills instruction and Great Minds’ experience at building students’ knowledge. And we could not be prouder of the result.
Geodes® allow new readers to feast on rich content, gaining knowledge while practicing sound-spelling patterns. We call these books “Geodes” because these brief texts belie the deep and complex knowledge they contain. They are Readables—a unique type of text in which specific decoding strategies are coupled with content and vocabulary knowledge, resulting in wonderfully accessible books for budding readers. Geodes align both with the scope and sequence of Wilson’s Fundations® program and the module topics in Great Minds’ English language arts curriculum, Wit & Wisdom®. The result: books that build knowledge while developing a child’s skills for success and love of reading.
We have learned so much about our world while writing books for new readers: There is a windmill in Iran that has been maintained continuously for more than 1,000 years; Australia’s thorny devil lizard has a false head to throw off pursuers; and long, wind-shaped rock formations called yardangs can stretch for miles. Now, with this initial release of Geodes, our youngest readers will learn about these topics and so much more.
We want to thank our teams—especially Rachel Stack, Lorraine Griffith, Sarah Henchey, Whitney Lyle, and Sarah Turnage of Great Minds; and Cara O’Connor Collymore, Angela Penfold, Maria Baldarelli, Kimberly Gillingham, and Cristina Urquhart of Wilson Language Training—for the intelligent design and inspired execution of this library. We are indebted to the many writers and illustrators who contributed their very best work to this project. And we are grateful to the youngest members of our own families—Sophia and George Six, and Maya Collymore—for serving as both the inspiration for and testers of these beautiful books.
Lynne Munson CEO and Founder Great Minds®
Washington, DC
Barbara A. Wilson President and Co-Founder Wilson Language Training® Oxford, MA
What Are Geodes?
Geodes are accessible, knowledge-building books created to engage emerging and developing readers. Each book in the collection is designed as an authentic reading experience, enabling students to apply decoding skills while building knowledge about important ideas in science, history, and the arts. This approach empowers young students as they develop foundational reading skills, reading confidence, and intellectual curiosity.
Developed by Great Minds and Wilson Language Training, Geodes combine carefully selected words with highly engaging content. Phonetic concepts and sight words are gradually incorporated into the text, in line with the progression of concepts taught in Fundations®. Books grouped into knowledge-building sets explore subtopics that emerge from the module topics of Wit & Wisdom.
Rooted in the belief that children are capable of reading to learn while learning to read, Geodes are accessible books that are worth reading. They are crafted with three foundational principles in mind.
ACCESSIBILITY
Geodes are designed to be highly readable for emerging and developing readers. The text in each book is at least 80 percent decodable, as aligned with the scope and sequence of Fundations® units. Practicing taught phonetic elements and sight words in authentic text along with explicit instruction in vocabulary and content knowledge makes these texts accessible, empowers young students, and promotes reading independence.
KNOWLEDGE
Geodes build depth of knowledge by exploring connected topics across multiple books. Grounded in the content of Wit & Wisdom, each module of 16 books is built around a compelling subject. Through varied genres, Geodes offer a range of entry points into each topic. Content-based words are strategically included to support vocabulary development.
ENGAGEMENT
The language and images in Geodes invite continued study. Written and illustrated by a wide array of authors and illustrators, these books are each unique. Students engage with varied text structures and design formats. Beautiful illustrations and photographs enrich and expand on the text. Newly learned phonetic concepts are gradually integrated, allowing sentences to retain a natural flow.
Research in Action
Geodes help teachers put research-based best practices into action.
Research Says Students Need
“Indeed, unconstrained skills such as vocabulary and comprehension develop before, during, and after constrained skills are mastered so there is no evidence to warrant instructional priority of constrained skills over unconstrained skills” (Paris 200).
“Unconstrained skills are particularly important for children’s long-term literacy success (that is, success in outcomes measured after third grade)” (Snow and Matthews 59).
“Even while students are learning to read words, they can and should have opportunities to build knowledge from texts with worthwhile ideas and words. Delaying attention to knowledge building can be especially disadvantageous for students whose academic experiences occur primarily in schools” (Cervetti and Hiebert 501).
“Further, the results suggest that when there is a match between method of instruction (i.e., synthetic phonics) and the decodability of words in initial reading texts a more consistent and successful use of a letter-sound correspondence strategy will result than when there is a mismatch” (Juel and Roper/ Schneider 150–151).
When students read books in which they can apply their phonics knowledge, they can see that “phonics is worth learning and worth using” (Adams 39).
“It is critical that students have the opportunity to practice the phonics patterns they have learned in the context of reading” (Student Achievement Partners 14).
In the early grades, students need instruction in constrained skills, such as letter naming, phonics, and concepts of print, as well as unconstrained skills, such as vocabulary and comprehension. Additional unconstrained skills include recognizing story structure, gaining topic-specific knowledge, and knowing how to seek new information. Postponing instruction in unconstrained skills could hinder rather than help students.
Geodes Respond
Geodes allow students to practice constrained and unconstrained skills in conjunction, rather than decoding in isolation of comprehension. Through reading Geodes, paired appropriately with teacher support, students learn that the purpose of reading is not just to decode but to seek meaning and gain understanding.
Students must read texts that consistently support them in applying their phonics knowledge. They must practice decoding with real books.
Geodes provide students with decoding practice aligned to the Fundations® scope and sequence. This alignment reinforces students’ phonetic knowledge and gives them an opportunity to transfer their learning while engaged in authentic texts.
Research Says
“Comprehension requires both a broad vocabulary and factual knowledge” (Willingham).
“When students have more content knowledge before they read, their understanding is better during reading” (Arya et al. qtd. in Lupo et al. 435).
“Readings and activities should be designed to build on one another and create a coherent body of knowledge” (Liben and Liben 5).
“If 70% of word types are nondecodable singletons, with only 20% repeated two to five times, how are first graders expected to bootstrap letter-sound knowledge?” (Hiebert qtd. in Foorman et al. 191)
By learning words that appear frequently in a variety of texts, students are more likely to learn words from context as they read independently (Nagy et al; Cunningham and Stanovich; Baker et al; Beck et al; Moats; Biemiller).
Evidence shows that three word features influence the speed with which words are recognized and learned: meaningfulness, frequency, and grapho-phonemic-morphemic structures (Laxon et al; Leslie and Calhoon; Martinet et al).
Students Need Geodes Respond
Students must read books with rich content to build the knowledge necessary to make the connections that lead to comprehension. This new knowledge nurtures future comprehension.
Each Geodes module focuses on one topic, such as A World of Books, with four text sets expanding on that topic. This module design supports students in building content knowledge. Students leverage their new knowledge to boost their comprehension of the next book in the set.
Students must read new words multiple times in multiple contexts to build recognition and understanding. This helps students build their decoding skills and word knowledge.
Students need to develop a meaningful, rich vocabulary to support comprehension.
The majority of Geodes are 80 percent* decodable or higher. Most nondecodable words in each book were selected to support key content knowledge.
Geodes incorporate a set of 10 to 13 carefully selected Recurring Content Words throughout the books in each module. These Recurring Content Words bolster students’ background knowledge and ensure that students have multiple opportunities to read these words in context.
* While the majority of Geodes are 80 percent decodable or above, Read Along books include a higher number of words that students may not yet know how to read. In Modules 1–3, 1 out of each 16 books is a Read Along. Students with very low decodability skills may listen without attempting to track so they can focus on the meaning of the story.
Research Says
“One important implication for practice is that educators should be alert to the possibility that first-grade students of today might be facing more demands than ever in core reading program exposure. If our findings are borne out in further studies, educators might make a concerted effort to supplement core reading programs with additional texts that provide considerable repetition of word meanings, sight words, and core orthographic patterns (in meaningful contexts)” (Fitzgerald et al. 25).
Students might better anticipate what an unknown word might be if they can read previous words. Furthermore, students might better anticipate a word if they have an understanding of a passage. Their comprehension helps them to anticipate an upcoming word (Wood et al).
Students Need
To access a book successfully, students need a range of textbased supports. Reading books that include repeated words and practice with sight words and learned phonetic concepts could improve students’ decoding and comprehension.
Geodes Respond
Geodes are designed to support students’ ongoing development of decoding skills. As possible, nondecodable words are surrounded by clusters of decodable words to ease students’ cognitive load and support decoding. Additionally, when possible, nondecodable words are placed near the end of sentences.
Sentence length and line breaks support students in building their reading stamina. The average sentence length is increased gradually over the course of the four modules. Similarly, line breaks are strategically constructed to be fluency-friendly. Line breaks in early modules were determined based on grouping words for meaning as well as where readers would naturally pause. Over the course of the year, students begin to read paragraphs without the line-break scaffold.
Exploring Geodes
Level 1 Components
Geodes Level 1 includes student books, take-home books, a teacher resource, and a real geode. Teachers can use the geode to introduce students to the collection and to inspire them to explore the books. The geode can be displayed on the enclosed stand as a tangible reminder of the discovery that each book holds.
STUDENT BOOKS
Level 1 contains a total of 64 books, topically organized into four modules. Each module has four sets of books. Each set has four books, with six full-color copies of each.
MY GEODES TAKE-HOME BOOKS
My Geodes® accompany each module. Each My Geodes book is a bound collection of the four Readables that make up one set. These texts, printed in grayscale, can be used for extra practice in school or at home. Consider using them for fluency practice by highlighting passages or phrases. Each book in the set has its own icon paired with page numbers to help students navigate the collection. In addition, each My Geodes book contains the More sections, in both English and Spanish, for the individual texts in that set.
CONTENTS
Anansi and the Pot of Beans . .
The Story in the Cave .
Magical Stack
Brothers Grimm
This book belongs to
The Brothers Grimm
Module 1 • Set 1 • Sharing Stories
INSIDE GEODES TEACHER RESOURCE
Inside Geodes® is the teacher resource for Geodes. Inside Geodes includes a comprehensive introduction to the module design and components and provides suggestions for implementation. The purpose of this teacher resource is to guide teachers in incorporating Geodes in their literacy instruction.
Each book in Level 1 has an accompanying Book Note. Book Notes offer flexible teaching opportunities for each book through a scannable, consistent structure. The Book Notes help educators understand the features of each book and provide multiple options for instruction.
Teaching with Geodes
Module Overview
Level 1 of Geodes includes four modules, comprising 16 books. Each book builds knowledge around a connected topic and reinforces student application of decoding and word recognition skills. In each module, books are grouped into four text sets. The content of each set focuses on a smaller strand of the larger module topic.
ANNOTATED MODULE AT A GLANCE
Module 1 At a Glance: A World of Books
GEODES LEVEL 1 MODULE 1 AT A GLANCE: A WORLD OF BOOKS
Geodes Level 1 Module 1 Topic
Students explore the power of books shared across time and cultures.
Set 1: Sharing Stories Set 2: Unusual Libraries
These books explore the art of storytelling.
Anansi and the Pot of Beans
The Story in the Cave
The Magical Stack
The Brothers Grimm
Set 3: Bringing Books to Life
These books investigate how illustrators add beauty and meaning to texts.
Just in Time
Fed by Art: The Work of Leo Lionni
Jerry Draws
An Illustrator at Work
These books examine libraries from diverse cultures, places, and times.
Library Cat
The Story Ship
A Library of Our Own
The Library of Fez*
Set 4: Books for All
These books celebrate how innovation increases access to books.
How to Make Paper
The Printing Press
The Story of Louis Braille
A Library to Go
Geodes Level 1 Module 1 Recurring Content Words
art
artist
book books colors draw library read story
Wit & Wisdom® Curriculum Connection: Grade 1 Module 1
time
In this unit of study, students journey to new places, meeting diverse characters whose lives change positively and irrevocably because of books.
Fundations® Level 1 Alignment
Consonant-Vowel-Consonant words with three sounds, including the digraphs, all, am, an, and the suffix -s
Sets 1 and 2 through Fundations® Unit 3
Sets 3 and 4 through Fundations® Unit 6
* This book is designated as a Read Along. A Read Along is a book to be read aloud as students read along. These books fall in the range of 70–79% decodable. Students with very low decodability skills may listen without attempting to track so they can focus on the meaning of the story.
Describes the overarching topic for books across the module
Summarizes the topic of each set and lists the associated book titles
Lists the content-based words that repeat throughout the module
Provides a link to correlating Wit & Wisdom lessons and content
Highlights the phonetic focus of the texts and the connection to the Fundations® scope and sequence
GEODES LEVEL 1 MODULE 1 AT A GLANCE: A WORLD OF BOOKS
Geodes Level 1 Module 1 Topic
Students explore the power of books shared across time and cultures.
Set 1: Sharing Stories
These books explore the art of storytelling.
Anansi and the Pot of Beans
The Story in the Cave
The Magical Stack
The Brothers Grimm
Set 3: Bringing Books to Life
These books investigate how illustrators add beauty and meaning to texts.
Just in Time
Fed by Art: The Work of Leo Lionni
Jerry Draws
An Illustrator at Work
Set 2: Unusual Libraries
These books examine libraries from diverse cultures, places, and times.
Library Cat
The Story Ship
A Library of Our Own
The Library of Fez*
Set 4: Books for All
These books celebrate how innovation increases access to books.
How to Make Paper
The Printing Press
The Story of Louis Braille
A Library to Go
Geodes Level 1 Module 1 Recurring Content Words
art
artist
book
books
colors
draw
library
read
story
Wit & Wisdom® Curriculum Connection: Grade 1 Module 1
time
In this unit of study, students journey to new places, meeting diverse characters whose lives change positively and irrevocably because of books.
Fundations® Level 1 Alignment
Consonant-Vowel-Consonant words with three sounds, including the digraphs, all, am, an, and the suffix -s
Sets 1 and 2 through Fundations® Unit 3
Sets 3 and 4 through Fundations® Unit 6
* This book is designated as a Read Along. A Read Along is a book to be read aloud as students read along. These books fall in the range of 70–79% decodable. Students with very low decodability skills may listen without attempting to track so they can focus on the meaning of the story.
GEODES LEVEL 1 MODULE 2 AT A GLANCE: CREATURE FEATURES
Geodes Level 1 Module 2 Topic
Students explore intriguing animal traits and behaviors and are introduced to people who study animals.
Set 1: Creature Code
These books explore types of animal communication.
Vervet Monkey Alarm
Smell Tells
Bee Waggle
Elephant Talk
Set 3: Curious Creatures
These books celebrate the role people play in the study and conservation of animals.
Small Wonders
A Wish to Fly
One Look
Slug Study
Set 2: Safety First
These books examine defense adaptations creatures use to survive.
Super Spiny Mouse
Thorny Devil
The Crab and the Urchin
Stick with Us
Set 4: Rabbits and Hares, Oh My!
These books illuminate the distinctive qualities of rabbits and hares.
Rabbit or Hare?
Draw a Rabbit
The Hares and the Frogs
Young Hare*
Geodes Level 1 Module 2 Recurring Content Words
animal
color draw
find
food
group
habitat
hare
line
protect
observe
safe
Wit & Wisdom® Curriculum Connection: Grade 1 Module 2
sea
In this unit of study, students discover diverse characteristics of animals and identify commonalities across species.
Fundations® Level 1 Alignment
Short-vowel, one-syllable words of up to four sounds, including consonant blends, digraph blends, ng and nk blends, and suffix -s in one-syllable words
Set 1 through Fundations® Unit 7
Sets 2, 3, and 4 through Fundations® Unit 8
* This book is designated as a Read Along. A Read Along is a book to be read aloud as students read along. These books fall in the range of 70–79% decodable. Students with very low decodability skills may listen without attempting to track so they can focus on the meaning of the story.
GEODES LEVEL 1 MODULE 3 AT A GLANCE: POWERFUL FORCES
Geodes Level 1 Module 3 Topic
Students explore how wind affects life on Earth and how wind energy can be used to generate power.
Set 1: Wind and Earth Set 2: Blown Away
These books introduce the wind as a powerful force.
Seed Scatter
In Motion
Crafted by the Wind
A Growing Wind
These books explore ways wind energy can be harnessed and used for a variety of purposes.
Soaring
Kite Messengers
Full Sail Ahead: A Viking Story
The Wright Brothers
Set 3: Catching the Wind Set 4: The Mighty Wind
These books highlight the design, history, and function of windmills.
Wind Giants
Towers of Nashtifan
Fire at the Mill
Mondrian*
These books examine the impact of forceful winds and describe how they are measured.
Measure the Wind
The Great Storm of Galveston
The Dust Bowl
Ride the Storm
Geodes Level 1 Module 3 Recurring Content Words
air
blow color
fly
measure
move
paint
sail
sky
Wit & Wisdom® Curriculum Connection: Grade 1 Module 3
soar
storm
windmill
In this unit of study, students discover the capacity of wind and the emotions it can evoke. The familiar yet intriguing topic of wind introduces students to the key scientific concepts of weather and forces.
Fundations® Level 1 Alignment
One-syllable words of up to five sounds in a closed syllable with the suffix -s, -ed (/ĕd/), or -ing; and VowelConsonant-E words of up to five sounds with suffix -s
Sets 1 and 2 through Fundations® Unit 10
Sets 3 and 4 through Fundations® Unit 11
* This book is designated as a Read Along. A Read Along is a book to be read aloud as students read along. These books fall in the range of 70–79% decodable. Students with very low decodability skills may listen without attempting to track so they can focus on the meaning of the story.
GEODES LEVEL 1 MODULE 4 AT A GLANCE: CINDERELLA STORIES
Geodes Level 1 Module 4 Topic
Students explore countries and cultures through the lens of an enduring tale.
Set 1: France Set 2: Egypt
These books examine the French origins of a classic version of “Cinderella.”
Cinderella
Old Tale, New Twist
World Traveler: Eiffel Tower
First Steps
These books explore Egypt, home of one of the oldest versions of a Cinderella story.
The King and the Sandal
One Sign at a Time
World Traveler: The Sphinx
Shoes Tell a Tale
Set 3: Ireland Set 4: Russia
These books introduce an Irish folktale and highlight other aspects of the country of Ireland.
Billy Beg and His Bull
Book of Kells
World Traveler: Hook Lighthouse
Castles
These books center on Russia and celebrate the power of music, dance, and theater to tell stories.
Cinderella on Stage
A Musical Life: The Work of Sergei Prokofiev
World Traveler: St. Basil’s Cathedral
All the World’s a Stage
Geodes Level 1 Module 4 Recurring Content Words
castle
Cinderella
composition
country
dance
design
history
magic
paint
stage
tower
world
Wit & Wisdom® Curriculum Connection: Grade 1 Module 4
wrote
In this unit of study, students travel to faraway lands as they explore a range of Cinderella stories from diverse cultures.
Fundations® Level 1 Alignment
Multisyllabic words with closed and Vowel-Consonant-E syllables, including compound words with the suffix -s, -es, -ed (/ĕd/), or -ing added to unchanging base words
Sets 1, 2, and 3 through Fundations® Unit 12
Set 4 through Fundations® Unit 14
Book Features Overview
Geodes engage students before, during, and after reading. Multiple book features support student application of decoding and word recognition skills in the context of an authentic text. Integrated into each book, these features build knowledge and promote independent reading.
THE TEASER
The teaser offers a preview of the book and highlights an excerpt from the text, along with a question to develop student curiosity. Designed to be read before the book, the teaser cultivates interest in the book’s topic and often introduces key vocabulary. The teaser is found on the outside back cover of the book.
She left the pot to cook.
Tick tock tick tock
Anansi had to check on it. “Just one lick! Mmmmm!”
What happens next?
WORD CATEGORIES
Readable Library
Geodes include words from four categories: Fundations® Decodable Words, Fundations® Trick Words, Recurring Content Words, and words not yet decodable according to the Fundations® scope and sequence. At least 80 percent of the words in each book are either Fundations® Decodable Words or Fundations® Trick Words, based on unit alignment with the program’s scope and sequence. The remaining text is composed of Recurring Content Words and words not yet decodable in Fundations®. This combination ensures that books remain highly readable while building student knowledge around module topics.
Each book provides two decodability scores. The first score indicates the percentage of words that feature concepts taught up to a given unit in Fundations®. (See Module At a Glance for alignment.) This percentage includes both Fundations® Decodable Words and Fundations® Trick Words.
The second decodability score includes words with concepts taught in Fundations® plus the Recurring Content Words, the content-based words aligned with the topic of the module and repeated throughout the module. These selected words are taught for both vocabulary and sight recognition. Thus, the second score yields a higher decodability percentage, indicating the increase in readability when Recurring Content Words are considered. Fundations® decodability scores are listed on the back cover of each book as well as in the Book Notes.
Category Description
Fundations® Decodable Words
Fundations® Trick Words
Words are considered decodable if they contain phonetic concepts that have been explicitly taught in Fundations®. Students can sound out these words based on their current study of word structure. In each set of Geodes, decodable words contain concepts taught up to a given unit, according to the scope and sequence of Fundations®. (See Module At a Glance for alignment.)
Fundations® Decodable Words include both words with previously learned phonetic concepts and words with new phonetic concepts or elements. Reading review words enables students to further develop their decoding and word recognition skills through cumulative practice. Focus Concept words with newly learned phonetic concepts or elements appear more frequently in the text to reinforce the application of new skills. The Focus Concept for each book appears in the Book Notes and on the book’s outside back cover.
These are high-frequency words that appear commonly in written English. Some of these words are phonetic, while others have part(s) of the word with an unexpected sound. All of them are important for students to gain instant recognition. Geodes include these words in alignment with the progression of their introduction in Fundations®
Recurring Content Words
Words Not Yet Decodable according to the Fundations® scope and sequence
Each module of Geodes incorporates 10 to 13 content-based words that correspond to the associated topic. Repeated in books throughout the module, these words build students’ abilities to access and express knowledge about the topic. The repetition of content words across multiple books increases the readability of the text.
Words containing phonetic concepts and elements that have not been taught, according to the scope and sequence of Fundations®, are considered “not yet decodable.” Geodes contain a limited number of these words in each text. Many of the words categorized as “not yet decodable” are included because they convey key content knowledge.
TEXT FEATURES
Geodes include a variety of text features to support comprehension and expand on ideas in the text. Features such as headings, diagrams, and captions are integrated to support students as they read. Some books include a special feature on the last page of the text. These reference sections are designed to broaden student learning.
In general, titles, captions, labels, maps, and special feature sections are not written to be decodable, and teachers should read these features aloud. There are exceptions, however. Consider reviewing specific Book Notes for key instructional tips as well as ideas on how to stretch and challenge students in accessing these features.
THE MORE SECTION
The More section is a short, informational selection that extends and enhances the knowledge in Geodes. Designed to be read aloud by a teacher or caregiver, this section provides opportunities for further exploration and conversation. Printed on each inside back cover, the More section can be read after the book to extend learning or beforehand to provide additional content knowledge and set a context for reading. In addition, the More section for each book is included in both English and Spanish in the My Geodes books.
More
Anansi is a trickster in many folktales told by the Asante people of Ghana. Anansi is mischievous and enjoys causing trouble. He does not care about right or wrong. Clever and resourceful, Anansi lives by his wits. Trickster tales are told to entertain and to teach lessons. From the fox of Aesop’s Fables to the coyote of the Nez Percé, these tales are shared by storytellers worldwide.
In West Africa, storytellers called griots are honored members of society. In the past, griots used their knowledge to advise and influence kings. Even today, they preserve a community’s history, as tales are retold across generations through story and song.
Book Notes Overview
Each Book Note includes instructional opportunities to amplify student learning. Using their knowledge of students’ needs, teachers can choose targeted instruction from the flexible options outlined in the Book Notes.
TEACHER- AND STUDENT-FACING COMPONENTS
Some Book Note components, such as the Book Summary, Teacher Note, and World Connection, are meant to assist with planning and are teacher facing. Other Book Note components include routines, questions, and instruction that can be shared directly with students. These components are Recurring Content Words Routine, Additional Vocabulary Practice, Comprehension Discussion Guide, Image Discussion Guide, Teachable Moments, and Response Journal Ideas.
CURATED VOCABULARY INSTRUCTION
Vocabulary instruction is a key lever for building content knowledge. Book Notes provide curated vocabulary instruction that highlights important words in the text. Teachers are encouraged to develop students’ familiarity and fluency with the words by using the Recurring Content Words Routine before reading. The featured Recurring Content Words should be presented as whole words. The routine box lists some Recurring Content Words with a variety of affixes, including -s, -ing, and -ed
While the Recurring Content Words were selected primarily for their connection to the content, the additional vocabulary words were chosen for their text-critical or potentially challenging nature. The provided routine may support students in understanding these words and the key ideas they contain before reading. Additionally, these words may be difficult to decode because they follow unfamiliar patterns. Teaching students these words will help reinforce sight recognition.
FLEXIBLE OPTIONS
Ultimately, teachers will decide which components of the Book Note best meet student needs. Teachers may choose to preview more vocabulary words beyond the featured word or may not need to highlight a word if students are already familiar with reading the word and its meaning. While the Book Notes provide a series of general and specific comprehension questions for each text, it is not necessary to ask all the questions. In the Image Discussion Guide, teachers may choose a few pages to highlight or may decide to let students drive the discussion.
The pages that follow include a brief introduction to each Book Note component to assist teachers with instructional decisions.
ANANSI AND THE POT OF BEANS
Wit & Wisdom® Grade 1 Module 1: A World of Books
Set 1: Sharing Stories, Book 1 Literary
Fundations® Focus Concept: CVC Words
80% Decodable at Fundations® Level 1, Unit 3
81% Decodable with Recurring Content Words
Book Summary
Anansi, a mischievous spider of West African folktales, agrees to help his Nana in her garden in exchange for a delicious pot of beans. Unable to wait for the beans to cook, Anansi leaves his work to steal a taste—using his hat as a bowl. Hearing Nana, he throws his hat on top of his head and races out the door. In the end, the trick is on Anansi when the hot beans burn off his hair.
Teacher Note
Consider modeling how to read the names of the main characters, Anansi and Nana. Students may benefit from practice with these names.
World Connection
There is evidence that this trickster tale originated in Ghana, a country in western Africa.
Shows alignment with Wit & Wisdom module
Includes set information and genre category
Shows alignment with Fundations® scope and sequence
Indicates newly learned phonetic concepts and elements integrated into text
Lists decodability percentages
Summarizes book and key ideas
Offers suggestions to boost student accessibility or reading experience
Presents custom information related to the book, such as a brief introduction to vocabulary to support understanding of new content or a model reading of a passage from the book
Connects information in the book to build knowledge about the world
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 3 ack back big but check cup dab dash did dig had hat hid him hot if in it job lick lot mad mmmmm nap not OK on pat pit pot such sun that this tick tock up whip wish yes yum
Fundations® Trick Words through Level 1, Unit 3 a and for from have he his I into is my of one she the to was you
Words Not Yet Decodable in Fundations® through Level 1, Unit 3 Anansi beans cook end gone grass hair just left legs like love Nana off plant put ran said seeds story time took trick tried want will
Supports planning by listing Fundations® Decodable Words, Fundations® Trick Words, and words not yet decodable in each book as aligned with the Fundations® scope and sequence
Recurring Content Words Routine
One of the words you will see in this book is story
This word is story
Read it with me: story
In this book, the storyteller tells a story about Anansi.
Story
Read it with me: story
Other Recurring Content Words: time
Comprehension Discussion Guide
General
Who are the characters in this book?
What is the setting?
What is the problem?
What is the resolution?
Specific
What type of creature is Anansi?
Anansi is a spider.
What does it mean for something to be “from back in time”?
For something to be “from back in time” means that it happened a long time ago.
How does Anansi try to trick Nana?
Anansi tries to trick Nana by hiding the beans in his hat.
Additional Vocabulary Practice
Let’s talk about another word in this book.
This word is trick
Read it with me: trick
In this book, the word trick is a verb that means “to fool someone.” It can also be a noun that means “a joke or prank.”
Anansi tries to trick Nana (pp. 10–12).
Trick
Read it with me: trick
Additional Vocabulary: beans, cook, hair, plant, seeds
Builds vocabulary knowledge through consistent routines and specifies suggested words for practice
Measures comprehension through general questions that correspond to genre as well as questions specific to each text
Provides possible responses to monitor student understanding
Why is Nana angry?
Nana is angry because Anansi tastes the beans before he finishes his job in the garden.
Why is the trick on Anansi?
Anansi thinks he can trick Nana and eat the beans. In the end, he hurts himself, and Nana finds out.
4
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
3 There is a house on this page.
5 Nana has a lot of dots on her head.
8 It looks like we are above Anansi.
14 Some children are listening to the story.
Teachable Moments
Fluency | Reading Italics
This is a traditional house design made from mud, thatch, and grass.
These dots are eyes. Most species of spiders have eight eyes.
Perspective is how things are seen from a particular angle or point of view. This point of view allows the reader to see what is inside the pot.
Storytellers pass down tales from one generation to the next.
Books use italics, or slanted print, to draw attention to certain words. Fluent readers often change their voices or expression when they read words in italics. There are examples of italicized text in both the book and the teaser on the back cover.
Read italicized sentences, adding the intended emphasis for fluency. Repeat the reading with students joining in, and then release students to read with a partner.
Text Structure | Identifying the Narrator
A narrator tells a story. Sometimes the narrator is a character in the story, but not always.
Ask: “Who is telling the story in Anansi and the Pot of Beans?”
Encourage students to return to the book to support their thinking with details.
Response
Journal Ideas
Write about something in this book that surprised you.
Use details to describe the main character.
Deepens learning through discussion
Illuminates rich content knowledge contained in illustrations
Includes possible things students may notice as well as more information for the teacher to add to the discussion
Integrates skills instruction, including opportunities for practice with fluency, vocabulary, language, and style and conventions, as well as text features and structure
Introduces content followed by a question that encourages students to practice the targeted skill
Creates opportunities to record learning and boost writing fluency
Provides a variety of ways for students to respond, including dictating, drawing, or writing
Instructional Decision-Making
With Geodes, students reinforce their application of decoding skills and build their independent reading skills. They also learn to make meaning from text.
The following suggestions help teachers tailor instruction to meet the range of student needs in a classroom. Before introducing a book, teachers should consider what supports each student may need. The goal is to provide each student with an entry point into every book by offering a continuum of support across the classroom. This continuum is a sliding scale that could vary with each student’s level of familiarity with a particular topic (Student Achievement Partners). Teachers may provide these supports before or during reading.
For example, many students may need an introduction to the Recurring Content Words and Fundations® Trick Words featured in a book before reading. Some students may benefit from a preview of the book’s content to build familiarity with the topic. Consider the balance between a brief introduction and overexplaining (Coleman and Pimentel). Leave room for students to discover new learning through their reading.
Wit & Wisdom Connection
The Geodes module topics are based on the content of the Wit & Wisdom modules. For example, in Wit & Wisdom Grade 1 Module 1, students learn about different types of libraries and how access to books changes lives. Reading about these related topics provides additional content knowledge support.
Multiple reads provide opportunities for more decoding support during reading. Consider sitting with students, especially during their first read, to help them as they encounter new words. Students who need more assistance with decoding may begin by listening to a teacher model read portions of the book aloud. Then students can echo read or choral read a passage together with the teacher. Other students may be ready to read chorally with a teacher or to partner read with a peer. Students who are already reading independently should continue to do so, with an instructional emphasis on further developing their comprehension or an aspect of their fluency. Rereading the book allows students to gather more information each time.
Determine the starting point for each student and provide ways for each one to progress toward further independence during each read. Students will gain confidence from strategic support that lets them be as independent as possible.
GROUPING
Offering varying levels of support allows all students access to the same book. A teacher’s insights will determine the best instructional path based on student needs.
Teachers may use Geodes in whole group or small group instruction. Sometimes whole group instruction may be the most efficient way to introduce a new book. At other times, small groups offer more opportunities for targeted support and reading practice.
For small group instruction, consider limiting groups to three to six students. Groupings are flexible and may shift throughout the year. Students may benefit from being grouped according to their word-attack skills rather than by their comprehensions skills. If accuracy is not an issue, other elements of fluency or comprehension could be the focus of small group work.
TARGETED SUPPORTS FOR FLUENCY
Fluency includes four elements: accuracy, phrasing, expression, and rate. Repeated readings of a book can benefit all students and help them develop their skills in each of these areas. Repeated readings may be completed during small group time as well as during center time or at home. Consider the following supports as needed to bolster students’ fluency.
Accuracy
As a Readables collection, Geodes are designed to support independent reading. Students should be encouraged to read each book as independently as possible. They should not be expected, however, to sound out words that are not yet decodable according to the aligned Fundations® scope and sequence.
Consider the following options for students in need of prompting support:
If students struggle with a Fundations® Decodable Word, help them sound it out or tap it out using the strategies they have learned.
If students struggle with a Fundations® Trick Word, write it on a flash card or whiteboard and determine the part(s) of the word that the student can sound out. Then discuss the tricky part, and have students practice reading the word.
If students struggle with a Recurring Content Word, show them the corresponding flash card to practice reading the word. Each flash card in the Geodes Resources section includes an icon to help students better understand the word. Once students recognize the word, they will no longer need the icon. Fold the flash card along the dotted line so only the word is visible.
If students struggle with any words, including those that are not yet fully decodable based on what they have been taught, provide appropriate support. Encourage them to apply their emerging decoding skills for each word part. For multisyllabic words, it may be necessary to break the word into chunks before helping the student apply decoding skills to each syllable before blending the parts. If they are still having difficulty, read the word to them and have them repeat it while looking at the word."
Consider modeling a fluent read of challenging sections of the book. Then have students read the passage more independently with each repeated read. For example, students can begin by whisper reading along with the teacher, then choral reading, and then partner reading. If students with very low decodability skills struggle with a Read Along book, have them listen without attempting to track so they can focus on the meaning of the story during an initial read.
Phrasing
The books in Modules 1 and 2 include fluency-friendly line breaks to assist students in scooping up phrases or reading clusters of words that naturally flow together.
He had to plant seeds for Nana.
In Modules 3 and 4, paragraphs are gradually incorporated.
Consider the following options for students in need of phrasing support:
Model read a page of text, emphasizing appropriate phrasing. Then, read it again in phrases as students echo read the text.
Use My Geodes books to underline or scoop the phrases to serve as a visual cue for students.
Select a challenging paragraph and copy each sentence onto sentence strips. The strips could be further cut into phrases. As students become adept at reading each phrase, combine the phrases back into sentences with the goal of having students read the full paragraph.
Expression
Reading with appropriate phrasing and expression can be a window into a student’s comprehension level. If a student understands that different characters need variations in expression, that shows the student is comprehending the nuances of the characters.
Consider the following options for students who need support with expression:
Model different types of expressive reading. This will help students better understand the range of possible expressions.
Model read a literary text with the appropriate interpretation of a character’s voice, and then have students echo read.
Model read an informational text with phrasing and appropriate expression to keep the listener’s attention by using a natural rise and fall to the voice.
Encourage students to read the text many times. Each reread is an opportunity to develop their expression further.
Emphasize phrasing and expression rather than rate.
While rate is an element of fluency, it does not need to be a key focus at the start of Level 1. When listening to students reading aloud, if students’ reading pace is so slow that it impedes their comprehension, tackle accuracy first. Then they can begin to work on their reading rate. Conversely, if students’ reading rate is so fast that they are word-calling rather than reading for meaning, working on phrasing and expression first may help them adjust their rate.
Whether students need support with speeding up or slowing down, repeated readings will help them develop the appropriate rate. Consider directing students to pair up, read the passage to another adult, listen to a recording while chorally reading it, or read it to themselves subvocally in a whisper voice.
TARGETED SUPPORTS FOR COMPREHENSION
Some students may also need extra support when answering comprehension questions. Each Book Note lists exemplar responses, but these responses are meant to suggest the focus and scope of student understandings and are not exhaustive.
Consider the following options for students who need support with comprehension:
Use the teaser on the back of the book to develop curiosity about the text.
Provide more context for students through a guided exploration of the first few illustrations.
Have students summarize sections of the book in their own words.
Reread a section or have students reread it before asking a targeted question about that section.
Ask students scaffolded questions based on a sample response provided in the Book Notes.
Some students may have significant difficulty with word retrieval. When specific words are key to the answer, offer students a choice of correct words. Alternatively, provide students with a correct and incorrect answer and allow them to choose the right one.
OPPORTUNITIES FOR EXTENSIONS
Readables offer many options for enriching students’ learning experiences beyond decoding practice. Consider encouraging students who are intrigued by a particular Geodes topic to find more books with similar content at the library. Students could also use topics from the More section to delve into other areas of the content.
Wit & Wisdom Connection
Each Wit & Wisdom module includes an additional list of texts that teachers can use to increase students’ volume of reading about the module topics. Through sustained study of selected topics, students build more knowledge and develop more academic vocabulary as well. See the Volume of Reading list in Appendix D of the Wit & Wisdom Teacher Edition for more information.
Additionally, consider inviting family members or another class to an end-of-module gathering where students can celebrate their learning. Students can share favorite passages from a book or display their Response Journal entries showcasing the knowledge they have gained throughout the module.
Book Notes
Module 1 A World of Books
ANANSI AND THE POT OF BEANS
Wit & Wisdom® Grade 1 Module 1: A World of Books
Set 1: Sharing Stories, Book 1
Literary
Fundations® Focus Concept: CVC Words
80% Decodable at Fundations® Level 1, Unit 3
81% Decodable with Recurring Content Words
Book Summary
Anansi, a mischievous spider of West African folktales, agrees to help his Nana in her garden in exchange for a delicious pot of beans. Unable to wait for the beans to cook, Anansi leaves his work to steal a taste—using his hat as a bowl. Hearing Nana, he throws his hat on top of his head and races out the door. In the end, the trick is on Anansi when the hot beans burn off his hair.
Teacher Note
Consider modeling how to read the names of the main characters, Anansi and Nana. Students may benefit from practice with these names.
World Connection
There is evidence that this trickster tale originated in Ghana, a country in western Africa.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 3
ack back big but check cup dab dash did dig had hat hid him hot if in it job lick lot mad mmmmm nap not OK on pat pit pot such sun that this tick tock up whip wish yes yum
Fundations® Trick Words through Level 1, Unit 3 a and for from have he his I into is my of one she the to was you
Words Not Yet Decodable in Fundations® through Level 1, Unit 3
Anansi beans cook end gone grass hair just left legs like love Nana off plant put ran said seeds story time took trick tried want will
Recurring Content Words Routine
One of the words you will see in this book is story
This word is story.
Read it with me: story
In this book, the storyteller tells a story about Anansi.
Story.
Read it with me: story
Other Recurring Content Words: time
Comprehension Discussion Guide
General
Who are the characters in this book?
What is the setting?
What is the problem?
What is the resolution?
Specific
What type of creature is Anansi?
Anansi is a spider.
What does it mean for something to be “from back in time”?
For something to be “from back in time” means that it happened a long time ago.
How does Anansi try to trick Nana?
Anansi tries to trick Nana by hiding the beans in his hat.
Additional Vocabulary Practice
Let’s talk about another word in this book.
This word is trick.
Read it with me: trick
In this book, the word trick is a verb that means “to fool someone.” It can also be a noun that means “a joke or prank.”
Anansi tries to trick Nana (pp. 10–12).
Trick
Read it with me: trick.
Additional Vocabulary: beans, cook, hair, plant, seeds
Why is Nana angry?
Nana is angry because Anansi tastes the beans before he finishes his job in the garden.
Why is the trick on Anansi?
Anansi thinks he can trick Nana and eat the beans. In the end, he hurts himself, and Nana finds out.
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
3
There is a house on this page.
5 Nana has a lot of dots on her head.
8
It looks like we are above Anansi.
14 Some children are listening to the story.
Teachable Moments
Fluency | Reading Italics
This is a traditional house design made from mud, thatch, and grass.
These dots are eyes. Most species of spiders have eight eyes.
Perspective is how things are seen from a particular angle or point of view. This point of view allows the reader to see what is inside the pot.
Storytellers pass down tales from one generation to the next.
Books use italics, or slanted print, to draw attention to certain words. Fluent readers often change their voices or expression when they read words in italics. There are examples of italicized text in both the book and the teaser on the back cover.
Read italicized sentences, adding the intended emphasis for fluency. Repeat the reading with students joining in, and then release students to read with a partner.
Text Structure | Identifying the Narrator
A narrator tells a story. Sometimes the narrator is a character in the story, but not always.
Ask: “Who is telling the story in Anansi and the Pot of Beans?”
Encourage students to return to the book to support their thinking with details.
Response Journal Ideas
Write about something in this book that surprised you.
Use details to describe the main character.
THE STORY IN THE CAVE
Wit & Wisdom® Grade 1 Module 1: A World of Books
Set 1: Sharing Stories, Book 2
Literary Nonfiction
Fundations® Focus Concept: CVC Words
81% Decodable at Fundations® Level 1, Unit 3
85% Decodable with Recurring Content Words
Book Summary
Four boys were searching for their lost dog when they stumbled upon a hidden cave in Lascaux, France. As they walked deeper into the cave, they found mysterious images on the walls and ceilings. When news of this ancient art spread, it sparked excitement and curiosity.
Teacher Note
Students may benefit from discussion of text-based vocabulary: clay, colors, den, paint, rock, and walls Additional vocabulary practice supports students’ language development, fluency, and comprehension.
World Connection
The caves of Lascaux are in France, a country in western Europe.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 3 at back big bit but cat check cut dab dash den did dog dot fat got hmmmm in it lad led lit lot mix on path pit pup quick red rich rock set shock such thick thin this thud top up us wish with zip
Fundations® Trick Words through Level 1, Unit 3 a and by do for from has have his into is of one the they to was we you
Words Not Yet Decodable in Fundations® through Level 1, Unit 3 art bull came cave clay colors day find horse man out paint pals past people saw secrets see story tell there think time walls way what wonder
Recurring Content Words Routine
One of the words you will see in this book is art
This word is art.
Read it with me: art
In this book, the boys find very old art.
Art
Read it with me: art.
Additional Vocabulary Practice
Let’s talk about another word in this book.
This word is cave.
Read it with me: cave
In this book, the word cave is a noun that means “a place underground, often carved out of rocks.”
The boys follow their dog into a cave (p. 4).
Cave
Read it with me: cave.
Other Recurring Content Words: colors, story, time Additional Vocabulary: bull, clay, horse, paint, past, people, secrets, walls, wonder
Comprehension Discussion Guide
General
What is this book about?
What is the setting?
What are the major events?
Specific
How did the boys find the cave?
The boys found the cave by following the dog, who ran ahead and fell into a pit.
What shocked the boys about the cave?
The boys were shocked because the walls and ceilings of the cave were filled with art.
What did the pictures in the cave show?
The pictures in the cave showed many animals, such as bulls, horses, and cats.
It says on page 13, “Did they wish to tell us a story?” Who is they?
The word they refers to the people who created the cave art.
What do people still wonder about the cave art?
People still wonder who created the cave art and why they did it.
People still wonder how old the cave art is.
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?
Pages Things to Notice More to Discuss
4–5 It looks dark inside the cave.
6–7 They are looking at two bulls.
8–9 There are lots of pictures on the walls.
12–13 People are walking through the cave.
Teachable Moments
Fluency | Reading with Expression
When the boys first discovered the cave, the only light inside would have come from the hand lamps they brought with them. The illustrator uses light and shadow to show what it might have looked like inside the cave.
One of the bulls is the largest animal painting found in any cave art to date.
About 2,000 images line the walls and ceilings of the cave. Most of the images are of animals. Only one painting in the cave looks like a human.
Many people visited the cave after the boys’ discovery. The cave is now closed to the public, but visitors can tour a replica of the cave in a nearby museum.
Reading with expression means changing your voice depending on the punctuation and the meaning of the words on the page. Your voice can sound excited, scared, or surprised.
Read aloud pages 2 and 3, focusing on expression as students follow along in the book. Then, repeat the reading with students joining in.
Style and Conventions | Identifying Adjectives
Adjectives are words that describe people, places, or things.
Ask: “On pages 8 and 9, what adjectives are used to describe the bull, horse, man, and cat images?”
Response Journal Ideas
Use details to describe the setting of this book.
Write about something new you learned from this book.
THE MAGICAL STACK
Wit & Wisdom® Grade 1 Module 1: A World of Books
Set 1: Sharing Stories, Book 3
Literary
Fundations® Focus Concept: CVC Words
81% Decodable at Fundations® Level 1, Unit 3
82% Decodable with Recurring Content Words
Book Summary
Mack is sick in bed with a stack of books to keep him company. He gets lost in the books and meets characters, including Count Dracula, Alice, and a genie. He discovers that being home sick isn’t so bad if you have a stack of books to enjoy.
Teacher Note
Before beginning the book, consider sharing the More section (on the inside back cover). In addition, you might display some of the books mentioned in the More section to help students understand the literary characters referred to in the text and illustrations.
World Connection
This book refers to the book Dracula, a classic tale that begins in Transylvania—now a part of Romania, a country in eastern Europe.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 3 back bad bat big bug cat did fat fog fun gas gut had hat hot in it jet kid lap leg Mack mad met Mom mop nap neck not on pack quick rash red rub sat set shot shut sick that them then thick this up wet when wish with yuck zap
Fundations® Trick Words through Level 1, Unit 3 a and as be have he his I into is of one she the to was we you
Words Not Yet Decodable in Fundations® through Level 1, Unit 3 all black blue book(s) can chill cups down eye fell girl grin hiss it’s just lamp like man next other pain ran read said so stack there what your
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is read
This word is read.
Read it with me: read
In this book, Mack will read books.
Read
Read it with me: read.
Other Recurring Content Words: book(s)
Comprehension Discussion Guide
General
Who is the main character in this book?
What is the setting?
What is the problem?
What is the resolution?
Specific
Why is Mack in bed?
Mack is in bed because he is sick.
What characters does Mack meet?
Mack meets a man in black, a girl in blue, a grinning cat, a man in a mad hat, and a genie.
Let’s talk about another word in this book.
This word is chill.
Read it with me: chill
In this book, the word chill is a noun that means “a cold feeling.”
Mack gets a chill because he is sick (p. 2).
Chill
Read it with me: chill.
Additional Vocabulary: grin, hiss, lamp, pain, stack
How do Mack’s feelings about being sick in bed change?
At first he says it’s not fun to be sick. Then, he discovers it’s not so bad to be sick if you have books to read.
Why is this book called The Magical Stack?
The book is called The Magical Stack because Mack’s stack of books is filled with magical characters.
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
opposite page 1
Things to Notice More to Discuss
There is a bat in Mack’s room.
2 Mack looks like his stomach hurts.
3
There are posters behind Mack’s bed.
8 The girl is having a tea party.
Teachable Moments
The bat and the gold lamp are clues to the characters in Mack’s books.
Another word for stomach is gut. Mack has a pain in his gut.
These show the titles of two of the books Mack is reading—Dracula and The Thousand and One Nights
This is a well-known scene from Alice’s Adventures in Wonderland The Hatter and the March Hare are characters who are attending the tea party.
Author’s Craft | Identifying Onomatopoeia
Authors use onomatopoeia, or words that represent sounds, to add life to their writing. For example, in this text, a book makes a thud sound when it hits the floor.
Ask: “What other words like thud can you find in the text?”
Encourage students to read aloud the words they find, such as drip, whoosh, and zap
Author’s Craft | Understanding Figurative Language
Authors choose words to add description or detail to a book. Sometimes these descriptive words mean something different from their usual meaning.
The text about Mack on page 2 says that “a red rash ran up his leg.” The word ran often means “moved faster than walking.” In this story, it means that Mack has a rash that starts at his feet and ends at his upper leg.
Ask: “What does ‘a big chill ran down his back’ mean?”
Response Journal Ideas
Write about something in this book you would like to learn more about.
Use details to write about your favorite illustration.
THE BROTHERS GRIMM
Wit & Wisdom® Grade 1 Module 1: A World of Books
Set 1: Sharing Stories, Book 4
Literary
Fundations® Focus Concept: CVC Words
81% Decodable at Fundations® Level 1, Unit 3
84% Decodable with Recurring Content Words
Book Summary
Brothers Jacob and Wilhelm Grimm set out on a journey through Germany to collect stories. For years they traveled, speaking with all different kinds of people and cataloging their tales of witches, wolves, girls with red hoods, and mysterious poison cups. Thanks to the brothers’ efforts, readers today can still enjoy the tales from long ago.
Teacher Note
The opening lines of this book contain the rhyme “Have you met the Brothers Grimm? One is Jacob—this is him.” Consider noting for students that poets often play with language and conventions, including the use of nonstandard language such as in the example above.
World Connection
The Brothers Grimm were from Germany, a country in western Europe.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 3 bad bed big bit but chat chin cup dash did dig dim dip fat fun gal get had hat him hop in it jot lot mad men met much nod not path pen pick quit red rich sad set sit such sun that them then thin this tuck when wish wit with yes yet
Fundations® Trick Words through Level 1, Unit 3 a and as by for has have he his into is of one or the they to was you
Words Not Yet Decodable in Fundations® through Level 1, Unit 3 an any art artist book(s) Brothers even Grandma’s Grimm head Jacob like people pictures plan poison said skip sleepy small so story stories there today two were Will witch’s wolf
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is story
This word is story.
Read it with me: story
In this book, the Brothers Grimm wrote down story after story
Story.
Read it with me: story
Let’s talk about another word in this book.
This word is people.
Read it with me: people
In this book, the word people is a noun that means “more than one person.”
The Brothers Grimm collected stories from people (pp. 6–7).
People
Read it with me: people.
Other Recurring Content Words: art, artist, book(s) Additional Vocabulary: even, Grandma’s, pictures, plan, poison, sleepy, stories, witch’s, wolf
Comprehension Discussion Guide
General
Who is this book about?
What is the setting?
What are the major events?
Specific
What are the names of the two people in this book?
The main characters are two brothers, Jacob and Will Grimm.
What was the brothers’ plan?
The brothers’ plan was to talk with people, listen to their stories, and write down the stories they heard.
What was added to the storybook after the Grimm Brothers wrote down all the stories?
After the brothers wrote down the stories, an artist added pictures to the book.
Where can the stories that the brothers collected be found today?
The stories can be found in classrooms, libraries, and people’s homes. We can read them today.
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 There is a circle of pictures and flowers around the title.
2–3 The Brothers Grimm are not using pencils.
9
10–11
There is a picture of a wolf, a girl in red, and an old lady.
There are pictures of a girl and a boy and a frog.
Teachable Moments
In an early edition of the Grimm Brothers’ fairy tales, there is a flower wreath illustration. The circle on the title page of this book is similar to that original image.
People used to write with quill pens made from bird feathers.
These are all characters from one of the Grimms’ fairy tales we know as “Little Red Riding Hood.”
This illustration shows fairy tale characters from stories collected by the Brothers Grimm, including “Hansel and Gretel” and “The Frog King.”
Author’s Craft | Understanding Figurative Language
Authors choose words to add description or detail to a book. Sometimes these descriptive words mean something different from their usual meaning.
Often, the word dig means “to poke a hole in the ground,” as in Anansi and the Pot of Beans. On page 5 of The Brothers Grimm, the author writes: “To pen a story small or big, they had to dig … and dig and dig.”
Ask: “What does the word dig mean in this book?”
Vocabulary | Categorizing Words
When we sort, or categorize, words or phrases, we group similar words. Many words in this story have to do with fairy tales. One example is the phrase poison cup
Ask: “What other words or phrases in the book have to do with fairy tales?”
Examples include “a witch’s chin” and “a big bad wolf.”
Response Journal Ideas
Use details to describe the people in this book.
Write about something new you learned from this book.
LIBRARY CAT
Wit & Wisdom® Grade 1 Module 1: A World of Books
Set 2: Unusual Libraries, Book 1
Literary
Fundations® Focus Concept: Consonant Digraphs
(wh, ch, sh, th, ck)
82% Decodable at Fundations® Level 1, Unit 3
86% Decodable with Recurring Content Words
Book Summary
Anat is a library cat in ancient Egypt who protects and defends the scrolls that make up the books in the library. She hunts day and night, ready to pounce on any bug or rat that tries to nibble at the pages of the scrolls in the Library of Alexandria.
Teacher Note
Before beginning the book, consider pointing out an illustration of scrolls to help students understand this historical term.
World Connection
The setting for this story is the Library of Alexandria. Alexandria is a city in Egypt, a country in northern Africa.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 3 at back bash bug cat chat check chin dash get got if in it job lap nap nip pal rat rid sit that this tip tuck up whack when whip whiz
Fundations® Trick Words through Level 1, Unit 3 a and by for I is me my of or the they to
Words Not Yet Decodable in Fundations® through Level 1, Unit 3 am Anat arch books can library no scroll’s see time
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is library
This word is library.
Read it with me: library
In this book, the setting for the story is a library
Library.
Read it with me: library
Let’s talk about another word in this book.
This word is arch.
Read it with me: arch
In this book, the word arch is a verb that means “to bend something to make a curved shape.”
On page 6, the cat says, “I arch my back.”
Arch
Read it with me: arch.
Other Recurring Content Words: books, time Additional Vocabulary: scroll’s
Comprehension Discussion Guide
General
Who is the character in this book?
What is the setting?
What is the problem?
What is the resolution?
Specific
What is a library cat’s job?
A library cat’s job is to check the books and keep them safe.
How is Anat a good library cat?
Anat is a good library cat because she looks out for bugs and rats. She chases them away when they get too close to the books.
What are scrolls?
Scrolls are long pieces of rolled-up paper that people write on.
Why is Anat’s job important?
Anat’s job is important because she protects the scrolls from bugs and rats.
Books are important. We need to take good care of books.
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
opposite page 1
There is a lighthouse behind the library.
5 There is a drawing of an eye.
6 The bug looks like a beetle.
10 There are statues on both sides of the vase.
Teachable Moments
Fluency | Reading with Expression
The Pharos Lighthouse is considered one of the Seven Wonders of the Ancient World.
This is the Eye of Horus hieroglyph, a symbol of protection. One written character is called a hieroglyph. The system of writing is called hieroglyphics.
This could be a scarab, also known as a dung beetle. The scarab was an important symbol in ancient Egypt.
These represent Egyptian royalty: Queen Nefertiti and King Tut, an Egyptian pharaoh.
Some punctuation marks, such as periods and exclamation points, mark the end of a sentence. Authors use an exclamation point to show excitement.
Ask: “Can you find a sentence that ends in an exclamation point?”
Encourage students to practice reading the sentence fluently and with excitement to a partner.
Vocabulary | Clarifying Multiple-Meaning Words
Some words can be used in different ways, such as in this sentence on page 6: “I arch my back, tuck my chin and … WHACK!”
The word arch is a verb, or action word, that means “to bend one’s back.” Arch can also be a noun that means “a round or bended shape.”
Ask: “What different uses of arch can you find in the text and illustrations?”
Response Journal Ideas
Use details to write about your favorite illustration.
Write about something new you learned from this book.
THE STORY SHIP
Wit & Wisdom® Grade 1 Module 1: A World of Books
Set 2: Unusual Libraries, Book 2
Informational
Fundations® Focus Concept: Consonant Digraphs
(wh, ch, sh, th, ck)
80% Decodable at Fundations® Level 1, Unit 3
87% Decodable with Recurring Content Words
Book Summary
The Epos, the Story Ship, travels the coast of Norway, bringing books to remote areas. The ship encounters readers of all ages who are ready to jump aboard and enjoy the books within. When the ship rocks from the strong waves, and books fall from the shelves, everyone is ready to pitch in and help. The Epos stays docked for a short time before it continues its trip along the rocky shore, bringing books to readers along the way.
Teacher Note
Consider modeling how to read Norway as well as the name of the ship, the Epos. Students may benefit from practice with these names.
World Connection
The Epos sails along the coast of Norway, a country in northern Europe.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 3 back big bin bud but chat dip dock dot fish fun in it job kick kid lot net not on pal pick rich rock run ship shock sit them then this thud tip up wish with
Fundations® Trick Words through Level 1, Unit 3 a and are by for has have is of one the they to you
Words Not Yet Decodable in Fundations® through Level 1, Unit 3 after any book(s) call coast done Epos even fall kids library more move Norway now pulls read see shells small stories story tell time towns until waves
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is book
This word is book.
Read it with me: book
In this book, some children read a book on a ship.
Book.
Read it with me: book
Other Recurring Content Words: books, library, read, story, time
Comprehension Discussion Guide
General
What is the main topic of this book?
Let’s talk about another word in this book.
This word is coast.
Read it with me: coast
In this book, the word coast is a noun that means “the land next to a body of water.”
The ship travels along the coast of Norway (p. 3).
Coast
Read it with me: coast.
Additional Vocabulary: move, shells, towns, waves
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
What is the Story Ship?
The Story Ship is a ship that is also a library.
What do the kids on the dock wish for?
The kids wish to borrow books from the Story Ship.
How is the Story Ship the same as a library in a building? How is it different?
They both have books, but the Story Ship can move.
They both have books on shelves, but the books on the ship fall off the shelves when waves rock the ship.
Why does the Story Ship move on?
The Story Ship moves on so that kids in other places can borrow books.
How is the Epos “a ship with a story”?
The Epos is “a ship with a story” because it carries books.
The Epos is “a ship with a story” because this book tells its story.
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 There is a word written on the side of the boat.
opposite page 1
There are drawings of an anchor and a life preserver.
This is the name of the ship. Boats and ships are given names to help their captains communicate with one another. Epos means “epic” in Norwegian. An epic is a long poem or story.
Both of these items are found on boats. When dropped into the water, an anchor sinks and digs into the seafloor, preventing a boat from floating away. A life preserver is a safety device made from materials that float on the water.
2–3 There are two flags. The flag on the left is the American flag; the flag on the right is the Norwegian flag.
5 Children are walking onto the ship.
Teachable Moments
People can use a movable bridge called a gangplank to board a ship or boat.
Style and Conventions | Identifying Common and Proper Nouns
Common nouns are words used for general people, places, or things. Proper nouns are used to name a specific person, place, or thing. Proper nouns also begin with a capital letter.
On page 1, the sentence “This is a ship” includes the common noun ship.
Ask: “Can you find the proper nouns used to name this ship in the book?”
Examples include Story Ship and Epos
Vocabulary | Categorizing Words
When we sort, or categorize, words, we group similar words. Many words in this book have to do with ships. One example is the word dock.
Ask: “What other words in the book have to do with ships?”
Examples include coast, fish, net, shells, and waves
Response Journal Ideas
Write about something in this book that surprised you.
Use details to describe the setting of this book.
A LIBRARY OF OUR OWN
Wit & Wisdom® Grade 1 Module 1: A World of Books
Set 2: Unusual Libraries, Book 3
Literary
Fundations® Focus Concept: Consonant Digraphs
(wh, ch, sh, th, ck)
80% Decodable at Fundations® Level 1, Unit 3
87% Decodable with Recurring Content Words
Book Summary
A young girl details a plan to create a library for her and her community. With the help of friends and family, she creates blueprints, collects materials, constructs and paints a box, and fills it with books of all sizes and topics. The library they build together grows and encourages reading in their community.
Teacher Note
Consider noting the role of numbers in this book. Students may benefit from previewing how numbers are used to sequence the steps in this narrative.
World Connection
The Library of Congress, the largest library in the world, is in Washington, DC.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 3 back big box chat check cut Dad dash did dog fit fix fun get in it math Mom nod not on pick rag red rub run rush set shed shop tack tap them then thick thin this tin top tuck up vet wax wet whack whiz wish with yes zip
Fundations® Trick Words through Level 1, Unit 3 a and be by do have I is my of or the they to we
Words Not Yet Decodable in Fundations® through Level 1, Unit 3 add all art books can color door draw grows how library love need our out own paint pals plan share sign so some spot step time what
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is books
This word is books.
Read it with me: books
In this book, a girl makes a library of her own to share books
Books.
Read it with me: books
Let’s talk about another word in this book.
This word is share.
Read it with me: share
In this book, the word share is a verb that means “to give and to receive.”
The children share books (p. 10).
Share
Read it with me: share.
Other Recurring Content Words: art, draw, library, time Additional Vocabulary: door, grows, out, plan, sign, step
Comprehension Discussion Guide
General
Who are the characters in this book?
What is the setting?
What is the problem?
What is the resolution?
Specific
What is the main character’s wish?
She wishes to run a library with her friends.
What does she do first?
The first thing she does is make a plan.
What materials does she need to build the library for the books?
She needs a box, tin, tools, wax, and paint to build the library.
How does the library grow?
The library grows when people share books. Kids drop off books and pick out new ones.
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
opposite page 1
The girl has a bubble above her head with a picture inside it.
6 There are different tools on the wall.
Illustrators can show a character’s thoughts by drawing images inside a cloud or thought bubble. Here the picture shows what the girl wishes her library would look like.
These tools include screwdrivers, hammers, wrenches, saws, and paintbrushes. This is an example of how the illustrations provide details not included in the text.
7 The girl is holding a sheet of gray material. She will use this sheet of metal, called tin, for the roof.
8 They are wearing glasses.
Teachable Moments
These glasses are safety goggles used for eye protection.
Style and Conventions | Identifying Commas
in a Series
Commas are used to separate words in a list or series.
In this book, commas are used to separate the different book topics that will be included in the library.
Ask: “Can you find the page where commas are used to separate words in a series?”
Text Structure | Using Ordinal Number Words
This book outlines a sequence of steps showing how to make a library of one’s own. One way to read this book is by using number words. Another way to read this book is to use ordinal number words, such as first, second, third, fourth, fifth, sixth, and seventh.
Encourage students to reread the text using ordinal number words.
Response Journal Ideas
Draw cartoons to retell three events from this book.
Use details to describe the main character.
THE LIBRARY OF FEZ
Wit & Wisdom® Grade 1 Module 1: A World of Books
Set 2: Unusual Libraries, Book 4
Literary
Fundations® Focus Concept: Consonant Digraphs
(wh, ch, sh, th, ck)
71%* Decodable at Fundations® Level 1, Unit 3
81% with Recurring Content Words
Book Summary
This text invites readers to enjoy the beautiful art and architecture of Fez, a city in Morocco and home to the Library of Fez. Long ago, the library’s door used four locks requiring four separate keys to protect the important knowledge inside. The Library of Fez lives on today, serving all who wish to get lost in the art and pages within.
Teacher Note
Consider noting that the illustrations in sepia, or brown tones, represent scenes from the past. Students may benefit from the visual cue signaling the shifting time period.
World Connection
This library is in Fez, Morocco. Morocco is a country in northern Africa.
* Read this text aloud as students follow along. This text includes a higher number of words that students may not yet know how to read.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 3 at back bag big but check dash Fez fit hid in it lock men not on pack path pick rich rock shut sit thick tick when with
Fundations® Trick Words through Level 1, Unit 3 a and are as for from into is me of one the they to was you
Words Not Yet Decodable in Fundations® through Level 1, Unit 3 all art book(s) city click come door each gold guard here just key(s) library live look old open people protect read riches still strong tile time took who
Recurring Content Words Routine
One of the words you will see in this book is library
This word is library.
Read it with me: library
In this book, the door with four locks will protect the books in the library (p. 7).
Library.
Read it with me: library
Other Recurring Content Words: art, book(s), read, time
Comprehension Discussion Guide
General
What is this book about?
What is the setting?
Additional Vocabulary Practice
Let’s talk about another word in this book.
This word is protect.
Read it with me: protect
In this book, the word protect is a verb that means “to keep safe.”
The door with four locks will protect the books in the library (p. 7).
Protect
Read it with me: protect.
Additional Vocabulary: city, door, gold, guard, key(s), open, strong, tile
What is something in this book you would like to learn more about?
Specific
What can you see in the city of Fez?
You can see tile and a gate in Fez. You can see art and a library.
Long ago, how did people keep the books in the library safe?
Long ago, people kept the books in the library safe behind a door with four locks.
Why did the door have four locks instead of one?
The door had four locks to keep the books safe. All four men had to be there to open the door.
What are the riches of the Library of Fez?
Books are the riches of the Library of Fez.
Why are books the riches of Fez?
Many books are very old.
The books are valuable like gold.
You can learn a lot from books.
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
There are lots of colorful shapes.
3 There is a wall with an arch that people can walk through.
6–7 The drawings are all brown.
11 The books on these pages change color.
Teachable Moments
This is Moroccan tile called zellige. It comes from the Arabic word meaning “little polished stone.”
This arch is called the Blue Gate of Fez. The gate is the entrance to the Medina of Fez, a very old section of the city.
This shade of brown is called sepia. In the past, this brown color was made from the ink of cuttlefish. These illustrations show what the library may have looked like long ago.
This combination of illustrations and photographs shows that the Library of Fez was used in the past and is still used today.
Style and Conventions | Identifying Verb Tense
Many verbs are action words. Verb tenses are important because they tell us when an action has happened, is happening, or will happen. The verbs in this book signal the switch from the present to the past.
Ask: “Can you find present and past tense verbs in the book?”
Examples of present tense verbs include check, dash, is, look, and sit. Examples of past tense verbs include hid, took, and was.
Vocabulary | Categorizing Words
When we sort, or categorize, words, we group related words. Many words in this book have to do with doors. One example is the word open
Ask: “What other words in the book have to do with doors?”
Examples include guard, key(s), protect, and strong.
Response Journal Ideas
Use details to describe the setting of this book.
Use details to write about your favorite illustration or photograph.
JUST IN TIME
Wit & Wisdom® Grade 1 Module 1: A World of Books
Set 3: Bringing Books to Life, Book 1
Literary
Fundations® Focus Concept: Bonus Letters (ff, ll, ss, zz)
83% Decodable at Fundations® Level 1, Unit 6
87% Decodable with Recurring Content Words
Book Summary
Two characters named Jess wake up late and look for their buses on the hill. In their race to get to school, they catch up with the bus by a bank, admire the art of their surroundings, and hit one final snag as their buses get flat tires. While the words are the same, the characters’ experiences are quite different as each Jess tries to make it to school on time in her town or city.
Teacher Note
Consider noting that both characters in this story are named Jess. Students may need support in tracking each character’s story.
World Connection
This story is set in a small town in West Virginia and in San Francisco, California.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 6 at back bag bed bell bit bus but buzz call checks dash dots duck falls fog fuss gas hill(s) hiss hit hops hum hush in it it’s Jess kiss mad mess not on packs path pop(s) quick runs rush sets shuts sits such sun tell that thick this thud up whips will with yells yet
Fundations® Trick Words through Level 1, Unit 6 a and be by does for is of she she’s the what
Words Not Yet Decodable in Fundations® through Level 1, Unit 6 around art bank book can’t close door down gives hears her just late looks morning sees time too
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is time
This word is time.
Read it with me: time
In this book, Jess wants to arrive at school on time
Time.
Read it with me: time
Other Recurring Content Words: art, book
Comprehension Discussion Guide
General
Who are the characters in this book?
What are the settings?
What is the problem?
What is the resolution?
Specific
How does Jess get to school?
Jess rides a bus to get to school.
What is different about the characters’ homes?
One Jess lives in the country. The other Jess lives in the city.
Compare and contrast their rides to school. How are they similar?
Both cannot see the bus coming because it’s foggy.
Both have to run to catch the bus.
Both notice beautiful things on the way to school.
Both have delays but still make it on time.
Let’s talk about another word in this book.
This word is late.
Read it with me: late
In this book, the word late is an adjective describing a person or thing. It means “not on time.”
Jess is late and has to rush to school (p. 1).
Late
Read it with me: late.
Additional Vocabulary: around, bank, hears, morning
How are their trips different?
Jess who lives in the country sees more nature and animals on her way to school. She rides a school bus.
Jess who lives in the city sees big buildings and more traffic. She rides a city bus.
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
title page There is a picture of a bridge. This is the Golden Gate Bridge in San Francisco.
3 Both places are foggy. Fog is moist air close to the ground. In some areas of West Virginia, fog forms when heavy air is trapped in the spaces between mountains, called valleys. In San Francisco, fog forms when warm winds blow over cool ocean water.
4 There are a lot of hills in the top picture. West Virginia’s nickname is the Mountain State. The Appalachian Mountains run through the state.
12 There is a road in the middle of the page. These lines represent the treadmarks from the bus tires after they pop.
Teachable Moments
Text Features | Noticing Text Size
Sometimes the author varies text size to draw attention to certain words. In this book, phrases such as It’s late! are larger than the rest of the text.
Encourage students to fluently reread the words and phrases in larger print with added expression. Examples include The bus!, Duck!, and Pop!
Vocabulary | Clarifying Multiple-Meaning Words
Some words can be used in different ways. The word bank is a noun that can have different meanings. One meaning is “the ground along the edge of a river or lake.” The word duck can be a noun or a verb.
Ask: “On page 7, what is the meaning of duck in each illustration?”
Then ask: “On pages 8 and 9, there are pictures of banks. What is the meaning of bank in each illustration?”
Response Journal Ideas
Use details to write about your favorite illustration.
Use details to describe the problem in this book.
FED BY ART: THE WORK OF LEO LIONNI
Wit & Wisdom® Grade 1 Module 1: A World of Books
Set 3: Bringing Books to Life, Book 2
Literary Nonfiction
Fundations® Focus Concept: Bonus Letters (ff, ll, ss, zz)
81% Decodable at Fundations® Level 1, Unit 6
86% Decodable with Recurring Content Words
Book Summary
Leo Lionni was an artist. He became interested in art as a child. Many years later, he took his two grandchildren on a train ride. To entertain them, he cut two circles out of paper and told a story using these dots as characters. Back home, he wrote this story down and created a children’s book. He continued to write and illustrate books, including Inch by Inch, Swimmy, and Frederick
Teacher Note
Consider modeling how to read Leo Lionni’s name. Students may benefit from this additional practice.
After reading this book, consider reading aloud Frederick so that students can discuss how the mice characters in Lionni’s book were “fed by art.”
World Connection
Leo Lionni was born in the Netherlands, a country in western Europe. He also lived in Italy and the United States.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 6 an at back bag big box bugs cut did dots dug fed fish fuss had hiss huff if in it job kid(s) let lot(s) man much not off on pals quick rip sad sat set shells sit tell that’s them top us will with
Fundations® Trick Words through Level 1, Unit 6 a and are as by for from he his I into of one said the there they to was were where who you
Words Not Yet Decodable in Fundations® through Level 1, Unit 6 added art artist began book(s) could day draw grandkids happy home just Leo look low made mice museums paper plan small still stories story swish thinks time train words worm
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is artist
This word is artist.
Read it with me: artist
In this book, Leo Lionni is an artist who became most famous for illustrating children’s books.
Artist.
Read it with me: artist
Other Recurring Content Words: art, book(s), draw, story, time
Comprehension Discussion Guide
General
Who is this book about?
Let’s talk about another word in this book.
This word is museums.
Read it with me: museums
In this book, the word museums is a noun that means “places where works of art or other artifacts are displayed.”
As a child, Leo went to museums to look at art (p. 4).
Museums.
Read it with me: museums
Additional Vocabulary: added, could, grandkids, home, made, mice, paper, stories, swish, train, words, worm
What key details provide more information about him?
What is something in this book you would like to learn more about?
Specific
What did Leo Lionni make?
Leo made art.
He made books for kids.
When did Leo Lionni become interested in art?
Leo became interested in art when he was a kid.
He became interested in art when he studied animals and went to museums.
Why did Leo Lionni tell his grandchildren a story?
Leo told his grandchildren a story so they would sit still on the train.
What do you notice about the characters in the story Leo told on the train?
The characters are dots.
Leo let the dots tell the story.
Where Leo set the dots said a lot about their feelings.
What other stories did Leo Lionni tell?
He told stories about a worm, a fish, and some mice.
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
opposite page 1
There are some mice underneath the paper scraps.
3 Different animals are in the box.
4 He is looking at a painting.
These images represent characters from one of Leo Lionni’s awardwinning books, Frederick.
This box is called a terrarium. A terrarium is a container made of glass or plastic that is used to keep small animals or to grow plants indoors.
As a child, Leo Lionni studied the art at the Rijksmuseum, a museum in Amsterdam in the Netherlands.
7 He is ripping out dots of paper. Leo Lionni often used pieces of paper to create collages to illustrate his books. On the train, Lionni used torn scraps from a copy of Life magazine he had in his bag.
Teachable Moments
Author’s Craft | Identifying Onomatopoeia
Authors use onomatopoeia, or words that represent sounds, to add life to their writing. On page 6, the words Hiss, hiss are used to describe the sound of a train.
Ask: “What other words like hiss can you find in the book?”
Encourage students to read aloud the words they find, such as huff, rip, and swish.
Author’s Craft | Understanding Figurative Language
Authors choose words to add description or detail to a book. Sometimes these descriptive words mean something different from their usual meaning.
Often, the word fed means “gave food to.” On page 4, the author writes: “He was fed by the art.” In this sentence, the word fed means “helped to grow or develop.”
Ask: “How was Leo Lionni fed by art?”
Response Journal Ideas
Write about something new you learned from this book.
Use details to describe the main person in this book.
JERRY DRAWS
Wit & Wisdom® Grade 1 Module 1: A World of Books
Set 3: Bringing Books to Life, Book 3
Literary Nonfiction
Fundations® Focus Concept: Bonus Letters (ff, ll, ss, zz)
80% Decodable at Fundations® Level 1, Unit 6
85% Decodable with Recurring Content Words
Book Summary
Jerry picks up his pen and fills the walls of his bedroom with his drawings. Although he loves to create stories, he struggles with reading and writing words. For him, the letters shift on the page, making it hard to learn. Jerry perseveres and uses his skill for drawing to help him focus. Today, Jerry continues to share his gift of storytelling with readers.
Teacher Note
Consider modeling how to read Jerry’s name. Students may benefit from this additional practice.
This text describes Jerry Pinkney’s experiences as a reader with dyslexia. According to the International Dyslexia Association, “dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language.”
Pinkney notes that, in his experience, the letters shifted on the page. Researchers, however, have learned that dyslexia is a language-based learning disability, and the degree of an individual’s difficulties with reading and writing falls on a continuum and also relates to the effectiveness of instruction or remediation that they have received. For more information on dyslexia, please consider visiting the International Dyslexia Association (IDA) website at dyslexiaida.org and Wilson Language Training at wilsonlanguage.com.
World Connection
Jerry Pinkney, born in Philadelphia, Pennsylvania, has been nominated for the Hans Christian Andersen Award. The International Board on Books for Young People (IBBY), a group based in Switzerland that represents 75 countries, awards this honor every two years.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 6 all an at bed big but can dad fill(s) him it job kids lot map not on pad path pen picks quit sits such tell that then this tip up us wall well when will with yet
Fundations® Trick Words through Level 1, Unit 6 a and as by do does for from has he here his into is me of the there they to you
Words Not Yet Decodable in Fundations® through Level 1, Unit 6 again art begins books draw(s) flow focus full hard help illustrator Jerry learn letters lines long looks loves makes now paint(s) pictures read shift shine sounds story takes time turn write
Recurring Content Words Routine
One of the words you will see in this book is draw
This word is draw.
Read it with me: draw
In this book, Jerry loves to draw pictures that can tell a story.
Draw.
Read it with me: draw
Other Recurring Content Words: art, books, draws, read, story, time
Comprehension Discussion Guide
General
Who is this book about?
What are the major events?
Additional Vocabulary Practice
Let’s talk about another word in this book.
This word is focus.
Read it with me: focus
In this book, the word focus is a verb that means “to concentrate or pay close attention to something.”
Drawing helps Jerry focus (p. 11).
Focus
Read it with me: focus.
Additional Vocabulary: flow, hard, illustrator, learn, letters, paint(s), pictures, shift, shine, write
What is something in this book you would like to learn more about?
Specific
What did Jerry love to do as a child?
Jerry loved to draw.
Why is it hard for Jerry to read?
Jerry has trouble matching letters and sounds.
Reading is hard because it takes him a long time.
How did drawing help Jerry in school?
Drawing helped Jerry focus.
Drawing helped Jerry learn.
How did Jerry’s childhood prepare him for his job?
Jerry drew a lot when he was a kid.
He loved to tell stories with pictures.
He did not give up.
How did Jerry’s family support his interest in art?
Jerry’s father supported him by letting Jerry draw on the walls.
His family encouraged him to draw at home.
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
front cover
There are several animal sketches.
4 It looks like we are above Jerry, looking over his shoulder.
12 He is sitting at a special desk.
13 The kids are holding books.
Teachable Moments
Author’s
These images represent some of Jerry Pinkney’s award-winning books.
Perspective is how things are seen from a particular angle or point of view. This point of view allows the reader to see what Jerry is drawing, while the perspective on page 9 does not.
This is called a drafting table. The angle of the table can be adjusted to help a person draw.
These books represent some of Jerry Pinkney’s works, which include The Little Red Hen.
Craft | Understanding Figurative Language
Authors choose words to add description or detail to a book. Sometimes these descriptive words mean something different from their usual meaning. The word path often means “a trail or a place to walk.” It is a way of getting from one place to another.
On page 9 of this book, the author writes, “He can draw well. For him, this is a path.”
Ask: “What does the word path mean in this sentence?”
Style and Conventions | Identifying Possessive Pronouns
Possessive pronouns show ownership. Possessive pronouns like her and his can replace a person’s name and let the reader know who owns the noun, or to whom it belongs.
In this sentence on page 1, “He sits on his bed,” the word his shows that the bed belongs to Jerry.
Ask: “Can you find other examples of the word his in this book?”
Encourage students to discuss how the word his is used in the sentences.
Response Journal Ideas
Use details to describe the main person in this book.
Write about something in this book that surprised you.
AN ILLUSTRATOR AT WORK
Wit & Wisdom® Grade 1 Module 1: A World of Books
Set 3: Bringing Books to Life, Book 4
Informational
Fundations® Focus Concept: Bonus Letters (ff, ll, ss, zz)
82% Decodable at Fundations® Level 1, Unit 6
90% Decodable with Recurring Content Words
Book Summary
Neil Brigham’s step-by-step process of illustrating the book Library Cat is detailed with text and photographs. First, Brigham reads the story and sketches out his characters. Next, he carves his sketches onto blocks. Finally, he applies various colors of ink to the blocks to create images with texture and depth.
Teacher Note
Although this book is closely related to Library Cat, consider allowing students to make that connection on their own. This information will slowly reveal itself as the book unfolds, giving students an opportunity to experience that discovery.
World Connection
Illustrators often work in studios. A studio is a space where artists can make art. The illustrator featured in this text lives and works in Massachusetts.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 6
add(s) all an at back big bug can cat cut(s) dab digs fill fits gets in it job legs lot man not off on pens rubs rush rut sets tan tell(s) then thin this top tugs wet will with
Fundations® Trick Words through Level 1, Unit 6 a and by do does he his into is of one the there to
Words Not Yet Decodable in Fundations® through Level 1, Unit 6 block book colors draw(s) first help how illustrator ink library make next paper pictures reads rolls scrolls spoon stamp story time traces work
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is colors
This word is colors.
Read it with me: colors
In this book, the illustrator adds colors one at a time.
Colors.
Read it with me: colors
Other Recurring Content Words: book, draw(s), library, reads, story, time
Comprehension Discussion Guide
General
What is the main topic of this book?
Let’s talk about another word in this book.
This word is illustrator.
Read it with me: illustrator
In this book, the word illustrator is a noun that means “a person who adds pictures, or illustrations, to a story.”
The illustrator tells the story in pictures (p. 1).
Illustrator.
Read it with me: illustrator
Additional Vocabulary: first, help, ink, next, paper, pictures, rolls, scrolls, spoon, stamp, traces, work
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
What does this illustrator do?
This illustrator tells the story in pictures.
This illustrator’s job is to draw, carve blocks, put ink on blocks, and make prints.
What does he do first?
He draws the pictures first.
After carving the stamp, what does he do next?
After carving the stamp, he rolls ink on top of it.
How does he add colors?
He adds colors one at a time.
How does the illustrator in this book add a lot to a book?
The illustrator adds a lot to a book by adding pictures to help tell a story.
His pictures help describe the setting and characters.
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
4 The drawing is on top of a block. A linoleum block is a thin layer of linoleum glued to a wooden block.
6 He is using a tool to cut the block.
8 He is rolling ink on the bug stamp.
9 He is using a spoon to rub the paper.
Teachable Moments
This tool is called a gouge. Gouges have tips of different sizes and shapes.
This roller is called a brayer. It is used to roll on ink by hand.
This process is called burnishing.
Text Structure | Identifying Sequence Words
Sequence words are used to tell when things happen or to highlight the steps in a process. This book uses several sequence words. One example is the word first.
Ask: “Can you find other sequence words in the book?”
Encourage students to discuss how these words help them better understand how this illustrator creates pictures. Examples include next and then.
Vocabulary | Clarifying Multiple-Meaning Words
Some words can be used in different ways. The word pen is a noun that means “a tool used for writing.” The word pen can also be used as a verb.
In this sentence on page 3, “He pens one by one,” the word pens is an action word.
Ask: “What does the word pens mean in this sentence?”
Response Journal Ideas
Use sequence words to retell this book.
Write about something new you learned from this book.
HOW TO MAKE PAPER
Wit & Wisdom® Grade 1 Module 1: A World of Books
Set 4: Books for All, Book 1
Informational
Fundations® Focus Concepts: Glued Sounds (all, am, an); Suffix -s
82% Decodable at Fundations® Level 1, Unit 6
83% Decodable with Recurring Content Words
Book Summary
Making paper is a multi-step process. It starts with cutting down a tree. Then, it moves on to breaking down the wood and creating pulp. The pulp is pressed and dried into the thin white paper we use every day.
Teacher Note
Students may benefit from a discussion of the paper-related vocabulary: drip, drum, dry, mesh, mush, pulp, roller, sheets, tree, water, and wood. Additional vocabulary practice supports students’ language development, fluency, and comprehension.
World Connection
The images in this book were photographed on-site at a mill in Pennsylvania.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 6 all bam big bits buzz call can chips chop cut falls fit hot hum in it lap let logs lots lug mash mat mesh mill mix mush on pad pot set tall tap tell then thick thin this thud till up wet wham will with yes zip(s)
Fundations® Trick Words through Level 1, Unit 6 a and as by do does from have into is of the there to we what where you your
Words Not Yet Decodable in Fundations® through Level 1, Unit 6 book car come drip drum dry fast how made paper pulp put roll roller saw sheets small thump tree turn water wood
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is book
This word is book.
Read it with me: book
In this book, a tree is turned into paper that can be used to make a book
Book.
Read it with me: book
Let’s talk about another word in this book.
This word is paper.
Read it with me: paper
In this book, the word paper is a noun that means “a thin sheet that can be written on.”
This book describes how paper like this may have been made (p. 4).
Paper
Read it with me: paper.
Additional Vocabulary: car, drip, drum, dry, pulp, roll, roller, sheets, tree, turn, water, wood
Comprehension Discussion Guide
General
What is the main topic of this book?
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
What is paper made from?
Paper is made from trees.
What are some of the machines or tools at the mill?
Some of the machines are a drum and a roller.
Some of the tools are pots and mesh.
How is pulp made?
Pulp is made when the wood chips are mixed with hot water.
What is the purpose of the rollers?
The rollers dry the paper and make it thin.
In this book, what is the last step in making paper?
The last step is cutting the paper into sheets.
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
3 There is a picture of a tree.
Paper can be made from many types of trees, including fir, pine, and birch.
6 The logs are on a ramp. This machine is called a log conveyor. It moves, or conveys, the logs. These logs are also called round wood.
7 The logs are rolling in the drum. As the logs tumble over one another, the bark gets removed. This process is called debarking.
9 The chips and water are mixed together. By the end of this stage, the glue-like material that holds the wood fibers together will be removed. The fiber that is left is called pulp.
Teachable Moments
Author’s Craft | Understanding Figurative Language
Authors use similes to add description or detail to a book. A simile is a phrase that compares two things by using the words like or as
On page 11 of this book, the mat in the roller “zips by as fast as a car.”
Ask: “What does this description tell you about the speed of the moving mat?”
Author’s Craft | Identifying Onomatopoeia
Authors use onomatopoeia, or words that represent sounds, to add life to their writing. On page 5, the words buzz, buzz, buzz are used to describe the sound of a saw.
Ask: “What other words like buzz can you find in the book?”
Encourage students to read aloud the words they find, such as bam, hum, thud, thump, wham, and zip.
Response Journal Ideas
Write about something in this book that surprised you.
Draw cartoons to show three steps of the process.
THE PRINTING PRESS
Wit & Wisdom® Grade 1 Module 1: A World of Books
Set 4: Books for All, Book 2
Literary Nonfiction
Fundations® Focus Concepts: Glued Sounds (all, am, an); Suffix -s
80% Decodable at Fundations® Level 1, Unit 6
88% Decodable with Recurring Content Words
Book Summary
Johannes Gutenberg saw that writing by hand took a very long time and did not produce many books. One day he had an idea to create a machine that could make more books in far less time. He put metal letters into a pan, covered them with ink, laid paper on top, and then pressed a block down on the paper. Many people from the past to the present have been able to enjoy books because of Gutenberg’s invention.
Teacher Note
Consider modeling how to read Gutenberg’s name. Students may benefit from this additional practice.
World Connection
Johannes Gutenberg was born in Germany, a country in western Europe.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 6 all an but call can did had hat if in it jobs less lot(s) man not on pan pen(s) quick rich rod set shops such that them then thick thin this tip top tug will with yes Letters: B, K, O
Fundations® Trick Words through Level 1, Unit 6 a and as by do for have he here his I into is of one or said the there they to were what you your
Words Not Yet Decodable in Fundations® through Level 1, Unit 6 blocks book(s) copy first Gutenberg idea ink learned letters more most now paper past people press printing push put read some stick time took words write
Recurring Content Words Routine
One of the words you will see in this book is time.
This word is time.
Read it with me: time
In this book, it took a lot of time to pen, or copy, a book.
Time.
Read it with me: time
Additional
Vocabulary Practice
Let’s talk about another word in this book.
This word is idea.
Read it with me: idea
In this book, the word idea is a noun that means “a thought or a plan.”
Johannes Gutenberg had an idea for how to make a book in less time (p. 7).
Idea
Read it with me: idea.
Other Recurring Content Words: book(s), read Additional Vocabulary: blocks, copy, learned, letters, past, people, press, printing, words, write
Comprehension Discussion Guide
General
Who is this book about?
What is the setting?
What is the problem?
What is the resolution?
Specific
In the past, why didn’t many people have books?
Many people didn’t have books because they cost a lot.
Long ago, why did it take a long time to make a book?
Long ago, it took a long time to make a book because each word had to be copied by hand.
How did the printing press make creating books easier?
The printing press made creating books easier because the work went more quickly.
The books didn’t have to be copied by hand.
The letters on the blocks could be moved around to make new words.
Why was Gutenberg’s press important?
Gutenberg’s press was important because it helped more people get books.
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 The different-sized letters are stored in different places.
9
9
The letter blocks are on something that looks like a ruler.
The word book is written backward and upside down.
13 The name Grimm is on the book.
Teachable Moments
Letter blocks were stored in cases. The smaller letters were stored in the lower case because they were used more often, and this made them easier to reach. The capital letters were stored in the upper case. This is why we call small letters lowercase and capital letters uppercase.
This tool is called a composing stick. It ensures that the text is the correct width on the page.
The letters are reversed and upside down. After the printer puts paper on the inked letters, he turns the paper over, and the letters are arranged so that people can read them from left to right.
Both the Brothers Grimm and Johannes Gutenberg lived in Germany, but Gutenberg lived more than 300 years before the Grimm brothers were born. This image helps show the passage of time.
Author’s Craft | Understanding Figurative Language
Authors choose words to add description or detail to a book. Sometimes these descriptive words mean something different from their usual meaning.
On page 14, the author writes, “Now, all can have books. For that, you can tip your hat to this man— Gutenberg!” The phrase “tip your hat” means “to thank or to praise.”
Ask: “Why might you thank Gutenberg?”
Vocabulary | Clarifying Multiple-Meaning Words
Some words can be used in different ways. The word press can be a verb that means “to push down on something.” The word press can also be used as a noun to name a thing, such as a printing press.
On pages 10 and 11, Gutenberg says, “I push in the pan. Then, I tug on the rod. There! … I will call it a printing press.”
Ask: “Why did Gutenberg call his machine a printing press?”
Response Journal Ideas
Write about something new you learned from this book.
Draw cartoons to show three events in order.
THE STORY OF LOUIS BRAILLE
Wit & Wisdom® Grade 1 Module 1: A World of Books
Set 4: Books for All, Book 3
Literary Nonfiction
Fundations® Focus Concepts: Glued Sounds (all, am, an); Suffix -s
80% Decodable at Fundations® Level 1, Unit 6
84% Decodable with Recurring Content Words
Book Summary
Louis Braille could not see, but he still wished to learn about the world. While at school, he was determined to create a better way to learn more through books. For years, he worked on a new system of reading and writing for those with blindness. Finally, at age 15, he developed an alphabet whose letters are represented by variations of up to six dots embossed on paper to enable reading by touch. Now, he and his classmates had access to written knowledge at their fingertips.
Teacher Note
Consider modeling how to read Louis Braille’s name. Students may benefit from this additional practice.
World Connection
Louis Braille was born in France, a country in western Europe.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 6 all am at bed big box but can did dot(s) fit fix in it kids lap let’s much not on quit run set sit six tell ten that this top up will wish with Letters: A, B, C
Fundations® Trick Words through Level 1, Unit 6 a and are do for has have here I is me my of one the there they to we what who your
Words Not Yet Decodable in Fundations® through Level 1, Unit 6 books Braille each end go hand hard hear just learn letter(s) like Louis many name no now page push read school see so too touch try way write
Recurring Content Words Routine
One of the words you will see in this book is read
This word is read.
Read it with me: read
In this book, Louis Braille wishes to read.
Read
Read it with me: read.
Other Recurring Content Words: books
Comprehension Discussion Guide
General
Who is this book about?
What is the setting?
What is the problem?
What is the resolution?
Specific
What did Louis Braille wish to do?
Louis Braille wished to read and write.
Why were reading and writing hard for Louis?
Reading and writing were hard for Louis because he could not see.
When Louis started school, what made reading hard for him?
Reading was hard for Louis because the books were really big.
He had to run his hands over the letters.
There were too many dots.
Additional Vocabulary Practice
Let’s talk about another word in this book.
This word is touch.
Read it with me: touch
In this book, the word touch is a verb that means “to feel or be in contact with something.”
Louis Braille can touch a horse (p. 2).
Touch
Read it with me: touch.
Additional Vocabulary: hand, hard, hear, learn, letter(s), many, page, push, school, write
How is Louis Braille’s system better?
Louis Braille’s system is better because it uses only six dots.
Why is Louis Braille’s system important?
Louis Braille’s system is important because it gives people who cannot see another way to read and write.
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 This looks like a tool. This tool is called a stylus. It is used to push dots into paper.
5 Some people have their eyes closed, and some people have them open.
The eye has different responses to light. Some people who are blind close their eyes, while others keep them open.
5 There is a red, white, and blue flag on top of the building. Louis Braille lived in France. This is the French flag.
8–9 These three pictures look similar.
Teachable Moments
Fluency | Reading with Expression
By creating similar scenes, the illustrator highlights the importance of these events and shows the passage of time. The images show that Louis Braille spent a lot of time working on his new system.
Reading with expression means changing your voice depending on the punctuation and the meaning of the words on the page. Your voice can sound excited, scared, or surprised.
Read aloud pages 3 and 10, focusing on expression as students follow along in the book. Then, repeat the reading with students joining in.
Text Structure | Identifying Repeated Language
Identifying the words or phrases that are repeated, or used many times, can help you understand the big ideas in the book.
Read aloud pages 7 and 9 and ask: “What phrases did you hear repeated?”
Encourage students to discuss what these lines tell them about Louis Braille.
Response Journal Ideas
Use details to describe the main person in this book.
Draw two pictures showing the problem and resolution in this book.
A LIBRARY TO GO
Wit & Wisdom® Grade 1 Module 1: A World of Books
Set 4: Books for All, Book 4
Literary
Fundations® Focus Concepts: Glued Sounds (all, am, an); Suffix -s
85% Decodable at Fundations® Level 1, Unit 6
93% Decodable with Recurring Content Words
Book Summary
Dan is excited for his trip to the library. He loves to read and wishes he could take every book home. As he collects library books on different topics, his stack gets higher and higher. Eventually, the stack gets too big, and he drops the books everywhere. Miss Van, the librarian, is there to help and hands Dan an e-reader. Now, Dan doesn’t have to choose. He can hold all his books in the palm of his hand.
Teacher Note
Consider using this poem as a whole class choral reading. This will support students in building fluency.
World Connection
The lights featured in the illustration on page 3 are similar to the lights in the Rose Main Reading Room at the main branch of the New York Public Library.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 6 all am at bam but can check Dan fat fell fish fit(s) in it jazz jets lug Miss much not on pack pets pick quick sack shells ships that them thin up Van which will wish with
Fundations® Trick Words through Level 1, Unit 6 a and do for have here I is me my one(s) one’s or she the to you
Words Not Yet Decodable in Fundations® through Level 1, Unit 6 art book(s) go hand(s) heart heavy library out plan read small so stack world
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is books
This word is books.
Read it with me: books
In this book, Dan loves to pick out books.
Books
Read it with me: books.
Let’s talk about another word in this book.
This word is heavy.
Read it with me: heavy
In this book, the word heavy is an adjective that means “weighs a lot.”
Dan’s big stack of books is heavy (p. 5).
Heavy
Read it with me: heavy.
Other Recurring Content Words: art, book, library, read Additional Vocabulary: hand(s), heart, plan, stack, world
Comprehension Discussion Guide
General
Who are the characters in this book?
What is the setting?
What is the problem?
What is the resolution?
Specific
What does Dan like to do?
Dan likes to read all he can.
Why can’t Dan fit all the books in his pack?
Dan can’t fit all the books in his pack because he has too many books.
What does Dan like to read about?
Dan likes to read about a lot of things.
He gets books about pets, ships, jets, shells, and art.
How does the librarian help Dan?
The librarian helps Dan by giving him a book that is like a computer. It can store lots of books.
Why does the new “book” make Dan happy?
This “book” makes Dan happy because he can borrow all the books he wishes.
It is thin and small and can store all his books.
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
opposite page 1
The pictures are all in orange, black, or white.
2 Some people are drawn in just black and white, and some have more colors.
5 It looks like we are on the floor looking up at Dan.
12–13 There are pictures in the clouds behind Dan.
Teachable Moments
The illustrations use a limited color palette of orange, black, and white. The word palette sometimes refers to the tool artists use to hold and mix paint. It can also refer to the colors artists choose for their work.
The color highlights the main characters.
Drawing from this point of view, or perspective, brings attention to Dan’s stack of books. It makes the stack seem taller.
Illustrators can show a character’s thoughts by drawing images inside a cloud or thought bubble. Here, the thought pictures match the books that Dan picked.
Text Structure | Identifying the Narrator
A narrator tells a story. Sometimes the narrator is a character in the story, but not always.
Ask: “Who is telling the story in A Library to Go?”
Encourage students to return to the book to support their thinking with details.
Author’s Craft | Understanding Figurative Language
Authors choose words to add description or detail to a book. Sometimes these descriptive words mean something different from their usual meaning.
On pages 13 and 14, the author writes, “1, 2, or 3—it fits them all for me! All the world in my hand. Here, read with me.”
Ask: “What does Dan mean when he says he has ‘all the world’ in his hand?”
Response Journal Ideas
Use details to describe the main character.
Use details to write about your favorite illustration.
Module 2 Creature Features
VERVET MONKEY ALARM
Wit & Wisdom® Grade 1 Module 2: Creature Features
Set 1: Creature Code, Book 1
Literary
Fundations® Focus Concept: Glued Sounds (ng, nk)
81% Decodable at Fundations® Level 1, Unit 7
85% Decodable with Recurring Content Words
Book Summary
A vervet monkey keeps watch and protects his troop by sounding calls as he sees approaching predators, including a leopard, an eagle, and a python. The different sounds direct the group to take specific actions, helping the monkeys remain safe from the approaching threats.
Teacher Note
After reading the book, consider directing students to the About the Animals section (p. 14). Encourage them to return to the illustrations in the text and compare them to the photographs.
World Connection
Scientists have studied vervet monkeys in Amboseli National Park in Kenya, a country in eastern Africa.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 7 can chat dash gang get hang him it long lots nap not ring rop ruff run sink ssss tells them this top up us with yell yes
Fundations® Trick Words through Level 1, Unit 7 a are be come do does for from have he here I into is me my of one she the there to too we why you
Words Not Yet Decodable in Fundations® through Level 1, Unit 7 down eat form gone group her many monkeys no oh play protect safe says see shrub spy stand swing take tree
Recurring Content Words Routine
One of the words you will see in this book is safe
This word is safe.
Read it with me: safe
In this book, the word safe is an adjective that means “protected.”
The monkeys climb the tree to stay safe from the leopard.
Safe
Read it with me: safe.
Additional Vocabulary Practice
Let’s talk about another word in this book.
This word is spy.
Read it with me: spy
In this book, the word spy is a verb that means “to watch for something.”
The monkey sits in a tree to spy approaching animals (p. 2).
Spy
Read it with me: spy.
Other Recurring Content Words: group, protect Additional Vocabulary: eat, form, gone, many, monkeys, play, shrub, stand, swing, tree
Comprehension Discussion Guide
General
What is this book about?
What is the setting?
What is the problem?
What is the resolution?
Specific
Who is telling the story, or who is the narrator?
A vervet monkey is telling the story.
Why does the vervet monkey spy?
He spies to keep his group safe.
He spies to warn his group when other animals get too close.
What animals does the monkey spy?
The monkey spies a big cat, a bird, and a snake.
The monkey spies a leopard, an eagle, and a python.
How do the monkeys respond to the different alarm calls?
The monkeys run up the tree and swing or hang from the top when a leopard is nearby.
The monkeys hide in the shrubs when an eagle is nearby.
The monkeys stand up and form a ring when a python is nearby.
Why does the snake leave?
The snake leaves because there are too many monkeys.
The snake leaves because the monkeys work together and scare him away.
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
2 The monkey is in a tree. Many vervet monkeys live in woodland areas. The trees that grow in woodlands are less dense, so sunlight filters through the leaves.
5 There is a big cat with spots. A leopard’s spots help it blend in with its environment. The spots serve as camouflage.
8 There is a group of monkeys. Vervet monkeys live in groups called troops.
12–13 The snake is going away. Some types of pythons can grow to be more than 25 feet long. Vervet monkeys work as a group to drive snakes away.
Teachable Moments
Text Structure | Identifying the Narrator
A narrator tells a story. Sometimes the narrator is a character in the story, but not always.
Ask: “Who is telling the story in Vervet Monkey Alarm?”
Encourage students to return to the book to support their thinking with details.
Style and Conventions | Identifying Pronouns
Pronouns replace nouns in a sentence. The words he and she are personal pronouns. Personal pronouns can be used to replace proper nouns, such as people’s names. Personal pronouns can also replace common nouns, such as the animal names leopard or snake
On page 5, the pronoun he is used in place of the noun leopard.
Ask: “On page 8, the pronoun she is used in place of which animal name?”
Response Journal Ideas
Use details to describe the setting of this book.
Use details to describe the problem in this book.
SMELL TELLS
Wit & Wisdom® Grade 1 Module 2: Creature Features
Set 1: Creature Code, Book 2
Informational
Fundations® Focus Concept: Glued Sounds (ng, nk)
82% Decodable at Fundations® Level 1, Unit 7
87% Decodable with Recurring Content Words
Book Summary
Ants communicate various messages to one another by releasing scents. Through scent, ants can identify each other’s rank in the colony. They can detail a map to food by leaving a scent trail. And they can communicate danger by releasing a scent that warns the nest to protect itself.
Teacher Note
Students may benefit from discussion of text-based vocabulary: antennae, nest, queen, and worker. Additional vocabulary practice supports students’ language development, fluency, and comprehension.
World Connection
The earth is divided into seven continents: Africa, Antarctica, Asia, Australia, Europe, North America, and South America. Ants live on every continent except Antarctica.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 7 an at back big can chunk gang hill hunk in it lets long lot map nips not off on packs pals pat path quick rank rich runs rush set sets tell tells that them then this tips up well whiff win with
Fundations® Trick Words through Level 1, Unit 7
a and as be by come for has is of one she the they to too two very where who
Words Not Yet Decodable in Fundations® through Level 1, Unit 7 ant antennae ants danger find(s) food group how live meet nest queen safe scent smell work worker
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is food
This word is food .
Read it with me: food
In this book, the word food is a noun that means “something to eat.”
The ants find food .
Food
Read it with me: food .
Let’s talk about another word in this book.
This word is scent.
Read it with me: scent
In this book, the word scent is a noun that means “a smell.”
An ant lets off a scent when she is in danger (p. 9).
Scent
Read it with me: scent.
Other Recurring Content Words: find(s), group, safe Additional Vocabulary: antennae, danger, live, meet, nest, queen, smell, work, worker
Comprehension Discussion Guide
General
What is the main topic of this book?
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
What body part does an ant use to smell?
An ant uses its antennae to smell.
What are some different ranks in an ant group?
An ant group has a queen and workers.
Two ranks are queen and worker.
How does an ant make a map for the rest of the group?
An ant leaves a scent that the other ants can follow.
An ant sets a path for the rest of the group.
How does smell help ants live in a group?
Smell helps ants work together.
Smell tells ants who is who.
Smell tells ants where to find food.
Smell tells ants if there is danger nearby.
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 One ant is bigger than the other.
4–5 A dotted line connects the fruit to the ant nest.
6–7 The ants are eating an orange.
8–9 There is a lizard near the ant.
Teachable Moments
Text Features | Identifying Headings
The queen ant is usually larger than worker ants in many ant species. A queen may also have wings.
The dotted line represents the scent path the ant leaves when it returns to the nest. By leaving a special smell as it walks, the ant makes a trail that other ants can follow to reach the food source. This scent is called a trail pheromone.
A diet high in sugar may help ant colonies stay healthy. Sugar gives the ants more energy to fight viruses.
The lizard is a thorny devil. The thorny devil eats ants.
Headings are used to organize a book and help readers identify important ideas. Headings often look different from the rest of the text. For example, they may be in bold or a larger font.
On page 2, the heading is “Smell tells who is who.”
Ask: “Can you identify other headings in this book?”
Vocabulary | Exploring Definitions
Learning what one word means can help us better understand the other words on the page.
On page 3, the author writes, “They can tell rank. This one is a queen. This one is a worker.” In this book, the word rank is a noun that means “the position or level in a group.”
Encourage students to discuss who has the higher rank in the ant group—queen or worker.
Response Journal Ideas
Write about something new you learned from this book.
Use details to write about your favorite photograph.
BEE WAGGLE
Wit & Wisdom® Grade 1 Module 2: Creature Features
Set 1: Creature Code, Book 3
Literary
Fundations® Focus Concept: Glued Sounds (ng, nk)
80% Decodable at Fundations® Level 1, Unit 7
86% Decodable with Recurring Content Words
Book Summary
A bee finds food and flies home to tell her hive. She will not make the long trip back to the food source with them, so she must communicate its location using movement. Using a waggle dance—a series of bobs, shakes, and circles—she communicates to the others the direction and distance to the food source. The other bees in the hive use her map to locate the food.
Teacher Note
Students may benefit from discussion of text-based vocabulary: bee(s), dance, hive, honey, nectar, and worker Additional vocabulary practice supports students’ language development, fluency, and comprehension.
Also consider noting that the word jig is used as both a noun and a verb in this book.
World Connection
Karl von Frisch—who discovered and interpreted the bee dance—was born in Austria, a country in western Europe.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 7 add all back bats bob bops buzz can cut dash get hang in it’s jig job kick(s) long map mix off on quick rich rink rug shack sing song tap tells then thing this up wag wing wink with zing zips
Fundations® Trick Words through Level 1, Unit 7 a and by come do here is my of one she some the there there’s they to where why
Words Not Yet Decodable in Fundations® through Level 1, Unit 7 bee(s) dance dust far find follow food group helps her hive honey make nectar observe part safe so stack steps study worker
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is find
This word is find .
Read it with me: find
In this book, the word find is a verb that means “to discover something.”
The bees find nectar.
Find
Read it with me: find .
Other Recurring Content Words: food, group, observe, safe
Comprehension Discussion Guide
General
What is this book about?
What is the setting?
What are the major events?
Specific
Where do bees live?
Bees live in a hive.
What is a jig?
A jig is a dance.
The bees dance a jig.
Let’s talk about another word in this book.
This word is nectar.
Read it with me: nectar
In this book, the word nectar is a noun that means “the liquid bees collect from plants to make honey.”
The rich thing the bees are looking for is nectar (pp. 10–11).
Nectar.
Read it with me: nectar
Additional Vocabulary: bee(s), dance, dust, far, follow, hive, honey, part, steps, study, worker
How is the jig like a map?
The jig is like a map because it tells the other bees where to find food.
The jig is like a map because it tells the other bees how far away the food is.
Why do bees collect nectar?
Bees collect nectar to make honey.
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
1 The field is full of colorful flowers.
2–3 It looks like the bee is flying into a cave.
Bees cannot see red, but they can see many other colors. They also see ultraviolet colors on flowers that humans cannot see.
What looks like a cave is actually a hive. Many bees live in hives, where they make honey they store in honeycombs.
4 There is dust on the bee’s back. This dust is pollen. Bees carry pollen from one flower to another, helping the plants reproduce.
6–9 There are red lines on top of the pictures.
Teachable Moments
The red lines show the bee’s movements during the dance. Page 11 shows how the information given through these moves is translated into a route that takes a bee from the hive to the nectar source.
Author’s Craft | Understanding Figurative Language
Authors choose words to add description or detail to a book. Sometimes these descriptive words mean something different from their usual meaning.
The word rug often means “a mat or carpet that covers part of a floor.” In this story, the phrase “cut a rug” means “to dance.” The phrase may come from how a rug could get cut, or worn down, after people danced on it.
Ask: “Why do the bees ‘cut a rug’ in this book?”
Style and Conventions | Identifying Verbs
Many verbs are action words. Different verbs are used to describe the bees’ movements in this book. One example is the word jig
Ask: “What other verbs are used in this book to describe the bees’ actions?”
Examples include bats, bob, bops, kick, zing, and zips. Students may act out the different verbs, highlighting the nuanced meanings among them.
Response Journal Ideas
Write about something in this book you would like to learn more about.
Use details to write about a favorite illustration.
ELEPHANT TALK
Wit & Wisdom® Grade 1 Module 2: Creature Features
Set 1: Creature Code, Book 4
Informational
Fundations® Focus Concept: Glued Sounds (ng, nk)
80% Decodable at Fundations® Level 1, Unit 7
83% Decodable with Recurring Content Words
Book Summary
Elephants communicate with one another in different ways. They use calls to assemble and direct the herd. They use their sense of smell to identify their friends and their predators. Finally, they use movements, such as stomping their feet, to communicate danger to their herd.
Teacher Note
Students may benefit from discussion of text-based vocabulary: calf, ears, elephants, foot, herd, and trunk Additional vocabulary practice supports students’ language development, fluency, and comprehension.
Consider reading page 13 aloud as students follow along in their books. Students may benefit from an introduction to new vocabulary, such as danger, protect, and rumbles.
World Connection
Elephants are native to two continents—Africa and Asia.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 7 all at back bangs big boss buzz call(s) can cat dung gang get him honk hum(s) if in it it’s jabs jog kick leg(s) let’s long lot Mom not off pal rub run tell(s) them things this thud up whiff will with
Fundations® Trick Words through Level 1, Unit 7 a and do from has have he here his is one put(s) she some the there there’s they to was who
Words Not Yet Decodable in Fundations® through Level 1, Unit 7 calf celebration danger ears elephants far feel finds foot go group happy hear her herd line lion look move(s) no out protect rumbles safe smell(s) takes talk their together trumpets trunk(s) way words
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is group
This word is group.
Read it with me: group
In this book, the word group is a noun that means “more than one; a collection or bunch.”
The elephants move together as a group.
Group
Read it with me: group.
Other Recurring Content Words: finds, line, protect, safe
Comprehension Discussion Guide
General
What is the main topic of this book?
Let’s talk about another word in this book.
This word is celebration.
Read it with me: celebration
In this book, the word celebration is a noun that means “a joyful event.”
The elephants have a celebration when they are happy (p. 14).
Celebration
Read it with me: celebration.
Additional Vocabulary: calf, danger, ears, elephants, far, feel, foot, hear, herd, lion, rumbles, together, trumpets, trunk(s)
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
When an elephant trumpets, what is it doing?
When an elephant trumpets, it is making a sound.
When an elephant trumpets, it is calling to other elephants.
What do elephants do when they hear another elephant call?
When the elephants hear a call, they jog to the elephant that made the call.
When the elephants hear a call, they get together.
How do elephants know if a lion is close to the group?
Elephants know a lion is close by because they can smell it.
When an elephant is far away, how does it talk to other elephants?
When an elephant is far away, it bangs its feet on the ground to talk. The other elephants can feel the buzz in their legs.
How do elephants “talk with no words at all”?
Elephants “talk” to each other by calling, smelling, and moving.
When elephants trumpet, they “talk” with no words.
Elephants rub and hum when they are happy.
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 elephants are bumping into each other.
opposite page 1 The elephants are twisting their trunks together.
4–5 The elephants are in a group.
Male elephants often play together this way.
This is one way elephants greet each other. It’s similar to how humans shake hands.
A group of elephants is called a herd. A herd is usually made up of all females and their babies. The oldest female is the leader and is called the matriarch. Although males leave the group as teenagers, they visit female herds from time to time.
12 The elephant has long tusks.
Teachable Moments
Tusks are a type of teeth made from ivory. All African elephants have tusks, but only male Asian elephants have tusks.
Text Structure | Connecting Headings
Headings are used to organize a book and help readers identify important ideas. Headings may use similar words to highlight connections in the book.
Read aloud the headings on pages 2, 6, and 12.
Ask: “What do the headings tell you?”
Then ask: “What connection do you see among these headings?”
Vocabulary | Categorizing Words
When we sort, or categorize, words or phrases, we group similar words. Many words in this book have to do with elephants’ hearing. One example is ears.
Ask: “What other words in the book have to do with elephants’ hearing?
Examples include hear, rumbles, talk, and trumpets
Response Journal Ideas
Write about something in this book that surprised you.
Use details to write about your favorite photograph.
SUPER SPINY MOUSE
Wit & Wisdom® Grade 1 Module 2: Creature Features
Set 2: Safety First, Book 1
Literary
Fundations® Focus Concept: Consonant Blends
80% Decodable at Fundations® Level 1, Unit 8
83% Decodable with Recurring Content Words
Book Summary
A spiny mouse faces predators in the form of a snake, a hawk, and an owl. He must use his defense adaptations and healing abilities to survive. His tough hair deters the snake. A detachable tail helps him escape the hawk. And to stay safe from the owl, he sheds a patch of skin.
Teacher Note
Consider noting that the word spiny is used as both an adjective and a proper noun in this book. The mouse character, Spiny, is also referred to with the pronoun he, while all the predators are female and referred to as she. Students may benefit from using these pronouns to differentiate between animals.
World Connection
The spiny mouse species featured in this book lives on the continent of Africa.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 8 an but can cat chomps chunk crab fast fits flap grab(s) hand him hiss hunt(s) in long luck lunch mend munch not off pinch pluck(s) pops run sheds shush skin skips small snack snips ssss stiff still that this up will
Fundations® Trick Words through Level 1, Unit 8 a do for he here his is of she to too what your
Words Not Yet Decodable in Fundations® through Level 1, Unit 8 hair hawk mouse no out owl patch safe skunk snake spiny stay stink tail
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is safe
This word is safe.
Read it with me: safe
In this book, the word safe is an adjective that means “protected.”
The spiny mouse’s body helps him stay safe.
Safe
Read it with me: safe.
Let’s talk about another word in this book.
This word is patch.
Read it with me: patch
In this book, the word patch is a noun that means “a small area.”
The spiny mouse sheds a patch of skin when the owl attacks him (p. 12).
Patch
Read it with me: patch.
Additional Vocabulary: hair, hawk, mouse, owl, skunk, snake, spiny, stay, tail
Comprehension Discussion Guide
General
What is this book about?
What is the setting?
What is the problem?
What is the resolution?
Specific
Predators hunt other animals for food. Which predators hunt the spiny mouse?
A snake, a hawk, and an owl hunt the spiny mouse.
How does a spiny mouse’s hair protect him?
His hair helps protect him because it is too stiff to munch.
What is super about the spiny mouse?
The spiny mouse is super because his hair is too stiff to munch, so the snake doesn’t eat him.
The spiny mouse is super because he can still run after his tail pops off.
The spiny mouse is super because he can shed skin and regrow it fast.
How is the spiny mouse like the cat, the crab, and the skunk at the beginning of the book?
The spiny mouse is like the other animals because he has ways to protect himself, just like they do.
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
opposite page 1
10–11
The skunk’s tail is sticking up.
The owl’s wings are spread out.
13 There are arrows and green boxes between the pictures.
14 The mouse looks like it is in a cave.
Teachable Moments
This is a warning sign that the skunk is about to spray. A skunk’s spray is a defense mechanism.
The soft, fringed edges of an owl’s feathers allow it to fly very quietly. This enables the owl to surprise its prey.
This type of illustration is called a diagram. Diagrams often illustrate a process. This diagram shows how the mouse’s skin heals.
Spiny mice are often found in rocky areas such as kopjes. Kopjes are hills of rocks in the middle of a grassland or a woodland.
Author’s Craft | Identifying Onomatopoeia
Authors use onomatopoeia, or words that represent sounds, to add life to their writing. On page 4, the words Ssss, ssss, ssss are used to describe the sound of a snake approaching.
Ask: “What other words like ssss can you find in the book?”
Encourage students to read aloud the words they find, such as flap and shush
Style and Conventions | Identifying Pronouns
Pronouns replace nouns in a sentence. The words he and she are personal pronouns. Personal pronouns can be used to replace proper nouns, such as people’s names. Personal pronouns can also replace common nouns, such as the animal names snake, hawk, and owl.
On page 2, the pronoun he is used in place of the noun mouse
Ask: “On page 4, the pronoun she is used in place of which animal name?”
Then ask: “What other predator names are replaced with the pronoun she?”
Response Journal Ideas
Use details to describe the problem in this book.
Write about something in this book you would like to learn more about.
THORNY DEVIL
Wit & Wisdom® Grade 1 Module 2: Creature Features
Set 2: Safety First, Book 2
Informational
Fundations® Focus Concept: Consonant Blends
82% Decodable at Fundations® Level 1, Unit 8
86% Decodable with Recurring Content Words
Book Summary
The thorny devil sets out to find lunch and encounters a predator. He uses his unique defense mechanisms to stay safe from the bird. Specifically, he changes skin color to blend in with the desert sand. He fills his chest with air to appear bigger. And, as his last line of defense, he uses a fake head to trick the bird and protect himself.
Teacher Note
Consider reading page 2 aloud as students follow along in their books. Students may benefit from an introduction to new vocabulary, such as desert, spikes, and thorny.
World Connection
The thorny devil lives in the deserts of Australia, both a country and a continent.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 8 all an and ants best big black but can chest drop(s) gulp help him hot if in it legs lifts lunch munch not on peck picks pop puffs red sand sets shift(s) shrub skin small snack(s) spot(s) sun tan that then thinks this trick(s) up well will with yet
Fundations® Trick Words through Level 1, Unit 8 a be does for has he his is of one over some the to too try what who would
Words Not Yet Decodable in Fundations® through Level 1, Unit 8 air animal(s) another bird color day desert devil down fake head hide lives lizard more ouch safe see shade sharp spikes thorny
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is animal
This word is animal.
Read it with me: animal
In this book, the word animal is a noun that means “a living creature.”
The thorny devil is an animal.
Animal
Read it with me: animal.
Let’s talk about another word in this book.
This word is fake.
Read it with me: fake
In this book, the word fake is an adjective that means “not real.”
The thorny devil has a fake head (pp. 12–13).
Fake
Read it with me: fake.
Other Recurring Content Words: animals, color, safe Additional Vocabulary: air, another, bird, desert, head, hide, lives, lizard, ouch, shade, sharp, spikes, thorny
Comprehension Discussion Guide
General
What is the main topic of this book?
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
Where does the thorny devil live?
The thorny devil lives in the desert.
Why is this lizard called “thorny”?
This lizard is called “thorny” because it is covered in spikes that look like thorns.
How is the thorny devil able to hide in the sand?
The thorny devil can hide in the sand because his skin shifts color and matches the sand.
How does a fake head protect the thorny devil?
His fake head protects him because a bird can peck at him, but he’ll stay safe since it’s not his real head.
Why does the bird think the thorny devil is too big?
The bird thinks the thorny devil is too big because he looks bigger when he puffs up his chest.
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
opposite page 1
The lizard is covered in spikes.
The thorny devil looks big.
4–5 The thorny devil is walking on sand.
8–9 The lizard has changed color.
This lizard gets its name from its spikes, which are about the size of rose thorns.
Although it looks big from this perspective, or point of view, the length of a thorny devil from the tip of its nose to the base of its tail is three to four inches.
The thorny devil may be looking for an ant nest because the thorny devil eats only ants.
Thorny devils change color depending on the temperature. In the cool morning or evening, or when they are in the shade, thorny devils are darker. In the afternoon, or on the hot sand, their skin is lighter.
Teachable Moments
Text Features | Identifying Headings and Supporting Details
Headings are used to organize a book and help readers identify important ideas. Headings often list the main idea of the section. The sentences that follow the heading include details that support that section’s main idea.
On page 10, the heading is “Big Chest.” The sentences that follow include details that support the section’s main idea such as, “He puffs it up with air.”
Ask: “On page 13, the heading is ‘Trick Head.’ What details on that page support the section’s main idea of how the thorny devil uses its head?”
Vocabulary | Expanding Vocabulary
When we expand our vocabulary, we learn new words.
Pages 8 and 9 explain how the thorny devil shifts his color. Another word for this color shift is camouflage. The thorny devil changes his color depending on the temperature. This helps him blend in with his surroundings.
Ask: “What words or phrases on pages 8 and 9 have to do with camouflage?”
Examples include hide and skin shifts color
Response Journal Ideas
Write about something in this book that surprised you.
Use details to describe the setting.
THE CRAB AND THE URCHIN
Wit & Wisdom® Grade 1 Module 2: Creature Features
Set 2: Safety First, Book 3
Literary
Fundations® Focus Concept: Consonant Blends
84% Decodable at Fundations® Level 1, Unit 8
89% Decodable with Recurring Content Words
Book Summary
The crab is a small creature in a big ocean, with many predators. He smells a shark approach and burrows into the sand for safety. When he dares to come out again, the crab spots a sea urchin on the ocean floor. Using his back legs, he holds the sea urchin over his head. This maneuver allows him to travel safely through the ocean undetected by fish and other predators.
Teacher Note
Consider reading page 8 aloud as students join in. Students may benefit from support with new vocabulary, such as sharp, spines, and urchin.
World Connection
The featured species of crab and urchin can be found near Indonesia, a country in southeastern Asia.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 8 act all an and at back big brush can crab digs fast fish flash flick(s) grass grips gulp him hush in just last legs long lots luck mask must not off past pop risk rush sand sinks sit small spots still swish ten that them then thin thinks this tilts trick up vast whiffs whiz with zip
Fundations® Trick Words through Level 1, Unit 8 a are be by do for he her his into is of one puts the to two what what’s
Words Not Yet Decodable in Fundations® through Level 1, Unit 8
animal antennae eyes habitat inches like onto safe sea see sharp spines stripes takes teeth time until urchin urchin’s waits way
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is sea
This word is sea.
Read it with me: sea
In this book, the word sea is a noun that means “a large body of salt water.”
The crab and the urchin live in the sea.
Sea
Read it with me: sea.
Other Recurring Content Words: animal, habitat, safe
Comprehension Discussion Guide
General
What is this book about?
What is the setting?
What is the problem?
What is the resolution?
Specific
How does the crab know a big fish is coming close?
The crab knows a big fish is coming because he can smell it.
The crab can smell the fish with its antennae.
Why does the crab dig in the sand?
The crab digs in the sand to hide.
Let’s talk about another word in this book.
This word is antennae.
Read it with me: antennae
In this book, the word antennae is a noun that means “body parts used to sense something.”
The crab uses its antennae to smell (p. 3).
Antennae
Read it with me: antennae.
Additional Vocabulary: eyes, inches, sharp, spines, stripes, teeth, urchin, urchin’s, waits
Why is it lucky that the crab spotted an urchin?
It is lucky because the crab can use the urchin to stay safe.
It is lucky because the crab can use the urchin to help hide, or mask, him.
How do the urchin’s spines “mask the crab”?
The spines “mask the crab” by hiding it.
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
4
6
The big fish has a lot of teeth.
The crab’s eyes are sticking up.
8–9
Sharks have five to fifteen rows of teeth in their mouth. Shark teeth don’t have roots, so their teeth fall out often.
Having stalks with eyes helps the crab see all around him. While the crab’s eyes are true to real life, other features, such as the smile on his face on page 10, are not.
The sea urchin looks like a ball. A sea urchin’s ball-like body is part of its outer skeleton, or exoskeleton. This exoskeleton is called a test.
14 It is hard to see the crab. Perspective is how things are seen from a particular angle or point of view. This perspective allows the reader to see how the crab is mostly hidden beneath the urchin.
Teachable Moments
Text Features | Noticing Text Size
Sometimes the author varies text size to draw attention to certain words. In this book, words such as swish are larger than the rest of the text.
Encourage students to fluently reread the words in larger print with added expression. Examples include flick, gulp, and zip
Ask: “What do each of these words describe?”
Style and Conventions | Identifying Adjectives
Adjectives are words that describe people, places, or things.
On page 4, the adjective big is used to describe the shark and its teeth.
Ask: “On page 8, what adjective is used to describe the urchin and its spines?”
Response Journal Ideas
Use details to describe the main characters.
Write about something in this book you would like to learn more about.
STICK WITH US
Wit & Wisdom® Grade 1 Module 2: Creature Features
Set 2: Safety First, Book 4
Literary
Fundations® Focus Concept: Consonant Blends
80% Decodable at Fundations® Level 1, Unit 8
83% Decodable with Recurring Content Words
Book Summary
Many animal groups use strength in numbers to protect themselves against predators. A school of sardines evades a shark by swirling fast as a group. A flock of starlings sticks together as the birds dip and dive to escape a hawk. Sheep form a flock to protect themselves from a fox. By sticking together, these animals are able to confuse, deter, and outnumber their predators.
Teacher Note
Consider pointing out the collective nouns in this book: school, flock, and herd. As needed, support students in connecting each group to its corresponding narrated section. In addition, students may be interested in investigating the names for other animal groups, such as a prickle of porcupines and a zeal of zebras.
World Connection
Sheep herding is an important industry around the globe. Australia produces 25 percent of the wool used throughout the world.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 8 and ask back bell best bet big boss bunch can can’t cast dip fill fish flap flock fox gap gift grass hunt in it’s king land left less much munch must not on pass plan plot quick rank red runs shift sing sit skill snack snap snip spell spin spot stick swim swish that then this tilt trap up us when will wing wish with
Fundations® Trick Words through Level 1, Unit 8 a are as be do for has have here his is of one or the there to too we what you your
Words Not Yet Decodable in Fundations® through Level 1, Unit 8 birds cry dinner dive eyes face fear front group group’s hawk hears herd hunting many no our right safe school sea shark(s) sheep sky so stand sudden swirl threat want
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is group
This word is group.
Read it with me: group
In this book, the word group is a noun that means “more than one; a collection or bunch.”
A group of animals sticks together to stay safe.
Group.
Read it with me: group
Let’s talk about another word in this book.
This word is threat.
Read it with me: threat
In this book, the word threat is a noun that means “something dangerous.”
The fox is a threat to the sheep (p. 12).
Threat
Read it with me: threat.
Other Recurring Content Words: group’s, safe, sea Additional Vocabulary: birds, cry, dinner, dive, eyes, face, fear, hawk, hears, herd, hunting, right, school, shark(s), sheep, sky, sudden, swirl
Comprehension Discussion Guide
General
What is this book about?
What are the settings?
What is the problem?
What is the resolution?
Specific
What is a group of fish called?
A group of fish is called a school.
Why do the fish “stick in a bunch”?
They “stick in a bunch” to stay safe.
Why do the birds say, “Our group’s a gift”?
The group is a gift because it has many eyes to spot the hawk.
The group is a gift because it helps to keep the birds safe.
Why would a sheep say, “Stick with us—it’s your best bet”?
A sheep would say that because sticking together will help keep the sheep safe.
A sheep would say, “It’s your best bet” because sticking together will help them face the fox.
How do the animals in this book stay safe from predators?
The animals gather in groups to stay safe.
Some animals stay safe in groups by confusing the predators. Others stay safe in groups by scaring away the predators.
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 The fish are swimming in a circle.
3
8
14
The sharks have long tails.
The big bird has striped wings.
There are drawings and photographs on this page.
Teachable Moments
Text Structure | Identifying the
Sardines form a ball-like shape to protect themselves from predators. These balls can be up to 65 feet wide.
These are thresher sharks. They are known for their long tails, which they use to attack prey.
This hawk is a raptor. Raptors are birds that eat meat. They are known for their great eyesight, sharp claws, and hooked beaks.
The About the Animal Groups page names the animal groups featured in this book and includes photographs.
Narrator
A narrator tells a story. Sometimes the narrator is a character or a group of characters in the story, but not always.
On pages 1–5, the narrator of the book is the school of fish.
Ask: “Which group becomes the narrator on page 6? What about on page 10?”
Encourage students to return to the book to support their thinking with details.
Author’s Craft | Understanding Figurative Language
Authors choose words to add description or detail to a book. Sometimes these descriptive words mean something different from their usual meaning. On page 4, the author writes, “This shark hears the dinner bell.” The phrase “hears the dinner bell” means that it is time to eat. The shark is not hearing an actual bell.
Ask: “What does the shark want to eat?”
The author then describes the smaller fish by writing, “We swish and swirl to cast a spell.” In this sentence, the phrase “cast a spell” means “to distract.”
Ask: “What do the fish do to cast a spell on the shark?”
Response Journal Ideas
Draw one picture showing a problem and a resolution in this book.
Write about something new you learned from this book.
SMALL WONDERS
Wit & Wisdom® Grade 1 Module 2: Creature Features
Set 3: Curious Creatures, Book 1
Literary Nonfiction
Fundations® Focus Concepts: Consonant Blends; Digraph Blends
81% Decodable at Fundations® Level 1, Unit 8
85% Decodable with Recurring Content Words
Book Summary
From a young age, Beatrix Potter loved to observe and draw animals. She and her brother would explore the outdoors, catching animals for further study. Through close observation and careful drawing, Potter was able to expand her learning about animals and capture their complex details. Her attention to detail helped her create some of the characters readers love today.
Teacher Note
Consider modeling how to read Beatrix Potter’s name by helping students hear each syllable. Students may benefit from this additional practice.
World Connection
Beatrix Potter was born in England, a country that is part of the United Kingdom in northern Europe.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 8 act and bat bend big bugs but can cats fast flash frog fuzz grass grip hand hens hunts in it(s) jots jump just kids legs long lots miss much must net not pen pets pigs pink run sit(s) skills small soft spot still such tends that them thin thing(s) this thrill trap twig up when with
Fundations® Trick Words through Level 1, Unit 8 a also are as comes does for has have her of one over she the they to too two very what
Words Not Yet Decodable in Fundations® through Level 1, Unit 8 animals Beatrix brother care claws close draw(s) each ears eyes grow(s) line look(s) love(s) observes Potter rabbits see(s) share so time wonders world
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is draw
This word is draw
Read it with me: draw
In this book, the word draw is a verb that means “to sketch or make a picture.”
Beatrix Potter loved to draw animals.
Draw
Read it with me: draw.
Other Recurring Content Words: animals, draws, line, observes
Comprehension Discussion Guide
General
Who is this book about?
Let’s talk about another word in this book.
This word is wonders.
Read it with me: wonders
In this book, the word wonders is a noun that means “amazing things.”
Beatrix Potter noticed the wonders of animals (pp. 10–11).
Wonders
Read it with me: wonders.
Additional Vocabulary: brother, care, claws, close, ears, eyes, grow(s), rabbits, share, world
What key details provide more information about her?
What is something in this book you would like to learn more about?
Specific
What did Beatrix Potter love to draw?
Beatrix Potter loved to draw animals.
Why did Beatrix Potter sit still?
Beatrix Potter sat still so she could focus on her drawing.
She sat still so she could observe the animals.
On page 5, the text says, “She just must draw it.” Why might Beatrix Potter have felt this way?
She felt she must draw the frog because she was thrilled when she saw it up close.
She felt she must draw it because she wanted to see as much as she could. Drawing helped her look more closely at things.
What are some of the small things Beatrix Potter observed?
She observed the bat’s claw.
She observed the pink fuzz on the bat’s ear.
How did Beatrix Potter share what she saw with the world?
Beatrix Potter shared her drawings.
She wrote books to share what she saw.
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
3 Beatrix is wearing a dress, and her brother is wearing shorts.
7 There is small print at the bottom of the page.
8 There is a bat in her room.
12 The rabbit is wearing a jacket.
Teachable Moments
Beatrix and her brother grew up in the late 1800s. At that time, boys wore short pants until they were ten or twelve. The pants her brother is wearing are called knickerbockers.
This sentence tells Beatrix’s age when she created these illustrations. She was 9 years old when she created the images on page 7. Similar sentences are on pages 9, 11, and 12.
Beatrix and her brother kept many animals as pets, including a bat.
While Beatrix precisely recorded the natural world, she also created stories. This illustration is from The Tale of Peter Rabbit.
Style and Conventions | Identifying Singular and Plural Nouns
Singular means “one” and plural means “more than one.” An example of a singular noun is animal. An example of a plural noun is animals. Often, an s is added to the end of a word to show that it is plural.
Ask: “Can you find other singular nouns in this book that name the animals Beatrix Potter drew? Can you find other plural nouns that name the animals she drew?”
Examples of singular nouns include bat and frog. Examples of plural nouns include bugs, cats, pigs, and rabbits
Text Structure | Noticing Similarities
Reread pages 1 and 14. Encourage students to examine both the words and the illustrations.
Ask: “What do you notice as the same in the beginning and ending of this book?”
Students may notice the similar language used and that some of the girl’s drawings on page 14 are the same things Beatrix drew.
Response Journal Ideas
Use details to describe the main person in this book.
Use details to write about your favorite illustration.
A WISH TO FLY
Wit & Wisdom® Grade 1 Module 2: Creature Features
Set 3: Curious Creatures, Book 2
Literary
Fundations® Focus Concepts: Consonant Blends; Digraph Blends
82% Decodable at Fundations® Level 1, Unit 8
86% Decodable with Recurring Content Words
Book Summary
A boy gazes up to the sky and wishes to fly. He wants to learn more about birds, so he reads books to expand his knowledge. He observes how birds behave in the wild so he can help keep them safe. As a grown man, he turns this childhood passion into a career in which he can study birds.
Teacher Note
Consider modeling how to read Mrs. B’s name. Students may benefit from this additional practice with the title Mrs
World Connection
The mockingbird, chat, and finch can be found in many regions throughout the United States. The wood thrush is more often found in the eastern United States.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 8 am and back bed bench black but calls chat(s) check chest chicks chip desk ducks eggs finch flap flits fluffs gulls had him in it job jot just lips lots man moth nest(s) next not on pad pish pit sing(s) six songs spot still stuck that them this thrush track trill twig when will wings wish with
Letter: B
Fundations® Trick Words through Level 1, Unit 8 a be by could for has he his I is me my of puts she the to too where
Words Not Yet Decodable in Fundations® through Level 1, Unit 8 bird(s) books catch color find fly gives gray habitat hear how keep know learn like make Mrs. no now observe out page protect read safe study walk
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is habitat
This word is habitat.
Read it with me: habitat
In this book, the word habitat is a noun that means “a place where an animal lives.”
The boy wants to learn how to keep a bird’s habitat safe.
Habitat
Read it with me: habitat.
Other Recurring Content Words: color, find, observe, protect, safe
Comprehension Discussion Guide
General
Who is the character in this book?
What is the setting?
What is the problem?
What is the resolution?
Specific
Why does the boy wish for wings?
He wishes for wings because he wants to fly.
How does the boy know how to color the picture of the bird Mrs. B gives him?
He knows how because he has seen this bird outside his window.
Let’s talk about another word in this book.
This word is know.
Read it with me: know
In this book, the word know is a verb that means “to recognize or remember.”
When the boy sees the bird on the page, he thinks, “I know this bird” (p. 2).
Know
Read it with me: know.
Additional Vocabulary: bird(s), catch, fly, gives, gray, hear, learn, page, read, study, walk
What could the boy learn about birds?
He could learn where to find nests, how to make bird calls, and how to keep a habitat safe.
On page 13, why does the man say, “I am not stuck”?
He is not stuck because he gets to study birds.
He is not stuck because he tracks birds and writes down what he sees.
He is not stuck because he got the job he wanted as a boy.
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
opposite page 1
6–7
The boy is standing with his arms stretched out at his sides.
Birds are flying out of the book.
8 The boy is holding his hands up to his mouth.
14 There are drawings and photographs on this page.
Teachable Moments
The boy is flapping his arms to try to fly. Birds’ bodies are better suited to flying than humans’. In addition to other features, birds have hollow bones and air sacs in their bodies which make it easier for them to lift themselves into the air.
The illustrator included flying birds to show what the boy is imagining as he reads.
Bird watchers often whistle or make other noises to imitate the sounds of birds. This helps attract the birds the person wants to observe.
The About the Animals page matches several of the bird illustrations with photographs of the real birds.
Author’s Craft | Identifying Onomatopoeia
Authors use onomatopoeia, or words that represent sounds, to add life to their writing. On page 2, the words Chat, chat, chat are used to describe the sound a bird makes.
Ask: “What other words like chat can you find in this book?”
Encourage students to read aloud the words they find, such as chip, pish, pit, and trill
Vocabulary | Categorizing Words
When we sort, or categorize, words or phrases, we group similar words. Several verbs, or action words, in this book have to do with flying. One example is the word flap
Ask: “What other verb in the book has to do with flying?”
The other example is the verb flits
Response Journal Ideas
Use details to describe the main character.
Draw one of the birds from this book. Write about what you see.
ONE LOOK
Wit & Wisdom® Grade 1 Module 2: Creature Features
Set 3: Curious Creatures, Book 3
Literary Nonfiction
Fundations® Focus Concepts: Consonant Blends; Digraph Blends
82% Decodable at Fundations® Level 1, Unit 8
84% Decodable with Recurring Content Words
Book Summary
When Eugenie Clark was nine, her fascination with sharks began after visiting an aquarium. She pursued this passion in college and devoted her career to it. She observed sharks in her lab as well as in the wild through scuba equipment and submersible dives. She discovered that sharks could be taught, helping her dispel rumors about their behavior. Clark’s tireless study earned her the title the Shark Lady.
Teacher Note
Consider modeling how to read Eugenie Clark’s name. Students may benefit from this additional practice.
Note that Clark is dressed in red throughout the book. This visual cue reveals itself as the book unfolds; consider allowing students to make that connection on their own, offering support only as needed.
World Connection
Eugenie Clark established the Cape Haze Marine Laboratory in Florida. The laboratory is now known as the Mote Marine Laboratory.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 8 all and at best big but call can cast chin depth desk did felt fish glass got had hunch in it(s) job just lab long lot mask much not on past plan quest set sped spell swam swim tank than that them then thick thing(s) think this thrill trip up went whiz will wish with
Fundations® Trick Words through Level 1, Unit 8 a are be for from her I is of one put said she the there they to very was we were what why would
Words Not Yet Decodable in Fundations® through Level 1, Unit 8 begin bite Clark college day dives dream Eugenie find girls know lady learn life look more new only protect real respect scuba sea shark(s) thinking took smart spent study
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is protect
This word is protect.
Read it with me: protect
In this book, the word protect is a verb that means “to keep safe.”
Eugenie Clark worked to protect sharks.
Protect
Read it with me: protect.
Other Recurring Content Words: find, sea
Comprehension Discussion Guide
General
Who is this book about?
Let’s talk about another word in this book.
This word is respect.
Read it with me: respect
In this book, the word respect is a noun that means “deep admiration.”
Eugenie Clark had respect for sharks (p. 13).
Respect
Read it with me: respect.
Additional Vocabulary: bite, college, dives, dream, know, lady, learn, life, new, only, real, scuba, shark(s), smart, study, thinking
What key details provide more information about her?
What is something in this book you would like to learn more about?
Specific
On page 1, the text says that “sharks cast a spell” on Eugenie Clark. What does this mean?
“Sharks cast a spell” on Eugenie Clark because she thought they were very interesting.
She saw them and was amazed.
What steps did Eugenie Clark take to make her dream come true?
She studied fish in college.
She went on scuba dives with sharks.
She set up a lab to study sharks.
Why do we call Eugenie Clark the Shark Lady?
We call her the Shark Lady because she studied sharks.
We call her the Shark Lady because she discovered new things about sharks.
We call her the Shark Lady because she worked to protect sharks.
Why is One Look a good title for this book?
One Look is a good title because Eugenie Clark took one look at the sharks in the aquarium and knew she wanted to learn more about them.
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
4–5 Fish are swimming around the classroom.
6–7 Eugenie is wearing a lot of clothes to go swimming.
8–9 There is a shark in the swimming pool.
12 The people are in a spaceship or submarine.
Teachable Moments
Vocabulary | Expanding Vocabulary
These fish represent what Eugenie Clark is thinking about as she studies.
Eugenie Clark wore special equipment during her scuba dives, including an oxygen tank, flippers, and a mask. The spotted shark swimming nearby is a leopard shark.
Eugenie Clark not only observed sharks in their natural habitat but also studied them in a laboratory. Here, she is conducting an experiment that proved sharks are intelligent and can be trained.
This is a submersible, a special submarine scientists use to study the ocean in very deep places.
When we expand our vocabulary, we learn new words.
Page 13 describes Eugenie Clark’s respect for sharks: “She felt she had to protect them. That was her quest.”
The word quest is a noun that means “a mission or goal.”
Ask: “How did Eugenie Clark accomplish her quest?”
Vocabulary | Categorizing Words
When we sort, or categorize, words, we group similar words. Many words in this book have to do with deep-sea diving. One example is the word scuba
Ask: “What other words in this book have to do with diving?”
Examples include depth, dives, fish, and sea.
Response Journal Ideas
Write about something in this book that surprised you.
Use details to describe the main person in this book.
SLUG STUDY
Wit & Wisdom® Grade 1 Module 2: Creature Features
Set 3: Curious Creatures, Book 4
Literary
Fundations® Focus Concepts: Consonant Blends; Digraph Blends
84% Decodable at Fundations® Level 1, Unit 8
87% Decodable with Recurring Content Words
Book Summary
Sal loves science and jumps at an opportunity to help her local museum collect data on slugs. Over the next few days, she observes and gathers information on the slugs near her home. She learns to be patient and to stick with her task. Finally, she catches a slug and brings it to the museum, fulfilling her role as a scientist.
Teacher Note
Consider modeling how to read science and scientist. Students may benefit from this additional practice.
World Connection
Banana slugs live in redwood forests in California and are the mascot of the University of California in Santa Cruz.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 8 all am and at bench big black but can cup facts fresh fun get grass grit hand help(s) hint hot hunt in it job jump kids list log lunch Mom much must not on pen pests pop Sal scan sheds shrub sit six slug(s) small snack spots still sun tells that then think thrill trap up well when will with
Fundations® Trick Words through Level 1, Unit 8 a also are be for has have her I is me my ones over put some the there they to too try we what where why you
Words Not Yet Decodable in Fundations® through Level 1, Unit 8 again animals day find garden go habitats like love museum no now observe old our people plants protect says science scientist slime their want yellow
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is observe
This word is observe
Read it with me: observe.
In this book, the word observe is a verb that means “to watch closely.”
Sal sits on a garden bench to observe slugs.
Observe
Read it with me: observe.
Other Recurring Content Words: animals, find, habitats, protect
Comprehension Discussion Guide
General
Who are the characters in this book?
What is the setting?
What is the problem?
What is the resolution?
Specific
What does Sal want to be when she grows up?
When Sal grows up, she wants to be a scientist.
Why does the museum want kids to get slugs?
The museum wants to observe slugs.
The people at the museum want to protect the slugs’ habitats.
How do slugs help gardens?
Slugs eat old plants to make room for new plants.
Let’s talk about another word in this book.
This word is scientist.
Read it with me: scientist
In this book, the word scientist is a noun that means “a person who studies science.”
Sal’s mom works in a lab and is a scientist (p. 2).
Scientist
Read it with me: scientist.
Additional Vocabulary: again, garden, museum, old, our, people, plants, science, slime
Why does Sal’s mom say, “To be a scientist, you must have grit”?
Sal’s mom says scientists must have grit because they have to try and try again.
Scientists have to have grit because they don’t always find what they are looking for the first time.
How does Sal feel different at the end of the story?
At the end of the story, Sal feels different because she now believes she is a scientist.
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 Sal is holding something up to her face that makes one eye look bigger than the other.
Sal is holding a magnifying glass. A magnifying glass makes something under the lens look bigger than it really is so it is easier to notice details.
5 This looks like an award. This is a flyer about a citizen scientist project. Citizen scientists are people of all ages who help professional scientists gather information about particular topics.
6–7 The slug is eating plants. Slugs eat live and dead plants. They are decomposers that help break down dead plants to make new soil.
8–10 There is a notebook on each of these pages. Scientists keep careful notes to record the data they collect.
Teachable Moments
Text Features | Using Italics
Books use italics, or slanted print, to draw attention to certain words.
On pages 8–10 in this book, the italicized words show what Sal is thinking while she is looking for slugs.
Encourage students to compare what Sal is thinking to what she lists in her log.
Fluency | Reading with Expression
Some punctuation marks, such as periods and exclamation points, mark the end of a sentence. Authors use an exclamation point to show excitement.
Ask: “Can you find a sentence that ends in an exclamation point?”
Encourage students to practice reading the sentence fluently and with excitement to a partner. Exclamatory sentences appear on pages 4, 8, 9, 10, and 11.
Response Journal Ideas
Draw cartoons to retell three events from this book.
Make your own log. List what you observe outside.
RABBIT OR HARE?
Wit & Wisdom® Grade 1 Module 2: Creature Features
Set 4: Rabbits and Hares, Oh My!, Book 1
Literary Nonfiction
Fundations® Focus Concept: Suffix -s
82% Decodable at Fundations® Level 1, Unit 8
86% Decodable with Recurring Content Words
Book Summary
Rabbits and hares may look similar, but there are distinct differences. The ears and legs of rabbits are shorter than those of hares. Rabbits often live in groups, whereas hares tend to live by themselves. Rabbits burrow dens in the ground, while hares sleep above ground. Rabbits prefer to eat soft grass, whereas hares eat harder bark and twigs. Baby rabbits are born blind and without fur, and require a lot of nurturing to develop; hares are born covered in fur and are able to move independently to find food.
Teacher Note
Consider using this book as a Readers’ Theater passage. Demonstrate using the rabbit and hare silhouettes and corresponding colors as visual cues for switching parts.
World Connection
Jackrabbits, which are actually hares, are found only in North America.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 8 am and back bed black buds but can dash dens dig fast fix grass help hop in kits land legs long lot munch must nests next not on run soft spot stems such tell tend think tips twigs us when with yet
Fundations® Trick Words through Level 1, Unit 8 a are as do for have here I is me my of one some the there they to very we who you
Words Not Yet Decodable in Fundations® through Level 1, Unit 8 alike babies bark ears feet find food(s) fur group hard hare like live make observe own rabbit same see smaller strong weeks
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is observe
This word is observe
Read it with me: observe.
In this book, the word observe is a verb that means “to watch closely.”
You can observe animals like rabbits and hares.
Observe.
Read it with me: observe
Other Recurring Content Words: find, food(s), group, hare
Comprehension Discussion Guide
General
What is the main topic of this book?
Let’s talk about another word in this book.
This word is alike.
Read it with me: alike
In this book, the word alike is an adjective that means “similar.”
In some ways, rabbits and hares are alike (pp. 2–3).
Alike
Read it with me: alike.
Additional Vocabulary: babies, bark, ears, feet, fur, hard, live, own, rabbit, same, smaller, strong, weeks
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
How are rabbits and hares alike?
Rabbits and hares are alike because they both have soft fur.
They both have strong legs to help them hop.
How are a hare’s ears different from a rabbit’s?
A hare’s ears are different because they are longer and have black tips.
How else are rabbits and hares different?
Hares are larger and faster than rabbits.
Rabbits munch on soft foods and hares munch on hard foods.
Rabbits live in a group and hares live on their own.
Whose babies need more help when they are born?
A rabbit’s babies need more help because they cannot see yet when they are born.
A rabbit tends to its babies for weeks.
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
front cover The two animals are standing next to each other.
1 The orange shape matches the hare, and the blue shape matches the rabbit.
7 Most of the rabbits are below the ground. The hare is above the ground.
14 There are more sentences on this page.
Teachable Moments
Although the rabbit and hare appear to be standing next to each other, two separate photographs were put together to make this image.
These shapes are silhouettes, which follow the outline of the animals’ bodies. The shapes act as symbols to indicate which animal is “talking” throughout the book.
These illustrations highlight where each animal makes its home. Rabbit holes are called burrows; the word dens was used in the text for increased readability.
The About the Animals page provides additional information on rabbits and hares, including the different names for males, females, and their young.
Text Structure | Identifying the Narrator
A narrator tells a story. Sometimes the narrator is a character in the story, but not always.
Ask: “Which text feature or clue helps you know when the narrator changes in this book?”
Encourage students to return to the book to support their thinking with details.
Design Features | Using Illustrations
Rabbits and hares each have features that make them unique. The parts of this book, including the text, photographs, and illustrations, help you compare the two animals.
On page 4, the animals’ ears are highlighted. By using the text and the illustrations, you can see that the hare has longer ears.
Ask: “On page 7, what do the illustrations show you about where rabbits and hares live?”
Response Journal Ideas
Write about something in this book that surprised you.
Write about something in this book you would like to learn more about.
DRAW A RABBIT
Wit & Wisdom® Grade 1 Module 2: Creature Features
Set 4: Rabbits and Hares, Oh My!, Book 2
Informational
Fundations® Focus Concept: Suffix -s
80% Decodable at Fundations® Level 1, Unit 8
87% Decodable with Recurring Content Words
Book Summary
It is possible to draw a rabbit in a few simple steps. The process begins by drawing the head and body by using circular shapes. The next step is drawing the legs and ears using lines and arcs. Finally, the drawing is completed by adding small details, such as facial features.
Teacher Note
Consider encouraging students to draw a rabbit during a reread. Students may benefit from first focusing on the text only until they can read it fluently.
World Connection
Charcoal, the medium used in parts of this book, is made from burnt wood. Some of the oldest charcoal drawings have been found in Australia. They are estimated to be more than 25,000 years old.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 8 add and at back ball bend(s) bent big black can dots ends fun get grass if in it just legs let’s link long lot(s) next not on pad rest runs set small soft step tall that them then thin things this tip(s) top tuck up will with
Fundations® Trick Words through Level 1, Unit 8 a be come could do for from is of one or put should some the to too try two you your
Words Not Yet Decodable in Fundations® through Level 1, Unit 8 arc(s) around better body bring color details down draw each ears eyes head life line(s) mouth nose paper pencil rabbit(s) side toes tricky whiskers
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is line
This word is line.
Read it with me: line
In this book, the word line is a noun that means “a mark used to create a shape.”
To draw a rabbit, you will draw more than one line.
Line
Read it with me: line.
Let’s talk about another word in this book.
This word is arc.
Read it with me: arc
In this book, the word arc is a noun that means “something that is curved like an arch.”
To draw the rabbit’s ear, you will make an arc (p. 5).
Arc.
Read it with me: arc
Other Recurring Content Words: color, draw, lines Additional Vocabulary: around, better, body, details, ears, eyes, head, life, mouth, nose, paper, pencil, rabbit(s), side, toes, tricky, whiskers
Comprehension Discussion Guide
General
What is the main topic of this book?
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
What is the first step in drawing a rabbit?
The first step is drawing a ball.
The first step is drawing a circle for the head.
After drawing the ears, what is the next step?
After drawing the ears, drawing the eyes and nose is the next step.
What are some details included in the steps for drawing a rabbit?
Some details are the whiskers and toes.
How does the author say you can get better at drawing?
The author says you can get better at drawing by drawing a lot.
How can you bring things to life with a pencil and a pad?
You can bring things to life by adding details such as whiskers or toes.
You can bring things to life by carefully drawing living things such as plants or animals.
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
There are gray blocks near the paper.
1 Chalk is next to the paper.
2–3
These pages say “Step 1” and “Step 2” at the top.
12–14
There are lots of drawings on these pages.
Teachable Moments
Design Features | Using Illustrations
These are charcoal sticks. They are used to draw.
These are pastels. They are used to add color.
Headings are at the top of these pages. “How-to” books often break complex tasks into simpler steps. Here, each page shows one step in the process of drawing a rabbit.
Students created these drawings.
The text and illustrations in this book work together to explain the process of drawing a rabbit.
On page 3, the text and arrows in the illustration show the reader how to draw a ball.
Ask: “On page 5, how do the illustrations help you draw an arc?”
Students may notice how the person adds a small arc inside each ear.
Style and Conventions | Identifying Adjectives
Adjectives are words that describe people, places, or things.
In this book, adjectives are used to describe the different details you can draw. On page 4, the adjective small is used to describe the lines.
Ask: “What other adjectives are used to describe the details throughout this book?”
Examples include big, long, soft, tall, and thin.
Response Journal Ideas
Write about something new you learned from this book.
Use the steps in this book to draw a rabbit. Label its parts.
THE HARES AND THE FROGS
Wit & Wisdom® Grade 1 Module 2: Creature Features
Set 4: Rabbits and Hares, Oh My!, Book 3
Literary
Fundations® Focus Concept: Suffix -s
83% Decodable at Fundations® Level 1, Unit 8
89% Decodable with Recurring Content Words
Book Summary
One day, some timid hares set out for lunch while remaining ever-watchful for predators. They sniff a strange smell and run off, only to discover it is just a sheep. Then, they flee when they hear a twig snap, but it is only a group of ducks. Because their fear is robbing them of rest and food, the hares search for safety. They hop past a pond and see a group of frogs quickly dart away from them. The hares realize they are not the only ones with fears to face.
Teacher Note
Consider noting that this story is a fable and providing students with a brief introduction to this genre. For example, point out that the characters are animals, and a moral is included at the end.
World Connection
Many fables are attributed to Aesop, who is often associated with ancient Greece.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 8 all an and bad bank big bunch but did ducks fast felt flash fled frogs got grass had hid hill in it it’s jump just kept let long lunch not off on path plop pond ran rest rob run rush sad sat set shrubs snap sniff spot that things think twigs up us went when will with
Fundations® Trick Words through Level 1, Unit 8 a are as be by could for from have I into of one(s) over said some the there they to was we who you
Words Not Yet Decodable in Fundations® through Level 1, Unit 8 afraid after alert animal before close day even face fear(s) find food full group hare(s) hide know look may only running safe see sheep so time yelled
Recurring Content Words Routine
One of the words you will see in this book is hare
This word is hare.
Read it with me: hare
In this book, the word hare is a noun that means “an animal known for its powerful back legs and long ears.”
One hare warns the other hares when another animal is nearby.
Hare.
Read it with me: hare
Other Recurring Content Words: animal, find, food, group, hares, safe
Comprehension Discussion Guide
General
Who are the characters in this book?
What is the setting?
What is the problem?
What is the resolution?
Specific
Why does one hare tell the other hares to run?
He tells the other hares to run because he smells an animal close by.
How do the hares’ actions show that they are “full of fear”?
The hares show they are “full of fear” when they run away from the animals that are not dangerous.
Why does the big hare say the hares are a “sad bunch”?
The big hare says the hares are a “sad bunch” because they are embarrassed that they are so easily scared.
Additional Vocabulary Practice
Let’s talk about another word in this book.
This word is alert.
Read it with me: alert
In this book, the word alert is an adjective that means “watchful; quick to notice something.”
The hares are alert as they listen for approaching animals (pp. 2–3).
Alert.
Read it with me: alert
Additional Vocabulary: afraid, after, before, close, even, face, fear(s), full, hide, know, only, running, sheep, yelled
Why do the frogs go into the pond?
The frogs go into the pond because they are afraid of the hares.
What lesson does this book teach?
Everyone is afraid of something.
You never know what is going to frighten somebody.
Different people and animals may be scared by different things.
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
opposite page 1
The title of the book is The Hares and the Frogs, but there are also sheep and ducks on this page.
2–3 The grass is different colors.
10–11 The frogs are jumping into the pond.
Illustrators often include hints about a story in the beginning illustrations. It is important to watch for clues and see if they are part of the story later on.
The different shades of green blend together. The artist achieved this effect by using watercolor paints.
Frogs often escape from predators by diving into a pond, where predators cannot reach them.
14 The text looks different. This text is italicized. It highlights the lesson, or moral, of the fable.
Teachable Moments
Vocabulary | Clarifying Multiple-Meaning Words
Some words can be used in different ways. The word face can have different meanings. It can be a noun that means “the part of the head with eyes, nose, and mouth.” The word face can also be a verb that means “to stand up to” or “to deal with.”
Ask: “On page 14, what does the lesson ‘We all have fears to face’ mean?”
Style and Conventions | Identifying Quotation Marks
Quotation marks are used to show when someone is talking. The words inside the quotation marks represent what is said.
On page 1, one hare says, “I think it’s time for lunch.”
Encourage students to find other examples of quotation marks.
Examples are on pages 5, 9, 12, and 13.
Response Journal Ideas
Write about a lesson you learned from this book.
Use details to describe the setting of this book.
YOUNG HARE
Wit & Wisdom® Grade 1 Module 2: Creature Features
Set 4: Rabbits and Hares, Oh My!, Book 4
Informational
Fundations® Focus Concept: Suffix -s
71%* Decodable at Fundations® Level 1, Unit 8
81% Decodable with Recurring Content Words
Book Summary
Artist Albrecht Dürer used specific colors and lines to create his watercolor painting Young Hare. Dürer began by adding layers of neutral colors, such as brown and gray, that are true to the hare’s coloring. He used thick and thin brushes to create long, short, straight, and curved lines that make the fur appear realistic. Dürer’s attention to detail allowed him to capture the beauty of the natural world in his art.
Teacher Note
Consider modeling how to read Dürer’s name. Students may benefit from this additional practice.
World Connection
Albrecht Dürer was born in Germany, a country in western Europe.
* Read this text aloud as students follow along. This text includes a higher number of words that students may not yet know how to read.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 8 all and at back best big brush can dabs did fit fluff grass had help(s) if in it jump just land lap long lots man mix much on small soft that then thick thin things this top which with
Fundations® Trick Words through Level 1, Unit 8 a are as could do for he here into is of ones put some the there to too very was we what where would you your
Words
Not Yet
Decodable
in Fundations® through
Level 1, Unit 8
ago art artist color(s) curved Dürer find fur hare how kinds look makes many more painted real saw see short straight tiny watercolors whiskers wonder
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is color
This word is color.
Read it with me: color
In this book, the word color is a noun that means “the shade of something, such as blue, red, or yellow.”
Dürer painted with more than one color.
Color
Read it with me: color.
Other Recurring Content Words: colors, find, hare, lines
Comprehension Discussion Guide
General
What is the main topic of this book?
Let’s talk about another word in this book.
This word is real.
Read it with me: real
In this book, the word real is an adjective that means “true to life; not fake.”
Dürer painted the hare to look real (p. 4).
Real
Read it with me: real.
Additional Vocabulary: ago, art, artist, curved, fur, kinds, many, painted, short, straight, tiny, watercolors, whiskers, wonder
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
Who was the man who could “find art in many things”?
Dürer was the man who could “find art in many things.”
What did Dürer paint?
Dürer painted plants.
He painted a hare.
He painted a bird’s wing and a beetle.
How did Dürer make the hare look real?
He made the hare look real by painting with colors that best fit a real hare.
He added lots of lines to look like fur.
Describe Dürer’s lines in Young Hare
Dürer drew thick, thin, straight, and curved lines.
How did Dürer see art “in all things”?
He saw art “in all things” by painting them to look real.
He could see art in many things, such as the land and the grass.
He saw art “in all things” by noticing details.
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
6 It looks like powder and drops of water on the page.
7 There are numbers and letters below the painting.
12 There are white dots in the hare’s right eye.
14 There is small print under each painting.
Teachable Moments
Long ago, painters had to mix their own paints; they used ground pigments and water to create watercolors.
This is the year Dürer completed the painting, along with his initials. Dürer used his initials to sign most of his works.
Dürer was very observant and painted everything he saw. Experts think the white dots show the window that was reflected in the hare’s eye.
These captions list the artist, the name of the painting, the year it was completed, the medium used, the size of the painting, and the museum collection to which it belongs.
Text Structure | Pausing for Questions
There are many different types of questions in the books we read. Sometimes a character asks another character a question, and sometimes the author asks the reader a question.
In this book, the author asks the readers many questions. When you read a question like the one on page 2, it is fine to stop and think about your answer before continuing to read.
Encourage students to reread the book and pause to think about how they would answer the questions on pages 4, 7, 9, 11, and 14.
Style and Conventions | Identifying Adjectives
Adjectives are words that describe people, places, or things.
In this book, adjectives are used to describe the different materials Dürer used and the types of lines he painted. On page 5, the adjectives thick and thin are used to describe Dürer’s brushes.
Ask: “On page 10, what adjectives are used to describe the different types of lines Dürer painted?”
Examples include curved, straight, thick, and thin.
Response Journal Ideas
Write about something in this book that surprised you.
Use details to write about your favorite part of this book.
Module 3 Powerful Forces
SEED SCATTER
Wit & Wisdom® Grade 1 Module 3: Powerful Forces
Set 1: Wind and Earth, Book 1
Literary
Fundations® Focus Concept: Suffix -ed (/ĕd/)
88% Decodable at Fundations® Level 1, Unit 10
90% Decodable with Recurring Content Words
Book Summary
Three seeds are lifted, twisted, and spun by the wind. They pass a ram, an elk, and a cliff within the beautiful landscape of the Badlands. At first only two of the seeds enjoy this adventure, while the third feels scared. By the end, the third seed appreciates the journey as it lands safely in its new spot on the ground.
Teacher Note
As students read this poem, consider encouraging them to read to the punctuation, pausing after commas and end punctuation. Students may also read the poem based on the rhythm or meter. Note that while this text does not rely on rhyming words, its use of line breaks and rhythm creates a playful poem.
World Connection
This book is set in the Badlands National Park in South Dakota. The U.S. park includes more than 240,000 acres of protected land.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 10 an blasted cliff dip drift elk ended flip fun grass gusted help hot in landed lifted mud nested not past pop puff quick ram red rested rocks sand shifted sick silk skip slip snug soft spun squish sticking stop sun swept swish tall that think tilted toss twisted up us wet when whiff whiz wind yes zip
Fundations® Trick Words through Level 1, Unit 10 a as down I one said the was
Words Not Yet Decodable in Fundations® through Level 1, Unit 10
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is sky
This word is sky.
Read it with me: sky
In this book, the word sky is a noun that means “the air high above the earth.”
The seeds fly through the sky (pp. 4–5).
Sky
Read it with me: sky.
Other Recurring Content Words: fly, painted
Comprehension Discussion Guide
General
Who are the characters in this book?
What is the setting?
What is the problem?
What is the resolution?
Specific
Who is talking in the story?
The seeds are talking.
What helps the seeds move?
The wind helps the seeds move.
What do the seeds see while in the air?
They see sky, sun, and rocks.
They fly past a ram, an elk, and a cliff.
Let’s talk about another word in this book.
This word is seeds.
Read it with me: seeds
In this book, the word seeds is a noun that means “the small parts from which plants grow.”
The seeds will grow to be dandelion plants (pp. 12–13).
Seeds.
Read it with me: seeds
Additional Vocabulary: blew, cool, feel, flew, saw
What happens to the seeds after they land?
After they land, the seeds grow into dandelion plants.
How do the third seed’s feelings change from the beginning of the story to the end?
The third seed’s feelings change from being nervous about flying through the air to having fun at the end.
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
opposite page 1
The seeds have a fluffy white top.
This fluffy part is called a pappus. The pappus gets lifted by the wind and helps carry the seed to a new place.
2–3 The rocks have stripes. These rocks look like painted cliffs. The rock layers were formed through two processes. First, layers of clay and sand were deposited on top of one another. Then, water cut through, or eroded, the layers of rock.
6 The animals have curly horns.
14 The seeds have become flowers.
Teachable Moments
These are bighorn sheep. They live in the Badlands.
While it looks like a single flower, the top of a dandelion is made up of 100–300 flowers.
Text Structure | Identifying the Speaker
Quotation marks are used to show when a character is talking. On page 1, all three seeds are speaking. The illustration on the opposite page can help you figure out when each seed is speaking.
Ask: “Which seed is saying ‘I think not’?”
Encourage students to use the illustrations to support their thinking with details.
Style and Conventions | Identifying Verbs
Many verbs are action words. In this book, different verbs are used to describe the action of the wind and how the seeds move in response to the wind. For example, in the sentence “When the wind shifted, the seeds tilted,” the verbs are shifted and tilted
Ask: “What other verbs are used to describe the wind’s actions?” Examples include gusted and blasted
Then ask: “What other verbs are used to describe the seeds’ actions?” Examples include lifted and twisted.
Encourage students to act out the differences between these verbs.
Response Journal Ideas
Use details to describe the main characters.
Use details to write about your favorite illustration.
IN MOTION
Wit & Wisdom® Grade 1 Module 3: Powerful Forces
Set 1: Wind and Earth, Book 2
Informational
Fundations® Focus Concept: Suffix -ed (/ĕd/)
81% Decodable at Fundations® Level 1, Unit 10
88% Decodable with Recurring Content Words
Book Summary
While the wind cannot be seen, people can see, hear, and feel its effects. The wind is created when hot air rises and cold air drops. The wind can be measured through tools, including a weather vane and anemometer.
Teacher Note
In previous modules, lines of text were kept shorter to support students’ decoding and fluency. Beginning in Module 3, much of the text is organized into paragraphs, with many sentences flowing from one line to the next. Consider supporting students as they adjust to this transition.
After reading, students may benefit from a discussion about the closing sentence on page 14: “With its gusts and lulls, the wind brings motion to our world.” Explore the meaning of the word lulls and contrast it with the word gusts. As a follow-up, consider reading the More section and discussing how there is little change on the moon’s surface because there is no wind.
World Connection
The Mount Washington Observatory in New Hampshire recorded the fastest wind gust to date in the United States. The records stands at 231 miles per hour.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 10 all and at big brings but can crafted drift(ed)(s) end fast fill(s) flag flaps gets gust(s) help hot in it(s) landed lulls not on passing past path pops shift skin slams small spells spins spot(s) strong sun task tell(s) thing this tip track up us when wind with
Fundations® Trick Words through Level 1, Unit 10 a as by do has have how is many number of one our out over see the there to we where you your
Words Not Yet Decodable in Fundations® through Level 1, Unit 10 air around arrow blow(s) breeze brushes changes clouds cold direction door earth feel formed hear look measure motion moves no once rushes shines sky storms tools weather world
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is air
This word is air.
Read it with me: air
In this book, the word air is a noun that means “the mix of gases that encircles the earth.”
Wind is formed when hot and cold air switch places in the sky.
Air.
Read it with me: air
Other Recurring Content Words: blow(s), measure, moves, sky, storms
Comprehension Discussion Guide
General
What is the main topic of this book?
Let’s talk about another word in this book.
This word is motion.
Read it with me: motion
In this book, the word motion is a noun that means “movement.”
The motion of air creates wind (pp. 6–7).
Motion
Read it with me: motion.
Additional Vocabulary: arrow, breeze, brushes, changes, clouds, direction, earth, formed, rushes, shines, tools, weather, world
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
Although we cannot see the wind, how do we know it’s there?
We know the wind is there because we can see things move, such as a flag flapping.
We know the wind is there because we can feel a breeze.
We can hear a strong gust of wind, such as when it slams a door.
How is the wind formed?
The wind is formed when hot and cold air shift spots in the sky.
How do we measure the wind?
We measure the wind using tools.
We use tools to find out the direction of the wind and how fast the wind is passing by.
How does the wind bring motion to our world?
The wind brings motion to our world by changing the weather.
The wind blows seeds off flowers.
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
opposite page 1
People are flying kites on the beach.
3 The white tower looks like a big pinwheel.
5 A basket is underneath a big balloon in the sky.
8 There are letters on the wind vane.
Teachable Moments
Text Features | Using Diagrams
The beach is a good place to fly kites due to the sea breezes. Sea breezes are created when the warm air over the land rises and the cooler air from over the sea rushes in to fill the space.
This white tower is called a wind turbine.
This is a hot air balloon. The pilot in the basket uses tools to heat up the air inside the balloon. This makes the balloon rise into the sky. The hot air balloon also moves with the motion of the wind.
These letters represent the four cardinal directions: north, south, east, and west.
Diagrams use pictures to show, or explain, a process. Diagrams can also include words.
On page 5, the diagram shows the movement of hot and cold air. The lines representing the rising hot air are red, while the lines representing the sinking cold air are blue.
Ask: “On pages 6 and 7, what do the colors of the lines in the diagram show you about the movement of air?”
Text Features | Identifying Captions
Captions are sentences that tell more about a photograph or illustration.
On page 8, the caption tells us the name of the tool, or instrument, and explains how the tips spin as the wind blows.
Read the caption on page 9 and ask: “What does this caption tell you about this tool?”
Response Journal Ideas
Write about something new you learned from this book.
List some things that the wind can do.
CRAFTED BY THE WIND
Wit & Wisdom® Grade 1 Module 3: Powerful Forces
Set 1: Wind and Earth, Book 3
Informational
Fundations® Focus Concept: Suffix -ed (/ĕd/)
83% Decodable at Fundations® Level 1, Unit 10
85% Decodable with Recurring Content Words
Book Summary
Yardangs are landforms crafted by the wind. As the wind blows over the desert, rocks beneath the sand become visible. As the wind continues to blow, sand begins to chip away at the rocks, creating these new shapes. Yardangs can be long and wide or tall and thin. Over time, as the wind blows in one direction, it creates these shapes.
Teacher Note
Consider modeling how to read the word yardang. Students may benefit from this additional practice.
World Connection
Many yardangs are found in the Gobi Desert in Asia. This desert covers parts of the countries of China and Mongolia. The word gobi means “waterless place” in the Mongolian language.
Fundations®
Alignment
Fundations® Decodable Words through Level 1, Unit 10 and big bits blasted can chip craft(ed)(ing) grit hit in it(s) lifted long lot(s) miss must not off path picks rock(s) sand(ed) shifted ships soft spot stick(ing) stop strong tall that them thick thin this tilted up wind
Fundations® Trick Words through Level 1, Unit 10 a about are as be by do does down how is now of one or out over say see some the there they to very were what you
Words Not Yet Decodable in Fundations® through Level 1, Unit 10 after away blows day desert fleets force forms grow kind like look more once people powerful sailing sea seem shape(s) show sky takes time under yardang(s) years
Recurring Content Words Routine
One of the words you will see in this book is blows
This word is blows.
Read it with me: blows
In this book, the word blows is a verb that means “moves something with air.”
The wind blows and picks up sand in the desert.
Blows
Read it with me: blows.
Other Recurring Content Words: sailing, sky
Comprehension Discussion Guide
General
What is the main topic of this book?
Additional Vocabulary Practice
Let’s talk about another word in this book.
This word is powerful.
Read it with me: powerful
In this book, the word powerful is an adjective that means “strong.”
The wind is a powerful force that can change the shape of rocks (p. 11).
Powerful
Read it with me: powerful.
Additional Vocabulary: desert, fleets, force, forms, once, shape(s), show, under, yardang(s), years
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
What is a yardang?
A yardang is a rock that has been crafted by the wind.
Where are yardangs often found?
Yardangs are often found in deserts.
How are yardangs formed?
Yardangs are formed over time when the wind blows and picks up sand. When the sand blasts the rocks, small bits of the rock fall off.
The wind lifts up the sand and blows it away. When the sand is blown away, the hidden rocks stick out more.
Why is this book called Crafted by the Wind?
The book is called Crafted by the Wind because it tells how wind and sand can make, or craft, yardangs.
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
title page These rocks are very pointy.
6
8
There are long rows of yardangs.
These yardangs are grouped together.
11 This yardang looks like a tree.
Teachable Moments
Design Features | Using Diagrams
These yardangs can be found in the Pinnacles Desert in Australia. The word pinnacle means “the highest point” or “the top of a mountain.”
These yardangs are in the Gobi Desert in central Asia.
This group of rocks is called a fleet. A fleet can also be a group of ships that travels together.
This yardang is found in the country of Bolivia in South America.
Diagrams use pictures to show, or explain, a process. Diagrams can also include words. On page 7, the arrows show the direction that the wind is blowing.
Ask: “How does this diagram help you better understand how a yardang is formed?”
Encourage students to use the diagram to support their thinking with details.
Text Structure | Pausing for Questions
There are many different types of questions in the books we read. Sometimes a character asks another character a question, and sometimes the author asks the reader a question.
In this book, the author asks the reader some questions. When you read a question like the one on page 1, it is fine to stop and think about your answer before continuing to read.
Encourage students to reread the text and pause to think about how they would answer the questions on pages 3 and 12.
Response Journal Ideas
Use details to describe one setting of this book.
Use details to write about your favorite photograph.
A GROWING WIND
Wit & Wisdom® Grade 1 Module 3: Powerful Forces
Set 1: Wind and Earth, Book 4
Literary
Fundations® Focus Concept: Suffix -ed (/ĕd/)
82% Decodable at Fundations® Level 1, Unit 10
85% Decodable with Recurring Content Words
Book Summary
Two acorns fall from two trees and roll down a hill, looking for a new spot to grow. One stops in a windy spot, while the other decides to keep going for fear of the wind’s strength. This acorn finds a calm spot behind a shed. Both acorns grow into trees. The tree in the wind feels its roots grow stronger against the push of the wind. The tree by the shed just rests. When a big storm hits, the tree on the hill has the strength to withstand the strong wind. The tree by the shed, however, falls because it does not have strong roots to survive the storm.
Teacher Note
Consider noting that this story is a fable and providing students with a brief introduction to this genre. For example, point out that a moral, or lesson, is included at the end.
World Connection
The Angel Oak, a live oak tree in South Carolina, may be 400–500 years old.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 10 all and best big black blasted blocks but call can did ended fall fell fun get(s) glad grass grunted gust(ed) had help hill hit hunting in it landed lets let’s long not on pick press rested rush shed spot stand(ing) still stop strong tall that then this trunk us went when will wind with
Fundations® Trick Words through Level 1, Unit 10 a be by comes could down each for from has have he his I is now of one said the they to too try two was we were where would you
Words Not Yet Decodable in Fundations® through Level 1, Unit 10
acorn(s) air before began blowing day fallen first grow hard himself home move no other roots sky soon storm strength stretch struggle through time tree(s) want
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is move
This word is move.
Read it with me: move
In this book, the word move is a verb that means “to change location.”
One acorn wants to stay, but the other acorn wants to move on.
Move
Read it with me: move.
Let’s talk about another word in this book.
This word is struggle.
Read it with me: struggle
In this book, the word struggle is a verb that means “to deal with or to battle.” It can also be a noun that means “a challenge.”
The tree has to struggle to stay standing in the strong wind (p. 3). The struggle with the wind helps the tree grow stronger (p. 12).
Struggle.
Read it with me: struggle
Other Recurring Content Words: air, blowing, sky, storm Additional Vocabulary: acorn(s), fallen, grow, hard, home, other, roots, strength, stretch, through, tree(s), want
Comprehension Discussion Guide
General
Who are the characters in the book?
What is the setting?
What is the problem?
What is the resolution?
Specific
What type of seeds is this book about?
The seeds in this book are acorns.
What are the acorns looking for?
The acorns are looking for a place to call home.
The acorns are looking for a place to grow.
Where does each acorn stop? Why?
The first acorn stops at the top of the hill because that acorn thinks the wind could help it grow strong.
The second acorn stops behind the shed because the shed blocks the wind.
Why does the tree at the top of the hill stay standing during the storm?
The tree at the top of the hill stays standing because its roots are stronger.
The tree at the top of the hill is used to stretching its roots in the wind.
What lesson does this book teach?
Strength comes through struggle.
Doing something hard can help you grow stronger.
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
title page The white lines look like strips of paper.
opposite page 1
The leaves on the two trees have different shapes.
2 The acorn looks like it is wearing a cap.
5 Things are growing up and down out of the acorns.
Teachable Moments
Vocabulary | Categorizing Words
The illustrations in this book were created using cut paper and other materials. The illustrator created the scenes, and then a photographer took pictures of them to add shadows and dimension.
The leaves of the northern red oak have pointed tips, while the leaves of the white oak have rounded tips.
The cap-like top of an acorn is called a cupule.
Stems grow up from the acorn; roots grow down from the acorn.
When we sort, or categorize, words or phrases, we group similar words. Many words in this book relate to trees. One example is grow
Ask: “What other words in the book relate to trees?”
Examples include acorns, roots, and trunk.
Text Structure | Identifying the Speaker
Quotation marks are used to show when a character is talking. On page 3, the first acorn says, “Standing in the wind could help us. We could get strong.” The second acorn replies, “You can struggle with it. I will pick a spot that has no wind.”
Read page 4 and ask: “Which acorn is speaking on this page?”
Encourage students to support their thinking with details.
Response Journal Ideas
Write about a lesson you learned from this book.
Write about something in this book that surprised you.
SOARING
Wit & Wisdom® Grade 1 Module 3: Powerful Forces
Set 2: Blown Away, Book 1
Literary
Fundations® Focus Concept: Suffix -ing
80% Decodable at Fundations® Level 1, Unit 10
88% Decodable with Recurring Content Words
Book Summary
A hawk, a gull, and an eagle soar through the sky with the help of the wind. Without flapping their wings, they glide through the air, using the warm, rising air to lift them. As the day ends and the cold air moves in, the birds’ soaring must stop until the next day, when the sun brings the warm air again.
Teacher Note
As students read this poem, consider encouraging them to read to the punctuation, pausing after commas and end punctuation. Students may also read the poem based on the rhythm or meter.
Also, consider modeling how to read the names of the birds featured in this book: eagle, gull, and hawk. The About the Animals page (p. 14) may be a helpful reference for students as you read these names. Students may benefit from this additional practice.
World Connection
Red-tailed hawks can be found throughout the United States, while many herring gulls live along the east coast. Golden eagles are more commonly spotted in the western United States.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 10 an and at bluffs brings but cliffs drifting dusk end flap gull help(s) hills him hot hush in inching it left lifted long must not passing past puffs red rich shrinking sinking song spin still strong sun thrill till up will wind wings with
Fundations® Trick Words through Level 1, Unit 10 a are as by does he her his is now of over she the what
Words Not Yet Decodable in Fundations® through Level 1, Unit 10 across again birds blows colors dawn day eagle full glide hawk high low moon right rises sky soar(ing) soar(s) warm white
Recurring Content Words Routine
One of the words you will see in this book is soars
This word is soars.
Read it with me: soars
In this book, the word soars is a verb that means “flies or glides.”
The hawk soars through the sky.
Soars
Read it with me: soars.
Other Recurring Content Words: blows, colors, sky, soar(ing)
Comprehension Discussion Guide
General
What is this book about?
What is the setting?
What are the major events?
Specific
What three different birds are in this book?
A hawk, a gull, and an eagle are the birds in this book.
Where do the three birds live?
The hawk lives near fields and a river, the gull lives near the water, and the eagle lives in the desert.
Additional Vocabulary Practice
Let’s talk about another word in this book.
This word is glide.
Read it with me: glide
In this book, the word glide is a verb that means “to fly smoothly.”
The wind helps the eagle glide (pp. 10–11).
Glide
Read it with me: glide.
Additional Vocabulary: across, birds, dawn, eagle, full, hawk, high, low, moon, right, rises, warm
What are the birds doing when they are soaring?
The birds are flying without flapping their wings.
The birds are gliding through the air.
The birds are drifting left and right.
What helps the birds glide through the sky?
The wind helps the birds glide through the sky.
Warm rising wind helps the birds glide.
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
2–3 The hawk’s wings look big. A red-tailed hawk’s wingspan is about four feet. Wingspan is the measurement from the tip of one wing to the tip of the other wing.
6–7 Air is swirling around the gull’s wings.
12 The hawk’s nest is in a tree.
13 The eagle’s nest is on rocks.
Teachable Moments
Vocabulary | Categorizing Words
These swirls represent thermals. Thermals are currents of warm, rising air. Birds catch these currents to help them soar.
Red-tailed hawks often build their nests high in tall trees so they can better see the surrounding area. This high view can help them spot their prey.
Golden eagles may return to the same nest for many years. Their nests, also called aeries, can be five to six feet wide.
When we sort, or categorize, words or phrases, we group similar words. Many words in this book relate to birds and flying. One example is wings.
Ask: “What other words in the book relate to birds and flying?”
Examples that relate to birds include eagle, gull, and hawk. Examples that relate to flying include drifting, flap, glide, soar, soaring, and soars.
Text Structure | Identifying Repeated Language
Identifying the words or phrases that are repeated can help you understand the big ideas in the book.
Read aloud pages 1, 4, and 5.
Ask: “What phrases did you hear repeated?”
Encourage students to discuss what these lines tell them about how birds soar. Examples include how the birds use warm air to soar and that they don’t flap their wings when soaring.
Response Journal Ideas
Write about something new you learned from this book.
Use details to describe one setting.
KITE MESSENGERS
Wit & Wisdom® Grade 1 Module 3: Powerful Forces
Set 2: Blown Away, Book 2
Literary Nonfiction
Fundations® Focus Concept: Suffix -ing
81% Decodable at Fundations® Level 1, Unit 10
84% Decodable with Recurring Content Words
Book Summary
Many places around the world use kite festivals as a form of community celebration. In India, children fly kites from rooftops to celebrate the end of winter and the approaching spring. In Indonesia, men rely on the wind to send their kites high into the sky as an offering in hope of good crops. In Guatemala, people use ornate kites to honor those who have passed.
Teacher Note
Consider modeling how to read the names of the countries included in the text: India, Indonesia, and Guatemala. Students may benefit from this additional practice. The country names can also be read aloud for students as needed on pages 2, 6, and 10.
Also, consider noting the figurative language used throughout the text. Students may benefit from a discussion of the meaning of phrases such as “dress the black sky in gold” and “drench them in rich colors.”
World Connection
This book features kites from several countries: India in southern Asia, Indonesia in southeastern Asia, and Guatemala in Central America.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 10 and ask at back big black bless craft crops drafts drench dress drift(ing) end fills fish flash grand gusts hand help in it kids kiss land(s) lift lit long men miss on past pink plant red rich rush send(s) sent sinks spring stand string strong sun swish(ing) ten testing than them then thrilling tug twist up well whiz will wind wish with
Fundations® Trick Words through Level 1, Unit 10 a are as by come each for from have here into is many of ones over see the they to we who you
Words Not Yet Decodable in Fundations® through Level 1, Unit 10 air colors festival(s) flying gold gone grow Guatemala honors India Indonesia kite(s) lights message(s) more painted people rooftops shape(s) sky time welcome winter years
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is painted
This word is painted
Read it with me: painted.
In this book, the word painted is a verb that means “added color to something.”
The kites painted the sky with colors.
Painted
Read it with me: painted.
Other Recurring Content Words: air, colors, flying, sky
Comprehension Discussion Guide
General
What is the main topic of this book?
Let’s talk about another word in this book.
This word is festival .
Read it with me: festival
In this book, the word festival is a noun that means “a group celebration.”
Many countries have kite festivals (pp. 6–7).
Festival
Read it with me: festival .
Additional Vocabulary: honors, kite(s), lights, message(s), rooftops, shape(s), welcome, years
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
What happens during a kite festival?
During a kite festival, many people fly kites together.
During a kite festival, the kites send messages on gusts of wind.
What are some different reasons why a kite festival is held?
A kite festival can be held to celebrate, to wish for something, or to honor the past.
In this book, where do people fly kites?
In this book, people fly kites in India, Indonesia, and Guatemala.
People fly kites from rooftops in India.
People fly kites in fields in Indonesia.
People fly kites in cemeteries in Guatemala.
What are the “painted messages in the sky”?
Kites are the “painted messages in the sky.”
How do the kites send “painted messages in the sky”?
The kites send painted messages by filling the sky with bright colors.
The kites send messages by carrying people’s wishes and hopes into the sky. The messages can also share joy or memories.
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
4–5 The lit-up kites are floating over buildings.
In India, a major kite festival is held in the city of Ahmedabad. These lantern kites are known as tukals.
7 More than one part of the map is shaded. The nation of Indonesia is made up of thousands of islands. The kite festival featured here takes place on the island of Bali.
8–9 The kite has a long tail. The added weight from the kite’s tail limits its spinning and rolling, helping it fly with more stability. The name for these fish-like kites is bebean.
10–11 People seem to be flying kites in a cemetery.
Teachable Moments
Text Features | Identifying Maps
This is part of the Day of the Dead festival celebrated in many Central and South American countries as well as Mexico, where the festival began.
Maps can be used as text features to show the location of a place named in a book. This book features three countries.
On page 3, there is a map of India in the top right-hand corner. The map is labeled with the country’s name. The country itself is shaded in a different color so its shape stands out.
Ask: “Can you identify other maps in the text?”
Encourage students to place their fingers on the featured countries of Indonesia (p. 7) and Guatemala (p. 11).
Author’s Craft | Identifying Personification
Sometimes authors give human qualities to animals or things. This is called personification. In this book, the kites talk, which makes them seem like people.
On page 4, the author writes, “ ‘Spring will come!’ they swish.” In this sentence, they refers to the kites, but the kites are not actually talking. The words represent what the people flying the kites may be thinking.
Ask: “Can you find other examples of personification where other kites seem to talk in this book?”
Response Journal Ideas
Write about something in this book you would like to learn more about.
Use details to write about your favorite illustration.
FULL SAIL AHEAD: A VIKING STORY
Wit & Wisdom® Grade 1 Module 3: Powerful Forces
Set 2: Blown Away, Book 3
Literary
Fundations® Focus Concept: Suffix -ing
85% Decodable at Fundations® Level 1, Unit 10
86% Decodable with Recurring Content Words
Book Summary
Rolf sails with Erik the Red from Iceland to Greenland on a Viking ship. They are traveling to seek new land. As they sail, the wind blasts and the waves crash against the ship. Rolf longs for home. When water begins to fill the boat, he uses a pot to bail it out. To calm his fears, Rolf must learn to trust the wind as it powers his boat across the sea.
Teacher Note
Consider modeling how to read Erik, Rolf, and Viking. Students may benefit from this additional practice.
World Connection
Iceland is an island country in northern Europe. Although geographically Greenland is part of North America, politically it is a self-governing part of the northern European country of Denmark.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 10 am and at back big blasted blasting bring(ing) call can chilling cross(ing) deck dump fill flinging grab him if in it job lad land left longing lots mist Mom much must not on pot Red rocks Rolf ship sink slaps smacks spills splashing stand still stopv strong swell swift thanks that then think this thrusts tip traps trust us when will wind wish yet
Fundations® Trick Words through Level 1, Unit 10 a about also be by could do for from have he I into is me my now of our out over said says see some the there they to too we were what
Words Not Yet Decodable in Fundations® through Level 1, Unit 10 again blow dry Erik Erik’s ever farm first forward Greenland home howls Iceland like low new onto own power safe sail(ing) sea so time Viking want water waves
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is blow
This word is blow.
Read it with me: blow
In this book, the word blow is a verb that means “to move something with air.”
The strong wind could blow Rolf over.
Blow
Read it with me: blow.
Other Recurring Content Words: sail(ing)
Comprehension Discussion Guide
General
Who are the characters in this book?
What is the setting?
What is the problem?
What is the resolution?
Specific
What is Rolf doing?
Rolf is sailing on a ship.
Rolf is traveling from Iceland to Greenland.
Why is Rolf going to Greenland?
Rolf is going to Greenland because there is lots of land there.
Rolf is going to Greenland because he wants his own farm there.
Whose ship is Rolf sailing on?
Rolf is sailing on Erik the Red’s ship.
Rolf is sailing on a Viking ship.
Let’s talk about another word in this book.
This word is howls.
Read it with me: howls
In this book, the word howls is a verb that means “makes a moaning or wailing sound like an animal.”
When Rolf is on the ship, the wind howls (pp. 6–7).
Howls.
Read it with me: howls
Additional Vocabulary: dry, ever, farm, forward, home, new, own, power, safe, sea, want, water, waves
How does Rolf feel during the journey?
During the journey, Rolf feels scared.
During the journey, Rolf wants to be strong like the wind.
Why does Rolf say he must “trust the wind”?
Rolf must “trust the wind” because the wind is their power.
Rolf must “trust the wind” because it moves the ship forward.
Rolf must “trust the wind” because a strong wind will bring them to land.
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
2–3 The boy is standing in the front of the ship.
5
10–11
There is a map on this page.
The waves are rough, but the ship is not tipping over.
The front part of a ship is called the bow. The back part of a ship is called the stern.
This map shows the ship’s route from Iceland to Greenland.
The ship does not tip over because the keel, the long piece of wood that runs along the bottom center of the ship, helps keep the ship balanced.
14 The boat is close to land. The Vikings created a settlement on Greenland. Greenland is the largest non-continental island in the world.
Teachable Moments
Text Structure | Identifying the
Narrator
A narrator tells a story. Sometimes the narrator is a character in the story, but not always.
Ask: “Who is the narrator in Full Sail Ahead?”
Encourage students to return to the book to support their thinking with details.
Vocabulary | Clarifying Multiple-Meaning Words
Some words can be used in different ways. The word sail can have different meanings. The word sail can be a verb that means “to travel by boat using the wind.” It can also be a noun that means “a piece of cloth that catches the wind.”
Ask: “On page 12, what does the word sail mean in the sentence ‘The big sail traps the wind’?”
Then ask: “On page 14, what does sail mean in the phrase ‘So on we sail’?”
Response Journal Ideas
Use details to describe the main character.
Use details to describe the setting.
THE WRIGHT BROTHERS
Wit & Wisdom® Grade 1 Module 3: Powerful Forces
Set 2: Blown Away, Book 4
Literary
Fundations® Focus Concept: Suffix -ing
82% Decodable at Fundations® Level 1, Unit 10
85% Decodable with Recurring Content Words
Book Summary
Wilbur and Orville Wright turned their dreams of flying into a reality. First, they studied birds and how they use the wind to lift and steer. Then, they used this information to create a glider that acted like a kite, tugging on the strings to move it in different directions. Next, they wanted to steer from inside the glider. They found a soft, sandy spot in Kitty Hawk, North Carolina. There, they tested and mended the gliders. In 1903, the Wright Brothers flew the first airplane.
Teacher Note
Consider modeling how to read Orville and Wilbur Wright’s names. Students may benefit from this additional practice.
Also, consider using this book as a Readers’ Theater passage. Demonstrate using the letters O and W as visual cues for switching parts. As an additional cue, point out that Orville is dressed in blue throughout and his lines of text are blue, while Wilbur is dressed in brown and his lines are brown. The text on the left-hand pages could be assigned to a narrator.
World Connection
Orville and Wilbur Wright began their flight experiments with unmanned kites in Dayton, Ohio. Their famous first powered flight took place in Kitty Hawk, North Carolina.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 10 all and back bent big but can can’t craft(ed)(ing) crash drafted fix get got help hills in it just land(ing) lasting let’s lift lots men mended much must on past plan(s) quick rest run sand sent set small soft spot strings test(ed)(s) that then this tilting trip tug twist up went wind wing(s) with yes
Letters: O, W
Fundations® Trick Words through Level 1, Unit 10 a about as by come could do down each for from have he how I now of one or our out over put says see some the there they to too two very was we were who would
Words Not Yet Decodable in Fundations® through Level 1, Unit 10 air airplane bird(s) blowing brothers dreamed dunes first flew fly(ing) glider(s) glider’s hard Hawk inside kite Kitty learned like looked machine more motor Orville people power read sea seconds sky soar(ing) steer traveled way Wilbur
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is fly
This word is fly.
Read it with me: fly
In this book, the word fly is a verb that means “to move through the air like a bird.”
Orville and Wilbur Wright wanted to build a machine that could fly.
Fly
Read it with me: fly.
Other Recurring Content Words: air, blowing, flying, sky, soar(ing)
Comprehension Discussion Guide
General
Who is this book about?
What is the setting?
What is the problem?
What is the resolution?
Specific
What are the names of the Wright brothers?
The Wright brothers’ names are Orville and Wilbur.
What did the Wright brothers want to do?
The Wright brothers wanted to craft a machine that could fly.
What did the Wright brothers build first?
The Wright brothers first built a glider.
They built a small glider and flew it like a kite.
Let’s talk about another word in this book.
This word is steer.
Read it with me: steer
In this book, the word steer is a verb that means “to guide the direction in which an object moves.”
The Wright brothers designed a glider that they could steer (p. 12).
Steer.
Read it with me: steer
Additional Vocabulary: airplane, bird(s), brothers, dreamed, dunes, first, flew, glider(s), glider’s, learned, machine, motor, power, traveled
What kind of animals did the Wright brothers study when designing the glider?
The Wright brothers studied birds when designing the glider.
They watched how birds could lift and steer in the wind by moving their wings.
What did the Wright brothers add to the glider to make the first airplane?
They added a motor to the glider to make the first airplane.
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 There are bikes outside the building.
3
12
One brother has a mustache, but the other does not.
Orville is running over big hills of sand.
13 The brothers are doing something inside the box.
Teachable Moments
Fluency | Reading with Expression
The Wright brothers owned a bicycle shop in Dayton, Ohio. They repaired bicycles and built their own bicycles to sell.
Orville had a mustache, but Wilbur did not.
These hills of sand are called dunes. The shape of dunes shift as the wind blows the sand.
This box is called a wind tunnel. The brothers used this box to conduct experiments. During the winter of 1901–1902, they used the wind tunnel to test more than 200 different wing shapes to find the one that worked best.
Reading with expression means changing your voice depending on the punctuation and the meaning of the words on the page. Your voice can sound excited, scared, or surprised.
Read aloud page 3, focusing on expression as students follow along in the book. Then, repeat the reading with students joining in. Students can also practice reading with expression on pages 5, 7, 9, 11, and 13.
Text Structure | Understanding Dialogue
When characters speak to one another, this is called dialogue. Much of the time dialogue is between two or more characters.
Read the lines of dialogue on page 5 and ask: “Who is speaking?”
Then ask: “How did you know who was speaking?”
Response Journal Ideas
Use details to describe the main people in this book.
Write about something new you learned from this book.
WIND GIANTS
Wit & Wisdom® Grade 1 Module 3: Powerful Forces
Set 3: Catching the Wind, Book 1
Informational
Fundations® Focus Concept: Vowel-Consonant-E, single syllable words
85% Decodable at Fundations® Level 1, Unit 11
90% Decodable with Recurring Content Words
Book Summary
For a long time, people have used windmills to harness the power of the wind. First, people in Europe built post mills, but they were small with small sails. Later, people built larger tower mills with large sails. These could move to face the wind, without moving the whole building. The sails could be bigger and taller, allowing them to catch more wind. Now, people use wind turbines. These giant structures use the wind to generate electricity.
Teacher Note
Consider modeling how to read the names of the three types of windmills featured in this book: post mills, tower mills, and wind turbines. Students may benefit from this additional practice.
World Connection
Charles Brush invented the first wind turbine to generate electricity in Cleveland, Ohio, more than 125 years ago.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 11 and at base best big blades box brick can cap cogs crush cut flat grab help(s) here in it job like logs long lots made make(s) man mill(s) next not on picks pole pump(s) shaft shifts spin(s) stand stilts stone strong tall them these things this time top twisted twisting twists up us use wave when which wide will wind
Fundations® Trick Words through Level 1, Unit 11 a are be does each for friends has have his is many now of one or our out put see some the they to very was we what would you
Words Not Yet Decodable in Fundations® through Level 1, Unit 11 ago blows face gear grain grinds look move(s) need no places post power ready sails so tower turbine(s) turn water wheel windmills
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is moves
This word is moves.
Read it with me: moves
In this book, the word moves is a verb that means “turns.”
The wind spins the sails, which spin a shaft, which moves other parts inside the windmill.
Moves.
Read it with me: moves
Other Recurring Content Words: blows, move, sails, windmills
Comprehension Discussion Guide
General
What is the main topic of this book?
Let’s talk about another word in this book.
This word is power.
Read it with me: power
In this book, the word power is a noun that means “energy that can be used for electricity.”
The wind turbines make power (pp. 12–13).
Power
Read it with me: power.
Additional Vocabulary: face, gear, grain, grinds, places, post, ready, tower, turbine(s), turn, water, wheel
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
What do we use windmills for?
We use windmills to crush grain, pump water, cut logs, and make power.
Why does a post mill need to be turned?
A post mill needs to be turned so that the sails can better catch the wind.
What are some differences between a post mill and a tower mill?
A post mill can be turned, but the base of a tower mill does not move.
A post mill has a box and stilts, but a tower mill does not.
The sails on a tower mill can be taller than those on a post mill.
What does the wheel on the tower mill in this book do?
The wheel on the tower mill spins to pick up and pump out water.
What do wind turbines make?
Wind turbines make power.
Wind turbines make electricity.
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
title page The windmill sails are made of little squares.
1 The windmill on this page seems taller than the windmills on the opposite page.
The grid frame is for safety. During high winds, cloth-covered sails could spin too quickly, damaging the mill. The open grid frame acts like a brake, slowing down the sails as the air bumps into them.
The average height of wind turbines in the United States is more than 250 feet.
4 These sails are tilted. Windmill blades are set at an angle to help them start moving when the wind speeds are lower.
14 The wind turbines are near the beach.
Teachable Moments
Vocabulary | Categorizing Words
Some wind farms are placed in water to capture the steady ocean winds. These wind turbines are called offshore wind farms.
When we sort, or categorize, words or phrases, we group similar words. Many words in this text relate to windmill parts. All the windmills have sails or blades, but each of the three mills featured in this book has unique parts as well.
Ask: “Which parts are in the post mill? Which parts are in the tower mill? Which parts are in the wind turbine?”
Examples of words for the post mill parts include box, pole, stilts, and stone. Words that indicate unique parts of a tower mill include cap and wheel, while gear box is unique to wind turbines.
Design Features | Using Diagrams
Diagrams are pictures that illustrate a process or show the parts of something. In this book, the diagrams show the parts inside a windmill. The words describe how the parts move and work together.
Read the text on page 5 while pointing to the different parts of the post mill on page 4.
Ask: “How did using both the words and the diagram help you better understand how a post mill works?”
Next, read aloud the text on page 9. While reading, pause and ask students to point to the corresponding parts of the windmill on page 8.
Response Journal Ideas
Write about something in the book that surprised you.
Draw one of the windmills. Label its parts.
TOWERS OF NASHTIFAN
Wit & Wisdom® Grade 1 Module 3: Powerful Forces
Set 3: Catching the Wind, Book 2
Informational
Fundations® Focus Concept: Vowel-Consonant-E, single syllable words
83% Decodable at Fundations® Level 1, Unit 11
86% Decodable with Recurring Content Words
Book Summary
In Nashtifan, Iran, the wind can make life very difficult for those who live there. Long ago, the inhabitants made a plan to build large towers on top of the hill to shield the town from the wind. These towers not only defended against the strong wind but also served as windmills. The people harnessed the wind and created an easier way to crush grain into flour.
Teacher Note
Consider modeling how to read Nashtifan. Students may benefit from this additional practice.
World Connection
Nashtifan is in Iran, a country in southern Asia.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 11 all and at bits blades blasting blasts block brisk but came can chose crafted crush drives falls fast flat gusts helping here hill hot if in it just land like make more mud name not on plan pole rest rushing sand skin spin spot stand still sting stone(s) stop strong tall than that them then these this up use when will wind(s) with
Fundations® Trick Words through Level 1, Unit 11 a also are as be between do does each friend have is now of our out over put some the there they to very was we where you your
Words Not Yet Decodable in Fundations® through Level 1, Unit 11 against ago blow bread car clay day defend desert dry flour giants grain Iran means Nashtifan only people place shield storm’s towers town turns windmills wood years
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is windmills
This word is windmills
Read it with me: windmills.
In this book, the word windmills is a noun that means “machines that have parts that turn in the wind and use the wind to do a job.”
The windmills in Nashtifan are on top of a hill.
Windmills.
Read it with me: windmills
Let’s talk about another word in this book.
This word is grain.
Read it with me: grain
In this book, the word grain is a noun that means “a seed that can be eaten.”
The windmills grind grain into flour (pp. 10–11).
Grain
Read it with me: grain.
Other Recurring Content Words: blow, storm’s Additional Vocabulary: against, bread, clay, defend, desert, dry, flour, giants, means, place, shield, towers, town, turns, wood, years
Comprehension Discussion Guide
General
What is the main topic of this book?
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
Where is Nashtifan?
Nashtifan is in the desert.
Nashtifan is in Iran.
Why is Nashtifan called Storm’s Sting?
Nashtifan has very strong winds.
When the wind blows in Nashtifan, bits of sand can sting your skin.
What did the people in Nashtifan build to block the wind?
They built towers to block the wind.
How did the people of Nashtifan make the wind their “friend”?
The people of Nashtifan made the wind their “friend” by building windmills into the towers to use the wind to help them.
They made the wind their “friend” by using the power of the wind to grind grain to make flour for bread.
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
opposite page 1
The windmills are taller than the other buildings.
2 It looks windy. The woman is holding onto the cloth around her face.
4–5 Men are building the windmills.
7–9 Instead of drawings, there are photos on these pages.
Teachable Moments
Design Features | Using Diagrams
The windmills of Nashtifan are about 65 feet tall, which is about the height of a six-story building.
This piece of fabric is called a chador. It is often worn draped over the head and shoulders. Women in Iran have worn chadors for hundreds of years.
The windmills were built using materials from the area. When dried, clay and mud could be used as bricks.
This combination of illustrations and photographs shows that although the windmills of Nashtifan were built about 1,000 years ago, they are still in use today.
Diagrams are pictures that illustrate a process or show the parts of something. In this book, the diagram on page 11 shows the parts of a windmill in Nashtifan. Three parts are labeled.
Read aloud the text on page 10. While reading, pause and ask students to point to the corresponding parts of the windmill on page 11.
Ask: “How did using both the words and the diagram help you better understand how this windmill works?”
Author’s Craft | Understanding Figurative Language
Authors use similes to add description or detail to a text. A simile is a phrase that compares two things by using the words like or as
On page 14 of this book, the windmills are described as being “like giants on a hill.”
Ask: “What does this description tell you about the height of the windmills?”
Response Journal Ideas
Use details to describe the setting of this book.
Use details to write about your favorite illustration or photograph.
FIRE AT THE MILL
Wit & Wisdom® Grade 1 Module 3: Powerful Forces
Set 3: Catching the Wind, Book 3
Literary
Fundations® Focus Concept: Vowel-Consonant-E, single syllable words
85% Decodable at Fundations® Level 1, Unit 11
88% Decodable with Recurring Content Words
Book Summary
A young girl and her father start their day at the top of their windmill. They check the wind and tilt their sails to convey the message that they are open for the day. All day long, customers come in and out of the sawmill, picking up wooden planks. Later that day, a lantern falls, and a candle starts a fire. The town rushes to put out the fire, but the mill is damaged. The community works together to rebuild the mill. At last the mill is fixed, and the whole town comes to celebrate.
Teacher Note
Students may benefit from discussion of text-based vocabulary: blades, mill, planks, sails, sawmill, and wood. Additional vocabulary practice supports students’ language development, fluency, and comprehension.
Prior to reading, also consider highlighting the different windmill sail positions featured opposite page 1. Windmill sail positions were used to send messages to neighbors. For example, explain that sails set in the “joy” position could announce a celebration, such as a wedding. Students may also notice that the second mill throughout the book has small flags added to the sails to indicate a joyful event (p. 3 and pp. 8–9). Encourage students to note the different windmill sail positions throughout the text to see how they reflect the events in the story. (For more information on the short and long rest positions, see the Image Discussion Guide.)
World Connection
This story is set more than 100 years ago in the Netherlands, a country in western Europe.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 11 all and ask at blades bride but can can’t chase Dad fire flags flames fresh gaze get glad help here home hot in it Jan Jan‘s jump Kate’s line lost make(s) mill(s) Mom must not off on pass pick planks runs shaft share shifted shifting shock shore skin small smell smoke sniff standing stare Stef Stef‘s strong Sven Sven’s tall tell(s) that thick this tilt top toss up us wake will wind with yells
Fundations® Trick Words through Level 1, Unit 11 a about another are come(s) do each friends from his I is my of one other(s) our out say(s) see some the they to too trying we what
Words Not Yet Decodable in Fundations® through Level 1, Unit 11 against away blow burnt carpenter catch celebrate closed day decorate everyone feel finish joy only paint rebuild sails sawmill sky son sparks their today town turn want water wedding whole windmills wood
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is sails
This word is sails.
Read it with me: sails
In this book, the word sails is a noun that means “the parts of a windmill made out of fabric designed to catch the wind.”
Sails catch the wind, and their positions send messages.
Sails.
Read it with me: sails
Other Recurring Content Words: blow, paint, sky, windmills
Comprehension Discussion Guide
General
Who are the characters in this book?
What is the setting?
What is the problem?
What is the resolution?
Specific
Where does this story take place?
This story takes place in a sawmill.
This story takes place in a mill community.
How do people use windmills to send messages to one another?
People send messages to one another by tilting the windmill sails at different angles.
What starts the fire in the mill?
The fire starts when a candle gets knocked over.
Let’s talk about another word in this book.
This word is sawmill.
Read it with me: sawmill
In this book, the word sawmill is a noun that means “a type of windmill that uses the power of the wind to cut or saw wood.”
People pick up wood at the sawmill (p. 5).
Sawmill
Read it with me: sawmill.
Additional Vocabulary: against, burnt, carpenter, celebrate, closed, decorate, everyone, finish, joy, rebuild, sparks, town, turn, water, wedding, whole
On page 11, why does Dad say, “Our mill is not lost”?
He says their “mill is not lost” because their friends will help them rebuild it.
How do their friends help them rebuild the mill?
Their friends help them rebuild by bringing fresh planks.
Jan makes paint.
Friends help them make new blades.
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
front cover
opposite page 1
People are standing in front of a windmill.
The sails are in different positions.
10 The people are using buckets to collect water to throw on the fire.
14 The girl and her mom are wearing hats with folded-up sides.
Teachable Moments
The person who owned or worked in a windmill was known as a miller.
A short rest often indicated that a minor repair was needed, but the mill would be working again soon. A long rest meant that the windmill was not working. A longer stoppage could have meant the windmill needed more significant repairs.
Before there were organized fire stations and fire fighters, neighbors would help each other if a fire occurred.
This is a traditional style of hat often associated with the town of Volendam in northwestern Netherlands.
Style and Conventions | Identifying Apostrophes
An apostrophe plus the letter s is used to show ownership. In the sentence on page 3, “Jan’s mill tells the carpenter to come,” the apostrophe in the word Jan’s shows that the mill belongs to Jan.
Ask: “Can you find other examples of an apostrophe plus the letter s in this book?”
More examples are included on page 3 and 12.
Vocabulary | Understanding Prefixes
Prefixes are word parts that are placed at the beginning of a root word and that can change the root word’s meaning. One example of a prefix is re-. The prefix re- means “again.” When the prefix re- is placed at the beginning of the word read, the word becomes reread. Reread means “to read again.”
On page 11 of this book, Dad says, “Our friends will help us rebuild.”
Ask: “What does the word rebuild mean in that sentence?”
Response Journal Ideas
Use details to describe the main character.
Draw two pictures showing the problem and the resolution in this book.
MONDRIAN
Wit & Wisdom® Grade 1 Module 3: Powerful Forces
Set 3: Catching the Wind, Book 4
Informational
Fundations® Focus Concept: Vowel-Consonant-E, single syllable words
75%* Decodable at Fundations® Level 1, Unit 11
83% Decodable with Recurring Content Words
Book Summary
Artist Piet Mondrian had a distinct style. In his painting Composition with Red, Blue, and Yellow, he used only the three primary colors. The strong, straight lines guide one’s eye around the canvas. These lines act like a grid. Mondrian did not paint objects exactly as they appeared. Instead, he used primary colors and strong lines to share his ideas.
Teacher Note
Consider modeling how to read Piet Mondrian’s name. Students may benefit from this additional practice. While this book includes interactive questions, students may benefit from first focusing on just the text until they can read it fluently.
World Connection
Piet Mondrian was born in the Netherlands, a country in western Europe.
* Read this text aloud as students follow along. This text includes a higher number of words that students may not yet know how to read.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 11 all and big black blocks box brand bring broke but can cross did grand grid held help here in just line(s) long lot made make(s) mill mixing more not pops pure red risk rules runs shapes share side square stand(s) stop strong tall tell them these thick things think this top up us use which with
Fundations® Trick Words through Level 1, Unit 11 a about also another are by come could do down each from he his is many of other out see the there they to try was what where why would you your
Words Not Yet Decodable in Fundations® through Level 1, Unit 11 art artists blue bold color(s) eye finger guide horizontal ideas kind look Mondrian most new notice outlines paint(ed) painting(s) place primary real saw straight together took trace used vertical windmill yellow
Recurring Content Words Routine
One of the words you will see in this book is colors
This word is colors.
Read it with me: colors
In this book, the word colors is a noun that means “the shade of something.”
Mondrian made a lot of art with the colors red, yellow, and blue.
Colors
Read it with me: colors.
Other Recurring Content Words: color, paint(ed) painting(s), windmill
Comprehension Discussion Guide
General
What is the main topic of this book?
Additional
Vocabulary Practice
Let’s talk about another word in this book.
This word is primary.
Read it with me: primary
In this book, the word primary is an adjective that means “first, original, or not made from something else.”
All colors come from the three primary colors (p. 2).
Primary.
Read it with me: primary
Additional Vocabulary: bold, eye, finger, guide, horizontal, ideas, notice, outlines, place, straight, together, trace, vertical
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
What did Mondrian make?
Mondrian made art.
Mondrian made paintings.
What are the three primary colors?
The primary colors are red, yellow, and blue.
The three primary colors are pure colors. You cannot make them by mixing other colors together.
What is the difference between a horizontal line and a vertical line?
A horizontal line runs from side to side, but a vertical lines runs up and down.
What did Mondrian use in his paintings?
Mondrian used blocks of color and straight lines in his paintings.
Mondrian used primary colors in his paintings.
Mondrian used strong lines to make a grid.
How did Mondrian take a risk in his paintings?
Mondrian took a risk in his paintings because he did not try to make things look real.
Mondrian took a risk because he made a brand-new kind of art.
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
3 The spot where the red and blue paint meet looks purple.
4
There are small letters and a number in the blue box: the letters P and M, and the number 30.
6 The picture in the lower corner looks like a person.
10 Mondrian used just a few colors in this painting.
Teachable Moments
Vocabulary | Categorizing Words
The primary colors can be mixed in certain combinations to create the secondary colors of orange, green, and purple.
The letters P and M are Piet Mondrian’s initials. This is how he signed this painting. The number 30 tells the year he completed this piece, 1930.
This is a self-portrait made by Mondrian. A self-portrait is a picture an artist creates of himself.
Mondrian’s color palette was influential. The founders of LEGO® products used the same colors when they made their first bricks.
When we sort, or categorize, words or phrases, we group similar words. Many words in this story relate to lines. One example is the word straight
Ask: “What other words in the book relate to lines?”
Examples include grid, horizontal, outlines, shapes, and vertical
Text Structure | Pausing for Questions
There are many different types of questions in the books we read. Sometimes a character asks another character a question, and sometimes the author asks the reader a question.
In this book, the author asks the reader questions. When you read questions like the ones on page 5, it is fine to stop and think about your answer before continuing to read.
Encourage students to reread the text and pause to think about how they would answer the question on page 11. Students can also pause to follow the instructions in the book, such as the ones on page 8: “Use your finger to trace the lines you see.”
Response Journal Ideas
Use details to write about your favorite work of art.
Write about something new you learned from this book.
MEASURE THE WIND
Wit & Wisdom® Grade 1 Module 3: Powerful Forces
Set 4: The Mighty Wind, Book 1
Informational
Fundations® Focus Concept: Suffix -s
84% Decodable at Fundations® Level 1, Unit 11
90% Decodable with Recurring Content Words
Book Summary
Sir Francis Beaufort observed the wind as he worked on a ship. He wanted to find a way to measure it. First, he kept notes about the way the wind moved the waves and was caught by the sails. Next, he made a scale with numbers to rank the force of the wind. Then, he gave the wind names. Finally, he described the wind. Over time, many people added more to this useful tool created by Francis Beaufort.
Teacher Note
Consider modeling how to read Francis Beaufort’s name. Students may benefit from this additional practice.
World Connection
Sir Francis Beaufort was born in Ireland, a country in northern Europe. He was shipwrecked as a teenager, which may have spurred his interest in nautical record keeping. Beaufort later became a Rear Admiral in the British Royal Navy. He arranged for Charles Darwin to join a voyage to the Galapagos Islands aboard the HMS Beagle
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 11 added and at back big blasting can did fast flag flaps flat gale gave glass grass had in it job just kept lakes land like made make names next notes on scale shake ship(s) side still strong tell then things this time toss track trap use waves when whip wind(s)
Fundations® Trick Words through Level 1, Unit 11 a about are as could does from has he how is many now numbers of one or see the there they to we what you
Words Not Yet Decodable in Fundations® through Level 1, Unit 11 air Beaufort blow(s) branches breezes calm feel force Francis hurricane leaves look match measure move(s) no people pictures sails show speeds storm tree way words
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is measure
This word is measure
Read it with me: measure.
In this book, the word measure is a verb that means “to check the size or quantity of something.”
Francis Beaufort created a scale to measure the wind.
Measure.
Read it with me: measure
Other Recurring Content Words: air, blow(s), move(s), sails, storm
Comprehension Discussion Guide
General
What is the main topic of this book?
Let’s talk about another word in this book.
This word is force.
Read it with me: force
In this book, the word force is a noun that means “strength or power.”
Francis Beaufort could see the force of the wind on the waves (p. 4).
Force
Read it with me: force.
Additional Vocabulary: branches, breezes, calm, feel, hurricane, leaves, pictures, show, speeds, words
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
What is one way to measure the wind?
One way to measure the wind is to look at what it does to things.
Where did Beaufort see the effects of the wind?
Beaufort saw the effects of the wind when he was on a ship.
How did Beaufort measure the wind?
Beaufort measured the wind by keeping track of it and making many notes.
Beaufort measured the wind by making a scale with numbers.
What do the lower numbers mean on Beaufort’s scale?
The lower numbers mean little or no wind.
How has Beaufort’s scale changed over time?
Beaufort’s scale has changed because it now has pictures.
Beaufort’s scale has changed because it now has wind speeds.
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
1 The cat is holding a long piece of paper.
The cat is holding a measuring tape. While it is not a tool for measuring the wind, it is often used to measure other items.
6 The cat is on the ship. Although this cat is a playful character addition from the illustrator, cats were often kept on ships for pest control.
8 Beaufort is working inside a room.
10–11 There are a lot of pictures of houses and trees with numbers beneath them.
Teachable Moments
Beaufort is on a ship. This part of the ship was known as the captain’s quarters.
The numbers represent the Beaufort scale, and the pictures show the effects of different wind speeds.
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 and phrases are used to describe the force of the wind. Some of the phrases include blasting winds, strong breezes, no wind or still, and storm winds.
Ask: “Can you put these descriptive words and phrases in order from the least forceful wind to the most forceful wind?”
Text Structure | Noticing Cause and Effect
If you are caught outside when it is raining, your clothes may get wet. The rain is the cause, and wet clothes are the effect.
In this book, the author describes different types of wind, which cause different things to happen. These things are called effects. On page 3, the author states the cause, “strong breezes blow,” and then describes the effect, “the air moves tree branches.”
Read page 2 and ask: “What is the cause in this sentence, and what is the effect?”
Response Journal Ideas
Use details to describe the main person in this book.
Make your own log about the wind. List what you observe outside.
THE GREAT STORM OF GALVESTON
Wit & Wisdom® Grade 1 Module 3: Powerful Forces
Set 4: The Mighty Wind, Book 2
Informational
Fundations® Focus Concept: Suffix -s
80% Decodable at Fundations® Level 1, Unit 11
85% Decodable with Recurring Content Words
Book Summary
In 1900, Galveston, Texas, was hit with a terrible hurricane. While the storm gained size and speed out in the ocean, most people in Galveston did not know it was coming until it was only one day away. They raised the warning flags. But people did not believe the storm would be that bad, so they did not evacuate. Many homes and lives were lost. Today, scientists track storms closely and warn people in the path of the storms.
Teacher Note
Consider modeling how to read Galveston. Students may benefit from this additional practice.
World Connection
Galveston is a city along the Gulf of Mexico in Texas. It is located on Galveston Island.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 11 all and back bad big black bringing but buzzing call came can code did felt flags get had hint hit homes hot in it just late lifted like lot make not off past path planes plans red rose run safe same sand small spot States strikes sun swelling swept that them then think this those tiles time tore track twisting up wall waves when wind with
Fundations® Trick Words through Level 1, Unit 11 a about also be by could for from has have how into is many now of one out over see the there they to too was we were would
Words Not Yet Decodable in Fundations® through Level 1, Unit 11 afar air away before born coming day Galveston
Galveston’s great hear hurricane(s) hurricane’s learn leave never no ocean people rain roof sky started storm(s) study Texas United warn water worst
Recurring Content Words Routine
One of the words you will see in this book is storm
This word is storm.
Read it with me: storm
In this book, the word storm is a noun that means “bad weather with strong winds and heavy rain.”
A hurricane is a powerful storm.
Storm
Read it with me: storm.
Additional Vocabulary Practice
Let’s talk about another word in this book.
This word is warn.
Read it with me: warn
In this book, the word warn is a verb that means “to tell or alert someone about something that could be dangerous.”
Now we track hurricanes and can warn people if one is coming (p. 13).
Warn.
Read it with me: warn
Other Recurring Content Words: air, sky, storms Additional Vocabulary: afar, born, coming, great, hurricane(s), learn, leave, ocean, rain, roof, study, water, worst
Comprehension Discussion Guide
General
What is the main topic of this book?
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
When did the Great Storm of Galveston occur?
The Great Storm of Galveston occurred a long time ago.
The Great Storm occurred back in 1900.
What type of storm hit Galveston in 1900?
The storm that hit Galveston was a hurricane.
How did most people in Galveston find out that a storm was coming?
Most people in Galveston found out that a storm was coming when red and black flags were raised.
Why didn’t the people of Galveston know a hurricane was coming sooner?
The people of Galveston did not know sooner because back then they could not track hurricanes.
Back then, there were no planes to spot hurricanes from afar.
What can we learn from the Great Storm in Galveston?
We can learn that it is important to track hurricanes and warn those in the hurricane’s path.
We can study the Great Storm to learn how to be safe.
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
4–5 The line starts out in the water and then moves over the land.
6
There are no cars on the road.
7 A man is raising two flags.
14 There is a wall built near the water.
Teachable Moments
This line shows the path of the hurricane that hit Galveston. The storm formed over warm ocean waters and then moved inland.
In 1900, many people still used horses for transportation. Cars became more popular in the United States after Henry Ford invented the Model T in 1908.
One flag stands for a storm warning. Two raised flags signal a hurricane warning with expected wind speeds of 74 miles per hour or more.
Construction of the seawall began in 1902. Designed to shield the city from storm surges, the wall is about 10 miles long and about 17 feet high at its highest point.
Vocabulary | Clarifying Multiple-Meaning Words
Some words can be used in different ways. The word great can have different meanings. It is an adjective that can describe something very good or wonderful. The word great can also mean “big” or “extreme.”
Ask: “What does the word great mean in the title of this book?”
Author’s Craft | Understanding Figurative Language
Authors choose words to add description or detail to a book. Sometimes these descriptive words mean something different from their usual meaning. The word buzzing often means “the sound a bee makes.” The word hot often means “a very warm temperature.”
On page 1 of this book, the author writes, “Back in 1900, Galveston was buzzing. It was a hot spot ...” In these sentences, buzzing means “full of people and activity,” and hot spot means “a popular place.”
Ask: “How does the illustration show more about how Galveston was a buzzing hot spot?”
Response Journal Ideas
Use details to describe the setting of this book.
Write about something in this book you would like to learn more about.
THE DUST BOWL
Wit & Wisdom® Grade 1 Module 3: Powerful Forces
Set 4: The Mighty Wind, Book 3
Informational
Fundations® Focus Concept: Suffix -s
82% Decodable at Fundations® Level 1, Unit 11
85% Decodable with Recurring Content Words
Book Summary
Long ago, dust storms covered much of the Midwest, creating the Dust Bowl. When people first moved to this area, they dug up plants that held the soil in place and let animals graze for a long time in the same spots. This, in addition to lack of rain, made the land very dry and bare. When strong winds came, they covered the land in clouds of dust, killing animals and crops. People lost their farms and jobs, and many had to move. After several years, people learned how to better care for the land. The rains returned. Finally, the Dust Bowl ended.
Teacher Note
Consider noting that the term Dust Bowl refers to the period of the 1930s when dust storms affected large parts of the country and to the area where the dust storms hit the hardest. Students may benefit from a preview of this historical term.
World Connection
The states most affected by the Dust Bowl were Colorado, Kansas, New Mexico, Oklahoma, and Texas.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 11 and at back bare big blasted blasts block but call came care crops damp did drives dug dust ends fast flat get got grass graze gusts had held hid hit homes in it jobs land last left let life lifted lifts like long lost make mix more much not on plant(ing)(s) rocks same shape sick small spot(s) states stones strong sun take(s) that then these thick those time(s) tore up vast wall(s) waves went when whip wind(s)
Fundations® Trick Words through Level 1, Unit 11 a about another as could down for from how into many of one other over the there they to too try was we were would
Words Not Yet Decodable in Fundations® through Level 1, Unit 11 ago air animals before better blow bowl buried dirt dry dusty everywhere farmers hard know money no people place rain roots sky soil storm(s) survive their tiny took trees ways
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is air
This word is air.
Read it with me: air
In this book, the word air is a noun that means “the mix of gases that encircles the earth.”
During the Dust Bowl, the air was filled with dust.
Air.
Read it with me: air
Other Recurring Content Words: blow, sky, storm(s)
Comprehension Discussion Guide
General
What is the main topic of this book?
Let’s talk about another word in this book.
This word is soil.
Read it with me: soil
In this book, the word soil is a noun that means “the top layer of dirt on the ground.”
Strong winds lifted up the soil (p. 5).
Soil
Read it with me: soil.
Additional Vocabulary: buried, dirt, dry, dusty, everywhere, farmers, know, money, place, rain, roots, survive, tiny
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
What happened during the Dust Bowl?
During the Dust Bowl, wind blasted dirt over the land.
During the Dust Bowl, dust hid the sun and homes were buried.
During the Dust Bowl, crops were lost.
Why was there so much dust in these dust storms?
There was so much dust because farmers did not know how to take care of the land there. They dug up plants that held the soil in place.
There was so much dust because there was no rain for a long time and the land got dry and bare.
Why were times hard during the Dust Bowl?
Times were hard during the Dust Bowl because people got sick from the thick, dusty air.
Times were hard during the Dust Bowl because many people lost their farms and jobs.
What helped the Dust Bowl end?
Farmers tried other ways to plant crops, which helped the Dust Bowl end.
People planted many trees to help hold down the soil and block the wind.
The rain came back, which helped end the Dust Bowl.
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 It looks like snow is piled up on the building.
2 There is smaller print in the gray box.
6–7 The photos are all black and white.
9 The people in the tent are looking straight ahead.
Teachable Moments
During the Dust Bowl, large drifts of dirt covered buildings.
These sentences are a caption. Captions tell more about the images or text on a page.
Although the Kodak® company debuted their color film in the mid1930s, color photography did not become widespread until years later.
The people in the photograph may have been looking at the photographer, Dorothea Lange. She is well known for her photographs taken during the Dust Bowl.
Text Features | Identifying Headings and Supporting Details
Headings are used to organize a book and help readers identify important ideas. Headings often name or hint at the main idea of the section. The sentences that follow the heading include details that support that section’s main idea.
On page 2, the heading is “Before the Dust Bowl.” The sentences that follow include details that support the section’s main idea, such as “The land got dry and bare.”
Ask: “On page 5, the heading is ‘Life in the Dust Bowl.’ What details on pages 5–9 support the section’s main idea of what life was like during that time?”
Text Features | Using Diagrams
Diagrams use pictures to show, or explain, a process. Diagrams can also include words.
On page 14, the diagram shows how a dust storm takes shape. The lines show how air moves during a dust storm.
What’s something new you learned from this diagram about dust storms?
Response Journal Ideas
Use details to describe the setting of this book.
Write about something in this book that surprised you.
RIDE THE STORM
Wit & Wisdom® Grade 1 Module 3: Powerful Forces
Set 4: The Mighty Wind, Book 4
Literary
Fundations® Focus Concept: Suffix -s
80% Decodable at Fundations® Level 1, Unit 11
84% Decodable with Recurring Content Words
Book Summary
Heather is scared of thunderstorms. One day, she watches a news story about a different kind of storm—a hurricane. She wants to learn more. First, she reads many books to learn as much as she can. Then, she goes to school to study weather. Finally, she gets a job studying storms up close from inside an airplane. All this turns her love of rides and passion for hurricanes into a career.
Teacher Note
Students may benefit from discussion of text-based vocabulary and phrases: clap of thunder, cloud(s), hurricane(s), rain, storm(s), tornado, weather, and wind(s). Additional vocabulary practice supports students’ language development, fluency, and comprehension.
Note that the main character, Heather, is dressed in light blue throughout the book. This visual cue reveals itself as the book unfolds. Consider allowing students to make this connection on their own, offering support only as needed.
World Connection
The National Hurricane Center is in Miami, Florida.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 11 all and at bad best big blast brave bump but chest chose clap close did drop fast fun gasp got had hole in it job just like made must not off on plane(s) ride(s) rocks rode scare shake shape spun squinted still strong take(s) that then thick things think this thump TV twisting up wall went whiz wind(s) wish with yell yes
Fundations® Trick Words through Level 1, Unit 11 a about be comes could do does each her how I into is me now of one said she the to was why would
Words Not Yet Decodable in Fundations® through Level 1, Unit 11 air around blow chases cloud(s) coaster eye face fear feels go Heather hurricane(s) jolt joy learn loved loves open rains read roller saw school seen show soaring storm(s) study thunder tornado true turn weather
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is storm
This word is storm.
Read it with me: storm
In this book, the word storm is a noun that means “bad weather with strong winds and heavy rain.”
The storm scared Heather.
Storm
Read it with me: storm.
Other Recurring Content Words: air, blow, soaring, storms
Comprehension Discussion Guide
General
Who is the character in this book?
What is the setting?
What is the problem?
What is the resolution?
Specific
As a child, what does Heather love?
§ Heather loves rides and fast things.
What does Heather not like?
§ Heather does not like bad weather.
What kind of storm does she want to learn more about?
§ She wants to learn more about hurricanes.
Let’s talk about another word in this book.
This word is hurricane.
Read it with me: hurricane
In this book, the word hurricane is a noun that means “a very big, strong storm with powerful winds and heavy rain.”
A hurricane has a thick wall of clouds (p. 7).
Hurricane
Read it with me: hurricane.
Additional Vocabulary: around, chases, cloud(s), face, fear, jolt, joy, learn, loved, rains, study, thunder, tornado, true, turn, weather
How does Heather learn more about hurricanes?
§ Heather learns more about hurricanes by going to school and studying weather.
§ Heather learns more about hurricanes by getting a job where she can study storms up close.
What is Heather’s best ride ever?
§ Heather’s best ride ever is riding into a hurricane.
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)
3
7
10
Things to Notice More to Discuss
The page number is on a swirly shape.
There is a dot in the middle of the clouds.
The students are looking at a drawing with arrows on it.
12–13
The plane is flying into a storm.
Teachable Moments
This shape represents the shape of a hurricane as seen from above or on radar.
The center of a hurricane is called the eye. The storm systems moving around the eye are called the eyewall.
The diagram they are looking at shows how air flows and bands of rain develop during a hurricane.
This plane has a turboprop engine, which is a type of turbine. A jet plane cannot fly into a hurricane because the engine would get destroyed.
Text Structure | Understanding Dialogue
When characters speak to one another, this is called dialogue. Most of the time dialogue is between two or more characters. Sometimes, however, characters speak to themselves.
Read the lines of dialogue on page 6 and ask: “Who is speaking?”
Then ask: “To whom is she speaking? Why?”
Text Structure | Noticing Questions
In this book, the author includes a series of questions on pages 3 and 4. These questions are not directed at the reader. Instead, the questions and answers help readers better understand Heather’s character.
Encourage students to reread the text on pages 3 and 4 and discuss what they learned about Heather.
Response Journal Ideas
Use details to describe the main character.
Use details to describe the problem and resolution in this book.
Module 4 Cinderella Stories
CINDERELLA
Wit & Wisdom® Grade 1 Module 4: Cinderella Stories
Set 1: France, Book 1
Literary
Fundations® Focus Concept: Compound Words
83% Decodable at Fundations® Level 1, Unit 12
89% Decodable with Recurring Content Words
Book Summary
Cinderella lives with her wicked stepmother and stepsisters. They force her to work all day. When the prince announces a ball, the stepsisters tell Cinderella she cannot go. But then, Cinderella’s fairy godmother arrives and uses her magic wand to create a carriage, a dress, and glass slippers. At the ball, Cinderella dances with the prince, but she runs off at midnight and loses a slipper. Finally, the prince finds Cinderella and fits the glass slipper on her foot.
Teacher Note
Consider modeling how to read the words that refer to characters: Cinderella, fairy godmother, prince, stepmother, and stepsisters.
World Connection
This version of Cinderella is set in France, a country in western Europe.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 12 all and ash ask at ball black bong bride bring but came cannot clock did dress fine fit(s) fled gave glass grime grunted help himself home if in it last left lifted lost made must nickname not off on pigpen polish pop pumpkin rags ran rat sad scrub side six stop strikes struck sunset sunup swish thank those time tut twisted upon us went wept when wicked will wish with
Fundations® Trick Words through Level 1, Unit 12 a as be by could do each from he her his I is little me my now of one said she the there they to try two was you your
Words Not Yet Decodable in Fundations® through Level 1, Unit 12 castle Cinderella Cinderella’s dance day fairy girl go godmother lizards magic may mice midnight oh once prince shall slipper(s) stepmother stepsisters wand
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is Cinderella
This word is Cinderella
Read it with me: Cinderella.
In this book, the word Cinderella is a proper noun that is the name of the main character.
Cinderella wished to go to the ball.
Cinderella
Read it with me: Cinderella.
Other Recurring Content Words: castle, Cinderella’s, dance, magic
Comprehension Discussion Guide
General
Who are the characters in this book?
What is the setting?
What is the problem?
What is the resolution?
Specific
What does Cinderella have to do all day?
Cinderella has to scrub and polish all day.
Cinderella cleans her house all day.
How does the fairy godmother help Cinderella?
The fairy godmother uses magic to help Cinderella.
The fairy godmother makes Cinderella a carriage, a dress, and glass slippers so she can go to the ball.
Let’s talk about another word in this book.
This word is slipper.
Read it with me: slipper
In this book, the word slipper is a noun that means “a type of shoe that goes on and comes off easily.”
As Cinderella fled, she lost a glass slipper (p. 11).
Slipper.
Read it with me: slipper
Additional Vocabulary: fairy, godmother, lizards, mice, midnight, once, prince, stepmother, stepsisters, wand
Why does Cinderella run when the clock strikes midnight?
Cinderella runs because the fairy godmother tells her to be home at midnight.
How does Cinderella become the prince’s bride?
Cinderella becomes the prince’s bride because the glass slipper fits only her foot.
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
opposite page 1
The characters are wearing long dresses.
2 Cinderella’s dress looks dirty.
7 There are several boys standing around Cinderella.
8–9 Many people are at the ball.
Teachable Moments
This book is set in France in the 1600s. At that time, most women and girls wore long dresses.
Cinderella’s dress is dirty from all the ash, or cinders, she has to sweep up near the fireplace. Because she is often covered in cinders, her stepsisters give her the nickname Cinderella.
These boys are called footmen. Their job is to run alongside the coach to make sure it does not topple over when the coach hits rocks or ruts in the road.
During certain seasons, French balls were held almost nightly, often lasting until the sun rose. Louis XIV, king of France (1643–1715), enjoyed dancing and held many balls during his reign.
Vocabulary | Clarifying Multiple-Meaning Words
Some words can be used in different ways. The word ball can have different meanings. It can be a noun that means “a round object used in sports.” It can also be a noun that means “a fancy party.”
Ask: “On page 3, what does the word ball mean in the sentence ‘One day, the prince gave a ball at his castle’?”
Author’s Craft | Identifying Onomatopoeia
Authors use onomatopoeia, or words that represent sounds, to add life to their writing. For example, in this book, the fairy godmother’s wand goes swish.
Ask: “What other words like swish can you find in this book?”
Encourage students to read aloud the words they find, such as bong and pop.
Response Journal Ideas
Use details to describe the main character.
Draw cartoons to retell three events from this book.
OLD TALE, NEW TWIST
Wit & Wisdom® Grade 1 Module 4: Cinderella Stories
Set 1: France, Book 2
Literary
Fundations® Focus Concept: Compound Words
85% Decodable at Fundations® Level 1, Unit 12
89% Decodable with Recurring Content Words
Book Summary
Charles Perrault wanted to create a book of old tales with lessons. As he was writing a new version of “Cinderella,” Perrault was stuck and decided to take a walk. He saw mice nibbling a pumpkin and a girl in rags wearing shoes that shone in the sunlight. These encounters inspired his new version of the story. Perrault’s “Cinderella” became popular, and people continue to share it to this day.
Teacher Note
Consider modeling how to read Charles Perrault’s name. Students may benefit from this additional practice.
World Connection
Charles Perrault was from Paris—the capital city of France, a country in western Europe.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 12 all an and at back became bed came children crafting desktop did fact fat fire fun gate gave glass had handprint help him himself hole home if in inkpot it just left life made make man man’s name next not on past path pecking pen plan plants pumpkin quill rags ran rested sat share shine smile still stuck sunset tale(s) tell that them these think(ing) this twist upon went when with
Fundations® Trick Words through Level 1, Unit 12
a as by could for friends from he her his how many now of one or other out people put see she should the there they to too was we were what who would
Words Not Yet Decodable in Fundations® through Level 1, Unit 12 again book castles Cinderella Charles coach girl history horses know lessons magic mice new paper Perrault Perrault’s slippers story word write wrote
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is wrote
This word is wrote.
Read it with me: wrote
In this book, the word wrote is a verb that means “created a story with words.”
Charles Perrault wrote a new Cinderella story.
Wrote
Read it with me: wrote.
Other Recurring Content Words: castles, Cinderella, history, magic
Comprehension Discussion Guide
General
Who is this book about?
What is the setting?
What is the problem?
What is the resolution?
Specific
What was Charles Perrault crafting?
Charles Perrault was crafting a book of stories.
Charles Perrault was crafting a book of tales that share life lessons.
Why did Perrault get stuck?
Perrault got stuck because he could not see how to make the tales fun and new.
Perrault got stuck on what to write next.
Let’s talk about another word in this book.
This word is lessons.
Read it with me: lessons
In this book, the word lessons is a noun that means “experiences or examples that teach something.”
Charles Perrault made a book of stories to teach important lessons (p. 12).
Lessons.
Read it with me: lessons
Additional Vocabulary: again, book, coach, horses, know, mice, new, paper, slippers, story, word
How did Perrault leave his handprint on the tale of “Cinderella” and make it fun and new?
Perrault made the tale of “Cinderella” fun and new by giving her a pumpkin coach and glass slippers.
Why is Old Tale, New Twist a good title for this book?
Old Tale, New Twist is a good title for this book because it is about adding fun and new details to an old story.
Old Tale, New Twist is a good title for this book because Perrault made history when he gave new twists to old tales. Those stories are still told today.
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
front cover
opposite page 1
More to Discuss
The man has long hair. Charles Perrault is wearing a wig. Wigs became more popular after kings such as Charles II of England and Louis XIV of France began wearing them regularly.
There is a horse outside his window.
6–7 He is walking by some plants.
12 Above the man’s head, there are pictures of a sleeping girl, a cat with boots, and a girl with a red cape.
Teachable Moments
Charles Perrault lived in France more than 300 years ago. At that time, people traveled in coaches and carriages pulled by horses.
This is a garden bed. The word bed can mean “a place to plant flowers or vegetables.” In France, a kitchen garden like this is called a potager décoratif because it is decorated with both vegetables and flowers.
These illustrations represent characters from some of Perrault’s other stories, which include “Sleeping Beauty,” “Puss in Boots,” and “Little Red Riding Hood.”
Author’s Craft | Understanding Figurative Language
Authors choose words to add description or detail to a book. Sometimes these descriptive words mean something different from their usual meaning. On page 10, the author writes, “Charles wrote as if his pen were on fire.” The phrase “pen on fire” means “to write down ideas very fast.” The quill pen is not actually on fire.
Ask: “Why does Charles Perrault write so quickly?”
Vocabulary | Clarifying Multiple-Meaning Words
Some words can be used in different ways. The word coach can have different meanings. It can be a noun that means “a person who teaches sports or other skills.” The word coach can also be a noun that means “a vehicle pulled by horses.”
Ask: “On page 11, what does the phrase ‘a pumpkin coach’ mean?”
Response Journal Ideas
Write about something in this book that surprised you.
Use details to describe the problem in this book.
WORLD TRAVELER: EIFFEL TOWER
Wit & Wisdom® Grade 1 Module 4: Cinderella Stories
Set 1: France, Book 3
Informational
Fundations® Focus Concept: Compound Words
83% Decodable at Fundations® Level 1, Unit 12
87% Decodable with Recurring Content Words
Book Summary
In 1889, France hosted a world’s fair. The French wanted to build the tallest tower in the world to showcase at the fair. Gustave Eiffel and his team won a contest to design the tower. Many workers spent more than two years building the tall tower. At the fair, people could climb to the top and see out over Paris. The French loved the Eiffel Tower, and it still stands today as a national symbol.
Teacher Note
Consider modeling how to read Gustave Eiffel’s name as well as Paris and France. Students may benefit from this additional practice.
Note that this book includes a special read-aloud feature on page 14 with more facts about France. For the World Traveler series, the More section has been retitled Even More. Also, note that the title font may look unique to students. It was chosen to reflect the art nouveau style that can still be seen on many signs marking subway entrances in Paris. Art nouveau is a flowing style based on natural forms that developed between 1890 and 1910.
World Connection
World’s fairs are large, international exhibitions that feature a variety of scientific developments and cultural items. These fairs have been held in more than 20 countries around the world since the 1850s.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 12 added all and at back base became before began best came complete concrete connect contest craftsmen drift ended fell finish frame French Frenchman get gift grand had held here hike himself in it kept last legs let level life made make man metal more next plan(s) plates public rich rods set share slabs spot square stand steps stone strong tall tallest than that them then things thinking this up upon visit went when wind with
Fundations® Trick Words through Level 1, Unit 12 a any as be been by come could do for from his is many Mr. nothing of other(s) out over people see the they to two wanted was were who would
Words Not Yet Decodable in Fundations® through Level 1, Unit 12 arches art building capital connected constructed country Eiffel fair feet first food France Gustave inventing love new Paris rivets symbol today took tower won world world’s years
Recurring Content Words Routine
One of the words you will see in this book is tower
This word is tower.
Read it with me: tower
In this book, the word tower is a noun that means “a tall, narrow building.”
The French wanted to build a new tower for the world’s fair.
Tower
Read it with me: tower.
Other Recurring Content Words: country, world, world’s
Comprehension Discussion Guide
General
What is the main topic of this book?
Additional Vocabulary Practice
Let’s talk about another word in this book.
This word is constructed.
Read it with me: constructed
In this book, the word constructed is a verb that means “made or built by putting materials together.”
Craftsmen constructed metal legs to stand on the tower base (p. 6).
Constructed.
Read it with me: constructed
Additional Vocabulary: arches, building, capital, connected, fair, first, inventing, love, new, rivets, symbol, years
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
Where does this book take place?
The book takes place in France.
Whose plan won the contest to build the tower for the world’s fair?
Eiffel’s plan won the contest to build the tower for the world’s fair.
How long did it take to build the tower?
It took more than two years to build the tower.
What materials did the craftsmen use to build the tower?
The craftsmen used concrete and metal to build the tower.
The craftsmen used concrete slabs, metal plates, rods, and rivets to build the tower.
Why did the French keep the tower after the fair ended?
The French kept the tower because they fell in love with it.
They kept the tower because it took a lot of work to build.
The tower became a symbol of French life.
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
opposite page 1
There is bread in the basket.
3 There is a light bulb on this page.
5 This picture of the Eiffel Tower looks like a drawing.
7 The men are working together.
Teachable Moments
This is a traditional French bread called a baguette. The word baguette means “rod.”
Practical electric light bulbs, a recent invention in 1889, lit many of the fair exhibits.
Maurice Koechlin drew this sketch. He was an engineer and a member of Eiffel’s team who designed the tower.
It took four men to secure each rivet used to join the metal parts. About 2.5 million rivets were used to construct the tower.
Text Structure | Identifying Sequence Words
Sequence words are used to tell when things happen or to highlight the steps in a process. On pages 6 and 7, the author uses sequence words to explain how craftsmen built the tower. One example is the word first.
Ask: “Can you find other sequence words on these pages?”
Examples include next and then. Encourage students to discuss how these words help them better understand how the tower was built.
Vocabulary | Expanding Vocabulary
When we expand our vocabulary, we learn new words.
On page 13, the Eiffel Tower is described as “a symbol of French life.”
The word symbol is a noun that means “an object or picture that represents something.” Symbols often represent something important to a country or group of people.
On the map at the beginning of this book, the illustrator included some other symbols of French life.
Ask: “What other symbols do you see?”
Response Journal Ideas
Write about something new you learned from this book.
Use details to write about your favorite illustration or photograph.
FIRST STEPS
Wit & Wisdom® Grade 1 Module 4: Cinderella Stories
Set 1: France, Book 4
Informational
Fundations® Focus Concept: Compound Words
84% Decodable at Fundations® Level 1, Unit 12
87% Decodable with Recurring Content Words
Book Summary
Jean-François Millet, a French artist, drew a sketch of people in the countryside called First Steps. This famous drawing inspired Vincent van Gogh. He created a new painting with the same composition, or organization, as Millet’s drawing. Van Gogh also added thick paint and colors to make it his own. Both Millet’s original drawing and Van Gogh’s painting hang in museums today.
Teacher Note
Consider modeling how to read the names of the artists, Jean-François Millet and Vincent van Gogh. Students may benefit from this additional practice.
Also, consider highlighting that each artist is from a different country and that the pronunciation of their names does not follow English phonetic rules.
World Connection
Jean-François Millet was born in 1814 in Gruchy, France—a country in western Europe. Vincent van Gogh was born in 1853 in Zundert, Netherlands—a country in western Europe.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 12 added admire an and at before begin best bottom brush but cannot canvas care complete Dad did ended fit Frenchman gave grand grid had halls happen himself hung in inspire invite it(s) itself just landscape long lot(s) made make man model Mom more name not on plan plants same set shape shares side soft spent steps stop strokes sunlit that then thick things think this thrill time top up us Van when with within
Fundations® Trick Words through Level 1, Unit 12 a about another are by could does each has have he his how is little of one one’s or other own people put see some the there there’s they to try wanted was where would you
Words Not Yet Decodable in Fundations® through Level 1, Unit 12 again art artist color composition(s) countryside detail drawing drew find first Gogh Gogh’s look Millet Millet’s museum paint(ing) paper part pastels saw shovel sketch started work
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is composition
This word is composition
Read it with me: composition.
In this book, the word composition is a noun that means “the way an artist organizes the shape, forms, and space in a work of art.”
Millet thought about the composition of his painting, including where to put each person.
Composition.
Read it with me: composition
Other Recurring Content Words: compositions, paint(ing)
Comprehension Discussion Guide
General
What is the main topic of this book?
Let’s talk about another word in this book.
This word is sketch.
Read it with me: sketch
In this book, the word sketch is a noun that means “a drawing or painting made quickly, often in preparation for a more complete work of art.”
Millet tried different plans for his drawing by making a sketch (p. 7).
Sketch.
Read it with me: sketch
Additional Vocabulary: again, art, artist, color, countryside, detail, drawing, drew, first, museum, pastels, shovel, started, work
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
Who first sketched First Steps?
Millet first sketched First Steps.
How did Millet plan the composition of his sketch?
Millet planned the composition by thinking about where to put each part.
He tried different compositions until he found the one that fit best.
How was Millet’s drawing important to Van Gogh?
Millet’s drawing was important to Van Gogh because Van Gogh was inspired by Millet’s drawing.
Millet’s drawing was important to Van Gogh because Van Gogh used Millet’s drawing as a model.
How did Van Gogh make the drawing his own?
Van Gogh made the drawing his own by adding thick paint.
Van Gogh made it his own by adding more color.
Van Gogh’s thick brush strokes gave shape to the landscape.
How do the works of art invite us “to see again”?
The works of art invite us “to see again” because they have the same composition but different details.
They invite us “to see again” because the first time, you look at each piece by itself. The next time, you look at both works and compare them.
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
2 The picture with the page number looks like an oval or a bean.
5 The women are picking up something from the ground.
8 There is chalk on this page.
12–13 The picture on the left seems brighter than the picture on the right.
Teachable Moments
Vocabulary | Categorizing Words
This is a palette. An artist uses a palette to hold and mix paint.
The women are picking up what is left after workers have harvested the crop. This process is called gleaning, which is why this sketch is titled The Gleaners.
These are pastels. Millet used pastels to add color to the drawing on this page.
Van Gogh painted the image on the left using oil paints; Millet drew the image on the right using pastels.
When we sort, or categorize, words or phrases, we group similar words. Many words in this book relate to creating art. One example is painting
Ask: “What other words in the book relate to creating art?”
Examples include artist, color, composition, drawing, pastels, and sketch.
Design Features | Using Illustrations
Millet’s drawing and Van Gogh’s painting each have features that make them unique. The parts of this book, including the text, photographs, and illustrations, help the reader compare the two versions of First Steps
On pages 12 and 13, the author describes how Millet’s drawing and Van Gogh’s painting are the same and different.
Ask: “On pages 12 and 13, what do the illustrations show you about how the works of art are the same?”
Then ask: “On pages 12 and 13, what do the illustrations show you about how the works of art are different?”
Response Journal Ideas
Use details to write about your favorite work of art in this book.
Write about something in this book you would like to learn more about.
THE KING AND THE SANDAL
Wit & Wisdom® Grade 1 Module 4: Cinderella Stories
Set 2: Egypt, Book 1
Literary
Fundations® Focus Concept: Multisyllabic Words with Two Closed Syllables
91% Decodable at Fundations® Level 1, Unit 12
92% Decodable with Recurring Content Words
Book Summary
When Nefret leaves her sandals on the bank of the Nile River, a falcon swoops down to take them. The falcon flies to Memphis, where it drops the sandal in the king’s lap. Believing the sandal is a sign from the gods, the king sends his men to find its owner. The men search up and down the Nile and find Nefret. When the sandal fits Nefret’s foot, she goes to meet the king and becomes his bride.
Teacher Note
This book is loosely based on a story by Strabo, a Greek writer and historian who lived more than 2,000 years ago. Consider allowing students to make the connection between this story and Cinderella on their own as the story unfolds.
Also, consider modeling how to read the name of the main character, Nefret, as well as key proper nouns, such as Egypt, Giza, Memphis, Nile River, and the sun god Ra. Students may benefit from this additional practice.
World Connection
Memphis is a city in Egypt, a country in northern Africa. It was the capital city of ancient Egypt.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 12 and asks at bank bride but chat content date dives drops falcon fits get gilded glides god(s) granted grass hands him hot in it king king’s lap last lifts longing made men miles Nefret Nile odd on pass plucks same sandal sands second sends signal sits slides stares steps sun sunset tall then thinks this ticks time tossing track twists up us visit wed will wish with zags zigs
Fundations® Trick Words through Level 1, Unit 12 a are as be been by come down for from has he her his how into is nothing of one over people say sees she the they to two who you
Words Not Yet Decodable in Fundations® through Level 1, Unit 12 away day Egypt find foot Giza go Memphis palms papyrus pyramids Ra river sail sandals sky world
Recurring Content Words Routine
One of the words you will see in this book is world
This word is world.
Read it with me: world
In this book, the word world is a noun that means “the earth and all it contains.”
Nefret and the king were content with the world.
World
Read it with me: world.
Additional Vocabulary Practice
Let’s talk about another word in this book.
This word is sandals.
Read it with me: sandals
In this book, the word sandals is a noun that means “open shoes made with soles and straps.”
Nefret tosses her sandals on the bank of the Nile River (p. 1).
Sandals.
Read it with me: sandals
Additional Vocabulary: find, foot, palms, papyrus, pyramids, river, sail, sky
Comprehension Discussion Guide
General
Who are the characters in this book?
What is the setting?
What is the problem?
What is the resolution?
Specific
What happens to Nefret’s sandal?
The falcon takes Nefret’s sandal from the sand.
The falcon drops the sandal on the king’s lap.
What does the king think about the sandal?
The king thinks the sandal is a signal from the gods.
The king thinks he will wed the person the sandal fits.
Why does Nefret go to Memphis to visit the king?
Nefret goes to Memphis to visit the king because the sandal fits her foot.
How is the king’s wish granted?
The king’s wish is granted because Nefret comes to Memphis and becomes his bride.
How are this story and Cinderella similar?
This story and Cinderella are similar because both main characters lose a shoe.
The stories are similar because the king marries Nefret after the lost sandal fits her foot, and the prince marries Cinderella after the lost slipper fits her foot.
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
2–3 She is walking in the river.
5 The falcon is flying toward the king.
8–9 There are plants along the riverbank.
14 The king is holding a cane.
Teachable Moments
Vocabulary | Categorizing Words
Nefret is standing in the Nile River. The Nile River is more than 4,000 miles long.
Falcons were an important symbol in ancient Egypt. Often, a falcon’s right eye represented power, while its left eye stood for healing.
Papyrus plants were used to make a paper-like material that could be written on and rolled up into scrolls.
This cane is called a crook. It is based on a shepherd’s crook. It symbolizes that a pharaoh leads and protects his people just as a shepherd leads and guards his flock.
When we sort, or categorize, words or phrases, we group similar words. Many words in this book are proper nouns that are used to name places. One example is Nile to name the river.
Ask: “What proper noun is used to name the country that is the setting of this book?”
Then ask: “What other proper nouns are used to name the cities in this book?”
Examples include Giza and Memphis
Text Structure | Noticing Questions
In this book, the author includes a series of questions on page 6. These questions are not directed at the reader. Instead, the questions help the reader learn more about the king and what he is thinking.
Encourage students to reread the text on page 6 and discuss what they learned about the king’s thoughts.
Response Journal Ideas
Use details to describe one character in this book.
Use sequence words to retell this book.
ONE SIGN AT A TIME
Wit & Wisdom® Grade 1 Module 4: Cinderella Stories
Set 2: Egypt, Book 2
Literary
Fundations® Focus Concept: Multisyllabic Words with Two Closed Syllables
91% Decodable at Fundations® Level 1, Unit 12
92% Decodable with Recurring Content Words
Book Summary
A young boy in ancient Egypt learns to be a scribe like his father, who works for the king. The boy feels overwhelmed by all he must learn, but he keeps trying—practicing one sign at a time. After much practice, he can begin helping other scribes. In time, he will be ready for a project of his own.
Teacher Note
Consider modeling how to read the word hieroglyphs. Before beginning the book, consider also sharing with students the More section (on the inside back cover) to provide more context about hieroglyphics.
World Connection
Hieroglyphs are ancient forms of writing that were found in Egypt, a country in northern Africa. More types of ancient writing using picture signs have been found in other parts of the world, including Central America.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 12 all am and ask at back begin brush but can cannot chisel class craftsman
dad(s) difficult dip dust ends flat fragment help if in ink it
job(s) kids king king’s log long made make(s) mistake more must myself nine not on past pen pot project rub scribe(s) sit skills still stone takes tell texts than that them then this time unpack use wall(s) when will with
Fundations® Trick Words through Level 1, Unit 12 a are be by do for from have he his I many me my of one(s) other our own people say(s) the they to we what where who you
Words Not Yet Decodable in Fundations® through Level 1, Unit 12 after again copy day even floor gives hieroglyphs history keep sign(s) teacher temple water write(s)
Recurring Content Words Routine
One of the words you will see in this book is history
This word is history.
Read it with me: history
In this book, the word history is a noun that means “a story of past events.”
Scribes can tell a history on a stone wall.
History
Read it with me: history.
Additional Vocabulary Practice
Let’s talk about another word in this book.
This word is signs.
Read it with me: signs
In this book, the word signs is a noun that means “pictures that stand for letters or words.”
The boy must copy the signs from the pot fragment (p. 4).
Signs.
Read it with me: signs
Additional Vocabulary: again, copy, even, floor, gives, hieroglyphs, keep, sign, teacher, temple, water, write(s)
Comprehension Discussion Guide
General
Who is the character in this book?
What is the setting?
What is the problem?
What is the resolution?
Specific
What do scribes do?
Scribes copy texts from the past.
Scribes write down what people say.
Scribes can tell a history on a stone wall.
What does the boy do in his class?
The boy sits on the floor and unpacks his pen, brush, and ink.
The boy copies signs from a pot fragment, one sign at a time.
The boy learns how to be a scribe.
Where does the boy’s dad take him?
The boy’s dad takes him to his job.
The boy’s dad takes him to a stone wall where the dad writes signs.
When will the boy have his own project?
The boy will have his own project after he finishes class and helps other scribes for a long time.
He will become a scribe after practicing a lot, making one sign at a time.
What life lesson does the boy learn?
The boy learns that you can accomplish a goal one step at a time.
He learns that it takes a lot of small steps to accomplish a goal.
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
opposite page 1
The boy has a ponytail. In ancient Egypt, it was common for boys to have shaved heads, except for a braid, or lock, on one side.
Many of the boys are writing on slates.
6–7 There are several people working on the stone wall.
14 The bottom half of one of the signs in the top, lefthand corner looks like the letter T
Teachable Moments
Young scribes practiced on pieces of broken pottery or stone because these pieces were less expensive and more available than papyrus. A piece of broken pottery was called an ostracon.
Scribes did not carve the hieroglyphics because they were not required to do physical labor. Other craftsmen often did the carving.
This sign, or hieroglyph, is called the ankh. Ankh means “life.” Some hieroglyphs represent words, while others stand for parts of words or letter sounds.
Text Structure | Identifying Repeated Language
Identifying the words or phrases that are repeated can help you understand the big ideas in the book.
Read aloud pages 4, 7, and 14. Ask: “What phrase did you hear repeated?”
Encourage students to discuss what this phrase tells them about the big idea of the book.
Text Structure | Identifying the Narrator
A narrator tells a story. Sometimes the narrator is a character in the story, but not always.
Ask: “Who is telling the story in this book?”
Encourage students to return to the book to support their thinking with details.
Response Journal Ideas
Use details to describe the main character.
Write about something in this book you would like to learn more about.
WORLD TRAVELER: THE SPHINX
Wit & Wisdom® Grade 1 Module 4: Cinderella Stories
Set 2: Egypt, Book 3
Informational
Fundations® Focus Concept: Multisyllabic Words with Two Closed Syllables
87% Decodable at Fundations® Level 1, Unit 12
89% Decodable with Recurring Content Words
Book Summary
The Giza Plateau, on the banks of the Nile River, is home to a group of ancient monuments. One of the monuments is the Sphinx, a limestone statue of a lion’s body with a man’s head. For a long time, most of the statue was hidden under the sand. People dug out the Sphinx and were amazed by what they saw. Today, craftsmen work to keep it safe. Many people visit the Sphinx and the other monuments in Giza.
Teacher Note
Consider modeling how to read Sphinx, as well as the name of the city where it is located, Giza. Students may benefit from this additional practice. After reading, also consider comparing this book with Crafted by the Wind from Module 3 to show students how books with different settings can still have similar content. Just as the wind has created yardangs over time, it has also changed the shape of the Sphinx.
Note that this book includes a special read-aloud feature on page 14 with more facts about Egypt. For the World Traveler series, the More section has been retitled Even More.
World Connection
The Sphinx is located near Giza, a city in Egypt. The Giza Plateau is several miles outside of Cairo—the capital city of Egypt, a country in northern Africa.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 12 all and at bank brings but came can chip chunks complex crafted craftsmen crops cuts dug entire explore fall finish hid hidden hide hints in it(s) job kept land landscape last legs lifting like limestone long made man mix more much neck Nile not off on past risk safe sand shocking sit six stares stone sunrise sunshine tall tell tend that things think this time unlock up uphill visit when wind with without
Fundations® Trick Words through Level 1, Unit 12 a about as be by come could for from has how is many nothing of one out over people some the there they to two very want was were what why would
Words Not Yet Decodable in Fundations® through Level 1, Unit 12
body building country desert east Egypt feet front Giza group head history lion monuments mystery no old rain river riverbed Sphinx story study today water world years
Recurring Content Words Routine
One of the words you will see in this book is country
This word is country
Read it with me: country.
In this book, the word country is a noun that means “an area of land where people live under one main government.”
Without the Nile River, the entire country of Egypt would be a desert.
Country.
Read it with me: country
Other Recurring Content Words: history, world
Comprehension Discussion Guide
General
What is the main topic of this book?
Additional Vocabulary Practice
Let’s talk about another word in this book.
This word is monuments.
Read it with me: monuments
In this book, the word monuments is a noun that means “structures built to remember someone or something special.”
The Giza complex is a group of very old monuments (pp. 2–3).
Monuments.
Read it with me: monuments
Additional Vocabulary: body, building, desert, east, feet, front, group, head, lion, mystery, old, river, riverbed, story, water
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
What shapes come together to make the Sphinx?
A lion and a man come together to make the Sphinx.
The Sphinx has the body of a lion and the head of a man.
How was the Sphinx kept safe for a long time?
The Sphinx was kept safe because it was covered by sand and hidden up to the neck.
What shocked people when they dug out the Sphinx?
People were shocked because the Sphinx was so large.
People were shocked because they had never seen anything like the Sphinx.
Why do craftsmen want the Sphinx to last?
The craftsmen want the Sphinx to last because there is nothing else like it in the world.
The craftsmen want the Sphinx to last so people can visit it and learn about the past.
Why do people visit the Giza complex?
People visit the Giza complex to think about how things were in the past.
People visit the Giza complex to unlock the mystery of the Sphinx.
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
opposite page 1
In the top, left-hand corner, there is a star with letters near each point.
5 There is a big pyramid behind the Sphinx.
9 The man is riding a camel.
10 A measuring stick is next to the Sphinx.
Teachable Moments
The four letters on the compass represent the directions of north, south, east, and west. The sides of the Great Pyramid are oriented to these points.
The biggest pyramid, known as the Great Pyramid, is more than 450 feet tall.
Camels are well suited to a desert climate. During sandstorms, they can close their nostrils to keep the sand out. They can also go many months without food by surviving off the fat stored in their hump.
This shows the comparison between the Sphinx’s height and the average height of a six-year-old child. This was included to provide students with a sense of scale.
Text Features | Identifying Headings and Supporting Details
Headings are used to organize a book and help readers identify important ideas. Headings often list the main idea of the section. The sentences that follow the heading include details about the section’s main idea.
On page 4, the heading is “Hidden in the Sand.” Sentences on the following pages include details about the section’s main idea, such as “Sand hid the Sphinx up to the neck” and “This kept it safe.”
Ask: “On page 12, the heading is ‘The Sphinx Today.’ What details on this page are about the section’s main idea?”
Text Features | Using Maps
Maps can be used as text features to show the location of a place named in a book. This book features a map of Egypt.
The map is labeled with the country’s name. It also shows some cities in Egypt as well as the Nile River. On page 1, the text says, “The long Nile River cuts the landscape in two.”
Encourage students to use one finger to trace the path of the Nile River. Then ask: “How does the map help to show what this sentence means?”
Response Journal Ideas
Write about something that surprised you in this book.
Use details to describe the setting in this book.
SHOES TELL A TALE
Wit & Wisdom® Grade 1 Module 4: Cinderella Stories
Set 2: Egypt, Book 4
Literary Nonfiction
Fundations® Focus Concept: Multisyllabic Words with Two Closed Syllables
82% Decodable at Fundations® Level 1, Unit 12
84% Decodable with Recurring Content Words
Book Summary
People all over the world wear different types of shoes. Some people in the Arctic wear tall, warm boots called kamiks. In Mexico, people may wear huaraches, a type of sandal. And in Morocco, people may wear babouches, a style of leather slippers. Farmers and fishermen wear wooden klompen in the Netherlands. All over the world, the shoes people wear express who they are, where they come from, and where they go.
Teacher Note
Consider modeling how to read the names of the types of shoes described in this book: kamiks, huaraches, babouches, and klompen. After reading, also consider comparing this book with The Library of Fez from Module 1 to show students how books with similar settings can feature different content.
World Connection
Kamiks are made by the Inuit who live in Canada and Greenland, which are both part of North America. Huaraches are made in Mexico, a country in Central America. Babouches originated in Morocco, a country in northern Africa. Klompen are made in the Netherlands, a country in western Europe.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 12 add all and at back begin bends blanket but camel can clip clomp clop craftsmen criss cross crunch decks dust express falls Fez glass help hunt hush in inside jobs kicks klompen like lime long made mat next not on pad pink red rest safe sand scrape select set(s) ship shop side skin(s) snug soft soles solid step straps sun sunup swish swosh tale tall tell(s) them thick tires trade tramp trek trim twins up upon wisps yet
Fundations® Trick Words through Level 1, Unit 12 a also are come do each for from into is now of out over own people put some someone the they to we what where who your
Words Not Yet Decodable in Fundations® through Level 1, Unit 12 across Arctic babouches barns boots dances day’s designs dry farmers feet fishermen go gumballs huarache(s) kamiks markets pray rubber seal shoes skillful slippers snow stay stitch their under women wooden world
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is world
This word is world.
Read it with me: world
In this book, the word world is a noun that means “the earth and all it contains.”
All over the world, people put on shoes.
World
Read it with me: world.
Other Recurring Content Words: designs
Comprehension Discussion Guide
General
What is this book about?
Let’s talk about another word in this book.
This word is stitch.
Read it with me: stitch
In this book, the word stitch is a verb that means “to join or sew together with a needle and thread.”
In the Arctic, women stitch seal skins into kamiks (p. 4).
Stitch.
Read it with me: stitch
Additional Vocabulary: barns, boots, dances, dry, farmers, feet, fishermen, gumballs, markets, pray, rubber, seal, shoes, skillful, slippers, wooden
What key details tell us more about the main topic?
What is something in this book you would like to learn more about?
Specific
Why do people wear shoes?
People wear shoes to stay safe, snug, and dry.
People put on shoes to express who they are.
Why do some Arctic people wear kamiks, while some people in Mexico wear huaraches?
Arctic people wear kamiks to stay warm in the snow, while people in Mexico wear huaraches to stay cool in the desert.
How are babouches “like gumballs in a glass”?
Babouches are like gumballs in a glass because they are made in lots of different colors.
Why do farmers and fishermen wear klompen?
Farmers and fishermen wear klompen to keep their feet safe as they do their jobs.
They wear klompen so they can walk safely across barns and decks.
How do shoes tell a tale?
Shoes tell a tale because they can show where a person lives.
Shoes tell a tale because they can express who we are.
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
4 She is sewing material together to make a boot.
7 There are cacti growing in the background.
8 These shoes look like slippers.
10 The person is carving a shoe.
Teachable Moments
Seal skin is often used to make kamiks as it is waterproof and helps keep feet dry when walking in wet snow.
Most types of cacti are native to the Americas. Many grow in dry, hot areas of Mexico and in the southwestern United States. There are more than 2,000 species of cacti.
The word babouche is French. This word comes from the Persian word papush, which means “foot covering.”
Klompen are carved from a single piece of wood. People have worn klompen for more than 700 years.
Style and Conventions | Identifying Verbs
Many verbs are action words. Different action verbs are used to describe the movement of shoes in this book. One example is the word trek.
Ask: “What other verbs are used to describe how people wearing different shoes move in this book?”
Examples include clomp, kicks, and tramp. Encourage students to act out these verbs with their shoes.
Author’s Craft | Identifying Onomatopoeia
Authors use onomatopoeia, or words that represent sounds, to add life to their writing. For example, in this book, the tall boots crunch as they trek across snow.
Ask: “What other words like crunch can you find in this book?”
Encourage students to read aloud the words they find, such as clip-clop, hush, pad, swish, and swosh
Then ask: “Why do the shoes make different sounds?”
Response Journal Ideas
Draw a picture of your shoes. Write about the tale your shoes tell.
Write about something new you learned from this book.
BILLY BEG AND HIS BULL
Wit & Wisdom® Grade 1 Module 4: Cinderella Stories
Set 3: Ireland, Book 1
Literary
Fundations® Focus Concept: Multisyllabic Words with Closed and V-E Syllables
85% Decodable at Fundations® Level 1, Unit 12
86% Decodable with Recurring Content Words
Book Summary
Billy Beg’s best friend is his bull, but his stepmother despises the bull and hunts it. Billy and the bull escape, but then Billy’s bull collides with another bull who gravely injures him. Before dying, Billy’s bull offers Billy a sword from his ear and tells him to make a belt from his hide. Billy continues his adventures with these gifts, eventually finding a princess trapped in a castle guarded by a fierce dragon. Billy saves the princess but then runs off, losing his boot. The princess declares she will wed the owner of the boot. After Billy comes back and shows that the boot fits him, the princess marries him.
Teacher Note
Consider allowing students to make the connection between this story and Cinderella on their own as the story unfolds.
Also, consider modeling how to read the name of the main character, Billy Beg, and the word bull. Students may benefit from this additional practice.
World Connection
This version of a Cinderella story is set in Ireland, a country in northern Europe. Ireland is an island in the north Atlantic Ocean.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 12 all an and at before Beg belt best big blade blast bump came cannot chilling collide crash cut dashing did dragon entire escape fell fire fit fled grass had help hide hillside him hop hunt in inside Ireland it jump kingdom lad land landed last let let’s lifting like lone long lost mad make men name not off on path pet pressing puffing quick ran rose safe sat set side sped strong take that then this time up wed went wept will with yell
Fundations® Trick Words through Level 1, Unit 12 a as be by come could down for friend from he her his I me my of one out owns said see she the there they to try was who you
Words Not Yet Decodable in Fundations® through Level 1, Unit 12 ago Billy Billy’s boot bull(s) castle ear go monster new prince princess saw so stepmother sword tower world
Recurring Content Words Routine
One of the words you will see in this book is castle
This word is castle.
Read it with me: castle
In this book, the word castle is a noun that means “a very large and strong building built for protection.”
Billy found the princess in the tower of a castle
Castle.
Read it with me: castle
Other Recurring Content Words: tower, world
Comprehension Discussion Guide
General
Who is the character in this book?
What is the setting?
What is the problem?
What is the resolution?
Specific
At the beginning of the story, who is Billy Beg’s best friend?
At the beginning of the story, Billy Beg’s best friend is his pet bull.
How does the bull help Billy?
The bull helps Billy by giving him a sword from his ear.
The bull helps Billy by giving him his hide to make a belt.
Who does Billy cut down with his sword?
Billy cuts down a monster.
Billy cuts down a dragon.
Additional Vocabulary Practice
Let’s talk about another word in this book.
This word is princess.
Read it with me: princess
In this book, the word princess is a noun that means “a daughter of a king or queen.”
Billy ran off before the princess could see who he was (p. 12).
Princess
Read it with me: princess.
Additional Vocabulary: ago, boot, bull(s), ear, monster, new, prince, stepmother, sword
Why does the princess wed Billy?
The princess weds Billy because the boot fits his foot.
The princess weds Billy because he saves her from the dragon.
How are this story and Cinderella similar?
This story and Cinderella are similar because both main characters lose a shoe.
The stories are similar because the princess marries Billy after the lost boot fits his foot, and the prince marries Cinderella after the lost slipper fits her foot.
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 There are stone towers on top of the hill.
4 The charging bull looks big.
5 The frame around the picture looks like a knotted rope.
9 The monster has a lot of heads.
Teachable Moments
The stone towers are called menhirs. The word menhir means “long stone.” Scattered throughout Ireland, some menhirs may have been erected thousands of years ago.
Bulls can weigh from about 1,000 to 4,000 pounds. Bulls tend to weigh more than cows because of their larger muscles and thicker bones.
The designs at the top and bottom of the frame are called Celtic knots. Traditionally, these knots are interconnected and appear to have no start or finish.
This story is based on a traditional tale. In one version by Seumas MacManus, Billy Beg fights off several monsters who have multiple heads.
Author’s Craft | Understanding Figurative Language
Authors choose words to add description or detail to a book. Sometimes these descriptive words mean something different from their usual meaning.
The word pressing often means “pushing something with force.” In this story, the phrase pressing on means “continuing to do something in a determined way.” On page 10, the author writes, “Pressing on, Billy came to a castle.”
Ask: “What does pressing on mean in this sentence?”
Then ask: “How did Billy press on throughout his journey?”
Fluency | Reading with Expression
Reading with expression means changing your voice depending on the punctuation and the meaning of the words on the page. Your voice can sound excited, scared, or surprised.
Read aloud on page 3, focusing on expression as students follow along in the book. Then, repeat the reading with students joining in. Students can also practice reading with expression on pages 8, 10, and 12.
Response Journal Ideas
Use details to describe the main character of this book.
Draw cartoons to retell three events from this book in order.
BOOK OF KELLS
Wit & Wisdom® Grade 1 Module 4: Cinderella Stories
Set 3: Ireland, Book 2
Informational
Fundations® Focus Concept: Multisyllabic Words with Closed and V-E Syllables
87% Decodable at Fundations® Level 1, Unit 12
88% Decodable with Recurring Content Words
Book Summary
In the past, monks made books by hand. They spent years creating the Book of Kells. First, the monks made blank pages from calf skins. Then, they made ink from plants, rocks, and ore, using quill pens to add text. Finally, other monks added intricate designs and illustrations. Monks kept the book safe for a long time. Now, the Book of Kells is on display in Dublin, Ireland, where many people come to admire it.
Teacher Note
Students may benefit from discussion of text-based vocabulary: book(s), crafting, handmade, illustrations, ink, page(s), quills, and text. Additional vocabulary practice supports students’ language development, fluency, and comprehension.
After reading, also consider comparing this book with The Printing Press from Module 1 to show students how books with different settings can still have similar content.
World Connection
The Book of Kells is named for the Abbey of Kells. The abbey is in County Meath, Ireland, where the book was kept for many years.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 12 added admire all and bath big black blank bring crafting craftsmen crush difficult dip end fine flat frame grand had handmade illustrate in ink(s) inside Ireland it job just Kells kept life like long made on ore past plants quills rare red rocks safe shine skills skins small soft spent strong sun talent text that them then thick this those time with
Fundations® Trick Words through Level 1, Unit 12 a by do each for from is many now of one other over people put some the they to very was were would
Words Not Yet Decodable in Fundations® through Level 1, Unit 12 book(s) calf days designs first illustrations monks page(s) paintings stretch their treasure(s) wood wrote years
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is wrote
This word is wrote.
Read it with me: wrote
In this book, the word wrote is a verb that means “told a story with words.”
Craftsmen wrote the text with quills.
Wrote
Read it with me: wrote.
Other Recurring Content Words: designs
Comprehension Discussion Guide
General
What is the main topic of this book?
Let’s talk about another word in this book.
This word is treasure.
Read it with me: treasure
In this book, the word treasure is a noun that means “something very special.”
The Book of Kells is a rare treasure from the past (p. 13).
Treasure
Read it with me: treasure.
Additional Vocabulary: book(s), calf, days, first, illustrations, monks, page(s), paintings, stretch, their, wood, years
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
Who made the Book of Kells?
Monks made the Book of Kells.
How long did it take the monks to make the Book of Kells?
It took the monks years to make the Book of Kells
Why was crafting the Book of Kells a long and difficult job?
Crafting the Book of Kells was a long and difficult job because it was made by hand.
It was a long and difficult job because the pages were made from calf skins that had to be washed, stretched, and dried.
It was a long and difficult job because the monks added grand designs.
What materials and tools did the monks use?
The monks used calf skins.
The monks used ink made from plants and rocks. They used quill pens to write the text.
They used ore to make the pages shine.
Why do people admire the Book of Kells?
People admire the Book of Kells because it is a treasure from the past.
People admire the Book of Kells because it is filled with interesting text and beautiful art.
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
front cover The book is thick. The Book of Kells contains 680 pages. More than 60 years ago, it was divided into four bound volumes.
title page There are big letters. Large, elaborately decorated initial letters are common in illuminated manuscripts. They often contain animals or people and sometimes a story scene.
11 These designs look like animals.
14 The children are looking at pages from the Book of Kells
Teachable Moments
The animal in the top, left-hand corner is an eagle. The animal on the right is a calf.
The Book of Kells has been kept at Trinity College, in Dublin, since the 1600s. Located in the capital city of Ireland, Trinity College was founded in 1592.
Style and Conventions | Identifying Adjectives
Adjectives are words that describe people, places, or things.
In this book, adjectives are used to describe the parts of the Book of Kells. On page 2, the adjective grand is used to describe the designs in the book.
Ask: “What other adjectives can you find that describe parts of the Book of Kells?”
Examples include big, black, flat, rare, red, small, soft, strong, and thick
Text Features | Identifying Headings and Supporting Details
Headings are used to organize a book and help readers identify important ideas. Headings often list the main idea of the section. The sentences that follow the heading include details about the section’s main idea.
On page 6, the heading is “Ink.” The sentences that follow include details about the section’s main idea, such as “Other craftsmen made the ink” and “Some inks were made from ore.”
Ask: “On page 8, the heading is ‘Illustrations.’ What details follow about the section’s main idea?”
Response Journal Ideas
Use sequence words to retell the steps of making the Book of Kells.
Write about something in this book that surprised you.
WORLD TRAVELER: HOOK LIGHTHOUSE
Wit & Wisdom® Grade 1 Module 4: Cinderella Stories
Set 3: Ireland, Book 3
Informational
Fundations® Focus Concept: Multisyllabic Words with Closed and V-E Syllable
87% Decodable at Fundations® Level 1, Unit 12
88% Decodable with Recurring Content Words
Book Summary
People often travel to Ireland by ship. However, the Irish coast is rocky with many cliffs, making sailing dangerous.
About 800 years ago, the Earl of Pembroke built Hook Lighthouse to warn sailors. For more than 300 years, monks kept a fire lit at the top of the lighthouse tower as a signal to ships that land was near. After the monks left, ships began crashing into the coast again, so new men came to tend the light. The lighthouse still shines today, helping ships navigate safely.
Teacher Note
Consider modeling how to read Hook Lighthouse, as well as the name of the man who had it built, the Earl of Pembroke. Students may benefit from practice with these names.
Note that this book includes a special read-aloud feature on page 14 with more facts about Ireland. For the World Traveler series, the More section has been retitled Even More.
World Connection
Hook Lighthouse is in County Wexford, Ireland. It is the oldest working lighthouse in the world. Many lighthouses have been modeled after the ancient Pharos of Alexandria Lighthouse. This lighthouse was on a small island in the harbor of Alexandria, Egypt—a country in northern Africa. This Pharos Lighthouse is also featured on the first page spread in Library Cat from Module 1.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 12 admire all and at but can cannot care cliffs cliffside close collide crash did ends fires flame get got had help here hidden hike hit Ireland it jagged land landscape lasting left lit long made man men more navigate not on path Pembroke problem rock(s) safe set shines ship(s) signal sits splash splendid steps still take tall tell tend than them then this top travel unsafe use visit waves when with
Fundations® Trick Words through Level 1, Unit 12 a are as be by come could for from has he his how is many of one or out people said see the there they to want(ed) was were where
Words Not Yet Decodable in Fundations® through Level 1, Unit 12 begins built closer coast Earl far green Hook later light lighthouse monks new no salty sea today tower water way years
Recurring Content Words Routine
One of the words you will see in this book is tower
This word is tower.
Read it with me: tower
In this book, the word tower is a noun that means “a tall and narrow building.”
Hook Lighthouse is a man-made tower.
Tower
Read it with me: tower.
Additional Vocabulary Practice
Let’s talk about another word in this book.
This word is built.
Read it with me: built
In this book, the word built is a verb that means “constructed or made by putting materials together.”
The Earl of Pembroke had a lighthouse built to help his ships (p. 5).
Built.
Read it with me: built
Additional Vocabulary: begins, closer, coast, far, later, light, lighthouse, monks, navigate, salty, sea, water, years
Comprehension Discussion Guide
General
What is the main topic of this book?
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
Why is the coast of Ireland unsafe for ships?
The coast of Ireland is unsafe for ships because people cannot see where water ends and rocks begin.
The coast is unsafe for ships because the land has tall cliffs and jagged rocks.
What did the flame, or signal, at the top of the tower tell ships?
The flame told ships how close they were to land.
The flame at the top of the tower told ships, “Take care. Rocks are hidden by the waves.”
After the monks left the lighthouse, why did ships start crashing into the land again?
After the monks left, ships started crashing into the land again because there was no one to tend the light.
Ships started crashing into the land again because without the light, they didn’t know rocks were near.
Why is Hook Lighthouse still important today?
Hook Lighthouse is important today because it still shines a light to help ships navigate.
Hook Lighthouse is important today because it hosts many visitors who come to admire it and its history.
How are this book and Book of Kells similar?
This book and Book of Kells are similar because both are set in Ireland.
This book and Book of Kells are similar because both tell about monks doing special jobs.
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 There are other buildings around the lighthouse.
The lighthouse keepers, who made sure the lighthouse was working properly, lived in these buildings with their families until the 1970s. After the lighthouse was automated in 1996, lighthouse keepers were no longer needed.
2–3 The cliffs look steep. The Cliffs of Moher, more than 700 feet tall in some places, are along the west coast of Ireland.
5 The man is wearing armor.
13 The lighthouse has black and white stripes.
Teachable Moments
Text Features | Using Maps
The Earl of Pembroke was also a knight. Knights often wore protective clothing called mail. Its linked metal rings make it flexible.
More than 150 years ago, the lighthouse was painted with red stripes, which were later changed to black.
Maps are diagrams or pictures of specific places, drawn or printed to scale on a flat surface. Maps use symbols and words to show where things are located.
The large map at the beginning of this book highlights Ireland. It shows the location of Hook Lighthouse. Also on this map, a star is used to identify the capital city of the country.
Ask: “What city is the capital of Ireland?”
On page 1, the smaller map shows Ireland’s location in a larger part of the world.
Ask: “What does the small map tell you about Ireland’s size?”
Vocabulary | Categorizing Words
When we sort, or categorize, words or phrases, we group similar words. Many words in this book relate to traveling by ship. One example is lighthouse
Ask: “What other words in this book relate to traveling by ship?”
Examples include coast, navigate, sea, water, and waves
Response Journal Ideas
Use details to describe the setting of this book.
Write about something new you learned from this book.
CASTLES
Wit & Wisdom® Grade 1 Module 4: Cinderella Stories
Set 3: Ireland, Book 4
Informational
Fundations® Focus Concept: Multisyllabic Words with Closed and V-E Syllables
87% Decodable at Fundations® Level 1, Unit 12
93% Decodable with Recurring Content Words
Book Summary
Castles are in fairy tales but are also found all over the world. One castle called Blarney Castle is in Ireland. Castles were built to be strong and safe. They had features to protect the people who lived there, such as stone walls, gates, moats, and lookouts. Castles come in many shapes and sizes, but all were built to last a long time. Many still stand today as landmarks that tell about the past.
Teacher Note
Note that the names of several other castles are labeled throughout the book. Consider asking students to make observations about each castle as you read aloud each name and location.
World Connection
The largest ancient castle complex in the world is Prague Castle in the Czech Republic, a country in eastern Europe.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 12 all and at ate block can caves gates getting globe hall happen help here hide home(s) if in inside invade Ireland it just king(s) landscape last life like long lush mist moss not on past path ring rise safe shapes sit something spot step(s) still stone strong take tale(s) that think this throne time up us visit walls
Fundations® Trick Words through Level 1, Unit 12 a are be been come could do down for from has have how is many now of over people put see some the there they to trying very was were where why would you
Words Not Yet Decodable in Fundations® through Level 1, Unit 12 attack below Blarney built castle(s) Cinderella door fairy great look lookout magic queen(s) real tables today tower(s) under water
Recurring Content Words Routine
One of the words you will see in this book is castles
This word is castles.
Read it with me: castles
In this book, the word castles is a noun that means “very large and strong buildings built for protection.”
Castles can be homes for real kings and queens.
Castles.
Read it with me: castles
Other Recurring Content Words: castle, Cinderella, magic, tower(s)
Comprehension Discussion Guide
General
What is the main topic of this book?
Additional Vocabulary Practice
Let’s talk about another word in this book.
This word is attack.
Read it with me: attack
In this book, the word attack is a noun that means “an attempt to hurt or destroy.”
People could hide in the caves if the castle was under attack (p. 10).
Attack
Read it with me: attack.
Additional Vocabulary: below, built, door, fairy, great, lookout, queen(s), real, tables, under, water
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
Where can you find castles?
We can find castles in Cinderella stories and fairy tales.
We can find castles in real life, all over the world.
How are the castles in this book similar to the castles in fairy tales, such as in Billy Beg and Cinderella?
The castles in this book are similar to castles in fairy tales because they have strong walls and towers.
The castles in this book are similar to castles in fairy tales because they are homes to kings and queens.
Why were castles built?
Castles were built to protect the people who lived there.
Castles were built to be homes for kings and queens.
How were castles built to be strong and safe?
Castles were built with strong stone walls and gates to keep the people inside safe.
Some castles were built with a ring of water, or moat, around them to keep the people inside safe.
What is the magic in a castle?
The magic in a castle is that people can still visit castles today.
The magic in a castle is that castles help us see how life was in the past.
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
opposite page 1
This castle looks old. Blarney Castle was built more than 550 years ago. More pictures of the castle are on pages 4, 5, 8, 10, and 14. On pages 4, 9, and 11, the illustrator drew what the castle may have looked like in the past.
3 These castles are like castles from a fairy tale.
13 The castle in the top, right-hand corner is colorful.
14 There are open spots at the top of the wall.
Teachable Moments
Text Features | Using Labels
Neuschwanstein Castle inspired the design for the castle in Disneyland® Park. King Louis II of Bavaria had the castle built, but he only lived there for a short time.
Osaka Castle in its original form was built in the 1580s. It has been rebuilt several times and is now part of a park.
The open spots, called crenels, provided slots from which lookouts could shoot arrows. The walls in between the gaps are called merlons.
Labels are words or phrases on a drawing or photograph that identify the parts of something.
On pages 6 and 7, the labels identify the parts of a castle.
Read aloud each label on pages 6 and 7. After reading each label, ask students to point to the corresponding parts of the castle.
Ask: “How did using labels help you better recognize the parts of a castle?”
Text Features | Using Maps
Maps are diagrams or pictures of specific places, drawn or printed to scale on a flat surface. Maps use symbols and words to show where things are located.
On pages 12 and 13, a map shows the location of some well-known castles.
Read aloud the names of the castles. After reading each name, ask students to point to the castle’s location on the map.
Response Journal Ideas
Draw one of the castles from this book. Label the parts you see.
Write about something in this book you would like to learn more about.
CINDERELLA ON STAGE
Wit & Wisdom® Grade 1 Module 4: Cinderella Stories
Set 4: Russia, Book 1
Informational
Fundations® Focus Concept: Suffixes (-s, -ed, -ing, -es)
82% Decodable at Fundations® Level 1, Unit 14
88% Decodable with Recurring Content Words
Book Summary
Cinderella’s story comes to life through ballet. To create the ballet, a composer wrote the music first, and then a choreographer planned the steps of the dance. Along with the set, costumes, and lights, the music and dance tell the story of Cinderella without words. That is the magic of the Cinderella ballet.
Teacher Note
Consider noting the additional knowledge in the captions on pages 6 and 7 as you read them aloud to students.
After reading, students may benefit from a discussion about the closing paragraph on page 14. Explore how this scene from the ballet compares to the story of Cinderella.
World Connection
The premiere of the ballet Cinderella took place on November 21, 1945, at the Bolshoi Theatre in Moscow. Moscow is the capital of Russia, a country in eastern Europe.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 14 an and at ball brand brings came can cast clock combines costumes crafting ending entire exact exits extending extends flash frame glides grand hand happening helps in it jumping just kingdom life made make men next on pressing rushes sad score set(s) shape side stands step(s) still strikes swells tale tell these tips tone triplets twist until with without
Fundations® Trick Words through Level 1, Unit 14 a be come(s) could does down each first for have he her his into is looks new of one or see she the there they to was what who words write you
Words Not Yet Decodable in Fundations® through Level 1, Unit 14
arts
Cinderella Cinderella’s ballet dance dancers design happy joy lights magic music power prince(s) seems slipper stage story toes together took world years
Recurring Content Words Routine Additional Vocabulary Practice
One of the words you will see in this book is dance
This word is dance.
Read it with me: dance
In this book, the word dance is a noun that means “an organized series of movements set to music.”
At the ball, there is a grand dance.
Dance
Read it with me: dance.
Other Recurring Content Words: Cinderella, Cinderella’s, design, magic, stage, world
Comprehension Discussion Guide
General
What is the main topic of this book?
Let’s talk about another word in this book.
This word is ballet.
Read it with me: ballet
In this book, the word ballet is a noun that means “a type of dance where graceful movements tell a story.”
Ballet combines music and dance to tell a tale (pp. 4–5).
Ballet.
Read it with me: ballet
Additional Vocabulary: arts, dancers, joy, lights, music, power, prince(s), slipper, story, toes, together
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
How is this book similar to Cinderella?
This book is similar to Cinderella because it describes some of the same characters.
This book is similar to Cinderella because there is a coach and a ball in both.
How long did it take to write the music for Cinderella?
It took four years to write the music.
Why are the steps of the dance important?
The steps of the dance are important because they help tell what is happening in the story.
In addition to the music and the dance, how do the other parts of a ballet help tell Cinderella’s story?
The design of the stage and the grand set help show the setting of Cinderella’s story.
The costumes turn dancers into the characters to help tell the story.
The lights set the tone to help tell the story.
How does ballet seem to have a magic power?
Ballet seems to have a magic power because it can tell a tale without words.
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
The dancer is standing on her tiptoes.
2–3 The dancers are wearing similar shoes.
4–5 There are a lot of people on stage.
12–13 The prince and Cinderella are getting ready to dance together.
14 The numbers on the clock look different.
Teachable Moments
This position is called en pointe. Many ballet terms are in French because the French standardized elements of classical ballet, such as the five basic positions.
These are called pointe shoes. These shoes wear out quickly, so large ballet companies may order thousands of shoes in a year.
Many people are part of a ballet company. The photographs in this book come from a production of Cinderella by Ballet West, a ballet company in Salt Lake City, Utah.
The prince and Cinderella will be dancing in triplets, which is a three-step movement.
These are roman numerals, symbols the ancient Romans developed. In this system, letters represent numbers. For example, the letters I and V stand for the numbers 1 and 5.
Style and Conventions | Identifying Verbs
Many verbs are actions words. Many different action verbs are used to describe the dancers’ movements in this book. One example is the word step.
Ask: “What other verbs in this book describe the dancers’ movements?”
Examples include extends, rushes, and stands
Text Features | Identifying Captions
Captions are sentences that tell more about a photograph or illustration. On page 6, the caption tells us who wrote the music for the ballet Cinderella.
Read the caption on page 7 and ask: “What does a choreographer do?”
Then ask: “Who is in this photograph?”
Response Journal Ideas
Use details to write about your favorite photograph.
Write about something new you learned from this book.
A MUSICAL LIFE: THE WORK OF SERGEI PROKOFIEV
Wit & Wisdom® Grade 1 Module 4: Cinderella Stories
Set 4: Russia, Book 2
Literary Nonfiction
Fundations® Focus Concept: Suffixes (-s, -ed, -ing, -es)
86% Decodable at Fundations® Level 1, Unit 14
90% Decodable with Recurring Content Words
Book Summary
Sergei Prokofiev was a talented child. From a young age, he showed an aptitude for telling stories through music. Prokofiev began writing operas at the age of 9 and went to a special music school at 13. As he grew older, he continued to make music and won a contest. When he was 26, he moved to the United States where he wrote an opera. Almost 20 years later, Prokofiev returned to Russia and wrote a well-known composition for children. Finally, at age 49, he began writing his famous opera Cinderella
Teacher Note
Consider modeling how to read Sergei Prokofiev’s name. Students may benefit from this additional practice.
Also note that, in this book, the Recurring Content Word composition refers to a piece of written music that combines elements such as melody, harmony, and rhythm rather than the way an artist organizes the shape, forms, and space in visual art.
World Connection
Sergei Prokofiev was born in 1891 in Sontsovka, a city in the Russian Empire. Today, that city is in Ukraine, a country in eastern Europe.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 14 acted all and anything at back became began brave but came chess children chose classic classmates collecting contest craft did disrupted duckling entire expected fantastic felt finish fled fond fun gift grand had him hit homeland in invented it jokes just kid king let life like mad made names not odd prize rare sad same sang saves sometimes song(s) spent still stop tale(s) talented
tell(ing)(s) that them think this time top up U.S. went wicked with
Fundations® Trick Words through Level 1, Unit 14 a about another are as could do for friends from good he his is new nothing of one others over own the there they to too was were what who
Words Not Yet Decodable in Fundations® through Level 1, Unit 14
animal ballet Cinderella composition country even family flowers giant instructors magic music old opera piano play Prokofiev rhythms schools Sergei stories swan took war wolf won world wrote year(s)
Recurring Content Words Routine
One of the words you will see in this book is magic
This word is magic.
Read it with me: magic
In this book, the word magic is a noun that means “the power to do impossible things.”
The opera tells a tale of jokes and magic.
Magic
Read it with me: magic.
Other Recurring Content Words: Cinderella, composition, country, world, wrote
Comprehension Discussion Guide
General
Who is this book about?
What are the major events?
Additional Vocabulary Practice
Let’s talk about another word in this book.
This word is instructors.
Read it with me: instructors
In this book, the word instructors is a noun that means “people who teach.”
Sergei did not do what his music instructors expected (pp. 4–5).
Instructors
Read it with me: instructors.
Additional Vocabulary: animal, ballet, even, family, flowers, giant, music, opera, piano, rhythms, stories, swan, took, war, wolf, won
What is something in this book you would like to learn more about?
Specific
What was Sergei Prokofiev’s rare gift?
Prokofiev’s rare gift was that he could tell stories with music.
How was Prokofiev not like his classmates?
Prokofiev was not like his classmates because he was not as old as they were.
Prokofiev was not like his classmates because he came up with new rhythms.
Why did Prokofiev come to the United States when he was 26?
Prokofiev came to the United States when he was 26 because war disrupted life in his country.
Why is A Musical Life a good title for this book?
A Musical Life is a good title because Prokofiev wrote music for almost his entire life.
A Musical Life is a good title because Prokofiev did not let anything stop him from telling tales with music during his lifetime.
How are the ideas in this text connected to the ideas in Cinderella on Stage?
The ideas are connected because this book tells that Prokofiev wrote the music for the ballet Cinderella, which is the main topic of Cinderella on Stage
This book and Cinderella on Stage tell that it took Prokofiev four years to finish writing the composition for the ballet.
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
2–3 Some characters seem to be floating out of the piano.
4–5 He is at school with other students.
8 A woman is coming out of a ball on this page.
10–11 A wolf is behind the dancers.
Teachable Moments
The characters in blue appear to be floating because they are in Prokofiev’s imagination. This scene represents what Sergei Prokofiev was thinking as he wrote his opera. In an opera, the performers sing most of the words.
Prokofiev spent ten years studying at the music conservatory in St. Petersburg, Russia. A conservatory is a school that teaches music, dance, or theater.
The ball is an orange. The opera Prokofiev wrote is called The Love for Three Oranges. In this opera, a witch makes the prince fall in love with three oranges.
This image highlights performers from Prokofiev’s Peter and the Wolf, which he wrote after returning to Russia.
Text Structure | Identifying Sequence
Sometimes authors use dates or other numbers to tell when things happen. This book lists Prokofiev’s age to show the sequence of some important events in his life.
Read page 2 aloud and ask: “How old was Sergei when he made up his own opera?”
Encourage students to find other important ages and events in Sergei Prokofiev’s life. As students locate ages and events, model how to make a timeline by putting each milestone in sequential order along a vertical or horizontal line.
Vocabulary | Categorizing Words
When we sort, or categorize, words or phrases, we group similar words. Many words in this book relate to music. One example is artist
Ask: “What other words in the book relate to music?”
Examples include ballet, composition, piano, rhythms, sang, songs, and wrote.
Response Journal Ideas
Draw pictures to show three events in order.
Use details to describe the main person in this book.
WORLD TRAVELER: ST. BASIL’S CATHEDRAL
Wit & Wisdom® Grade 1 Module 4: Cinderella Stories
Set 4: Russia, Book 3
Informational
Fundations® Focus Concept: Suffixes (-s, -ed, -ing, -es)
87% Decodable at Fundations® Level 1, Unit 14
89% Decodable with Recurring Content Words
Book Summary
Moscow, the capital of Russia, is home to St. Basil’s Cathedral. St. Basil’s is a large, colorful brick building with onion-like domes on top. The domes were constructed with metal frames that were covered with shaped metal plates and painted different colors. Now a museum, St. Basil’s was originally built as a church.
Teacher Note
Consider modeling how to read Russia and St. Basil’s Cathedral. Students may benefit from this additional practice. Also, consider explaining that a cathedral is a type of church.
Note that this book includes a special read-aloud feature on page 14 with more facts about Russia. For the World Traveler series, the More section has been retitled Even More.
World Connection
Russia is the largest country in the world. Its territory spans eastern Europe and northern Asia.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 14 admire an and at base bend bent big biggest blast brick(s) but call chapels constructed continents craftsmen cross(es) cupcake dome(s) dragon dress extends fantastic finishing fire flames flare frame frosting gaze grasslands hidden hundreds in inside it land last like lines long made metal next not off on pine plates puff(s) red rise shape(s) shores sits skin soft solid spikes splendid square stick stripes strong talented then these this top twist up visit white wind zag zig
Fundations® Trick Words through Level 1, Unit 14 a another are as be do each first has into is many nothing of one others out over people put some the there they to today wanted way
Words Not Yet Decodable in Fundations® through Level 1, Unit 14 ago Basil’s capital church colors
Recurring Content Words Routine
One of the words you will see in this book is design
This word is design.
Read it with me: design
In this book, the word design is a noun that means “a plan for how something is built.”
The design of St. Basil’s has made it last hundreds of years.
Design
Read it with me: design.
Other Recurring Content Words: country, tower, world
Comprehension Discussion Guide
General
What is the main topic of this book?
Additional Vocabulary Practice
Let’s talk about another word in this book.
This word is church.
Read it with me: church
In this book, the word church is a noun that means “a building for religious worship.”
Long ago, St. Basil’s was constructed to be a church (p. 13).
Church
Read it with me: church.
Additional Vocabulary: colors, forests, frozen, later, museum, oceans, onion, point, rainbow, sky, smooth, sway
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
Where is St. Basil’s Cathedral?
St. Basil’s is in Red Square in the capital of Russia.
Why has St. Basil’s lasted hundreds of years?
St. Basil’s has lasted hundreds of years because of its design and strong, metal frame.
How did craftsmen make the onion domes?
Craftsmen made the onion domes by putting a metal frame on the top of each tower.
The craftsmen made the base flare out and put metal plates over the frame.
They dressed up the onion domes by bending the metal into shapes.
What is similar about the construction of the onion domes in this book and the tower in Eiffel Tower?
The onion domes and the tower were both built by craftsmen following a design.
The onion domes and the tower were both constructed with metal.
Why do people visit St. Basil’s?
People visit St. Basil’s to gaze at the splendid domes and color.
People visit St. Basil’s because there is nothing else like it in the world.
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
opposite page 1
9
There are dolls underneath the compass.
This is a different view of the domes.
11 There are vegetables at the bottom of the page.
12–13
Many people are walking in the open space around the cathedral.
Teachable Moments
Text Features | Using Labels
These are matryoshka dolls. They are nesting dolls, with one doll fitting inside the next. The number of dolls in a set varies from as few as 3 to more than 50.
Perspective is how things are seen from a particular angle or point of view. This aerial point of view allows the reader to see a view of St. Basil’s from above.
These are beets, an ingredient in a traditional soup called borscht.
St. Basil’s is in Red Square, a large, open square in Moscow, the capital of Russia. The Kremlin, which houses the main offices of the Russian government, is also there.
Labels are words or phrases on a drawing or photograph that identify the important parts of something.
On page 8, the labels identify the important parts of an onion dome.
Read aloud each label on page 8. After reading each label, ask students to point to the corresponding parts of the dome.
Ask: “How did using labels help you better recognize the parts of an onion dome?”
Author’s Craft | Understanding Figurative Language
Authors use similes to add description or detail to a text. A simile is a phrase that compares two things by using the words like or as
On page 7 of this book, the domes are described as looking “like flames in a fire.”
Ask: “What does this description tell you about the shape of the domes?”
Read aloud page 11, and ask: “What similes does the author use to describe the domes of St. Basil’s?”
Response Journal Ideas
Use details to describe the setting of this book.
Draw one of the onion domes from this book. Label the parts.
ALL THE WORLD’S A STAGE
Wit & Wisdom® Grade 1 Module 4: Cinderella Stories
Set 4: Russia, Book 4
Informational
Fundations® Focus Concept: Suffixes (-s, -ed, -ing, -es)
83% Decodable at Fundations® Level 1, Unit 14
91% Decodable with Recurring Content Words
Book Summary
A stage is a spot where people perform for an audience. Stages can be different shapes and sizes. A stage in Russia is in a grand hall that has boxes for people to sit in and watch ballet. In Japan, musicians, dancers, and actors perform on a wooden stage. In the United States, a stage is near walls made of sandstone rocks and benches for sitting. A stage in Austria is built on a lake with a grandstand on the shore. Stages, big and small, are found all over the world.
Teacher Note
Consider modeling how to read the names of the countries featured in this book: Russia, Japan, U.S., and Austria. Students may benefit from this additional practice. Note that the city locations of the stages are labeled as well.
Also, after reading the book, consider sharing the More section (on the inside back cover). Then, revisit the title to highlight the reference to Shakespeare.
World Connection
In modern times, one of the most common types of stages is the picture frame stage, where audience members sit on one side directly facing a large opening where the performance takes place. This type of stage evolved from the theaters of ancient Greece.
Fundations® Alignment
Fundations® Decodable Words through Level 1, Unit 14 act(s) and at back bands benches bones box(es) can chat connecting constructed costumes dragons drums flutes fossils grand grandstand hall helps hillside in inside it(s) Japan jog jump lake lifted long lunches masks on picnic piles pine planted poles problem rocks sandstone set shape side silk sing sit size songs spot stand stump swing take them thick top travel up U.S. use visiting wall(s)
Fundations® Trick Words through Level 1, Unit 14 a any are be been between by called day do each for friends from has have into is new of one or others own people put some the they to two very water where you your
Words Not Yet Decodable in Fundations® through Level 1, Unit 14 ago along Austria ballet book built Cinderella dance dancers design far front hear later no painted perform play roof Russia sound stage theater towers tree(s) world
Recurring Content Words Routine
One of the words you will see in this book is stage
This word is stage.
Read it with me: stage
In this book, the word stage is a noun that means “a raised spot used for performing.”
A stage can be any shape or size.
Stage
Read it with me: stage.
Other Recurring Content Words: Cinderella, dance, design, painted, towers, world
Comprehension Discussion Guide
General
What is the main topic of this book?
Additional Vocabulary Practice
Let’s talk about another word in this book.
This word is perform
Read it with me: perform
In this book, the word perform is a verb that means “to entertain others by acting, singing, or dancing.”
A stage is a spot where people perform (p. 1).
Perform
Read it with me: perform.
Additional Vocabulary: along, ballet, book, built, dancers, front, hear, later, play, roof, sound, theater, tree(s)
What key details tell you more about the main topic?
What is something in this book you would like to learn more about?
Specific
What do people watch on stages?
People watch ballets and dances on stages.
People watch musicians and bands perform on stages.
People watch other people act on stages.
How is the information in this book similar to Cinderella on Stage?
In this book and in Cinderella on Stage, stages are settings for performances.
In both books, a performance of Cinderella is mentioned.
How are the stages in this book different from one another?
The stages in this book are different because they are located in different countries.
The stages are built differently using unique materials.
Why is All the World’s a Stage a good title for this book?
All the World’s a Stage is a good title because it tells about stages all over the world.
It is a good title because the stages are made with natural materials from around the world.
How is the world your stage?
The world is my stage because I can perform from a box, a stump, the water, or a swing.
The world is my stage because I can perform anywhere.
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
opposite page 1
A circle of light is in the center of the stage.
This beam of light is called a spotlight. When a spotlight operator highlights the movements of one performer, the light is called a followspot.
5 This stage is made out of wood. Wood from a 400-year-old cypress tree was used to build the stage. Workers wore gloves when handling the wood to protect it. The construction team spent about two years and four months building the theatre.
8–9 Rocks surround this stage. Sandstone ledges, formed millions of years ago, make up the walls of this amphitheatre. Fossils found on the walls include the remains of a 40-foot-long plesiosaur.
11 There are a lot of seats in this theater.
Teachable Moments
Text Structure | Noticing Questions
The nearly 7,000 spectators in the nearby grandstand can easily see the huge stage that is on the water.
In this book, the author begins by asking a series of questions. These questions are directed at the reader.
Ask: “How do these questions prepare you to read the book?”
Encourage students to reread the text on page 1 and to discuss their answers to the questions.
Vocabulary | Clarifying Multiple-Meaning Words
Some words can be used in different ways. The word boxes can have different meanings. It can be a noun that means “storage containers made of cardboard.” The word boxes can also mean “small, separate areas of seats in a theater.”
Ask: “On page 3, what does the word boxes mean? What clues from the book support your answer?”
The word play can also have different meanings. It can be a verb that means “to do things for fun.” The word play can also be a noun that means “a story that is acted out.”
Ask: “On page 13, what does the word play mean? What clues from the book support your answer?”
Response Journal Ideas
Use details to describe one stage from this book.
Write about something in this book you would like to learn more about.
Geodes Resources
Glossary of Terms
Book Notes: A section of Inside Geodes that offers flexible teaching opportunities for each book.
Focus Concept: The phonetic concept that corresponds to a unit in the Fundations® scope and sequence.
Fundations® Decodable Word: A word students can sound out based on their current knowledge of phonics. In Geodes, words are considered decodable if they contain phonetic concepts that correspond to the taught skills in the Fundations® scope and sequence.
Fundations® Trick Word: A high-frequency word that commonly appears in written English.
module: In Geodes, a module refers to a collection of 16 books that share a connected topic. Each module contains four sets. In Wit & Wisdom, a module refers to a unit of study.
More section: A short, informational selection that expands on and enhances the content in the Geodes. This section is on the inside back cover of each book.
My Geodes: A take-home, markable book that includes all four books in a set. Each module has four My Geodes.
Read Along: A book to be read aloud as students read along.
Recurring Content Word: A content-based word aligned with the topic of a module and repeated throughout a module. The word is taught directly for both vocabulary and sight word recognition.
set: A collection of four books that share a common subtopic related to the module’s topic. Each set contains four books.
teaser: A text excerpt plus a question placed on the back cover of each Geodes book to develop student curiosity.
Genre
Regardless of genre, every book in Geodes Level 1 builds student knowledge. Each book has been carefully researched and fact-checked. The genre for each title is listed in the top, left-hand corner of each Book Note. Both content and structure were considered in creating the genre guidelines used to categorize the books in the collection. See the chart below for examples.
Genre Category
Sample
Guidelines
Titles
An original story that may be realistic, historical fiction, or fantasy
A retelling of a fable or a legend
An assumed point of view
Anthropomorphization
A literary interpretation of a scientific or historical topic
Anansi and the Pot of Beans
Bee Waggle
Billy Beg and His Bull
The Brothers Grimm
Cinderella
The Crab and the Urchin Fire at the Mill
Full Sail Ahead: A Viking Story
A Growing Wind
The Hares and the Frogs
Just in Time
The King and the Sandal Library Cat
The Library of Fez
A Library of Our Own
A Library to Go
The Magical Stack
Old Tale, New Twist
One Sign at a Time
Ride the Storm
Seed Scatter
Slug Study
Soaring
Stick with Us
Super Spiny Mouse
Vervet Monkey Alarm
A Wish to Fly
The Wright Brothers
A sequenced telling of a real event or a person’s life that may include some invented dialogue, thoughts, and/or feelings
Biography
Literary presentation of facts
Factual accounts or analysis of events, concepts, or works of art
How-to book
No invented dialogue or attributed sentiments
Text features often included
Fed by Art: The Work of Leo Lionni
Jerry Draws
Kite Messengers
A Musical Life: The Work of Sergei
Prokofiev
One Look
The Printing Press
Rabbit or Hare?
Shoes Tell a Tale
Small Wonders
The Story in the Cave
The Story of Louis Braille
All the World’s a Stage Book of Kells
Castles
Cinderella on Stage Crafted by the Wind
Draw a Rabbit
The Dust Bowl
Elephant Talk
First Steps
The Great Storm of Galveston
How to Make Paper
An Illustrator at Work
In Motion
Measure the Wind
Mondrian
Smell Tells
The Story Ship
Thorny Devil
Towers of Nashtifan
Wind Giants
World Traveler: Eiffel Tower
World Traveler: Hook Lighthouse
World Traveler: The Sphinx
World Traveler: St. Basil’s Cathedral
Young Hare
Geodes Flash Card Overview
Teachers can use these optional flash cards to provide additional support when introducing the Recurring Content Words for each module. Each word is matched with a visual cue to help students better understand the meaning of the word and its connection to the module content. Once students recognize and understand the word, they will no longer need the icon. The flash card can be folded along the dotted line so only the word is visible. Teachers can copy these flash cards and distribute them for classroom use.
Module 1
Geodes Flash Cards
art artist book
Geodes Flash Cards books colors draw
Geodes Flash Cards
library read story
Geodes Flash Cards
Module 2
Geodes Flash Cards
animal color draw
Geodes Flash Cards find food group
Geodes Flash Cards habitat hare line
Geodes Flash Cards protect observe safe
Geodes Flash Cards
Module 3
Geodes Flash Cards
Geodes Flash Cards fly measure
Geodes Flash Cards paint
sky sail
Geodes Flash Cards
Module 4
Geodes Flash Cards
castle Cinderella composition
Geodes Flash Cards
country dance design
Geodes Flash Cards history magic paint
Geodes Flash Cards stage tower world
Geodes Flash Cards wrote
Geodes Family Tip Sheets
Family Tip Sheet
LEVEL 1 MODULE 1: A WORLD OF BOOKS
Students read Geodes to practice their independent reading skills. Although your child may not be able to read all the words in each book yet, encourage your child to read as much as possible. These books build knowledge of topics in science, history, and the arts.
In this module, students explore the power of books shared across time and cultures. To develop their knowledge around this topic, students study content vocabulary. These words are art, artist, book, books, colors, draw, library, read, story, and time. Consider encouraging your child to use these words to discuss new learning. Your child may benefit from additional support when reading these words.
OUR CLASS WILL READ THESE BOOKS
Set 1: Sharing
Stories
These books explore the art of storytelling.
Anansi and the Pot of Beans
The Story in the Cave
The Magical Stack
The Brothers Grimm
Set 2: Unusual
Libraries
These books examine libraries from diverse cultures, places, and times.
Library Cat
The Story Ship
A Library of Our Own
The Library of Fez
Set 3: Bringing Books to Life
These books investigate how illustrators add beauty and meaning to texts.
Just in Time
Fed by Art: The Work of Leo Lionni
Jerry Draws
An Illustrator at Work
Set 4: Books for All
These books celebrate how innovation increases access to books.
How to Make Paper
The Printing Press
The Story of Louis Braille
A Library to Go
CONSIDER ASKING THESE QUESTIONS AT HOME
What is something in this book that surprised you?
What is something new you learned from this book?
After reading this book, what would you like to learn more about?
Point to your favorite illustration or photograph. Why is it your favorite?
THESE FUNDATIONS® FOCUS CONCEPTS APPEAR IN THE BOOKS
Consonant-Vowel-Consonant words with three sounds, including digraphs (wh, ch, sh, th, ck), all, am, an, and suffix -s. Examples include all, big, cat, Dan, had, not, tell, when, will, wish
THESE FUNDATIONS® TRICK WORDS APPEAR IN THE BOOKS
a, and, are, as, be, by, do, does, for, from, has, have, he, here, his, I, into, is, me, my, of, one, or, said, she, the, there, they, to, was, we, were, what, when, where, who, you, your
To learn more about Geodes, please visit the Great Minds® website: greatminds.org.
To learn more about Fundations®, please visit the Wilson Language Training website: wilsonlanguage.com/fundations.
Consejos para familias
NIVEL 1 MÓDULO 1: UN MUNDO DE LIBROS
Los estudiantes leen Geodes para practicar la lectura independiente. A pesar de que quizás su hijo/a aún no pueda leer todas las palabras de cada libro, procure que lea lo más posible. Estos libros desarrollan el conocimiento de temas en el área de la ciencia, la historia y el arte.
En este módulo, los estudiantes exploran el poder que han tenido los libros a través del tiempo y las culturas. Para desarrollar el conocimiento sobre este tema, los estudiantes analizan vocabulario relacionado con el contenido. Estas palabras son art (arte), artist (artista), book (libro), books (libros), colors (colores), draw (dibujar), library (biblioteca), read (leer), story (cuento) y time (tiempo). Considere motivar a su hijo/a para que utilice estas palabras a la hora de hablar sobre el nuevo aprendizaje. Su hijo/a puede beneficiarse de apoyo adicional al leer estas palabras.
NUESTRA CLASE LEERÁ ESTOS LIBROS
1.a serie: Compartir cuentos
Estos libros exploran el arte de la narrativa.
Anansi and the Pot of Beans
The Story in the Cave
The Magical Stack
The Brothers Grimm
2.a serie: Bibliotecas curiosas
Estos libros examinan las bibliotecas de diversos lugares, culturas y épocas.
Library Cat
The Story Ship
A Library of Our Own
The Library of Fez
3.a serie: Dar vida a los libros
Estos libros investigan cómo los ilustradores incorporan belleza y significado a los textos.
Just in Time
Fed by Art: The Work of Leo Lionni
Jerry Draws
An Illustrator at Work
4.a serie: Libros para todos
Estos libros celebran la forma en que la innovación brinda un mayor acceso a los libros.
How to Make Paper
The Printing Press
The Story of Louis Braille
A Library to Go
CONSIDERE HACER ESTAS PREGUNTAS EN CASA
¿Qué te sorprendió en este libro?
¿Qué fue algo nuevo que aprendiste en este libro?
Después de leer este libro, ¿sobre qué te gustaría aprender más?
Indica cuál es tu ilustración o fotografía favorita. ¿Por qué es tu favorita?
CONCEPTOS DEL ENFOQUE DE FUNDATIONS® QUE APARECEN EN LOS LIBROS
Palabras con consonante-vocal-consonante, de tres sonidos, incluyendo dígrafos (wh, ch, sh, th, ck), all, am, an, y sufijos -s. Estos son algunos ejemplos: all, big, cat, Dan, had, not, tell, when, will, wish
PALABRAS ENGAÑOSAS DE FUNDATIONS® QUE APARECEN EN LOS LIBROS
a, and, are, as, be, by, do, does, for, from, has, have, he, here, his, I, into, is, me, my, of, one, or, said, she, the, there, they, to, was, we, were, what, when, where, who, you, your
Para obtener más información sobre Geodes, visite el sitio web de Great Minds®: greatminds.org.
Para obtener más información sobre Fundations®, visite el sitio web de Wilson Language Training: wilsonlanguage.com/fundations.
Family Tip Sheet
LEVEL 1 MODULE 2: CREATURE FEATURES
Students read Geodes to practice their independent reading skills. Although your child may not be able to read all the words in each book yet, encourage your child to read as much as possible. These books build knowledge of topics in science, history, and the arts.
Add text to second paragraph after ‘people who study animals’: In this module, students explore intriguing animal traits and behaviors and are introduced to people who study animals. To develop their knowledge around this topic, students study content vocabulary. These words are animal, color, draw, find, food, group, habitat, hare, line, protect, observe, safe, and sea. Consider encouraging your child to use these words to discuss new learning. Your child may benefit from additional support when reading these words.
OUR CLASS WILL READ THESE BOOKS
Set 1: Creature
Code
These books explore types of animal communication.
Vervet Monkey Alarm
Smell Tells
Bee Waggle
Elephant Talk
Set 2: Safety First
These books examine defense adaptations that creatures use to survive.
Super Spiny Mouse
Thorny Devil
The Crab and the Urchin
Stick with Us
Set 3: Curious Creatures
These books celebrate the role people play in the study and conservation of animals.
Small Wonders
A Wish to Fly
One Look
Slug Study
Set 4: Rabbits and Hares, Oh My!
These books illuminate the distinctive qualities of rabbits and hares.
Rabbit or Hare?
Draw a Rabbit
The Hares and the Frogs
Young Hare
CONSIDER ASKING THESE QUESTIONS AT HOME
What is something in this book that surprised you?
What is something new you learned from this book?
After reading this book, what would you like to learn more about?
Point to your favorite illustration or photograph. Why is it your favorite?
THESE FUNDATIONS® FOCUS CONCEPTS APPEAR IN THE BOOKS
Short-vowel, one-syllable words of up to four sounds, including consonant blends, digraph blends, ng and nk blends, and suffix -s in one-syllable words. Examples include hand, helps, long, lunch, must, rank, small, snack, things, twigs
THESE FUNDATIONS® TRICK WORDS APPEAR IN THE BOOKS
a, also, and, are, as, be, by, come, could, do, does, for, from, has, have, he, her, here, his, I, into, is, me, my, of, one, or, over, put, said, she, should, some, the, there, they, to, too, try, two, very, was, we, were, what, when, where, who, why, would, you, your
To learn more about Geodes, please visit the Great Minds® website: greatminds.org.
To learn more about Fundations®, please visit the Wilson Language Training website: wilsonlanguage.com/fundations.
Consejos para familias
NIVEL 1 MÓDULO 2: CARACTERÍSTICAS DE LOS ANIMALES
Los estudiantes leen Geodes para practicar la lectura independiente. A pesar de que quizás su hijo/a aún no pueda leer todas las palabras de cada libro, procure que lea lo más posible. Estos libros desarrollan el conocimiento de temas en el área de la ciencia, la historia y el arte.
En este módulo, los estudiantes exploran características y comportamientos curiosos de los animales y aprenden sobre las personas que los estudian. Para desarrollar el conocimiento sobre este tema, los estudiantes analizan vocabulario relacionado con el contenido. Estas palabras son animal (animal), color (color), draw (dibujar), find (encontrar), food (alimento), group (grupo), habitat (hábitat), hare (liebre), line (línea), protect (proteger), observe (observar), safe (seguro) y sea (mar). Considere motivar a su hijo/a para que utilice estas palabras a la hora de hablar sobre el nuevo aprendizaje. Su hijo/a puede beneficiarse de apoyo adicional al leer estas palabras.
NUESTRA CLASE LEERÁ ESTOS LIBROS
1.a serie: Códigos de animales
Estos libros exploran los tipos de comunicación entre los animales.
Vervet Monkey Alarm
Smell Tells
Bee Waggle
Elephant Talk
2.a serie: La seguridad es lo primero
Estos libros examinan los mecanismos de defensa que usan los animales para sobrevivir.
Super Spiny Mouse
Thorny Devil
The Crab and the Urchin
Stick with Us
3.a serie: Animales curiosos
Estos libros celebran la función que desempeñan las personas en el estudio y la conservación de los animales.
Small Wonders
A Wish to Fly
One Look
Slug Study
4.a serie: Conejos y liebres, ¡uy!
Estos libros describen las características difenciadoras de los conejos y las liebres.
Rabbit or Hare?
Draw a Rabbit
The Hares and the Frogs
Young Hare
CONSIDERE HACER ESTAS PREGUNTAS EN CASA
¿Qué te sorprendió en este libro?
¿Qué fue algo nuevo que aprendiste en este libro?
Después de leer este libro, ¿sobre qué te gustaría aprender más?
Indica cuál es tu ilustración o fotografía favorita. ¿Por qué es tu favorita?
CONCEPTOS DEL ENFOQUE DE FUNDATIONS® QUE APARECEN EN LOS LIBROS
Palabras con vocales cortas y de una sílaba, de hasta cuatro sonidos, incluyendo las combinaciones de consonantes, de dígrafos, y de ng y nk, así como los sufijos -s en palabras de una sílaba. Estos son algunos ejemplos: hand, helps, long, lunch, must, rank, small, snack, things, twigs.
PALABRAS ENGAÑOSAS DE FUNDATIONS® QUE APARECEN EN LOS LIBROS
a, also, and, are, as, be, by, come, could, do, does, for, from, has, have, he, her, here, his, I, into, is, me, my, of, one, or, over, put, said, she, should, some, the, there, they, to, too, try, two, very, was, we, were, what, when, where, who, why, would, you, your
Para obtener más información sobre Geodes, visite el sitio web de Great Minds®: greatminds.org.
Para obtener más información sobre Fundations®, visite el sitio web de Wilson Language Training: wilsonlanguage.com/fundations.
Family Tip Sheet
LEVEL 1 MODULE 3: POWERFUL FORCES
Students read Geodes to practice their independent reading skills. Although your child may not be able to read all the words in each book yet, encourage your child to read as much as possible. These books build knowledge of topics in science, history, and the arts.
In this module, students explore how wind affects life on Earth and how wind energy can be used to generate power. To develop their knowledge around this topic, students study content vocabulary. These words are air, blow, color, fly, measure, move, paint, sail, sky, soar, storm, and winter. Consider encouraging your child to use these words to discuss new learning. Your child may benefit from additional support when reading these words.
OUR CLASS WILL READ THESE BOOKS
Set 1: Wind and Earth
These books introduce the wind as a powerful force.
Seed Scatter
In Motion
Crafted by the Wind
A Growing Wind
Set 2: Blown Away
These books explore ways wind energy can be harnessed and used for a variety of purposes.
Soaring
Kite Messengers
Full Sail Ahead: A Viking Story
The Wright Brothers
Set 3: Catching the Wind
These books highlight the design, history, and function of windmills.
Wind Giants
Towers of Nashtifan
Fire at the Mill
Mondrian
Set 4: The Mighty Wind
These books examine the impact of forceful winds and describe how they are measured.
Measure the Wind
The Great Storm of Galveston
The Dust Bowl
Ride the Storm
CONSIDER ASKING THESE QUESTIONS AT HOME
What is something in this book that surprised you?
What is something new you learned from this book?
After reading this book, what would you like to learn more about?
Point to your favorite illustration or photograph. Why is it your favorite?
THESE FUNDATIONS® FOCUS CONCEPTS APPEAR IN THE BOOKS
One-syllable words of up to five sounds in a closed syllable with suffix -s, -ed (/ĕd/), and -ing; and VowelConsonant-E words of up to five sounds with suffix -s. Examples include blasted, crafted, drifting, home, like, make, planes, shifted, tilting, waves.
THESE FUNDATIONS® TRICK WORDS APPEAR IN THE BOOKS
a, about, also, and, another, are, as, be, between, by, come, could, do, does, down, each, for, friend, from, has, have, he, her, here, his, how, I, into, is, many, me, my, now, of, one, or, other, our, out, over, put, said, say, says, see, she, some, the, there, they, to, too, try, two, very, was, we, were, what, when, where, who, why, would, you, your
To learn more about Geodes, please visit the Great Minds® website: greatminds.org.
To learn more about Fundations®, please visit the Wilson Language Training website: wilsonlanguage.com/fundations.
Consejos para familias
NIVEL 1 MÓDULO 3: UNA FUERZA PODEROSA
Los estudiantes leen Geodes para practicar la lectura independiente. A pesar de que quizás su hijo/a aún no pueda leer todas las palabras de cada libro, procure que lea lo más posible. Estos libros desarrollan el conocimiento de temas en el área de la ciencia, la historia y el arte.
En este módulo, los estudiantes exploran cómo el viento afecta la vida en la Tierra y cómo la energía eólica se puede usar para generar electricidad. Para desarrollar el conocimiento sobre este tema, los estudiantes analizan vocabulario relacionado con el contenido. Estas palabras son air (aire), blow (soplar), color (color), fly (volar), measure (medir), move (mover), paint (pintar), sail (navegar), sky (cielo), soar (planear), storm (tormenta) y winter (invierno). Considere motivar a su hijo/a para que utilice estas palabras a la hora de analizar el nuevo aprendizaje. Su hijo/a puede beneficiarse de apoyo adicional al leer estas palabras.
NUESTRA CLASE LEERÁ ESTOS LIBROS
1.a serie: Viento y Tierra
Estos libros presentan al viento como una fuerza poderosa.
Seed Scatter
In Motion
Crafted by the Wind
A Growing Wind
2.a serie: Transportado por el viento
Estos libros exploran las distintas formas en que la energía se puede aprovechar y utilizar con diferentes propósitos.
Soaring
Kite Messengers
Full Sail Ahead: A Viking Story
The Wright Brothers
3.a serie: Atrapar el viento
Estos libros destacan el diseño, la historia y la función de los molinos de viento.
Wind Giants
Towers of Nashtifan
Fire at the Mill
Mondrian
4.a serie: El viento devastador
Estos libros estudian el impacto de los vientos intensos y describen cómo se miden.
Measure the Wind
The Great Storm of Galveston
The Dust Bowl
Ride the Storm
CONSIDERE HACER ESTAS PREGUNTAS EN CASA
¿Qué te sorprendió en este libro?
¿Qué fue algo nuevo que aprendiste en este libro?
Después de leer este libro, ¿sobre qué te gustaría aprender más?
Indica cuál es tu ilustración o fotografía favorita. ¿Por qué es tu favorita?
CONCEPTOS DEL ENFOQUE DE FUNDATIONS® QUE APARECEN EN LOS LIBROS
Palabras de una sílaba y de hasta cinco sonidos en una sílaba cerrada con los sufijos -s, -ed (/ĕd/), e -ing; y palabras con vocal-consonante-e de hasta cinco sonidos con sufijo -s. Estos son algunos ejemplos: blasted, crafted, drifting, home, like, make, planes, shifted, tilting, waves.
PALABRAS ENGAÑOSAS DE FUNDATIONS® QUE APARECEN EN LOS LIBROS
a, about, also, and, another, are, as, be, between, by, come, could, do, does, down, each, for, friend, from, has, have, he, her, here, his, how, I, into, is, many, me, my, now, number, of, one, or, other, our, out, over, put, said, say, says, see, she, some, the, there, they, to, too, try, two, very, was, we, were, what, when, where, who, why, would, you, your
Para obtener más información sobre Geodes, visite el sitio web de Great Minds®: greatminds.org.
Para obtener más información sobre Fundations®, visite el sitio web de Wilson Language Training: wilsonlanguage.com/fundations.
Family Tip Sheet
LEVEL 1 MODULE 4: CINDERELLA STORIES
Students read Geodes to practice their independent reading skills. Although your child may not be able to read all the words in each book yet, encourage your child to read as much as possible. These books build knowledge of topics in science, history, and the arts.
In this module, students explore countries and cultures through the lens of an enduring tale. To develop their knowledge around this topic, students study content vocabulary. These words are castle, Cinderella, composition, country, dance, design, history, magic, paint, stage, tower, world, and wrote. Consider encouraging your child to use these words to discuss new learning. Your child may benefit from additional support when reading these words.
OUR CLASS WILL READ THESE BOOKS
Set 1: France
These books examine the French origins of a classic version of “Cinderella.”
Cinderella
Old Tale, New Twist
World Traveler: Eiffel Tower
First Steps
Set 2: Egypt
These books explore Egypt, home of one of the oldest versions of a Cinderella story.
The King and the Sandal
One Sign at a Time
World Traveler: The Sphinx
Shoes Tell a Tale
Set 3: Ireland
These books introduce an Irish folktale and highlight other aspects of the country of Ireland.
Billy Beg and His Bull
Book of Kells
World Traveler: Hook Lighthouse
Castles
Set 4: Russia
These books center on Russia and celebrate the power of music, dance, and theater to tell stories.
Cinderella on Stage
A Musical Life: The Work of Sergei Prokofiev
World Traveler: St. Basil’s Cathedral
All the World’s a Stage
CONSIDER ASKING THESE QUESTIONS AT HOME
What is something in this book that surprised you?
What is something new you learned from this book?
After reading this book, what would you like to learn more about?
Point to your favorite illustration or photograph. Why is it your favorite?
THESE FUNDATIONS® FOCUS CONCEPTS APPEAR IN THE BOOKS
Multisyllabic words with closed and Vowel-Consonant-E syllables, including compound words with -s, -es, -ed, and -ing suffixes added to unchanging base words. Examples include begins, cannot, complex, constructed, himself, inside, landscape, signal, talented, visit.
THESE FUNDATIONS® TRICK WORDS APPEAR IN THE BOOKS
a, about, also, and, another, any, are, as, be, been, between, by, called, come, could, day, do, does, down, each, first, for, friend, from, good, has, have, he, her, here, his, how, I, into, is, little, look, many, may, me, my, new, nothing, now, of, one, or, other, our, out, over, own, people, put, said, say, says, see, she, should, some, the, their, there, they, to, too, try, two, very, want, was, water, way, we, were, what, when, where, who, why, word, work, would, write, you, your
To learn more about Geodes, please visit the Great Minds® website: greatminds.org.
To learn more about Fundations®, please visit the Wilson Language Training website: wilsonlanguage.com/fundations.
Consejos para familias
NIVEL 1 MÓDULO 4: CUENTOS DE LA CENICIENTA
Los estudiantes leen Geodes para practicar la lectura independiente. A pesar de que quizás su hijo/a aún no pueda leer todas las palabras de cada libro, procure que lea lo más posible. Estos libros desarrollan el conocimiento de temas en el área de la ciencia, la historia y el arte.
En este módulo, los estudiantes exploran países y culturas de la mano de un cuento clásico. Para desarrollar el conocimiento sobre este tema, los estudiantes analizan vocabulario relacionado con el contenido. Estas palabras son castle (castillo), Cinderella (Cenicienta), composition (composición), country (país), dance (baile/bailar), design (diseño, diseñar), history (historia), magic (magia), paint (pintura/pintar), stage (escenario), tower (torre), world (mundo) y wrote (escribió). Considere motivar a su hijo/a para que utilice estas palabras a la hora de hablar sobre el nuevo aprendizaje. Su hijo/a puede beneficiarse de apoyo adicional al leer estas palabras.
NUESTRA CLASE LEERÁ ESTOS LIBROS
1.a serie: Francia
Estos libros examinan el origen francés de una versión clásica de “La Cenicienta”.
Cinderella
Old Tale, New Twist
World Traveler: Eiffel Tower
First steps
2.a serie: Egipto
Estos libros exploran Egipto, cuna de una de las versiones más antiguas del cuento de La Cenicienta.
The King and the Sandal
One Sign at a Timet
World Traveler: The Sphinx
Shoes Tell a Tale
3.a serie: Irlanda
Estos libros presentan una leyenda irlandesa y destacan otros aspectos de Irlanda
Billy Beg and His Bull
Book of Kells
World Traveler: Hook Lighthouse
Castles
4.a serie: Rusia
Estos libros se enfocan en Rusia y celebran el poder de la música, la danza y el teatro para contar historias.
Cinderella on Stage
A Musical Life: The Work of Sergei Prokofiev
World Traveler: St. Basil’s Cathedral
All the World’s a Stage
CONSIDERE HACER ESTAS PREGUNTAS EN CASA
¿Qué te sorprendió en este libro?
¿Qué fue algo nuevo que aprendiste en este libro?
Después de leer este libro, ¿sobre qué te gustaría aprender más?
Indica cuál es tu ilustración o fotografía favorita. ¿Por qué es tu favorita?
CONCEPTOS DEL ENFOQUE DE FUNDATIONS® QUE APARECEN EN LOS LIBROS
Palabras polisilábicas con sílabas cerradas y vocal-consonante-e, incluidas las palabras compuestas con los sufijos -s, -es, -ed, e -ing que se agregan a plabras base que no cambian. Estos son algunos ejemplos: begins, cannot, complex, constructed, himself, inside, landscape, signal, talented, visit.
PALABRAS ENGAÑOSAS DE FUNDATIONS® QUE APARECEN EN LOS LIBROS
a, about, also, and, another, any, are, as, be, been, between, by, called, come, could, day, do, does, down, each, first, for, friend, from, good, has, have, he, her, here, his, how, I, into, is, little, look, many, may, me, my, new, nothing, now, of, one, or, other, our, out, over, own, people, put, said, say, says, see, she, should, some, the, their, there, they, to, too, try, two, very, want, was, water, way, we, were, what, when, where, who, why, word, work, would, write, you, your
Para obtener más información sobre Geodes, visite el sitio web de Great Minds®: greatminds.org.
Para obtener más información sobre Fundations®, visite el sitio web de Wilson Language Training: wilsonlanguage.com/fundations.
Works Cited
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Arya, Diana J., et al. “The Effects of Syntactic and Lexical Complexity on the Comprehension of Elementary Science Texts.” International Electronic Journal of Elementary Education, vol. 4, no. 1, 2011, pp. 107–125.
Baker, Scott K., et al. “Vocabulary Acquisition: Curricular and Instructional Implications for Diverse Learners.” Technical Report No. 14. National Center to Improve the Tools of Educators, 1995.
Beck, Isabel L., et al. Bringing Words to Life: Robust Vocabulary Instruction. The Guilford Press, 2002.
Biemiller, Andrew. “Vocabulary Development and Instruction: A Prerequisite for School Learning.” Handbook of Early Literacy Research, vol. 2, edited by Susan. B. Neuman and David K. Dickinson, The Guilford Press, 2006, pp. 41–51.
Cervetti, Gina N., and Elfrieda H. Hiebert. “Knowledge at the Center of English Language Arts Instruction.” The Reading Teacher, vol. 72, no. 4, 2019, pp. 499–507.
Coleman, David, and Susan Pimentel. “Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades K–2,” Council of Chief State School Officers/Achieve/Council of the Great City Schools/National Association of State Boards of Education, 25 August 2011, www.cgcs.org/cms/lib/ DC00001581/Centricity/Domain/25/Publishers_Criteria_for_Literacy_for_Grades_K-2.pdf.
Cunningham, Anne E., and Keith E. Stanovich. “The Impact of Print Exposure on Word Recognition.” Word Recognition in Beginning Literacy, edited by Jamie L. Metsala and Linnea C. Ehri, Routledge, 2011, pp. 235–262.
“Definition of Dyslexia.” International Dyslexia Association, www.dyslexiaida.org/definition-of-dyslexia/. Accessed 14 August 2018.
Fitzgerald, Jill, et al. “Has First-Grade Core Reading Program Text Complexity Changed across Six Decades?” Reading Research Quarterly, vol. 51, no. 1, 2016, pp. 7–28.
Foorman, Barbara R., et al. “Variability in Text Features in Six Grade 1 Basal Reading Programs.” Scientific Studies of Reading, vol. 8, no. 2, 2004, pp. 167–197.
Hiebert, Elfrieda H. “Standards, Assessments, and Text Difficulty.” What Research Has to Say about Reading Instruction, edited by Alan E. Farstrup and S. Jay Samuels, International Reading Association, 2002, pp. 337–369.
Hiebert, Elfrieda H. “Core Vocabulary and the Challenge of Complex Text.” Quality Reading Instruction in the Age of Common Core Standards, edited by Susan B. Neuman and Linda B. Gambrell, International Reading Association, 2013, pp. 149–161.
Juel, Connie, and Diane Roper/Schneider. “The Influence of Basal Readers on First Grade Reading.” Reading Research Quarterly, vol. 20, no. 2, 1985, pp. 134–152.
Kuhn, Melanie R., and Steven A. Stahl. “Fluency: A Review of Developmental and Remedial Practices.” Journal of Educational Psychology, vol. 95, no. 1, 2003, pp. 3–21.
Laxon, Veronica, et al. “The Effects of Familiarity, Orthographic Neighborhood Density, Letter-Length, and Graphemic Complexity on Children’s Reading Accuracy.” British Journal of Psychology, vol. 93, no. 2, 2002, pp. 269–287.
Leslie, Lauren, and Anne Calhoon. “Factors Affecting Children’s Reading of Rimes: Reading Ability, Word Frequency, and Rime-Neighborhood Size.” Journal of Educational Psychology, vol. 87, no. 4, 1995, pp. 576–586.
Liben, David, and Meredith Liben. “‘Both and’ Literacy Instruction K–5: A Proposed Paradigm Shift for the Common Core State Standards ELA Classroom,” Achieve the Core, 9 September 2013, www.achievethecore.org/page/687/ both-and-literacy-instruction-k-5-a-proposed-paradigm-shift-for-the-common-core-state-standards-elaclassroom.
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Credits
Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this teacher resource guide.
Front and back covers, (top), Hemis/Alamy Stock Photo, (second from top), Albrecht Dürer, Young Hare, 1502, The Albertina Museum, Vienna, (third from top), Piet Mondrian, The Red Mill, 1911 © 2018 Mondrian/Holtzman Trust. Image credit: Collection of the Gemeentemuseum Den Haag, (bottom), Gogh, Vincent van (1853-1890). First Steps, after Millet. 1890. Oil on canvas, 28 1/2 x 35 7/8 in. (72.4 x 91.1 cm). Gift of George N. and Helen M. Richard, 1964 (64.165.2). The Metropolitan Museum of Art. Image copyright © The Metropolitan Museum of Art. Image source: Art Resource, NY
Acknowledgments
GREAT MINDS® STAFF, COLLEAGUES, AND CONTRIBUTORS
The following designers, editors, reviewers, support staff, and writers contributed to the development of this library.
David Blair, Adam Cardais, Emily Climer, Natalie Cochran, Julia Dantchev, Sarah Francis, Laurie Gonsoulin, Mamie Goodson, Lorraine Griffith, Emily Gula, Brenna Haffner, Joe Heider, Sarah Henchey, Samuel Herbig, Yaritza Hernandez, Reyn Holden, Libby Howard, Trish Huerster, Lawrence Kim, Drew Krepp, Diana Leddy, David Liben, Farren Liben, Jessica Lin, Crystal Love, Whitney Lyle, Maya Marquez, Cathy McGath, Cindy Medici, Lynne Munson, Marya Myers Parr, Michelle Palmieri, Meredith Phillips, Catherine Schmidt, Amy Schoon, Rachel Stack, Melissa Thomson, Rebecca Trahan, Sarah Turnage, Todd Ware, Michelle Warner, Amy Wierzbicki, Nicole Williams, Sue Wozniak, and Rachel Zindler
WILSON LANGUAGE TRAINING® STAFF, COLLEAGUES, AND CONTRIBUTORS
Maria Baldarelli, Rachel Brophy, Heidi Dunham, Kimberly Gillingham, Mary Janet McCafferty, Cara O’Connor Collymore, Jay LaRoche, Angela Penfold, Cristina Urquhart, Barbara Wilson, and Edward Wilson
INSIDE GEODES
™ Geodes ® invite students to delve into rich knowledge and language through stories and informational texts. Inside Geodes introduces you to this library and its flexible teaching opportunities, including comprehension and image discussion guides, phonetic word lists, and teachable moments.
READABLES
Readables are a unique type of text that offers an authentic reading experience in which students practice decoding skills while building knowledge about fine art, inventions, animal behavior, meteorology, geography, and more. Four modules of 16 accessible books support young students as they develop foundational reading skills, build reading confidence, and spark intellectual curiosity.
LEVEL 1 MODULES
1. A World of Books
2. Creature Features
3. Powerful Forces
4. Cinderella Stories
GREAT MINDS ® The uncompromising curricula from Great Minds assume that every child is capable of greatness. We bring teachers and scholars together to craft exemplary instructional materials that inspire joy in teaching and learning. Our curricula—Wit & Wisdom®, Eureka Math®, and PhD Science™—give schoolteachers what they need to take students beyond rote learning to provide a deeper, more complete understanding of the humanities, mathematics, and the sciences.
Cave paintings from The Hall of Bulls in Lascaux, France
Albrecht Dürer, Young Hare, 1502, watercolor and gouache, 10 x 9 inches, Albertina Museum in Vienna, Austria
Piet Mondrian, The Red Mill, 1911, oil paint on canvas, 59 x 34 inches, Gemeentemuseum Den Haag, The Hague, Netherlands
Vincent van Gogh, First Steps, after Millet, 1890, oil paint on canvas, 28 ½ x 35 7⁄8 inches, The Metropolitan Museum of Art, New York, United States
