A&L_NL_LK_M1_Teach_PS_PP_111895

The Five Senses

TEACH  Module 1

Kindergarten | Module 1

The Five Senses

How do people use their senses to experience the world?

Great Minds® is the creator of Eureka Math® , Eureka Math2® , Wit & Wisdom® , Arts & Letters™, and PhD Science®

Published by Great Minds PBC greatminds.org

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Printed in the USA A-Print 1 2 3 4 5 6 7 8 9 10 XXX 27 26 25 24 23

ISBN 979-8-88811-189-5

L1 | Opening Bookend

• Share experiences of using the five senses.

• Explore the module topic.

L2 | Wonder

• Notice about “Nature’s Treasures.”

• Notice about Apples

L3 | Organize

• Identify what is happening in “Nature’s Treasures.”

• Describe Apples

L4 | Reveal

• Apply understanding of the term explore to describe what happens in “Nature’s Treasures.”

• Examine shapes in Apples

L5 | Distill

• Determine the central idea of “Nature’s Treasures.”

• Determine the effect of shape on the presentation of fruit in Apples

L6 | Know

• Build knowledge about how people use their senses in “Nature’s Treasures” and “Making Observations.”

• Describe the knowledge gained from studying Apples.

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Arc B | My Five Senses

L7 | Wonder

• Notice about My Five Senses

• Notice about Children’s Games.

L8 | Organize

• Identify the main topic of My Five Senses

• Describe Children’s Games.

L9 | Reveal

• Analyze the chart in My Five Senses for ways people use different senses to experience something.

• Examine color in Children’s Games.

L10 | Distill

• Discuss how the boy uses his senses in My Five Senses

• Conclude what Children’s Games communicates about the senses.

L11

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Know

• Share knowledge built about the senses.

• Describe knowledge gained from Children’s Games

Arc C | Last Stop on Market Street

L12 | Wonder

• Notice about the illustrations in Last Stop on Market Street.

• For Module Task 1, collect evidence about CJ’s bus ride in Last Stop on Market Street.

L13 | Organize

• Identify the characters in Last Stop on Market Street

• For Module Task 1, collect evidence about CJ’s bus ride in Last Stop on Market Street.

L14 | Reveal

• Analyze how the words and illustrations in Last Stop on Market Street work together to build understanding of the characters’ experiences.

• For Module Task 1, describe how CJ uses one of his senses on his bus ride in Last Stop on Market Street

L15 | Distill

• Analyze how CJ and Nana experience their trip together in Last Stop on Market Street.

• For Module Task 1, describe how CJ uses one of his senses on his bus ride in Last Stop on Market Street.

L16 | Know

• Build knowledge about illustrator Christian Robinson by reading the Christian Robinson profile.

• Present a response to Module Task 1.

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Arc D | Rap a Tap Tap

L17 | Wonder

• Notice about Rap a Tap Tap.

• For Module Task 2, identify one sense with its corresponding body part that you use to experience the video “Bill Robinson, the Inimitable.”

L18 | Organize

• Identify the setting of Rap a Tap Tap

• For Module Task 2, collect evidence about something you see or hear in the video “Bill Robinson, the Inimitable.”

L19 | Reveal

• Connect the illustrations to the repeated language in Rap a Tap Tap.

• For Module Task 2, orally rehearse a response to the prompt.

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L20 | Distill

• Determine how Bojangles’s dancing makes others feel in Rap a Tap Tap.

• For Module Task 2, describe how you use your senses to experience Bojangles’s dancing.

L21 | Know

• Build knowledge about sound by viewing “The Sound of Tap.”

• Present a response to Module Task 2.

L22 | Listening Comprehension Assessment 1

• Demonstrate knowledge of the five senses and apply listening comprehension skills to a new text related to the five senses.

L23 | Responsive Teaching

• Analyze relevant questions on Listening Comprehension Assessment 1.

Arc E | “Smelly” Kelly and His Super Senses

L24 | Wonder

• Notice about “Smelly” Kelly and His Super Senses

• For Module Task 3, identify how Smelly Kelly uses one of his senses.

L25 | Organize

• Identify the main character and setting in “Smelly” Kelly and His Super Senses.

• For Module Task 3, collect evidence about how Smelly Kelly uses his senses in “Smelly” Kelly and His Super Senses.

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L26

| Reveal

• Examine the colors in the illustrations in “Smelly” Kelly and His Super Senses.

• For Module Task 3, orally rehearse a response to the prompt.

L27 | Distill

• Examine how Smelly Kelly uses his senses to help others in “Smelly” Kelly and His Super Senses

• For Module Task 3, describe how Smelly Kelly uses two of his senses in “Smelly” Kelly and His Super Senses.

L28 | Know

• Build knowledge about the subway by viewing “Subway Smells.”

• Present a response to Module Task 3.

Arc F | Fry Bread

L29 | Wonder

• Notice about Fry Bread.

• For Module Task 4, gather evidence from Fry Bread

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L30 | Organize

• Identify the main topic and key details in a section of Fry Bread

• For Module Task 4, identify evidence about how people use their senses in Fry Bread

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L31 | Reveal

• Examine the purpose of repeated language in Fry Bread.

• For Module Task 4, orally rehearse a response to the prompt.

L32 | Distill

• Determine reasons to support the author’s point that fry bread is important to some Native Americans.

• For Module Task 4, describe how people use two senses in Fry Bread.

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L33

| Know

• Build knowledge about how people use their five senses in “Festival Fun.”

• Present a response to Module Task 4.

L34 | Listening Comprehension Assessment 2

• Demonstrate knowledge of the five senses and apply listening comprehension skills to a new text related to the five senses.

L35 | Responsive Teaching

• Analyze relevant questions on Listening Comprehension Assessment 2.

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Appendices

Achievement Descriptors

L36 | Know

• Explain how people use their senses to experience the world.

• Practice collecting evidence from Rap a Tap Tap in preparation for the End-of-Module Task.

L37 | Know

• For the End-of-Module Task, collect evidence about how you use your senses on a walk.

• For the End-of-Module Task, describe how you use your senses on a walk.

L38 | Know

• For the End-of-Module Task, describe how you use two senses while on a walk.

L39 | Closing Bookend

• Share knowledge gained from the module about the five senses.

• Reflect on the module topic.

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Acknowledgments

How do people use their senses to experience the world?

SUMMARY

The Five Senses harnesses kindergarten students’ natural curiosity, enticing them to use their senses of hearing, sight, smell, taste, and touch to explore and experience the wonder of the larger world around them. Colorful, engaging, and content-rich module texts introduce students to new characters and settings as they engage their senses and build new knowledge to answer the Essential Question: How do people use their senses to experience the world?

The module begins with Jane Morris Udovic’s poem “Nature’s Treasures” and Paul Cézanne’s painting Apples. Both texts introduce students to the idea that the senses allow people to fully experience their surroundings, whether they taste sweet fruit or feel drops of cold rain on their faces. Using the senses to experience joy in daily life is a common theme in other texts throughout the module. The organization of Aliki’s My Five Senses helps students understand that people can use their senses separately or together to enhance their awareness of the world. In the same way that senses work in tandem, students learn that words and illustrations help readers understand the meaning of a text. By studying Pieter Bruegel the Elder’s painting Children’s Games, students learn that they can use their senses to connect with an artist’s subject matter in this piece, sixteenth-century children playing raucously. In Matt de la Peña’s Last Stop on Market Street, Christian Robinson’s colorful illustrations support de la Peña’s narrative of a boy’s journey through the city with his wise grandmother. Along the way, the boy’s grandmother helps him learn to appreciate the beauty of his surroundings.

In Leo and Diane Dillon’s rhythmic book Rap a Tap Tap, readers meet Bill “Bojangles” Robinson, one of the greatest tap dancers of all time. Students explore how they can use their senses of sight and hearing to enjoy Bojangles’s tap dancing patterns and rhythms. In Beth Anderson’s “Smelly” Kelly and His Super Senses, students explore the importance of being aware of one’s surroundings and using one’s senses to help others. This biography features James Kelly, who uses his extraordinary sense of smell to ensure riders’ safety on the New York City subway.

The module concludes with Fry Bread by Kevin Noble Maillard, which demonstrates the combined power of all five senses. This award-winning book describes the shapes, colors, sounds, and flavors of fry bread, highlighting what fry bread means to those who make and share it.

Throughout the module, students practice gathering evidence to respond to prompts about how characters in the texts use their senses to experience the world. As a class, students participate in a sensory walk and then identify and write about the various ways their senses allow them to experience the world. Students then share the culmination of their knowledge and exploration through the End-of-Module Task, where they write and illustrate a response to a prompt about using their own senses while taking a walk.

TEXTS

Books

Literary

• Last Stop on Market Street, Matt de la Peña and Christian Robinson

Literary Nonfiction

• Fry Bread: A Native American Family Story, Kevin Noble Maillard and Juana Martinez-Neal

• Rap a Tap Tap: Here’s Bojangles—Think of That! Leo Dillon and Diane Dillon

• “Smelly” Kelly and His Super Senses: How James Kelly’s Nose Saved the New York City Subway, Beth Anderson and Jenn Harney

Informational

• My Five Senses, Aliki

Poetry

• “Nature’s Treasures,” Jane Morris Udovic and Jill Dubin

Art

• Apples, Paul Cézanne

• Children’s Games, Pieter Bruegel the Elder

Videos

• “Bill Robinson, the Inimitable,” Pathe Newsreels

• “Bread Around the World,” Great Minds®

• “City Life,” Great Minds

• “Five Senses Song,” The Kiboomers

• “Making Observations: Using Your Senses,” Visual Learning Systems

• “The Nervous System,” Great Minds

• “The Sound of Tap,” Great Minds

• “Subway Smells,” Great Minds

Article

• “Festival Fun,” Time for Kids

KNOWLEDGE THREADS

• There are five senses—hearing, sight, smell, taste, and touch.

• People can use their senses to become more aware of their community and surroundings.

• People experience joy through their senses.

• People can use their senses to accomplish extraordinary things.

• People can use their senses to share experiences with others.

• People can use their senses to learn about the world.

MATERIALS AND PREPARATION

• Module 1 World Knowledge Chart

• Module 1 ELA Knowledge Chart

• Module 1 Speaking and Listening Goal Tracker (Great Minds® Digital Platform)

Determine how to display class versions of Learn book pages and lesson materials throughout the module. Use the slides available on the digital platform, or use another method of display, such as chart paper or a document camera. For a comprehensive list of all the materials used in the module, see the digital platform.

LEARNING GOALS

• Build knowledge about the five senses by reading literary and informational texts.

• Identify the main topic, retell key details, and describe connections among ideas and events in informational texts about the five senses.

• Identify the characters and setting in literary texts about the five senses.

• Describe relationships between illustrations and words in texts about the five senses.

• Combine dictating, drawing, and writing to show how people use their five senses to experience the world.

• Attempt to print uppercase or lowercase letters to label drawings.

• Participate in class discussions about how people use their five senses, speaking loudly enough for others to hear you and sharing ideas connected to the topic.

ASSESSMENTS

In every Arts & Letters™ module, students complete three types of formal assessments: module tasks, Listening Comprehension Assessments, and an End-of-Module Task. Each module task prepares students for the End-of-Module Task. While subsequent modules focus on specific types of writing (e.g., informational, narrative), kindergarten module 1 serves as an introduction to writing. Students draw and label or dictate to respond to prompts.

For additional information about assessments, including texts, rubrics, achievement descriptors, scoring guidance, and report analysis, see the Assessment Guide on the Great Minds® Digital Platform.

End-of-Module Task | Introduction to Writing

For the End-of-Module Task, students participate in a class sensory walk and then draw and write to show themselves using two senses. To prepare for the sensory walk, students pretend to go on a walk by reading Rap a Tap Tap and imagining all the things they might see, hear, smell, touch, and taste if they were walking in the city with Bojangles. During the sensory walk, students discuss with partners the senses they experience and the body parts they use to experience them. After the sensory walk, students create labeled drawings of themselves using their senses to experience their environment and identify the body parts they used to experience their senses.

Summary of Assessments

Lessons 12–16 | Module Task 1

Students draw and write to show how a character, CJ, uses one of his senses on a bus ride in Last Stop on Market Street. They collect evidence from the text about what CJ sees and hears, and they create labeled drawings that show the senses he uses while on the bus. Students may label drawings using a combination of writing and dictation. Students also identify the body parts that CJ uses to experience those senses (i.e., eyes and ears).

Lessons 17–21 | Module Task 2

Students draw and write to show themselves using one of their senses. They watch a video of Bojangles dancing, and they create labeled drawings to show the sense they use to experience the video. Then students identify the body part that corresponds to the sense they used.

Lesson 22 | Listening Comprehension Assessment 1

Students complete a Listening Comprehension Assessment based on a new text about how people use their senses to experience the world. Tasks included in this assessment build on students’ knowledge and skills developed in the first half of the module. Completing the tasks in this first assessment prepares students for a more in-depth Listening Comprehension Assessment at the end of the module.

Lessons 24–28 | Module Task 3

Students draw and write to show Smelly Kelly from “Smelly” Kelly and His Super Senses using two of his senses. They collect evidence from the text about what Smelly Kelly sees, hears, and smells, and they create labeled drawings to show how he uses two of these senses. Then students identify the body parts that correspond to the senses Smelly Kelly uses.

Lessons 29–33 | Module Task 4

Students draw and write to show how the people in Fry Bread use two of their senses to experience fry bread. They collect evidence from the text about how the characters use their senses, they create labeled drawings to show how these senses are used, and they identify the body parts people use to experience their senses.

Lesson 34 | Listening Comprehension Assessment 2

In this second and more in-depth Listening Comprehension Assessment, students demonstrate their knowledge by answering questions about important vocabulary and content knowledge from the module. Students also expand their knowledge by applying comprehension skills to a new text about how people use their senses to experience the world.

Lessons 36–38 | End-of-Module Task

Students draw and write to show two senses that they used on the class sensory walk.

ACHIEVEMENT DESCRIPTORS OVERVIEW

Achievement Descriptors (ADs) are standards-aligned descriptions that detail what students should know and be able to do based on instruction. ADs are written by using portions of various standards to form a clear, concise description of the work covered in each module. Grade-level ADs may appear in multiple modules.

Arts & Letters alignment to state standards is available on the digital platform.

The ADs are organized into five strands.

Each strand is composed of grade-level parent ADs. Some parent ADs are further divided into child ADs, and some child ADs are further broken down into grandchild ADs.

Each AD has a unique code, which indicates the strand, the AD number, and the grade to represent the parent AD. If applicable, the code may also include a capital letter to indicate a child AD and a lowercase letter to indicate a grandchild AD.

The following examples show the relationship of parent, child, and grandchild ADs.

The first number in the code is the AD number, which corresponds to the list of Achievement Descriptor Numbers by Strand. The second number in the code is the grade-level number.

Achievement Descriptor Strands

M M Make Meaning from Texts CP Compose and Present Content

Build Understanding DF Develop Foundations DM Develop Metacognition

Grade Level K Achievement Descriptor

CP.4.K Structure: Organize content with an e ective structure appropriate to the task, purpose, and audience. C h i l d

CP.4.K.A: Develop an introduction.

G r an dch il d

CP.4.K.A.a: Name a text or topic and state an opinion.

ENGLISH LANGUAGE DEVELOPMENT STANDARDS

By engaging students in a variety of language- and text-based activities, module 1 lessons align with the following English Language Development (ELD) standards. Arts & Letters Prologue™ lessons provide additional language support to develop ELD standards. Educators should consult their state’s ELD standards and proficiency descriptors to identify the best ways to help multilingual learners reach the module’s learning goals. See the digital platform for a lesson-by-lesson breakdown of ELD standards.

WIDA Standards

ELD-SI.K-3.Narrate: Multilingual learners will

• Share ideas about one’s own and others’ lived experiences and previous learning

• Connect stories with images and representations to add meaning

• Recount and restate ideas

ELD-SI.K-3.Inform: Multilingual learners will

• Describe characteristics, patterns, or behavior

• Sort, clarify, and summarize ideas

• Summarize information from interaction with others and from learning experiences

ELD-SI.K-3.Explain: Multilingual learners will

• Share initial thinking with others

• Compare and contrast objects or concepts

ELD-LA.K.Narrate.Interpretive: Multilingual learners will interpret language arts narratives (with prompting and support) by

• Identifying key details

• Identifying characters, settings, and major events

• Asking and answering questions about unknown words in a text

ELD-LA.K.Inform.Interpretive: Multilingual learners will interpret informational texts in language arts (with prompting and support) by

• Identifying main topic and key details

• Identifying word choices in relation to topic or content area

ELD-LA.K.Inform.Expressive: Multilingual learners will construct informational texts in language arts (with prompting and support) that

• Describe details and facts

ELP Standards

Standard 1: An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.

Standard 2: An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

Standard 3: An ELL can speak and write about grade-appropriate complex literary and informational texts and topics.

Standard 5: An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems.

Standard 7: An ELL can adapt language choices to purpose, task, and audience when speaking and writing.

Standard 8: An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text.

Standard 10: An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing.

MODULE PLAN

Essential Question | How do people use their senses to experience the world?

Arc A: “Nature’s Treasures”

Lesson 1

Opening Bookend Lesson 2

Wonder “Nature’s Treasures” Apples

Lesson 3

Organize “Nature’s Treasures” Apples

Lesson 4

Reveal “Nature’s Treasures” Apples

Lesson 5

Distill “Nature’s Treasures” Apples

Arc B: My Five Senses

Lesson 7

Wonder My Five Senses

Children’s Games

Lesson 8

Organize My Five Senses Children’s Games

Lesson 9

Reveal My Five Senses Children’s Games Lesson 10

Distill My Five Senses Children’s Games Lesson 11

Know My Five Senses Children’s Games

Lesson 6

Know “Nature’s Treasures” “Making Observations” Apples

KEY = assessment = Prologue lesson

Arc C: Last Stop on Market Street

Lesson 12

Wonder Last Stop on Market Street

Lesson 13

Organize Last Stop on Market Street

Lesson 14

Reveal Last Stop on Market Street

Lesson 15

Distill Last Stop on Market Street

Module Task 1 completed

Arc D: Rap a Tap Tap

Lesson 17

Wonder

Rap a Tap Tap

“Bill Robinson, the Inimitable”

Lesson 18

Organize Rap a Tap Tap

“Bill Robinson, the Inimitable”

Lesson 19

Reveal

Rap a Tap Tap

“Bill Robinson, the Inimitable”

Lesson 20

Distill Rap a Tap Tap

Module Task 2 completed

Lesson 16

Know Last Stop on Market Street

Lesson 21

Know Rap a Tap Tap

Arc E: “Smelly” Kelly and His Super Senses

Lesson 24

Wonder

“Smelly” Kelly and His Super Senses Lesson 25

Organize “Smelly” Kelly and His Super Senses Lesson 26

Reveal

“Smelly” Kelly and His Super Senses Lesson 27

Distill

“Smelly” Kelly and His Super Senses

Module Task 3 completed Lesson 28

Know

“Smelly” Kelly and His Super Senses

Lesson 22

Listening Comprehension Assessment 1

Lesson 23

Responsive Teaching

Arc F: Fry Bread

Module Finale

Lesson 1

Essential Question | How do people use their senses to experience the world?

OVERVIEW

Preview

In this opening Bookend lesson, students explore the module topic and the Essential Question. Students share what they know about the five senses. They continue to engage with the module topic through an experience that the teacher chooses. Students may create a class five senses collage, experience the senses at five stations, read a text about the five senses, or engage in a teacher-created experience.

Learning Goals

• Share experiences of using the five senses.

• Explore the module topic.

Read the Essential Question

Materials and Preparation

• Knowledge Card: senses

• Share: Discuss Prior Knowledge

• Engage: Create, Experience, or Read LAND

Revisit the Essential Question

Vocabulary senses (n.)

• Determine how to display the Essential Question. Students continue working with the Essential Question throughout the entire module.

• Prepare materials for the selected activity in the Engage section.

• Depending on the option you choose, consider planning for more than the typical 60 minutes recommended for a lesson.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH 2 minutes

Read the Essential Question

1. Tell students that today they are starting a new module about the five senses.

2. Display the Essential Question. Explain that when you read aloud and then students say or read aloud the same text after you, they are Echo Reading. Practice this routine by reading aloud the Essential Question and instructing students to echo you: How do people use their senses to experience the world?

Teacher Note

Customize this lesson’s content to incorporate your school’s regional geography, the community’s resources, and the area’s history. Use the activities to activate and honor students’ funds of knowledge, including their home life, languages, and experiences.

Differentiation Support

The topic of this module is the five senses. As needed, modify instructional tasks to support students with sensory differences to ensure their full participation.

LEARN

53 minutes

Share | Discuss Prior Knowledge | 10 minutes

1. Tell students that they will share what they know about the module topic. Ask these questions to facilitate a discussion:

What food do you love to taste?

What sounds do you hear where you live?

When I say the word senses, what body parts do you think of?

Teacher Note

As students share, listen closely for what they already know about the topic. Note students’ prior knowledge to activate and incorporate into future discussions. Note misconceptions to clarify in future instruction.

2. Introduce the vocabulary term senses by displaying the Knowledge Card. Explain that the Vocabulary Exploration routine has three parts. First, you say the term and simultaneously clap once for each syllable. Then, students copy the action by repeating the term and clapping once for each syllable. Finally, you read aloud the definition, and direct attention to the image on the Knowledge Card to help students understand the term’s meaning.

3. Practice this routine with the term senses.

Engage | Create, Experience, or Read | 43 minutes

Choose a Create, Experience, or Read activity to engage students with the module topic. Plan your own activity or choose an option below.

Option 1 | Create a Class Five Senses Collage

1. Instruct students to draw or cut out images of items they might see, smell, hear, taste, or touch. Provide art materials for students to complete this activity in person or using a digital art program.

2. Invite students to share their images and add to a class five senses collage.

Option 2 | Experience Five Senses Stations

1. Set up five stations for students to explore each of the senses. Make sure each station contains items that students can interact with by using one or more of their senses.

Definition

senses (n.): the ways through which the body receives information about the world around you, such as touch, taste, smell, sight, and hearing

2. Allow time for small groups to rotate through each station. Instruct students to identify what body parts they use to explore the items at each station.

Differentiation Support

When possible, include items at each station that build understanding and empower students with disabilities. For example, provide a book written in braille at the touch station or photographs of a person using American Sign Language at the sight station.

Option 3 | Read a Book Featuring the Five Senses

1. Read aloud a volume of reading text on the topic of the five senses.

2. Facilitate a brief discussion about students’ experiences related to the senses.

LAND 5 minutes

Revisit the Essential Question

1. Facilitate a brief discussion to connect what students experienced in this lesson to the Essential Question. Consider using one of the following questions, based on each option from the Engage section, to initiate the discussion:

• Option 1—How do you use your senses to experience the images on the class collage?

• Option 2—How do you use your senses to experience the items at each station?

• Option 3—How do the characters in the story use their senses to experience the world?

2. Tell students that throughout the module they will continue to build knowledge about the five senses.

Teacher Note

Arts & Letters student and teacher materials feature borders, header images, and other carefully chosen visuals to align with each module’s knowledge. Consult About the Images, located in the appendices, to learn more about how these elements connect to the module’s knowledge. As students progress through the module, share related information about the images and encourage them to make connections to what they are learning.

ACHIEVEMENT DESCRIPTORS

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.B

BU.4.K Expression

DM Develop Metacognition

DM.3.K Schema Building

Lesson 2

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Wonder: What do I notice about this text?

OVERVIEW

Preview

In this Wonder lesson, students listen closely to the first reading of the poem “Nature’s Treasures.” Students then revisit the poem and share what they notice. During visual art instruction, students examine the painting Apples. Students look closely at the painting and share what they notice about the work of art.

Learning Goals

Notice about “Nature’s Treasures.”

LEARNING TASK: Draw one thing you notice about “Nature’s Treasures.”

Notice about Apples.

LEARNING TASK: Share one thing you notice about the work of art.

Vocabulary

experience (v.) notice (v.)

Agenda

LAUNCH

Read the Essential Question

LEARN

• Read: Listen Closely to “Nature’s Treasures”

• Respond: Notice About the Text

• Observe: Notice About Apples

LAND

Reflect on Learning

Materials

TEACHER

• “Nature’s Treasures” (digital platform)

• Knowledge Card: experience

• Apples (digital platform)

• name sticks

• Module 1 World Knowledge Chart

• Module 1 ELA Knowledge Chart

STUDENTS

• “Nature’s Treasures” (Learn book)

• Notice Chart for “Nature’s Treasures” (Learn book)

Preparation

• Determine how to display each lesson’s Content Framing Question.

• Make a class set of name sticks by gathering one wooden craft stick per student. Write each student’s name on an individual craft stick and place in a cup or other container for storage. Save name sticks for future use.

• Determine how to display the knowledge charts. Students continue working with these charts throughout the entire module.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Essential Question

1. Tell students that as the class works through each module, they will answer a big question called the Essential Question. Echo Read the Essential Question: How do people use their senses to experience the world?

2. Display “Nature’s Treasures.” Explain that students will study many texts throughout the year. Texts can be books, poems, articles, music, or works of art.

3. Explain that the class starts each lesson by Echo Reading to help them focus on the learning for the day. Display and Echo Read the Content Framing Question: What do I notice about this text?

Teacher Note

The Content Framing Question for the Wonder stage differs in modules 1 and 2. Students focus solely on noticing in module 1. Student focus expands in module 2 to include noticing and wondering by asking questions.

4. Explain that during a Wonder lesson the class reads the text for the first time to spark their curiosity. Students share what they notice about the text. Introduce “Nature’s Treasures” by reading aloud the title and author. Tell students that in this lesson they will share what they notice about the poem.

Teacher Note

Arts & Letters fosters a classroom culture that builds knowledge, develops stamina for close and careful analysis of texts, and nurtures academic discourse and writing. Arc A introduces students to the Content Stages and instructional routines found throughout the curriculum. Additionally, in this arc students begin their yearlong exploration of visual art.

by Jane Morris Udovic illustrations by Jill Dubin

Nature's Treasures

LEARN

53 minutes

Read | Listen Closely to “Nature’s Treasures” | 15 minutes

1. Direct attention to the poem. Explain that authors are people who write texts, and poets are authors who write poems.

2. Tell students that before reading the poem, they will practice noticing. Introduce the vocabulary term notice. Say the term aloud, and instruct students to repeat it. Define the term. Direct attention to notice in the Content Framing Question. Demonstrate the term’s meaning by using a gesture (e.g., making glasses frames around your eyes).

3. Read aloud “Nature’s Treasures.” Pause only to clarify details necessary for general understanding.

Teacher Note

Every time you read aloud is an opportunity to demonstrate the elements of fluent reading—accuracy, phrasing, expression, and rate. In kindergarten, students practice fluency by reading Geodes®.

Language Support

Based on your students’ needs, pause to define select words with a synonym (e.g., imitate, reveal, tucked). Use subsequent readings to reinforce synonyms for the words you selected.

Respond | Notice About the Text | 20 minutes

1. Tell students that they will now practice noticing about “Nature’s Treasures.” Think aloud to model how to notice about the poem.

2. Instruct students to listen closely to what they notice while listening to a few lines of the poem.

Definition notice (v.): to become aware of someone or something

Sample Think Aloud

When I notice, I think about what I hear and what I see. When I listened to the poem, I heard the word ants I notice that the person in the poem sees ants moving in a line.

3. Read aloud lines 1–4, starting with “I know by heart.” Ask this question:

What do you notice in these lines of the poem?

Teacher Note

In module 1 during the first reading of each text, students share what they notice about a book’s text and illustrations. In module 2, students share both what they notice and what they wonder. If a student shares what they wonder during this lesson, acknowledge the response and invite the student to share something from the text that prompted their question.

4. Read aloud lines 5–14, starting with “I know how ants.” Instruct students to use a nonverbal signal (e.g., making glasses frames around their eyes) when they notice something about the poem. Instruct students to answer this question with a partner:

What do you notice in these lines of the poem?

Language Support

To leverage students’ home languages as resources to support learning, encourage students who share the same home language to discuss questions like this together, especially in preparation for larger class discussions.

5. Tell students that they will look more closely at the poem’s illustrations, located in the Learn book. Explain that the pages of the Learn book include materials and charts that help students think more about the module texts. Instruct students to explore and ask questions about their Learn book.

6. Direct students to “Nature’s Treasures,” located in the Learn book. Provide students time to closely examine the illustrations.

7. Direct students to the Notice Chart for “Nature’s Treasures,” located in the Learn book. Explain that students can draw and write in the Learn book.

Teacher Note

If time allows, model how to complete the Notice Chart for “Nature’s Treasures.” Draw and label an example of something you notice about the poem.

8. Introduce the learning task. Instruct students to draw what they notice about the poem on the Notice Chart for “Nature’s Treasures.”

Analyze Student Progress

Monitor: Do students draw at least one thing they notice about lines 5–14 in “Nature’s Treasures”?

Offer Immediate Support: If students need additional support noticing something about “Nature’s Treasures,” read one or two lines of the poem and instruct students to describe what they notice before they draw it.

Plan Future Practice: Students practice noticing about My Five Senses in lesson 7.

9. Invite a few students to share their drawings.

10. Use responses to emphasize that the child in the poem experiences many things through their senses. Introduce the vocabulary term experience by displaying the Knowledge Card. Engage students in Vocabulary Exploration.

11. Explain that students can experience new things through texts. They will explore how their senses help them learn by looking at and listening closely to books and poetry, studying art, writing, and engaging in discussion with one another.

Definition experience (v.): to do, to see, or to feel something

Observe | Notice About Apples | 18 minutes

Teacher Notes

Apples is an oil still life painted by Paul Cézanne in 1878. It is a classic example of one of the artist’s favorite subjects: two distinct groupings of apples on a muted background. Cézanne was a French painter who is often recognized as the bridge between Impressionism and Cubism. His paintings build form from gestural strokes of color (Impressionism) while experimenting with the distortion of planes and perspective (Cubism).

To promote looking closely at the work of art, do not provide background information about it at this point. Rather, encourage students to share and expand on what they initially notice. Students revisit this work of art during the next few lessons and learn more about its history. During visual art instruction, students develop skills to examine and analyze art, which help them build stamina for looking closely at works of art. For this reason, lessons include specific amounts of time for examining works of art. The time for looking closely increases across modules and levels.

1. Tell students that they will continue to notice about a different type of text: a work of art. Throughout the year, students have the opportunity to closely examine works of art, just as they examine written texts such as stories, articles, and poems. Explain that noticing about a work of art helps people understand and enjoy art, just as noticing about a text helps readers understand and enjoy a story or a poem.

2. Display Apples without telling students the title or name of the artist. Instruct students to silently look at the work of art. After at least 30 seconds, direct attention to different parts of the work of art, including the top, bottom, middle, and corners.

3. Without interpreting or imagining what might be happening in the painting, think aloud to model noticing about the work of art.

4. Instruct students to turn to a partner and describe something they see in the work of art. Listen as students share about the painting.

Sample Think Aloud

When I look at the whole work of art, I notice that it looks like a drawing, or maybe a painting. I can look closely and see what else I notice. I see some objects that look familiar. I can describe what these objects look like.

5. Explain that students can also notice about a work of art by looking closely at a specific part of the work of art. Zoom in closely on one object in the painting. Provide students time to silently look at the object. After at least 30 seconds, ask this question:

What do you see now?

6. Tell students that they will participate in a discussion about the work of art. Explain that you will use name sticks to call on them during the discussion. Display the container of name sticks. Emphasize that everyone’s name is on one of the sticks and that each student’s voice is important.

7. Introduce the learning task. Explain that each student will share what they notice about the work of art. Instruct students to look closely at the work of art again for at least 30 seconds. Select name sticks until all students have shared a response. Begin the discussion by asking this question:

What do you notice about this work of art?

Differentiation Support

• What do you see when you first look at the painting?

• What do you see when you look very closely at just one part of the painting?

Analyze Student Progress

Monitor: Do students share at least one thing they notice about Apples?

Offer Immediate Support: If students need additional support noticing about Apples, direct their attention to a specific part of the painting (e.g., the top) and prompt them to describe what they see.

Plan Future Practice: Students practice noticing about Children’s Games in lesson 7.

LAND 5 minutes

Reflect on Learning

1. Direct attention to both knowledge charts, and read aloud each chart title. Explain that knowledge of the world is knowledge students gain from texts in the module. Explain that knowledge of ELA is knowledge students gain as they learn reading, writing, and speaking skills. Writing statements about new learning helps people remember and track the knowledge they gain.

2. Think aloud to model how to reflect on this lesson’s learning.

3. Facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:

What did you learn today?

Teacher Note

As needed, prompt students to reflect on what they learned by asking questions such as these:

• What did you learn from “Nature’s Treasures”?

• What did you learn to do?

Knowledge

Sample Think Aloud I’m thinking about what I learned today. I learned that noticing about a text helps us better understand and enjoy it.

4. Add a few student-generated knowledge statements to the charts. Place statements about key ideas from the lesson and information from the text on the World Knowledge Chart, and place statements about language arts on the ELA Knowledge Chart.

Teacher Note

Adding all students’ knowledge statements to the charts is not necessary. Encourage all students to share their knowledge statements, and then choose a few to add to the charts. Alternatively, summarize students’ comments into a few statements, and then add the summarized statements to the charts. We do not include a prescribed list of student knowledge statements because the discussion should flow organically and the statements should represent the authentic learning of each class. As needed, ask follow-up questions to guide students toward key ideas from the lesson, world knowledge from the texts, or ELA knowledge related to the learning goals.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.A, MM.1.K.C

MM.12.K Complexity, Diversity, and Genre: MM.12.K.A, MM.12.K.A.b, MM.12.K.C.b

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.C

BU.2.K Discovery and Evidence

BU.3.K Conversation and Collaboration: BU.3.K.A

BU.4.K Expression

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.A

DM.3.K Schema Building

Lesson 3

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Organize: What is happening in this text?

OVERVIEW

Preview

In this Organize lesson, students listen closely to a second reading of “Nature’s Treasures.” Students determine what is happening in the text by acting out events in the poem. During visual art instruction, students look closely at groups of objects in Apples. Students describe the objects in the painting to gain a better understanding of what is happening in the work of art.

A Prologue to lesson 3 is available for students who need additional support.

Learning Goals

Identify what is happening in “Nature’s Treasures.”

LEARNING TASK: Identify one event in “Nature’s Treasures.”

Describe Apples.

LEARNING TASK: Describe how the artist groups objects in Apples.

Vocabulary

treasure (n.)

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: Identify Events

• Respond: Act Out Character Actions

• Observe: Describe Objects in Apples

LAND

Reflect on Learning

Materials

TEACHER

• “Nature’s Treasures” (digital platform)

• Apples (digital platform)

STUDENTS

• “Nature’s Treasures” (Learn book, lesson 2)

Preparation

• none

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display “Nature’s Treasures.”

2. Remind students that they start each lesson with a question to focus on the learning for the day. Display and Echo Read the Content Framing Question: What is happening in this text?

3. Explain that during an Organize lesson the class reads the poem and identifies what is happening to gain a basic understanding of the poem. Tell students that in this lesson they will act out the events in the poem.

LEARN

53 minutes

Read | Identify Events | 18 minutes

1. Direct attention to the title of “Nature’s Treasures.” Explain that the title of a text can help readers know what it is about. Echo Read the title of the poem: “Nature’s Treasures.”

2. Introduce the vocabulary term treasure. Say the term aloud, and instruct students to repeat it. Define the term. Ask this question: What is something that is a treasure, or very special, to you?

3. Explain that the child in the poem describes treasures in nature. Nature includes things that can be found outside, such as plants. Instruct students to use a nonverbal signal (e.g., making a heart with their hands) when the child describes a treasure.

Language Support

To help students understand the term nature, invite them to name things found in nature before reading the poem.

Definition

treasure (n.): something that is very special

by Jane Morris Udovic illustrations by Jill Dubin

Nature's Treasures

4. Read aloud “Nature’s Treasures.” Look for students to use the nonverbal signal when the child describes a treasure in nature.

5. Ask this question:

What treasures in nature does the child in the poem talk about?

Differentiation Support

Depending on your students’ familiarity with the vocabulary in the poem, gather objects to represent words about nature. For example, students could touch soft fabric to get a better sense of what a pussy willow feels like or a hairbrush to suggest what a porcupine may feel like.

Key Ideas

• the shapes of leaves

• how ants move

• how pussy willows feel

6. Facilitate a brief discussion of this question:

How does the child in the poem experience nature’s treasures?

Differentiation Support

To help students identify how the child in the poem experiences nature’s treasures, invite them to close their eyes and pretend they are the child in the poem as you read it aloud. Ask these questions:

• What does the child hear?

• What does the child see?

• What does the child touch?

Respond | Act Out Character Actions | 20 minutes

1. Remind students that they just identified how the child in the poem experiences many special things in nature. Tell students that they will now act out parts of the poem to better understand what is happening in the text.

2. Explain that one way to act out parts of a text is by creating a Tableau. During a Tableau routine, students do not speak or make any noise, but they use their bodies and facial expressions to re-create an event, or something that happens, in the text. One person or small groups of people can create Tableaus.

3. Direct students to “Nature’s Treasures,” located in the Learn book. Instruct students to look closely at the illustrations as you read aloud.

4. Read aloud lines 1–4, starting with “I know by heart.” Direct attention to line 2, and explain that you will create a Tableau of the child smelling dirt. Think aloud to describe how you use your body and facial expressions to re-create this event from the poem. Then briefly and silently hold the pose to model how to create a Tableau.

5. Form small groups. Read aloud lines 5–8, starting with “I know how ants.” Encourage students to take on various roles to re-create an event from the poem. For example, a few students could pretend to be ants in a line while another student pretends to be the child watching them.

Teacher Note

Incorporate strategic, flexible ways to form groups of students throughout the module. Bringing together students who have different levels of reading, writing, or English language proficiency can promote rich conversation and exchange of ideas. Also, grouping students with similar levels of reading, writing, or English language proficiency can help focus students on a specific task with teacher support. As applicable, complement any of these groups by pairing students who speak the same home language.

6. Instruct students to create a Tableau from lines 5–8 of the poem.

7. Invite students to perform their Tableaus.

Sample Think Aloud

In this part of the poem, the child remembers the smell of dirt. To create a Tableau of this event, I will pretend I am smelling dirt. I will cup my hands so it looks like I am holding dirt in them. When I smell, I use my nose, so I will put my nose close to my hands to look like I am smelling the pretend dirt.

8. Look for students to create Tableaus of the events from these lines of the poem. Then ask this question:

What is happening in these lines of the poem?

Key Ideas

• The child looks at ants walking in a line.

• The child pets a porcupine.

• The child listens to birds.

9. Introduce the learning task. Read aloud lines 9–14, starting with “I know how pussy willows.”

Instruct students to create a Tableau in their small groups of one event from this part of the poem.

Analyze Student Progress

Monitor: Do students identify one event that happens in lines 9–14 of “Nature’s Treasures”?

Offer Immediate Support: If students need support creating a Tableau of an event from lines 9–14, reread line 9 and instruct them to describe what the child in the poem is doing.

Plan Future Practice: Students practice identifying what is happening in a text in My Five Senses in lesson 14.

10. Invite a few students to describe the scenes they re-created in their Tableaus.

Key Ideas

• The child touches a pussy willow.

• The child counts rings on a tree trunk.

• The child looks for hidden treasures in nature.

Observe | Describe Objects in Apples | 15 minutes

1. Remind students that they just created Tableaus of the events in “Nature’s Treasures” to gain an understanding of what is happening in the poem. Tell students that they will now look closely at the work of art from the previous lesson to gain an understanding of what is happening in the painting.

2. Display Apples without telling students the title or name of the artist. Remind students that people often look carefully at works of art multiple times to notice more details.

3. Instruct students to silently observe the work of art, paying close attention to the objects they see. Tell students that objects are things people can see and touch that are not alive.

4. After at least 30 seconds, facilitate a brief discussion of these questions: How would you describe the objects in this work of art?

Where are the objects?

5. Listen for students to identify key ideas.

Key Ideas

• The objects are round.

• The objects are at the bottom and the top.

• The objects are grouped together.

6. Tell students that they will look at the work of art again to notice more about the objects. Instruct students to look closely at each of the following sections of the painting for at least 30 seconds, paying special attention to how the artist arranges the objects:

• top half

• bottom half

7. Introduce the learning task. Zoom out and display the whole painting. Instruct students to answer this question with a partner:

How are the objects arranged?

Differentiation Support

• Are the objects by themselves or in groups?

• How many groups of objects are there?

• Where are the groups of objects within the painting?

Analyze Student Progress

Monitor: Do students describe the groups of objects at the top and bottom of Apples?

Offer Immediate Support: If students need additional support describing the objects from the work of art, direct their attention to one group of objects and prompt them to describe the location of the grouping within the painting.

Plan Future Practice: Students practice describing what is happening in Children’s Games in lesson 8.

8. Listen for students to address key ideas in their discussions.

Key Ideas

• There is a group of objects at the top and at the bottom.

• There are piles of objects.

• There are two groups of objects.

9. Facilitate a brief discussion of this question:

What is happening in this work of art?

Differentiation Support

• How would you describe this work of art to someone who is not in the room?

• What would you name this work of art?

Key Ideas

• There are apples on a table.

• There are two groups of apples.

• One group of apples is at the top, and another is at the bottom.

10. Tell students about the work of art. Explain that the name of this painting is Apples and that it was painted by Paul Cézanne about 150 years ago. Cézanne was a famous artist from France who often painted pictures of fruit, especially apples.

11. Remind students that they will continue to view and discuss this work of art over the next several lessons to deepen their understanding of it.

LAND 5 minutes

Reflect on Learning

1. Direct attention to both knowledge charts, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:

What did you learn today?

Teacher Note

As needed, prompt students to reflect on what they learned by asking questions such as these:

• What did you learn from “Nature’s Treasures”?

• What did you learn from Apples?

• What did you learn to do?

2. Think aloud to model how to form a knowledge statement relevant to the lesson.

3. Add a few student-generated knowledge statements to the charts. Place statements about key ideas from the lesson and information from the text on the World Knowledge Chart, and place statements about language arts on the ELA Knowledge Chart.

Teacher Note

Adding to knowledge charts is a concrete way for students to self-assess how their learning has progressed. Students reflect on their growing knowledge of the module topic and their own development as readers and writers. This reflection helps students identify what they may need to learn more about, including topic- and text-related knowledge and ELA knowledge related to the learning goals.

Sample Think Aloud I learned that I can create Tableaus of events in the poem to learn more about what is happening in the text.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.A, MM.1.K.C

MM.4.K Individuals, Events, and Ideas: MM.4.K.A

MM.5.K Vocabulary: MM.5.K.A, MM.5.K.A.a, MM.5.K.C

MM.12.K Complexity, Diversity, and Genre: MM.12.K.A, MM.12.K.A.b, MM.12.K.C.b

BU Build Understanding

BU.2.K Discovery and Evidence

BU.4.K Expression

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.B

DM.2.K Comprehension Monitoring

DM.3.K Schema Building

Lesson 4

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Reveal: What does a deeper look at words and illustrations reveal?

OVERVIEW

Preview

In this Reveal lesson, students examine the words and illustrations in “Nature’s Treasures” to better understand the poem. Students learn and apply the meaning of the term explore, a word that is central to deepening their knowledge of the poem. During visual art instruction, students examine the shapes in Apples. They identify shapes in the work of art and discuss how the artist used shapes to create the painting.

A Prologue to lesson 4 is available for students who need additional support.

Learning Goals

Apply understanding of the term explore to describe what happens in “Nature’s Treasures.”

LEARNING TASK: Describe how the child explores in lines 11–14 of “Nature’s Treasures.”

Examine shapes in Apples.

LEARNING TASK: Draw and label the shapes the artist used in Apples.

Vocabulary explore (v.)

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: Examine Words and Illustrations

• Respond: Apply the Meaning of Explore

• Observe: Examine Shapes in Apples

LAND

Reflect on Learning

Materials

TEACHER

• “Nature’s Treasures” (digital platform)

• Apples (digital platform)

• journal

STUDENTS

• “Nature’s Treasures” (Learn book, lesson 2)

• journal

Preparation

• none

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display “Nature’s Treasures.”

2. Display and Echo Read the Content Framing Question: What does a deeper look at words and illustrations reveal?

3. Tell students that reveal means “to show.” Explain that during a Reveal lesson, the class focuses on only part of the text—a part that is particularly complex or important. The class closely reads and discusses this part to gain a deeper understanding of it. Tell students that in this lesson they will think about the words and illustrations to learn the meaning of a new word that will help them better understand what is happening in the poem.

LEARN

53 minutes

Read | Examine Words and Illustrations | 15 minutes

1. Explain that when readers study a poem, they can pay attention to what the words look like, how the words sound, and what they mean. Tell students that first they will listen for how the words sound as they listen closely to the poem.

2. Read aloud “Nature’s Treasures.” Ask this question: What do you notice about how the words sound in the poem?

Key Ideas

• Some words sound the same.

• Some words rhyme.

• Some words repeat.

by Jane Morris Udovic illustrations by Jill Dubin

Nature's Treasures

3. Use responses to emphasize that this poem includes words that rhyme, or words that end in the same sounds. Tell students that they will now listen closely for words that rhyme. Instruct students to use a nonverbal signal (e.g., clap their hands) when they hear words that rhyme. Read aloud lines 1–4, starting with “I know by heart.”

4. Listen for students to clap when they identify words that rhyme: drop and stop.

Differentiation Challenge

To extend student thinking about rhyming words, ask this question: What other rhyming words are in the poem?

5. Tell students they will now think more about the words in the poem. Read aloud lines 1–2, starting with “I know by heart.” Ask this question: Who is speaking in this poem?

6. Reinforce the correct response: The speaker in this poem is the child who is smelling, seeing, hearing, and touching treasures in nature.

7. Tell students that they will now listen to the rest of the poem again. Instruct students to pay attention to what the words mean. Explain that learning more about what the words in the poem mean will help students develop a deeper understanding of the child in the poem.

8. Read aloud lines 3–14, starting with “And when it.” Ask this question: What more did you learn about the child in the poem?

Key Ideas

• The child likes animals and plants.

• The child finds treasures in nature.

9. Use responses to emphasize that the child describes exploring nature. Instruct students to use a nonverbal signal (e.g., a thumbs-up) when they hear the term explore. Read aloud lines 11–14, starting with “As I explore.”

10. Introduce the vocabulary term explore. Say the term aloud, and instruct students to repeat it. Define the term. Invite students to act out the term’s meaning by using a gesture (e.g., pretending to use a magnifying glass to look at something).

11. Tell students they will work with a partner to continue to build their understanding of the meaning of explore.

Respond | Apply the Meaning of Explore | 18 minutes

1. Direct students to “Nature’s Treasures,” located in the Learn book. Encourage students to look closely at the illustrations as you read aloud.

2. Read aloud lines 1–4, starting with “I know by heart.” Ask these questions:

What does the child explore in this part of the poem?

How does the child explore?

Key Ideas

• The child explores leaves, dirt, bees, and the rain.

• The child explores by smelling, seeing, and hearing things in nature.

3. Read aloud lines 5–6, starting with “I know how ants.” Instruct students to answer these questions with a partner:

What does the child explore in this part of the poem?

How does the child explore?

Definition explore (v.): to examine something in a careful way to learn more about it

4. Listen for students to address key ideas in their discussions.

Key Ideas

• The child explores ants and a porcupine.

• The child explores by seeing and touching things in nature.

5. Tell students that they will follow the instructional routine Think–Pair–Share to discuss the term explore and the actions and feelings of the child in the poem. Explain that this routine has three parts. First, students silently think about their response. Next, they share their response with a partner. Finally, you facilitate a brief discussion with the whole class.

Differentiation Support

If time allows, students may benefit from practicing the Think–Pair–Share instructional routine with an easy, personal question that is connected to the poem, such as: What is your favorite thing in nature?

6. Direct students to “Nature’s Treasures,” located in the Learn book, and remind them to look closely at the illustrations as you read aloud.

7. Read aloud lines 7–10, starting with “I imitate the.” Instruct students to Think–Pair–Share to answer these questions:

What does the child explore in this part of the poem?

How does the child explore?

Language Support

Provide this sentence frame: The child explores

Key Ideas

• The child explores birds, pussy willows, and tree trunks.

• The child explores by hearing, touching, and seeing things in nature.

8. Introduce the learning task. Encourage students to look closely at the illustrations. Read aloud lines 11–14, starting with “As I explore.” Instruct students to Think–Pair–Share to answer these questions:

What does the child explore in the poem?

How does the child explore?

Language Support

Provide this sentence frame: The child explores .

Analyze Student Progress

Monitor: Do students demonstrate understanding that the child explores nature by using their senses?

Offer Immediate Support: If students need additional support demonstrating understanding of the term explore, direct their attention to an illustration of the child and prompt them to describe what the child is doing.

Plan Future Practice: Students practice analyzing the words and illustrations in Last Stop on Market Street in lesson 14.

Key Ideas

• The child explores the earth by looking for hidden treasures.

• The child explores different animals and plants.

• The child explores nature by seeing, touching, smelling, and hearing things outside.

9. Emphasize that the child in the poem explores special things in nature by seeing, touching, smelling, and hearing them.

Observe | Examine Shapes in Apples | 20 minutes

1. Tell students that just as they examined the words in “Nature’s Treasures” to learn more about the poem, they will now examine the shapes in Apples to learn more about the painting.

2. Display Apples. Explain that one way people examine a work of art is by noticing the shapes they see. Assess and activate prior knowledge by asking this question:

What are shapes you can name?

3. As students name common shapes, display an image of each shape to reinforce understanding.

Differentiation Support

If students would benefit from additional practice with shapes, invite students to find real examples of a circle, oval, square, rectangle, and triangle in the classroom before identifying shapes within the work of art.

Differentiation Challenge

Before displaying an image of each shape, invite students to use their hands or bodies to make the shapes as they are named.

4. Use responses to emphasize that a shape is an area bound by lines, such as a circle, oval, square, triangle, and rectangle. Explain that just as authors use words to tell a story or write a poem, artists use shapes to create art.

5. Remind students that people look carefully at works of art multiple times so that they can see more details the artist created. Instruct students to silently observe the work of art, paying close attention to the shapes they see.

6. After at least 30 seconds, facilitate a brief discussion of this question:

What shapes do you see in this work of art?

Differentiation Support

• What shape is each apple?

• What shape is the whole painting?

7. Point to the shapes in the painting as students share. Instruct students to answer this question with a partner:

What shapes do you see in more than one place?

8. Listen for students to identify shapes that repeat throughout the painting. Use responses to highlight places where repeating shapes can be seen in the work of art. Reinforce that artists use shapes to create their art, and sometimes they use the same shapes throughout a work of art.

9. Explain that sometimes shapes are easy to see in paintings, but other times they can be harder to find. Emphasize that students can find more shapes and different shapes by looking closely at a work of art multiple times.

10. Give students time to silently observe the work of art. Encourage students to look closely to find a different shape or a shape that is harder to see.

11. Instruct students to respond with a nonverbal signal (e.g., a thumbs-up or thumbs-down). Ask this question:

Do you see a triangle in this painting?

12. Invite a few students to share where they saw a triangle in the work of art. Use responses to emphasize that the group of apples at the bottom is in a triangle shape. Trace around the group of apples at the bottom to highlight that they are arranged in a triangle shape.

13. Trace around the group of apples at the top of the painting. Invite students to copy the shape by drawing it in the air with their finger. Ask this question:

What shape is the group of apples at the top?

14. Reinforce the correct response: The shape is an oval.

15. Tell students they will draw in their journals a shape they see in the work of art. Throughout the year, students draw and write in their journals about the texts they explore.

16. Model how to create a journal entry by drawing a shape, such as a triangle, from Apples, while emphasizing the following:

• Journal entries can include words and drawings.

• Words and drawings each have their own space on the page.

• Each journal entry responds to one question or prompt.

17. Introduce the learning task. Direct students to their journals. Instruct students to draw a shape they see in Apples. Encourage students to draw a shape that is different from the one in the teacher model.

Analyze Student Progress

Monitor: Do students identify at least one shape the artist painted in Apples?

Offer Immediate Support: If students need additional support drawing a shape from Apples, direct them to a specific part of the painting and prompt them to identify the shape they see before drawing it in their journals.

Plan Future Practice: Students practice examining a specific aspect of a work of art in Children’s Games in lesson 9.

18. Invite a few students to share their journal entries.

19. Reinforce that artists use shapes to create their art. Explain that a circle is one shape that an artist can use. Apples look like circles, so when Cézanne painted apples, he chose circles as a shape to create his art.

LAND

5 minutes

Reflect on Learning

1. Direct attention to both knowledge charts, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:

What did you learn today?

Teacher Note

As needed, prompt students to reflect on what they learned by asking questions such as these:

• What did you learn from “Nature’s Treasures”?

• What did you learn from Apples?

• What did you learn to do?

2. Think aloud to model how to form a knowledge statement relevant to the lesson.

3. Add a few student-generated knowledge statements to the charts. Place statements about key ideas from the lesson and information from the text on the World Knowledge Chart, and place statements about language arts on the ELA Knowledge Chart.

Sample Think Aloud

I learned that artists use shapes to tell their story and create their art.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.A, MM.1.K.C

MM.4.K Individuals, Events, and Ideas: MM.4.K.A

MM.5.K Vocabulary: MM.5.K.A, MM.5.K.A.a, MM.5.K.C

MM.9.K Media: MM.9.K.A

MM.12.K Complexity, Diversity, and Genre: MM.12.K.A, MM.12.K.A.b, MM.12.K.C.b

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.C

BU.2.K Discovery and Evidence

BU.3.K Conversation and Collaboration: BU.3.K.A

BU.4.K Expression

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.C

DM.3.K Schema Building

Lesson 5

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Distill: What is a central idea in this text?

OVERVIEW

Preview

In this Distill lesson, students revisit excerpts from “Nature’s  Treasures” to determine how the child in the poem uses their senses. Identifying how the child in the poem uses their senses prepares students to discuss a central idea in the text. During visual art instruction, students examine real apples and compare them with the fruit in Apples. They determine how Cézanne used shape to represent apples in the work of art.

A Prologue to lesson 5 is available for students who need additional support.

Learning Goals

Determine the central idea of “Nature’s Treasures.”

LEARNING TASK: During a class discussion, share one example of why the child in the poem explores nature.

Determine the effect of shape on the presentation of fruit in Apples.

LEARNING TASK: Describe how Cézanne uses shapes and colors to represent apples.

Vocabulary

central (adj.)

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: Prepare for a Discussion

• Respond: Discuss a Central Idea

• Observe: Determine the Effect of Shape in Apples

LAND

Reflect on Learning

Materials

TEACHER

• “Nature’s Treasures” (digital platform)

• name sticks

• Apples (digital platform)

• 5 apples, each a different type (e.g., Golden Delicious, Granny Smith, Fuji, Gala, Pink Lady)

STUDENTS

• none

Preparation

• Determine how to display the discussion question. See the Read section for details.

• Determine how to set up stations, each with a different type of apple displayed, for a Gallery Walk. Alternatively, use photographs of different types of apples. See the Observe section for details.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display “Nature’s Treasures.”

2. Display and Echo Read the Content Framing Question: What is a central idea in this text?

3. Explain that during a Distill lesson the class puts together what they learned from different parts of the text. The class uses the evidence they gathered from the text to discuss a central idea. Tell students that in this lesson they will consider how the child in the poem explores nature to discuss a central idea in “Nature’s Treasures.”

LEARN

53 minutes

Read | Prepare for a Discussion | 17 minutes

1. Emphasize that students have read “Nature’s Treasures” many times, and they are now ready to determine a central idea of the poem.

2. Introduce the vocabulary term central. Say the term aloud, and instruct students to repeat it. Define the term. Direct attention to the term central in the Content Framing Question.

3. Explain that a central idea in a text can be an important idea or a lesson that a reader learns.

4. Tell students they will respond to a discussion question by using information from the text. During a discussion, students share their responses to the discussion question with one another. Responding to the discussion question will lead students to discover the central idea.

Definition

central (adj.): main or most important

by Jane Morris Udovic illustrations by Jill Dubin

Nature's Treasures

5. Display and Echo Read today’s discussion question: Why does the child in the poem explore nature?

6. Tell students that to prepare for a discussion, speakers think about what they want to say and how they want to say it.

7. Introduce the speaking and listening goal for today’s discussion: Speak loudly enough for others to hear you. Say a sentence in a whisper voice. Repeat the same sentence in an appropriately loud voice, followed by an inappropriately loud voice. Ask this question:

When did I speak loudly enough for others to hear?

8. Use responses to emphasize that students could hear both the very loud voice and the loud voice, but only the appropriately loud volume is suited for a classroom conversation.

9. Instruct students to Echo Read the Content Framing Question at an appropriately loud volume. Reinforce that speaking loudly enough requires the speaker to speak at a volume that is not too quiet or too loud, but just right for others to hear.

10. Tell students that next they will plan what they want to say to answer the discussion question. Explain that as you read aloud, students will listen for reasons the child in the poem explores nature.

11. Direct attention to “Nature’s Treasures.” Read aloud lines 1–2, starting with “I know by heart.” Think aloud to model how to identify why the child explores nature in this part of the poem.

Sample Think Aloud

First, I will think about what the child is doing in this part of the poem. The child in this part of the poem sees leaves, smells dirt, and hears bees. Next, I will think about what that tells me about the reasons the child explores nature. The child is doing these things because they like seeing, smelling, and listening to things in nature. That is why the child explores nature.

12. Read aloud lines 3–6, starting with “And when it rains.” Instruct students to answer these questions with a partner:

What is the child in the poem doing?

What is a reason the child might be doing that?

Language Support

Provide these sentence frames:

• The child

• The child because .

Teacher Notes

These sentence frames provide oral language support; it is more important for students to hear the words of the sentence frame than for students to see the written words. Begin by reading the sentence frame aloud. Then instruct students to repeat the words and continue with their response.

Sentence frames provide a scaffold for all students—including multilingual learners and students with language-based disabilities—who are beginning to express ideas orally and in writing. By providing a clear, simple structure that incorporates key vocabulary, sentence frames help students discuss content at a degree beyond what they may be able to do independently.

13. Listen for students to address key ideas in their discussions.

Key Ideas

• The child listens to the rain to enjoy how it sounds.

• The child watches the ants to enjoy how they look as they walk in a line.

• The child pets a porcupine to enjoy how it feels.

14. Read aloud lines 7–10, starting with “I imitate the songs.”

15. Instruct students to Think–Pair–Share to answer these questions:

What is the child in the poem doing?

What is a reason the child might be doing that?

Language Support

Provide these sentence frames:

• The child .

• The child because

Key Ideas

• The child sings because they love the chirping of the birds.

• The child touches a pussy willow to enjoy how it feels.

• The child counts the rings of a tree trunk to learn how old it is.

16. Remind students of today’s discussion question: Why does the child in the poem explore nature? To help students prepare for the discussion, instruct them to choose one example that shows why the child in the poem explores nature.

Respond | Discuss a Central Idea | 18 minutes

1. Remind students of the speaking and listening goal for today’s discussion: Speak loudly enough for others to hear you.

2. Instruct students to orally rehearse their example with a partner and to pay attention to whether they are speaking loudly enough for others to hear.

Teacher Note

During the discussion, use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward this goal. As students practice their speaking and listening skills throughout the module, continue to use the tracker to monitor students’ progress toward each goal.

3. Instruct students to form a circle.

4. Introduce the learning task. Explain that students will now engage in a discussion to share their example of why the child in the poem explores nature. Instruct students to use a nonverbal signal (e.g., a thumbs-up) when they hear an example like their own. Select name sticks until all students have shared their examples. Begin the discussion by asking the discussion question:

Why does the child in the poem explore nature?

Language Support

Provide this sentence frame: The child because .

Teacher Notes

Name sticks promote engagement and participation from all students during class discussions. To use name sticks, select one name stick at a time and read the name aloud to call on a student to participate in the discussion.

As students share their examples, sort the name sticks to keep track of which students need more practice. If time allows at the end of the discussion, invite these students to retry sharing their examples.

Analyze Student Progress

Monitor: Do students share text-based examples that demonstrate why the child in the poem explores nature?

Offer Immediate Support: If students need additional support identifying an example, reread line 3 and prompt them to describe the child’s actions. Then ask this question: What is a reason the child might be doing that?

Plan Future Practice: Students practice determining the effect of an aspect of the work of art in lesson 10.

5. At the end of the discussion, reinforce key ideas.

Key Ideas

• The child sings because they love the chirping of the birds.

• The child listens to the rain to enjoy how it sounds.

• The child pets a porcupine to enjoy how it feels.

6. Tell students that they will now consider a central, or important, idea from the text. Explain that identifying a central idea requires readers to pause and think about how the poem relates to the bigger world beyond the text. By looking at the poem within the bigger world, readers can think about a lesson from the text that they can apply to their lives.

7. Read aloud the poem. Facilitate a brief discussion of this question:

Why is the poem called “Nature’s Treasures”?

Differentiation Support

• What is special about nature?

Key Ideas

• Nature has many treasures.

• There is a lot to explore in nature.

• It’s fun to go outside.

Teacher Note

Articulating a lesson from the poem may be challenging for students, but they are likely to respond insightfully to the differentiation support question. After asking the differentiation support question, summarize responses into one or more lessons for the reader.

8. Emphasize that a central idea from this poem is that there are many special things, or treasures, to explore in nature.

9. Instruct students to reflect on how well they met the speaking and listening goal: Speak loudly enough for others to hear you. Tell students they will continue working on this goal in future lessons.

Observe | Determine the Effect of Shape in Apples | 18 minutes

1. Remind students that they discussed the central idea in “Nature’s Treasures” to deepen their understanding of the poem. Tell students that they will now learn more about Paul Cézanne’s Apples to deepen their understanding of the work of art.

2. Explain that Paul Cézanne painted common objects, such as fruit, in interesting ways. Cézanne did not want his paintings to look like photographs, but he did want observers to be able to recognize objects in his paintings.

3. Tell students that they will use their senses to explore different types of apples and then look at the painting Apples again. They will think about how the painting looks similar to and different from real apples.

4. Direct attention to the different types of apples located throughout the classroom. Explain that students will examine the apples during a Gallery Walk. They will rotate in small groups, touching, looking at, and smelling each apple.

5. Model how to participate in the Gallery Walk. Think aloud as you walk to one type of apple, and pick up the apple to touch, look closely at, and smell it.

6. Form small groups and instruct students to rotate to each type of apple. During each rotation, give students a moment to examine the apple with their senses of sight, smell, and touch. Signal to students when they should rotate to the next type of apple. Continue until students have had the opportunity to explore each type of apple.

Sample Think Aloud

First, I go with my group to the first apple. Next, I wait my turn to examine the apple. When it is my turn, I pick up the apple to touch it, smell it, and look closely at its shape and colors. I will think about how this apple reminds me of the apples in the painting. This apple is the same shape. I will also think about how this apple is different from the apples in the painting. It is not made of paint.

7. Facilitate a brief discussion of this question:

What do you notice about the apples?

Differentiation Support

• How do the apples look?

• How do the apples feel?

• How do the apples smell?

8. Remind students that viewers look carefully at works of art multiple times so that they can see more details. Zoom in very closely on one apple in the painting. Instruct students to silently observe the work of art, paying close attention to how the apple in the painting looks similar to and different from the real apples.

9. After at least 30 seconds, facilitate a brief discussion of these questions:

How are the apples in the painting like the real apples?

How are the apples in the painting different from the real apples?

Key Ideas

• The apples in the painting are like real apples because they are the same shapes.

• The apples in the painting are different from the real apples because they are not smooth.

• You can see brushstrokes on the painting that are not on the real apples.

10. Introduce the learning task. Instruct students to Think–Pair–Share to answer this question:

How can you tell that the objects in the painting are apples?

Analyze Student Progress

Monitor: Do students describe shapes and colors that indicate the objects in the painting are apples?

Offer Immediate Support: If students need additional support describing how the objects are apples, ask this question: What fruit do the objects look like?

Plan Future Practice: Students practice determining the effect of an art element in Children’s Games in lesson 10.

11. Emphasize that Cézanne painted a picture of fruits that look like apples, but they do not look exactly like real apples. The painting does not look like a photograph, but people can recognize the apples in the painting because they are the same shape as real apples.

LAND

5 minutes

Reflect on Learning

1. Direct attention to both knowledge charts, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:

What did you learn today?

Teacher Note

As needed, prompt students to reflect on what they learned by asking questions such as these:

• What did you learn from “Nature’s Treasures”?

• What did you learn from Apples?

• What did you learn to do?

2. Think aloud to model how to form a knowledge statement relevant to the lesson.

3. Add a few student-generated knowledge statements to the charts. Place statements about key ideas from the lesson and information from the text on the World Knowledge Chart, and place statements about language arts on the ELA Knowledge Chart.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.A, MM.1.K.C

MM.2.K Theme and Central Idea: MM.2.K.A

MM.4.K Individuals, Events, and Ideas: MM.4.K.A

MM.12.K Complexity, Diversity, and Genre: MM.12.K.A, MM.12.K.A.b, MM.12.K.C.b

CP Compose and Present Content

CP.3.K Content: CP.3.K.A, CP.3.K.A.b

CP.5.K Language: CP.5.K.A

CP.8.K Presentation: CP.8.K.A

BU Build Understanding

BU.2.K Discovery and Evidence

BU.3.K Conversation and Collaboration: BU.3.K.A

BU.4.K Expression

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.D

DM.2.K Comprehension Monitoring

DM.3.K Schema Building

DM.4.K Reflection and Evaluation

Sample Think Aloud I learned that I need to speak loudly enough for others to hear me during a discussion.

Lesson 6

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Know: How do these texts build our knowledge?

OVERVIEW

Preview

In this Know lesson, students watch “Making Observations” to deepen their knowledge about how people use the five senses to explore the world. Students connect their new learning to “Nature’s Treasures” and to the module topic and share their knowledge with a partner. During visual art instruction, students look closely at Apples and discuss the senses the work of art evokes. They describe a connection between a sense and the painting.

Learning Goals

Build knowledge about how people use their senses in “Nature’s Treasures” and “Making Observations.”

LEARNING TASK: Form a knowledge statement about how people use one of their senses to explore nature.

Describe the knowledge gained from studying Apples.

LEARNING TASK: Form a knowledge statement about using a sense to observe the painting.

Vocabulary

none

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: View “Making Observations”

• Respond: Share Knowledge Connected to a Topic

• Observe: Describe Knowledge Gained from Apples

LAND

Synthesize Learning

Materials

TEACHER

• “Nature’s Treasures” (digital platform)

• “Making Observations” (digital platform)

• “Five Senses Song” (digital platform)

• five senses icons for knowledge statements

• Apples (digital platform)

STUDENTS

• none

Preparation

• Create a sign for each of the five senses by copying the body part icon images from step 2 of Module Task 1, located in the Learn book. Determine how to display the signs around the classroom. See the Respond and Observe sections for details. Save these signs to use in lessons 16, 29, and 33.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display “Nature’s Treasures.”

2. Display and Echo Read the Content Framing Question: How do these texts build our knowledge?

3. Explain that during a Know lesson the class reflects on the knowledge they built and makes connections among texts to share what they now know. Tell students that in this lesson they will make connections between “Nature’s Treasures” and the video “Making Observations” as they discuss and share knowledge about the five senses.

LEARN

53 minutes

Read | View “Making Observations” | 15 minutes

1. Direct attention to “Nature’s Treasures.” Assess and activate prior knowledge by asking this question: How does the child in the poem explore nature?

2. Reinforce the correct response: The child in the poem sees, smells, hears, and touches things to explore nature.

3. Tell students that they will view the video “Making Observations” to learn more about the five senses. Explain that, by watching a video about the five senses, students are collecting more information, or evidence, about the five senses. As they collect textual evidence to build knowledge, students are doing research. Tell them that research means “getting information about a topic.” Play “Making Observations.”

by Jane Morris Udovic illustrations by Jill Dubin

Nature's Treasures

Teacher Note

Research skills, such as collecting and organizing textual evidence, drawing evidence from multiple texts, and discussing and writing about findings, are taught in all modules of all levels in Arts & Letters because students are always building knowledge from texts. Kindergarten students begin to practice these research skills by reading informational articles and watching informational videos to gain additional knowledge about a topic. Students build on these research skills in a later module.

4. Instruct students to Think–Pair–Share to answer this question:

What did you learn from the video?

Differentiation Support

• What do you do when you observe something?

• What senses do people use to observe?

5. Use responses to emphasize that people use all their senses to observe.

Differentiation Challenge

To extend student thinking across texts, ask these questions: How are the poem “Nature’s Treasures” and the video “Making Observations” similar? How are they different?

6. Ask this question:

How does collecting information from more than one text help you build knowledge about a topic?

Key Ideas

• helps you learn more things about the topic

• helps you understand different facts about the topic

• helps you learn new facts

7. Explain that students will do more research as they build knowledge about this and other topics.

8. If time allows, play “Five Senses Song” by the Kiboomers to help students develop a better understanding of the connection between the five senses and the corresponding body parts. Invite students to sing along and create motions to match the lyrics.

Respond | Share Knowledge Connected to a Topic | 20 minutes

1. Tell students that they will engage in an activity to celebrate the new knowledge they have gained. Encourage students to think about the knowledge they have built from the poem “Nature’s Treasures” and the video “Making Observations.”

2. Direct attention to the five sense icons displayed around the room. Explain that each body part icon represents a sense. Direct attention to each icon, and name the sense represented by each body part icon.

3. Explain that students will share what they have learned about the five senses. Explain that it is important to share an idea connected to the topic so students can show what they know about the five senses and learn from each other.

4. Tell students that you will ask questions about the poem and the video so they can share ideas connected to the topic. Students will answer the questions by moving to the sense icon that matches their response and then discuss their thinking with a partner.

5. Remind students to move to a sense icon to respond, and ask this question:

What sense do you use to observe the sheep in the video?

6. Look for students to move to a correct sense icon: eyes or ears. Remind students to turn to a partner and discuss their thinking. Pose this prompt:

Tell how you use this sense to observe the sheep in the video.

Language Support

Provide these sentence frames:

• I see

• I hear .

7. Invite a few students to share their responses.

Key Ideas

• I see a white, furry animal.

• I see four legs.

• I hear a baa sound.

Teacher Note

Students may expand their thinking during this discussion by responding with senses beyond those discussed in the poem or video. Encourage students to use their knowledge of “Nature’s Treasures” and “Making Observations” to answer the question in order to promote referring to the text in their responses.

8. Tell students that you will now ask more questions about the poem and the video. Remind students that they will respond by moving to the sense icon that matches their thinking and then discuss their response with a partner. Ask this question:

What sense does the child in the poem use to explore trees and flowers?

9. Look for students to move to a correct sense icon: eyes or nose. Remind students to turn to a partner and discuss their thinking. Pose this prompt:

Tell how the child in the poem uses this sense to explore trees and flowers.

Language Support

Provide these sentence frames:

• The child sees .

• The child smells .

10. Invite a few students to share their responses.

Key Ideas

• The child sees different shapes of leaves.

• The child smells the sweetness of flowers.

• The child sees rings on a tree trunk.

Teacher Note

If time allows, continue this knowledge-building activity by using examples from the poem and video. For example, ask a question such as this: How do people use their senses to explore the forest or the beach?

11. Reinforce that students will respond by moving to the sense icon that matches their thinking. Ask this question:

What sense do people use to explore nature?

12. Introduce the learning task. Look for students to move to any of the sense icons. Instruct students to Think–Pair–Share to respond to this prompt:

Describe how people use this sense to explore nature.

Language Support

Provide these sentence frames:

• People see

• People smell .

• People hear .

• People touch

• People taste .

Teacher Note

Though the learning task focuses on students’ understanding of the content, the task also provides students an opportunity to practice their oral language skills. Students practice speaking loudly enough for others to hear them during the Know lessons in this module.

Analyze Student Progress

Monitor: Do students demonstrate understanding of ways people use their senses to explore nature?

Offer Immediate Support: If students need additional support forming knowledge statements, instruct them to identify something from nature mentioned in the poem, and ask this question: How does the child in the poem explore this part of nature?

Plan Future Practice: Students practice forming knowledge statements about the five senses in lesson 11.

13. Listen for students to discuss using the sense that matches the sense icon they are standing near. Invite a few students to share their thinking. Reinforce responses that reflect knowledge from “Nature’s Treasures” and “Making Observations.” Add a few student-generated knowledge statements to the charts.

Observe | Describe Knowledge Gained from Apples | 18 minutes

1. Tell students that they just discussed their knowledge of the poem and the video, and now they will look at Apples and continue to build their knowledge about the work of art.

2. Display Apples. Activate prior knowledge by asking this question:

What did you learn about how to look at a work of art?

Differentiation Support

• Do you look at a work of art just once or many times?

• Do you look at a work of art quickly or for a longer time?

3. Use responses to emphasize that people often look at a work of art many times and for longer periods of time. Invite students to point to the body part they use most when they look at a work of art. Look for students to point to their eyes.

4. Reinforce that people use their sense of sight to look at art. Explain that some works of art, like Apples, can make people think about other senses.

Teacher Note

If time allows and apples are available, invite students to touch, smell, and taste an apple slice to help them make a connection between the apples in the painting and their other senses.

5. Instruct students to silently observe the work of art. Encourage students to consider how the painting makes them think about their other senses.

6. After at least 30 seconds, direct attention to the sense icon signs displayed around the room. Tell students that you will ask a question, and they will answer the question by moving to the sense icon that matches their response. Ask this question:

Which other sense do you think about when you observe this painting?

7. Look for students to move to a correct sense icon: ears, hands, nose, or tongue.

8. Introduce the learning task. Instruct students to Think–Pair–Share to answer this question:

Why do you think about this sense when you observe this painting?

Language Support

Provide this sentence frame for oral response scaffolding: I think about because

Analyze Student Progress

Monitor: Do students describe a connection between the body part, or sense, they chose and the painting?

Offer Immediate Support: If students need additional support describing a connection between a sense and the painting, instruct them to think about a sense they use when they eat an apple and then use the sentence frame to describe that experience.

Plan Future Practice: Students practice expressing what they learned about a work of art in lesson 11.

9. Invite a few students to share their responses. Emphasize that observing Apples can make people think about some of their other senses.

10. Tell students that they will continue to build their knowledge as they study a new work of art in the next lesson.

LAND

5 minutes

Synthesize Learning

1. Direct attention to both knowledge charts, and read aloud a few knowledge statements. Ask this question:

What did you learn about the senses?

2. Facilitate a brief discussion of the following question to help students integrate the knowledge they built during the past several lessons:

How does your new knowledge show how people use their senses to experience the world?

3. Use responses to reinforce these Knowledge Threads:

• There are five senses—hearing, sight, smell, taste, and touch.

• People can use their senses to become more aware of their community and surroundings.

4. Tell students that they will continue building their knowledge as they study a new text in the next lesson.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.A, MM.1.K.C

MM.6.K Diction: MM.6.K.A

MM.12.K Complexity, Diversity, and Genre: MM.12.K.C, MM.12.K.C.b, MM.12.K.C.c

CP Compose and Present Content

CP.5.K Language: CP.5.K.A

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.A

BU.2.K Discovery and Evidence

BU.3.K Conversation and Collaboration: BU.3.K.A

BU.4.K Expression

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.E

DM.3.K Schema Building

DM.4.K Reflection and Evaluation

Lesson 7

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Wonder: What do I notice about this text?

OVERVIEW Preview

In this Wonder lesson, students listen closely to the first reading of My Five Senses and learn how to notice about a text. Students practice sharing what they notice from the title page. During visual art instruction, students examine the painting Children’s Games. Students look closely at the painting and then share what they notice in the work of art.

Learning Goals

Notice about My Five Senses.

LEARNING TASK: Share one thing you notice about the title page of My Five Senses.

Notice about Children’s Games.

LEARNING TASK: Share one thing you notice about the work of art.

Vocabulary

none

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: Listen Closely to My Five Senses

• Respond: Notice About the Text

• Observe: Notice About Children’s Games

LAND

View “The Nervous System”

Materials

TEACHER

• My Five Senses

• Knowledge Card: senses

• Children’s Games (digital platform)

• “The Nervous System” (digital platform)

STUDENTS

• My Five Senses

Preparation

• Optional: Place a sticky note on the title page of student texts to assist students in finding the page. See the Respond section for details.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display My Five Senses.

2. Display and Echo Read the Content Framing Question: What do I notice about this text?

3. Explain that during a Wonder lesson the class reads the book for the first time to spark their curiosity. Students share what they notice about the book. Introduce My Five Senses by reading aloud the title and author. Tell students that in this lesson they will listen closely to the text and share what they notice in the book.

Teacher Note

In module 1 during the first reading of each text, students share what they notice about a book’s text and illustrations. In module 2, students share both what they notice and what they wonder. If a student shares what they wonder during this lesson, acknowledge the response and invite the student to share something from the text that prompted their question.

LEARN

53 minutes

Read | Listen Closely to My Five Senses | 17 minutes

1. Review the term notice. Remind students that notice means “to become aware of someone or something.”

2. Explain that noticing about a book helps readers understand the text. Instruct students to listen closely to the text and look closely at the illustrations to notice about the text.

Differentiation Support

Modify activities requiring the use of a specific sense to accommodate the needs of students who may experience visual, hearing, or other sensory challenges.

3. Read aloud My Five Senses. Pause only to clarify details necessary for general understanding.

Teacher Note

Every time you read aloud is an opportunity to demonstrate the elements of fluent reading: accuracy, phrasing, expression, and rate. Beginning in kindergarten module 3, students practice fluency by reading Geodes

4. Point to and identify the front and back cover. Explain that the cover provides information about a book and protects the inside pages. Think aloud to model how to notice about the front cover.

5. Instruct students to use a nonverbal signal (e.g., a thumbs-up) when they notice something about the front cover. Ask this question:

What do you notice about the front cover?

Differentiation Support

• What do you first see when you look at the front cover?

• What else do you see?

Teacher Note

As students share what they notice, listen for evidence of the knowledge and skills they built in previous lessons. In addition, listen for connections among ideas in the texts as the module progresses. Use the information you gather to prepare for subsequent lessons with this text.

Sample Think Aloud

When I am noticing, I look carefully at the words and illustrations on the front cover. For example, I notice arrows on the illustration. The arrows are pointing to the body parts that match the five senses.

Respond | Notice About the Text | 18 minutes

1. Display the title page in My Five Senses. Explain to students that the title page also provides important information about the book. Echo Read the title.

2. Display the Knowledge Card for senses and direct attention to the image to spark students’ memory. Remind students that the senses are the five ways humans receive information about the world around them. Assess and activate prior knowledge by asking this question:

What are the five senses?

Differentiation Support

Direct attention to the illustrations on the title page, and tell students to name the senses depicted.

3. Reinforce the correct responses: sight, smell, touch, taste, and hearing. Tell students that they will now practice noticing about the title page.

4. Introduce the learning task. Distribute the text to pairs. Direct students to the title page of the text. Instruct students to look closely at the title page and to Think–Pair–Share to answer this question:

What do you notice about the title page?

Analyze Student Progress

Monitor: Do students share at least one thing they notice about the title page of My Five Senses?

Offer Immediate Support: If students need additional support noticing things about the title page, draw attention to one illustration on the title page and instruct students to describe the boy’s actions.

Plan Future Practice: Students practice noticing about Last Stop on Market Street in lesson 12.

5. Reinforce on-topic, text-based responses.

Teacher Note

If time allows, write and display responses (e.g., on a chart). Displaying dictation helps students build print awareness and see the connection between oral and written expressions. In future lessons, students draw what they notice and label their drawings.

Observe | Notice About Children’s Games | 18 minutes

Teacher Note

Children’s Games is an oil painting from 1560 by the Flemish Renaissance artist Pieter Bruegel the Elder. This large painting (roughly four feet tall by five feet wide) features many small figures spread all over the canvas. The figures are children engaged in play on their own, in pairs, or in groups. The purpose of this painting is unknown. Many scholars believe this painting is the first in a series of unfinished works that Bruegel envisioned as a way to represent the stages of a person’s life; other scholars see this painting as a catalog of peasant children’s games.

To promote looking closely at the work of art, do not provide background information about it at this point. Rather, encourage students to share and expand on what they initially notice and wonder.

1. Tell students that they will continue noticing as they examine a work of art. Explain that noticing about a work of art helps people understand and enjoy art, like noticing about a book helps readers better understand and enjoy a story.

2. Display Children’s Games without telling students the title or name of the artist.

3. Instruct students to silently look closely at the work of art. After at least 30 seconds, direct attention to different parts of the work of art, including the top, bottom, middle, and corners.

4. Tell students that the first step of learning about a work of art is to share what they notice. Think aloud to model how to notice about a work of art. Describe items and elements without offering an interpretation.

Language Support

When discussing works of art, try to use well-known art terms—such as color, shape, and line—and encourage students to use these terms too. Instead of pausing discussion to correct students’ usage, model how to speak by using appropriate art terms when you ask questions and reinforce responses.

5. Introduce the learning task. Instruct students to Think–Pair–Share to answer this question:

What do you notice about this work of art?

Differentiation Support

• What do you first see in this work of art?

• What else do you see?

Analyze Student Progress

Monitor: Do students share at least one thing they notice about Children’s Games?

Offer Immediate Support: If students need additional support noticing about the work of art, direct their attention to a specific part of the painting (e.g., the middle) and prompt them to describe what they see.

Plan Future Practice: Students practice noticing and wondering about a work of art in module 2.

6. Reinforce responses by pointing to what students notice in the painting as they share.

7. Tell students that they will continue to view and discuss this work of art over the next several lessons to deepen their understanding of it.

Sample Think Aloud

There is a lot to see in this painting! At first, I notice the whole painting. It looks like a busy village from a long time ago. Then, as I look closer, I see a lot of people doing different things.

LAND 5 minutes

View “The Nervous System”

1. Tell students that they will view a video to learn more about the five senses. Play “The Nervous System.”

Teacher Note

Subsequent lessons do not include instructions to play “The Nervous System.” As needed, play the video in subsequent lessons to help students make more connections between the world knowledge in the text and the video. For students whose home language is Spanish, arrange for them to view the Spanish version of the video.

2. Direct attention to both knowledge charts, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:

What did you learn today?

Teacher Note

As needed, prompt students to reflect on what they learned by asking questions such as these:

• What did you learn from “The Nervous System”?

• What did you learn to do?

3. Add a few student-generated knowledge statements to the charts.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.B, MM.1.K.C

MM.7.K Structure: MM.7.K.D

MM.12.K Complexity, Diversity, and Genre: MM.12.K.B, MM.12.K.B.b, MM.12.K.C.b, MM.12.K.C.c

BU Build Understanding

BU.2.K Discovery and Evidence

BU.3.K Conversation and Collaboration: BU.3.K.A

BU.4.K Expression

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.A

DM.3.K Schema Building

Lesson 8

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Organize: What is happening in this text?

OVERVIEW

Preview

In this Organize lesson, students listen closely to a second reading of My Five Senses. Students organize the information in the text by using buttons to identify key details and a box label to name the main topic. During visual art instruction, students look closely at smaller sections of Children’s Games to examine the people in the work of art. To deepen their understanding of what is happening in the painting, students participate in the instructional routine Tableau to physically represent a figure from the work of art.

A Prologue to lesson 8 is available for students who need additional support.

Learning Goals

Identify the main topic of My Five Senses.

LEARNING TASK: Describe the five senses as the main topic of My Five Senses.

Describe Children’s Games.

LEARNING TASK: Explain what the people in Children’s Games are doing.

Vocabulary

key details

main topic

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: Identify Key Details

• Respond: Identify the Main Topic

• Observe: Describe Actions in Children’s Games

LAND

Reflect on Learning

Materials

TEACHER

• My Five Senses

• collection of buttons

• empty box

• Boxes and Buttons for Main Topic and Key Details (Learn book)

• name sticks

• Children’s Games (digital platform)

STUDENTS

• button

• Gallery for “The Nervous System” (Learn book)

Preparation

• Make a class set of the box and buttons by gathering one button per student and one empty cardboard box. Alternatively, cut out the box and button images from the Learn book page. Save the box and buttons for future use.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display My Five Senses.

2. Display and Echo Read the Content Framing Question: What is happening in this text?

3. Explain that during an Organize lesson the class rereads the book and identifies what is happening to gain a basic understanding of the story. Tell students that in this lesson they will listen to the text and examine the illustrations to identify key details and the main topic of the book.

LEARN

53 minutes

Read | Identify Key Details | 15 minutes

1. Explain that students will listen to My Five Senses again and examine the illustrations to better understand the book.

2. Instruct students to point to their body part that corresponds with each sense as you name each sense.

3. Display the illustrations on pages 4–7 and read aloud pages 5–6, starting with “I can see!” Pause each time the author introduces a different sense and instruct students to point to their matching body part.

4. Tell students to look at the illustrations and listen closely for each of the senses as you read the remainder of the text. Instruct students to point to their matching body part when they hear a detail about a sense.

Differentiation Support

Some students may benefit from looking more closely at the illustrations. If time allows, distribute the text to pairs so students can analyze the illustrations as you read aloud.

5. Read aloud pages 8–32, starting with “I can smell!”

6. Display a collection of buttons and explain that students will use the buttons to keep track of the details they notice in the text. Display an empty box and explain that it will hold the buttons.

Teacher Note

An empty box and a collection of buttons provide visual and tactile prompts for identifying an informational text’s main topic and key details. As they listen to the text, students identify key details by using buttons. They reinforce the text’s main topic by adding the buttons into the box.

7. Remind students that details are small pieces of information. Ask this question: What details did you notice in My Five Senses?

8. Select name sticks until all students have shared a response. Invite students to place a button in the box as they share a detail from the text.

Teacher Note

Module 1 introduces students to noticing details. Students may notice details from the text or illustrations in a book. Students may also repeat details mentioned by others. If a student shares an on-topic, text-based response, invite them to place a button in the box. If a student shares a response that is not on topic or from the text, acknowledge the response, and redirect the student to share a detail from the text.

Respond | Identify the Main Topic | 18 minutes

1. Direct attention to the box of buttons. Empty the box. Emphasize that students noticed a lot of details in My Five Senses.

2. Explain that books contain many details, but some details are more important than others.

3. Introduce the vocabulary term key details. Say the term aloud, and instruct students to repeat it. Define the term.

Definition key details: the most important pieces of information that support the main topic

4. Direct attention to a handful of buttons. Think aloud to model how to determine a key detail. Place one button back into the box. Ask this question:

What are other key details in My Five Senses?

Differentiation Support

• What is one sense in the book?

5. Reinforce the correct responses: The other key details are the remaining senses—hearing, smell, taste, and touch. Place one button in the box for each key detail.

6. Direct attention to the box containing five buttons. Facilitate a brief discussion of this question:

What label would you give this box?

Language Support

Explain that a label is like a name. It is a word or phrase that names or describes something.

Differentiation Support

• What do the key details of sight, hearing, touch, smell, and taste have in common?

• What name would you give to the box to help you know what is inside?

7. Summarize responses to reinforce that all these details relate to or are about the five senses. Reinforce the correct response: Because the key details are all about the five senses, the box would be labeled the five senses.

8. Explain that the label of the box is the main topic of the book. Introduce the vocabulary term main topic. Say the term aloud, and instruct students to repeat it. Define the term.

Sample Think Aloud

I remember that these details are all about what people can see, so that makes me think that an important, or key, detail must be the sense of sight.

Definition

main topic: what a book or a section of a book is mostly about

9. Introduce the learning task. Instruct students to Think–Pair–Share to answer this question:

What is the main topic of My Five Senses?

Analyze Student Progress

Monitor: Do students identify the main topic as the five senses?

Offer Immediate Support: If students need additional support identifying the main topic, direct their attention to the cover and prompt them to describe what the book is mostly about.

Plan Future Practice: Students practice identifying the main topic of a text in Fry Bread in lesson 30.

10. Reinforce the correct response: The main topic is the five senses.

Observe | Describe Actions in Children’s Games | 20 minutes

1. Remind students that they just listened closely to My Five Senses a second time to help them better understand the book. Tell students that now they will look closely at the painting from the previous lesson a second time to better understand the work of art.

2. Display Children’s Games. Remind students that in the previous lesson they noticed details by looking at the complete painting. Now they will notice details in sections of the painting.

3. Instruct students to look closely at the following sections of the painting for at least 30 seconds, paying special attention to the people. Pause after zooming in on each section, and tell students to turn to a partner and describe the people they see in the painting.

• bottom left corner

• top right corner

4. Zoom out and display the whole painting. Facilitate a brief discussion of this question:

What is happening in this painting?

Differentiation Support

• What are the people doing?

• What kind of objects are the people holding or using?

• Where are the people located?

Key Ideas

• The people are playing.

• The people are holding dolls, masks, bones, tops, sticks, and other toys.

• The people are in a village, town, or city.

5. Tell students that they will participate in the instructional routine Tableau to physically represent the people in the painting. Remind students that to create a Tableau, they will imagine themselves as one person in the work of art and freeze their bodies in the same position.

6. Introduce the learning task. Instruct students to create a Tableau.

Differentiation Support

The children in the painting are playing a variety of games from the sixteenth century. Several of the games depicted are loud and rambunctious. Some students may benefit from guidance to choose a person participating in a quiet or mild-mannered activity in the painting.

Analyze Student Progress

Monitor: Do students identify a person playing a game and mimic the same position?

Offer Immediate Support: If students need additional support identifying a person in the painting, direct attention to a specific person and tell students to mimic their actions.

Plan Future Practice: Students practice describing what is happening in a work of art in module 2.

7. Invite a few students to describe the actions of the person they chose to portray. Reinforce the correct response: The people in the painting are all playing different types of games. Ask this question:

What would you name this painting?

8. Invite a few students to share their responses. Tell students that the name of the painting is Children’s Games and that an artist named Pieter Bruegel the Elder painted it a long time ago.

Differentiation Challenge

To encourage students to evaluate their understanding of the work of art, ask these questions: Does knowing the name of the painting change how you think about the art? Why or why not?

LAND 5 minutes

Reflect on Learning

1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “The Nervous System,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video. Ask this question:

What did you learn today?

Teacher Note

As needed, prompt students to reflect on what they learned by asking questions such as these:

• What did you learn about key details and the main topic?

• What did you learn from My Five Senses?

• What did you learn to do?

2. Add a few student-generated knowledge statements to the charts.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.B, MM.1.K.C

MM.2.K Theme and Central Idea: MM.2.K.B

MM.6.K Diction: MM.6.K.A

MM.9.K Media: MM.9.K.B

MM.12.K Complexity, Diversity, and Genre: MM.12.K.B, MM.12.K.B.b, MM.12.K.C.b

BU Build Understanding

BU.2.K Discovery and Evidence

BU.3.K Conversation and Collaboration: BU.3.K.A

BU.4.K Expression

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.B

DM.2.K Comprehension Monitoring

DM.3.K Schema Building

Lesson 9

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Reveal: What does a deeper look at the chart reveal?

OVERVIEW

Preview

In this Reveal lesson, students examine the chart in My Five Senses to gather more information about the senses. Examining the chart helps students identify the multiple senses people use to experience the world. During visual art instruction, students examine the colors in Children’s Games. They identify and discuss color and patterns in the work of art.

A Prologue to lesson 9 is available for students who need additional support.

Learning Goals

Analyze the chart in My Five Senses for ways people use different senses to experience something.

LEARNING TASK: Using the chart in My Five Senses, identify two senses you use when you play with a cat.

Examine color in Children’s Games.

LEARNING TASK: Describe where the artist repeats a color in Children’s Games.

Vocabulary

chart (n.)

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: Examine the Chart

• Respond: Learn More About the Senses

• Observe: Examine Color in Children’s Games

LAND

Reflect on Learning

Materials

TEACHER

• My Five Senses

• Children’s Games (digital platform)

STUDENTS

• My Five Senses

• journal

• crayons

• Gallery for “The Nervous System” (Learn book, lesson 8)

Preparation

• Optional: Place a sticky note on page 3 of student texts to assist students in finding the page. See the Read section for details.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display My Five Senses.

2. Display and Echo Read the Content Framing Question: What does a deeper look at the chart reveal?

3. Explain that during a Reveal lesson the class focuses on only part of the book—a part that is particularly complex or important. The class closely rereads and discusses this part to gain a deeper understanding of it. Tell students that in this lesson they will examine the chart on the title page in My Five Senses to help them learn more about the main topic of the book.

LEARN

53 minutes

Read | Examine the Chart | 18 minutes

1. Direct attention to My Five Senses. Reinforce that the book provides information. Explain that books that give information sometimes include charts.

2. Introduce the vocabulary term chart. Say the term aloud, and instruct students to repeat it. Define the term. Direct attention to the chart on page 3 to help students understand the term’s meaning.

3. Instruct students to count the number of columns on the chart. Point to each column as students count. Explain that each column has a title at the top. Echo Read each title. Ask this question:

What do you think this chart is about?

4. Reinforce the correct response: The chart is about the five senses. The illustrations in each column show things people experience by using the sense listed at the top. Explain that students will learn more about the five senses by examining the chart.

5. Distribute the text to pairs. Instruct students to turn to page 3.

Definition

chart (n.): information organized into rows and columns

6. Direct attention to the first column in the chart and Echo Read the title. Point to the image of the book in the chart. Think aloud to model how to read the information on the chart.

7. Instruct students to point to an item in the column titled “I see,” and ask this question:

What is something in this column you can see?

Language Support

Provide this sentence frame: I can the .

Teacher Note

Students may name an item from another column on the chart. Acknowledge the response as correct, and redirect them to name an item in the correct column to reinforce how to read the chart. In the Respond section, students will discuss how to use multiple senses to experience an object.

8. Reinforce the correct responses: sun, book, sailboat, house, and moon and stars.

9. Direct attention to the second column in the chart and Echo Read the title. Tell students to point to an item in the column titled “I hear.” Instruct students to Think–Pair–Share to answer this question:

What is something on the chart you can hear?

Language Support

Provide this sentence frame: I can the

10. Reinforce the correct responses: duck, drum, clock, record, and beater. Emphasize that the chart gives more information about the main topic of the book: the five senses.

Sample Think Aloud

In the first column are pictures of items I can see with my eyes. I can see the book.

Respond | Learn More About the Senses | 17 minutes

1. Remind students that people can experience the world by using more than one sense. Read aloud pages 21–23, starting with “Sometimes I use.” Ask this question:

How does the boy use his senses as he plays with his puppy?

Differentiation Support

• What senses does the boy use?

• What does he experience with each sense?

• What does he see? Hear? Smell? Touch?

Key Ideas

• hears barks

• smells puppy breath

• touches fur

2. Summarize responses to reinforce that the boy uses more than one sense.

3. Direct attention back to the chart on page 3. Explain that students will look closely at some of the illustrations on the chart. Tell students that they will describe how they experience each item by using more than one sense.

4. Direct attention to the first column of the chart. Point to the picture of the book. Think aloud to model how to identify an item a person can experience by using multiple senses.

5. Direct attention to the picture of cookies in the column titled “I smell.” Reinforce that the chart shows that people can smell cookies. Ask this question:

What other senses do you use when you eat cookies?

Language Support

Provide this sentence frame: I can the .

Sample Think Aloud

The book is in the column titled “I see.” I can see a book when I read it. Also, I can touch the pages. Sometimes I can smell a book too.

6. Reinforce the correct responses: see, taste, touch.

7. Introduce the learning task. Direct attention to the picture of the cat in the column titled “I touch.” Instruct students to Think–Pair–Share, and pose this prompt:

Using the chart, identify two senses you can use when you play with a cat.

Language Support

Provide this sentence frame: I can and the cat.

Analyze Student Progress

Monitor: Do students identify two different senses they use when they play with a cat?

Offer Immediate Support: If students need additional support identifying at least two different senses, read aloud each column title and ask students if they would use that sense when playing with a cat (e.g., “‘I see.’ Do you see a cat when you play with it?”).

Plan Future Practice: Students practice identifying how people use their senses in lesson 10.

8. Reinforce the correct responses: touch, smell, hearing, sight.

Differentiation Challenge

To extend student thinking about how people use multiple senses to experience things, invite students to name an object and tell which senses they use to engage with it.

9. Remind students that people can use multiple senses in an experience. Emphasize that the chart helped students learn more about the five senses.

Observe | Examine Color in Children’s Games | 18 minutes

1. Tell students that just as they learned to examine a chart to discover more about the five senses, they will now learn how to examine color in Children’s Games.

2. Display Children’s Games. Explain that one way people examine a painting is by noticing the colors they see. Assess and activate prior knowledge by asking these questions:

What are colors you can name?

Where might you find all the colors?

3. Summarize students’ responses, and emphasize that colors are what people see in a rainbow.

4. Facilitate a brief discussion of this question:

What colors do you see in this painting?

Key Ideas

• brown, tan, gray, yellow, red-orange, light blue

5. Explain that just as writers use words in books, artists use color as one of their tools. Colors help artists tell a story and create a picture.

6. Explain that artists sometimes like to use the same colors throughout their works of art. Reinforce that one color Bruegel the Elder used in Children’s Games is light blue. Point to the light blue elements in the painting. Think aloud to model how to analyze color in the painting.

7. Tell students that when they see a color, they can look for it in other places in the painting. Instruct students to choose one color, other than light blue, to look for as they observe the painting for at least 30 seconds, silently holding their observations and comments.

Sample Think Aloud

When I look at the whole painting, I see light blue repeated in many places. Up in the left corner, the river and the land are light blue. Up in the right corner, I see several children wearing light blue clothes. Down at the bottom, the ground changes to light blue in some places, and more children are wearing blue at the bottom, too. Light blue repeats throughout this painting, causing our eyes to move over the painting to see all the different activities the children are doing.

8. Introduce the learning task. Instruct students to Think–Pair–Share to answer these questions:

What color do you notice?

Where are the different places you see the color in the painting?

Analyze Student Progress

Monitor: Do students describe images in the painting that feature the same color?

Offer Immediate Support: If students need additional support analyzing a color in the painting, identify a color in the painting, and instruct students to describe an image with that color.

Plan Future Practice: Students practice examining a specific aspect of a work of art in module 2.

9. Use responses to emphasize that the artist uses these colors more than once in the picture.

10. Direct students to their journals. Instruct students to use crayons to draw a picture of themselves playing their favorite game. Encourage students to use the same colors in more than one place in the drawing.

LAND 5 minutes

Reflect on Learning

1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “The Nervous System,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video. Ask this question:

What did you learn today?

Teacher Note

As needed, prompt students to reflect on what they learned by asking questions such as these:

• What did you learn about the senses?

• What did you learn about the chart in My Five Senses?

• What did you learn about color in Children’s Games?

• What did you learn to do?

2. Add a few student-generated knowledge statements to the charts.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.B, MM.1.K.C

MM.4.K Individuals, Events, and Ideas: MM.4.K.B

MM.6.K Diction: MM.6.K.A

MM.9.K Media: MM.9.K.B

MM.12.K Complexity, Diversity, and Genre: MM.12.K.B, MM.12.K.B.b, MM.12.K.C.b

BU Build Understanding

BU.2.K Discovery and Evidence

BU.3.K Conversation and Collaboration: BU.3.K.A

BU.4.K Expression

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.C

DM.3.K Schema Building

Lesson 10

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Distill: What is a central idea in this text?

OVERVIEW

Preview

In this Distill lesson, students revisit excerpts from My Five Senses to determine how the boy uses his senses. Identifying how the boy uses his senses prepares students to discuss a central idea in the text. During visual art instruction, students analyze the experiences of the people in Children’s Games. They combine this information with their close observations to deepen their understanding of the painting and discuss how they use their senses to experience the work of art.

A Prologue to lesson 10 is available for students who need additional support.

Learning Goals

Discuss how the boy uses his senses in My Five Senses.

LEARNING TASK: Share one example that demonstrates how the boy uses his senses.

Conclude what Children’s Games communicates about the senses.

LEARNING TASK: Identify two senses used to experience Children’s Games.

Vocabulary

aware (adj.)

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: Prepare for a Discussion

• Respond: Discuss a Central Idea

• Observe: Analyze Experiences in Children’s Games

LAND

Reflect on Learning

Materials

TEACHER

• My Five Senses

• name sticks

• Children’s Games (digital platform)

STUDENTS

• Gallery for “The Nervous System” (Learn book, lesson 8)

Preparation

• Determine how to display the discussion question. See the Read section for details.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display My Five Senses.

2. Display and Echo Read the Content Framing Question: What is a central idea in this text?

3. Explain that during a Distill lesson the class puts together what they learned from different parts of the book. The class uses the evidence they gathered from the book to discuss a central idea. Tell students that in this lesson they will listen to excerpts of My Five Senses to collect evidence to determine a central idea.

LEARN

53 minutes

Read | Prepare for a Discussion | 15 minutes

1. Review the vocabulary term central. Remind students that central means “main or most important.” Remind them that a central idea is an important idea or a lesson that a reader learns.

2. Display and Echo Read today’s discussion question: How does the boy in the book use his senses?

3. Remind students that to prepare for a discussion, speakers think about what they want to say and how they want to say it.

Language Support

Remind students that a discussion is a time for students to talk and share their thinking about a question. Explain that people have discussions to help them better understand a question or topic.

4. Introduce the speaking and listening goal for today’s discussion: Speak loudly enough for others to hear you. Reinforce the speaking and listening goal by modeling how to speak audibly and inaudibly. Tell students that they will plan what they want to say to answer the discussion question.

5. Explain that as you read aloud, students will look at the illustrations and listen for how the boy uses his senses.

6. Display My Five Senses, and read aloud the following excerpts. Pause after reading each excerpt, and instruct students to point to their body part to show the sense that the boy is using.

• page 21, starting with “When I look”

• page 22, starting with “When I laugh”

• page 24, starting with “When I bounce”

7. Remind students of today’s discussion question: How does the boy in the book use his senses? Instruct students to Think–Pair–Share to answer these questions:

What senses did the boy use?

What did the boy experience with his senses?

Key Ideas

• The boy used his senses of sight, smell, hearing, and touch.

• The boy experienced seeing the moon and stars, laughing and playing with his puppy, and bouncing a ball.

8. To help students prepare for the discussion, instruct them to choose one example that shows how the boy uses his senses.

Respond | Discuss a Central Idea | 20 minutes

1. Remind students of the speaking and listening goal for today’s discussion: Speak loudly enough for others to hear you.

2. Instruct students to rehearse their example with a partner and to pay attention to whether they are speaking loudly enough so that others can hear.

Teacher Note

During the discussion, use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward this goal.

3. Instruct students to form a circle.

4. Introduce the learning task. Explain that students will now engage in a discussion to share their example that shows how the boy uses his senses. Instruct students to use a nonverbal signal (e.g., a thumbs-up) when they hear an example like their own. Select name sticks until all students have shared their example. Begin the discussion by asking the discussion question:

How does the boy in the book use his senses?

Teacher Note

As students share their examples, sort the name sticks to keep track of which students need more practice. If time allows at the end of the discussion, invite these students to retry sharing their examples.

Analyze Student Progress

Monitor: Do students share text-based examples that demonstrate understanding of how the boy uses his senses?

Offer Immediate Support: If students need additional support identifying an example that shows how the boy uses his senses, instruct them to examine the illustrations on pages 23 or 25 and describe the boy’s actions.

Plan Future Practice: Students practice describing a character’s experiences using their senses in Last Stop on Market Street in lesson 13.

5. At the end of the discussion, reinforce key ideas.

Key Ideas

• The boy sees the moon and stars.

• The boy sees, hears, smells, and touches while playing with his puppy.

• The boy sees, hears, and touches as he bounces a ball.

6. Tell students that they will now consider a central, or important, idea from the book. Explain that identifying a central idea requires readers to pause and think about how the text relates to the bigger world beyond the book. By looking at the story within the bigger world, readers can think about what they learned from the story to apply to their lives.

7. Display My Five Senses and read aloud pages 26–32, starting with “Sometimes I use.” Think aloud to model how to identify a central idea of the text.

8. Introduce the vocabulary term aware. Say the term aloud, and instruct students to repeat it. Define the term. Point to the illustration on page 32 to help students understand the term’s meaning.

9. Facilitate a brief discussion of this question:

How do you use your senses to be aware?

Differentiation Support

• What senses do you use?

• What do you experience with your senses?

Key Ideas

• listen to my teacher

• taste my lunch

• look at artwork

10. Reinforce that a central idea from this book is that people use all their senses to experience the world and to be aware.

Sample Think Aloud

I notice that I use my senses just like the boy in the book. Sometimes I use one sense or all my senses. I also use my senses to be aware. A central idea I learned from this book is that people use all their senses to experience the world.

Definition aware (adj.): knowing and understanding a lot about what is happening in the world or around you

Observe | Analyze Experiences in Children’s Games | 18 minutes

1. Remind students that they just discussed how the boy in the book uses his senses to experience the world. Tell students that they will now look at the painting Children’s Games again and discuss how the people in the painting use their senses to experience the world.

2. Assess and activate prior knowledge by asking this question:

What senses do you use when you play games with friends?

3. Use responses to emphasize that children may use any of the five senses when they play games.

4. Tell students that they will act out a game from the painting to determine what senses the people are using to play.

5. Zoom in to the top right corner of the painting. Instruct students to look closely at the children in this section for at least 30 seconds, paying special attention to the games the children are playing.

6. Direct attention to the line of children holding on to each other’s clothing. Tell students that the children are playing the game Follow the Leader.

7. Form small groups and instruct groups to act out the scene from the painting.

8. Introduce the learning task. Instruct students to Think–Pair–Share to answer these questions:

What senses did you use to play Follow the Leader?

What did you see, hear, and feel while playing?

Analyze Student Progress

Monitor: Do students identify at least two senses they use to play the game Follow the Leader?

Offer Immediate Support: If students need additional support identifying at least two different senses, instruct them to describe how they used a specific sense when they acted out playing Follow the Leader.

Plan Future Practice: Students practice determining the effect of an art element on an aspect of a work of art in module 2.

9. At the end of the discussion, reinforce key ideas.

Key Ideas

• see friends, a line of people

• hear laughing, yelling

• feel clothes, pulling

10. Emphasize that students experienced the game with multiple senses. They saw, heard, and felt things at the same time. Tell students that the people in the painting would use their senses to experience playing games in the same way.

11. Facilitate a brief discussion of this question:

What senses are the people in the painting using to play games?

12. Reinforce that the people are using multiple senses to play the various games seen in the painting. They are mostly using their senses of sight, hearing, and touch.

LAND

5 minutes

Reflect on Learning

1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “The Nervous System,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video. Ask this question:

What did you learn today?

Teacher Note

As needed, prompt students to reflect on what they learned by asking questions such as these:

• What did you learn about the term aware?

• What did you learn from My Five Senses?

• What did you learn to do?

2. Add a few student-generated knowledge statements to the charts.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.B, MM.1.K.C

MM.2.K Theme and Central Idea: MM.2.K.B

MM.4.K Individuals, Events, and Ideas: MM.4.K.B

Vocabulary:

MM.6.K Diction: MM.6.K.A

MM.9.K Media: MM.9.K.B

MM.12.K Complexity, Diversity, and Genre:

CP Compose and Present Content

CP.3.K Content: CP.3.K.A, CP.3.K.A.b

CP.5.K Language: CP.5.K.A

CP.8.K Presentation: CP.8.K.A

BU Build Understanding

BU.2.K Discovery and Evidence

BU.3.K Conversation and Collaboration: BU.3.K.A

BU.4.K Expression

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.D

DM.2.K Comprehension Monitoring

DM.3.K Schema Building

DM.4.K Reflection and Evaluation

Lesson 11

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Know: How does this text build our knowledge?

OVERVIEW

Preview

In this Know lesson, students watch “The Nervous System” again to deepen their knowledge about the senses. Learning more about the senses prepares students to share their new knowledge. During visual art instruction, students contribute to a class drawing inspired by Children’s Games. They identify differences between the class drawing and the work of art to describe the knowledge they have gained.

Learning Goals

Share knowledge built about the senses.

LEARNING TASK: Form a knowledge statement about the senses.

Describe knowledge gained from Children’s Games.

LEARNING TASK: Identify one difference between a class drawing and Children’s Games.

Vocabulary

none

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: View “The Nervous System”

• Respond: Share Knowledge Connected to a Topic

• Observe: Describe Knowledge Gained from Children’s Games

LAND

Synthesize Learning

Materials

TEACHER

• My Five Senses

• “The Nervous System” (digital platform)

• Children’s Games (digital platform)

STUDENTS

• large index cards

• large sheet of paper

• tape

Preparation

• none Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display My Five Senses.

2. Display and Echo Read the Content Framing Question: How does this text build our knowledge?

3. Explain that during a Know lesson the class reflects on the knowledge they built and makes connections among texts to share what they know now. Tell students that in this lesson they will watch “The Nervous System” again and practice sharing their knowledge about the senses.

LEARN

53 minutes

Read | View “The Nervous System” | 15 minutes

1. Explain that students will view “The Nervous System” again to learn more about the senses. Now that students have read and discussed My Five Senses, they may notice new things in the video.

Language Support

Based on your students’ needs, pause to define nervous system to prevent students from confusing the nervous system with being afraid or worried.

2. Play “The Nervous System.”

3. Instruct students to discuss this question with a partner:

What did you learn from the video?

Differentiation Support

• What body parts do people use to gather information about the world?

• How does the body send information to the brain?

Differentiation Challenge

To encourage students to share knowledge creatively, invite partners to develop a dance or movement routine to show how the nervous system sends information to the brain.

4. Invite a few students to share their responses.

Key Ideas

• People have five senses.

• People use their eyes, ears, nose, tongue, and skin to get information.

• Information travels through nerves to the brain.

Respond | Share Knowledge Connected to a Topic | 18 minutes

1. Explain that students will now think about all they have learned over the past several lessons.

2. Display My Five Senses and ask this question:

What is the main topic of this text?

Differentiation Support

• What is this text mostly about?

3. Reinforce the correct response: The main topic of the text is the five senses. Explain that students will share what they have learned about the five senses. Students can learn from each other and show what they know about the five senses when they share ideas connected to the main topic.

4. Explain that students can use information from “The Nervous System” or My Five Senses to form their knowledge statement.

5. Think aloud to share a knowledge statement that connects to the topic.

Language Support

If students need additional practice identifying on-topic knowledge statements, provide several examples and nonexamples of knowledge statements connected to the topic of the five senses. Instruct students to use a nonverbal signal (e.g., a thumbs-up) when they hear a statement connected to the topic. Emphasize that statements about unrelated topics can cause confusion.

6. Introduce the learning task. Instruct students to Think–Pair–Share to answer this question: What did you learn about the senses?

Differentiation Support

• What are the five senses?

• How do people gather information from the world?

• Why are the senses important?

Teacher Note

Though the learning task focuses on students’ understanding of the content, the task also provides students an opportunity to practice their oral language skills. Students practice speaking loudly enough for others to hear them during the Know lessons in this module.

Sample Think Aloud

I remember the picture of the boy eating ice cream. That picture connects to the five senses because he tasted the ice cream. I learned one of the five senses is taste.

Analyze Student Progress

Monitor: Do students demonstrate understanding of the senses and how people use them?

Offer Immediate Support: If students need additional support forming a knowledge statement about the five senses, name one sense and have students complete a sentence frame to identify the body part that corresponds with that sense.

Plan Future Practice: Students practice forming knowledge statements about using the five senses to experience a city in Last Stop on Market Street in lesson 16.

7. As students share responses, add a few student-generated knowledge statements to the charts.

Key Ideas

• The five senses are see, smell, hear, touch, and taste.

• People gather information with their eyes, nose, ears, skin, and tongue.

• People use their senses to experience the world.

Teacher Note

At this point, it is appropriate for students to share their knowledge in phrases or statements. Students will learn how to generate complete sentences over the next two modules.

Observe | Describe Knowledge Gained from Children’s Games | 20 minutes

1. Tell students that they discussed their new knowledge about My Five Senses, and now they will look at Children’s Games and continue to build knowledge about the work of art.

2. Display Children’s Games and ask this question: What did you learn about how to look at art?

Differentiation Support

• Do you look at art just once or many times?

• Do you look at art quickly or for a longer time?

• Do you look at art with only your sense of sight, or do you use other senses too?

3. Use responses to emphasize that people often look at a work of art many times and for longer periods of time, and they use many different senses to experience it.

4. Explain that observers sometimes draw to experience a work of art too. They may sketch something they see in a painting or create artwork in a similar way.

5. Tell students that they will draw a picture of themselves playing a game to help them build their knowledge about Children’s Games. Distribute index cards, and instruct students to draw their picture using a pencil. Provide time for them to complete their drawings.

6. Invite students to add their drawings to a large sheet of paper to create a class drawing. Encourage students to describe their picture as they add it to the class drawing.

7. Introduce the learning task. Instruct students to silently look closely at the class drawing and Children’s Games for at least 30 seconds. Instruct students to Think–Pair–Share to answer this question:

How is our class drawing different from the painting?

Analyze Student Progress

Monitor: Do students share at least one example of how the class drawing is different from Children’s Games?

Offer Immediate Support: If students need additional support identifying how the class drawing and the painting differ, instruct them to identify the colors in each artwork, and tell them to describe how the colors are different.

Plan Future Practice: Students practice expressing what they learn about a work of art in module 2.

8. Summarize responses to reinforce the knowledge students built about Children’s Games.

Key Ideas

• Pieter Bruegel the Elder painted Children’s Games, and students made a class drawing.

• The painting is colorful oil paints on panel, and the class drawing is gray pencil on paper.

• Some of the games the children are playing are different.

LAND 5 minutes

Synthesize Learning

1. Direct attention to both knowledge charts, and read aloud a few knowledge statements. Ask this question: What did you learn about how the senses work?

2. Facilitate a brief discussion of the following question to help students integrate the knowledge they built during the past several lessons: How does your new knowledge show how people use their senses to experience the world?

3. Use responses to reinforce these Knowledge Threads:

• There are five senses—hearing, sight, smell, taste, and touch.

• People can use their senses to become more aware of their community and surroundings.

4. Tell students that they will continue building their knowledge as they study a new text in the next lesson.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.B, MM.1.K.C

MM.2.K Theme and Central Idea: MM.2.K.B

MM.12.K Complexity, Diversity, and Genre: MM.12.K.B, MM.12.K.B.b, MM.12.K.C, MM.12.K.C.b, MM.12.K.C.c

CP Compose and Present Content

CP.5.K Language: CP.5.K.A

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.A

BU.2.K Discovery and Evidence

BU.3.K Conversation and Collaboration: BU.3.K.A

BU.4.K Expression

DF Develop Foundations

DF.13.K Sentence Construction: DF.13.K.A

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.E

DM.3.K Schema Building

DM.4.K Reflection and Evaluation

Lesson 12

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Wonder: What do I notice about this text?

OVERVIEW Preview

In this Wonder lesson, students listen closely to the first reading of Last Stop on Market Street and notice about the text. Students then revisit selected pages and practice sharing what they notice with a partner. During writing instruction, students identify one sense that CJ uses on the bus ride and draw the body part that corresponds to that sense.

Learning Goals

Notice about the illustrations in Last Stop on Market Street.

LEARNING TASK: Share what you notice about the illustrations on pages 12–13 of Last Stop on Market Street.

For Module Task 1, collect evidence about CJ’s bus ride in Last Stop on Market Street.

LEARNING TASK: For Module Task 1, draw a picture of the body part that corresponds to one sense CJ uses on his bus ride.

Vocabulary sight (n.)

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: Listen Closely to Last Stop on Market Street

• Respond: Wonder About the Text

• Write: Collect Evidence in Last Stop on Market Street

LAND

View “City Life”

Materials

TEACHER

• Last Stop on Market Street

• Knowledge Card: sight

• prompt for Module Task 1

• “City Life” (digital platform)

STUDENTS

• Last Stop on Market Street

• large sticky notes or index cards

Preparation

• Last Stop on Market Street is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.

• Place texts at stations around the classroom. Each text should be open to one of the following pairs of pages: 14–15, 16–17, 18–19, or 20–21.

• Determine how to display the prompt. See the Write section for details. Students continue working with the prompt throughout arc C.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display Last Stop on Market Street.

2. Display and Echo Read the Content Framing Question: What do I notice about this text?

3. Introduce Last Stop on Market Street by reading aloud the title, author, and illustrator. Tell students that in this lesson they will listen to the full story and share what they notice about the book.

LEARN

53 minutes

Read | Listen Closely to Last Stop on Market Street | 20 minutes

1. Assess and activate prior knowledge by asking this question: What does it mean to notice?

2. Remind students that notice means “to become aware of someone or something.” Reinforce that noticing helps readers understand the text.

3. Direct attention to Last Stop on Market Street and instruct students to point to the front and back cover. Think aloud to model how to notice something about the front cover. Instruct students to use a nonverbal signal (e.g., a thumbs-up) if they notice something similar.

4. Invite a few students to share what they notice about the front cover. Ask this question:

Which sense are you using when you notice?

Teacher Note

As students share what they notice, listen for evidence of the knowledge and skills they built in previous lessons. In addition, listen for connections among ideas in the texts as the module progresses. Use the information you gather to prepare for subsequent lessons with this text.

Sample Think Aloud

When I notice, I look closely at all the details. When I look at this page, I notice a boy waiting for the bus.

5. Reinforce the correct response: When readers notice about a text, they often use their sense of sight.

Teacher Note

In module 1 during the first reading of each text, students share what they notice about a book’s text and illustrations. In module 2, students share both what they notice and what they wonder. If a student shares what they wonder during this lesson, acknowledge the response and invite the student to share something from the text that prompted their question.

6. Introduce the vocabulary term sight by displaying the Knowledge Card. Engage students in Vocabulary Exploration.

7. Display and read aloud Last Stop on Market Street. Pause only to clarify details necessary for general understanding.

Language Support

Based on your students’ needs, pause to define select words with a synonym (e.g., arcing, graffiti, witness). Use subsequent readings to reinforce synonyms for the words you selected.

Respond | Wonder About the Text | 15 minutes

1. Tell students that they will return to a section of the text to practice noticing. Instruct students to listen closely to these pages. Display and read aloud pages 10–11, starting with “Boy, what do.”

2. Explain that you will use your sense of sight to notice about the illustrations on the two pages. Think aloud to model how to notice.

3. Ask this question: What do you notice on these pages?

Definition

sight (n.): the sense people experience with their eyes

Sample Think Aloud

When I look at this illustration, I notice that the bus driver is smiling as CJ and Nana get on the bus. I am using my sense of sight to notice a part of this illustration.

4. As students share, instruct the class to use a nonverbal verbal signal (e.g., a thumbs-up) when they hear a response like their own.

Teacher Note

If time allows, write and display responses (e.g., on a chart). Displaying dictation helps students build print awareness and see the connection between oral and written expressions. In future lessons, students draw what they notice and label their drawings.

5. Introduce the learning task. Display and read aloud pages 12–13, starting with “What’s that I.” Instruct students to Think–Pair–Share to answer the following question:

What do you notice about the illustrations on these pages?

Differentiation Support

If students need additional support noticing items in the illustrations, ask these questions:

• What do you see first?

• What else do you see?

Analyze Student Progress

Monitor: Do students share at least one thing they notice about pages 12–13 of Last Stop on Market Street?

Offer Immediate Support: If students need additional support identifying something they notice, encourage them to look for details in the illustration of the bus.

Plan Future Practice: Students practice noticing about Rap a Tap Tap in lesson 17.

Write| Collect Evidence in Last Stop on Market Street | 18 minutes

1. Tell students that they will continue to notice as they draw and write about how CJ uses his senses. Explain that they will use their books to collect evidence, or information, to help them with their writing. Remind them that when they collect evidence from a text to help them with their writing, they are practicing a skill that helps with research. Tell them that research means “getting more information about a topic.”

Language Support

To leverage students’ home languages as resources to support learning, allow students to brainstorm and draft by using all their linguistic knowledge.

2. Explain that students will look for evidence to complete Module Task 1. Display and Echo Read step 1 of the prompt: Draw and write to show how CJ uses one of his senses on the bus ride.

Differentiation Challenge

Some students will be able to produce advanced responses to Module Task 1. For example, they may be able to print more than one letter to label their drawing. See the Assessment Guide for more information, including an example of an advanced response.

3. Display pages 12–13 of Last Stop on Market Street. Explain that students will name the sense that CJ is using and draw a picture of the body part that matches that sense. Think aloud to model how to complete this task.

4. Direct attention to the books displayed around the room.

5. Form small groups, and assign each group to a workstation. Distribute a large sticky note or index card to each student. Assign each group a set of pages to study (14–15, 16–17, 18–19, or 20–21).

6. Tell students to study the illustrations at their assigned workstation to identify the sense CJ uses. Instruct students to share the sense CJ uses with their small group.

Sample Think Aloud I’m going to look for evidence that shows how CJ uses one of his senses on the bus ride. In this illustration, CJ is watching the bus driver. He is using his sense of sight. Because he is using his eyes, I’m going to draw a picture of an eye on my sticky note.

7. Introduce the learning task. Instruct students to draw a picture on their sticky note of the body part that matches the sense CJ uses.

Analyze Student Progress

Monitor: Do students identify one sense that CJ uses on the bus and draw the corresponding body part?

Offer Immediate Support: If students need additional support drawing the body part that matches the sense, direct attention to the illustration on pages 16–17 and prompt them to describe what CJ is looking at.

Plan Future Practice: Students practice gathering evidence from Last Stop on Market Street in lesson 13.

Key Ideas

• drawing of a hand to represent touching the bus window

• drawing of an ear to represent hearing Nana laugh

• drawing of eyes to represent seeing the boys listening to a device

8. Use name sticks to call on students to identify the body parts that CJ uses. Display the corresponding pages as students respond so all students have the chance to see each set of illustrations.

9. Collect student drawings and group similar drawings (e.g., on chart paper).

10. Reinforce how CJ uses his senses (e.g., CJ uses his eyes to see and his ears to hear).

11. Tell students that they will continue to gather evidence to complete Module Task 1. In the next lesson, they will draw what CJ sees, showing how he uses his eyes.

LAND 5 minutes

View “City Life”

1. Tell students that they will view a video to learn more about life and bus transportation in a big city. Play “City Life.”

Teacher Note

Subsequent lessons do not include instructions to play “City Life.” As needed, play the video in subsequent lessons to help students make more connections between the world knowledge in the text and the video.

For students whose home language is Spanish, arrange for them to view the Spanish version of the video.

2. Direct attention to both knowledge charts, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:

What did you learn today?

Teacher Note

As needed, prompt students to reflect on what they learned by asking questions such as these:

• What did you learn from “City Life”?

• What did you learn to do?

3. Add a few student-generated knowledge statements to the charts.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.A, MM.1.K.C

MM.4.K Individuals, Events, and Ideas: MM.4.K.A

MM.6.K Diction: MM.6.K.A

MM.7.K Structure: MM.7.K.B

MM.9.K Media: MM.9.K.A

MM.12.K Complexity, Diversity, and Genre: MM.12.K.A, MM.12.K.A.a, MM.12.K.C.c

CP Compose and Present Content

CP.1.K Genre: CP.1.K.B, CP.1.K.H

CP.2.K Planning: CP.2.K.A, CP.2.K.D

CP.3.K Content: CP.3.K.A, CP.3.K.A.b

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.A

BU.2.K Discovery and Evidence

BU.3.K Conversation and Collaboration: BU.3.K.A

BU.4.K Expression

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.A

DM.3.K Schema Building

Lesson 13

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Organize: What is happening in this text?

OVERVIEW

Preview

In this Organize lesson, students listen closely to a second reading of Last Stop on Market Street and identify the characters. Students begin organizing the elements of the story by adding the characters they identified to their journals. During writing instruction, students collect evidence about CJ’s bus ride in preparation for writing. They draw and label an example of what CJ sees on the bus to prepare for Module Task 1.

A Prologue to lesson 13 is available for students who need additional support.

Learning Goals

Identify the characters in Last Stop on Market Street.

LEARNING TASK: Draw the two main characters from Last Stop on Market Street.

For Module Task 1, collect evidence about CJ’s bus ride in Last Stop on Market Street.

LEARNING TASK: For Module Task 1, draw and label one example of what CJ sees on his bus ride.

Vocabulary

character (n.)

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: Identify Characters

• Respond: Organize Story Elements

• Write: Collect Evidence

LAND

Reflect on Learning

Materials

TEACHER

• Last Stop on Market Street

• character story stone (Learn book)

• class story map

• class Evidence Organizer for Last Stop on Market Street

STUDENTS

• Last Stop on Market Street

• character story stone (Learn book)

• journal

• large sticky notes or index cards

• Gallery for “City Life” (Learn book)

Preparation

• Make one set of story stones per student by cutting out the story element images from the Learn book Story Stones for Beginning, Middle, and End page. Alternatively, cut out the images and paste them onto real stones. Save all story stones for future use.

• Make a class story map. See the Respond section for details.

• Make a class Evidence Organizer for Last Stop on Market Street. See the Write section for details. Save this organizer to use throughout arc C.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH 2 minutes

Read the Content Framing Question

1. Display Last Stop on Market Street.

2. Display and Echo Read the Content Framing Question: What is happening in this text?

3. Tell students that in this lesson they will identify the characters in Last Stop on Market Street to help students understand what is happening in the story.

LEARN

53 minutes

Read | Identify Characters | 15 minutes

1. Echo Read the text title, author, and illustrator. Explain that this text tells a story and that most stories have characters.

2. Introduce the vocabulary term character. Say the term aloud, and instruct students to repeat it. Define the term. Display the story stones character symbol to help students understand the term’s meaning.

Language Support

If students need additional support understanding character in a story, direct attention to a few familiar classroom texts, and work together to identify the character(s) in each text.

3. Distribute the character story stones. Instruct students to raise the character story stone each time the author mentions a character. Read aloud pages 4–7. Each time the story refers to CJ or Nana, hold up the character stone.

(n.): a person or creature in a story

4. Ask this question:

Which characters did you hear about?

5. Reinforce the correct response: CJ and Nana are the characters on those pages. Tell students to listen carefully to the remainder of the story and to raise the character stone when they hear a character mentioned.

Teacher Note

Story stones provide visual and tactile prompts for identifying story elements and retelling stories. In this lesson, students practice using only the character story stone. During module 1, students practice using a story stone for each of the story elements.

6. Continue reading aloud Last Stop on Market Street, monitoring students as they raise the character story stone when they hear about a new character.

7. Ask this question:

What names did you hear most often on these pages?

Differentiation Support

• Who do you see on most of the pages?

8. Reinforce the correct response: Nana and CJ are the main, or most important, characters.

Respond | Organize Story Elements | 18 minutes

1. Display the Characters section of the class story map.

2. Tell students that they will add the most important characters to their journals.

3. Introduce the learning task. Direct students to their journals. Instruct students to draw the two most important characters from Last Stop on Market Street in their journals.

Analyze Student Progress

Monitor: Do students add CJ and Nana to their journals?

Offer Immediate Support: If students need additional support identifying the characters, point to each one individually on pages 6 and 7.

Plan Future Practice: Students practice identifying characters in “Smelly” Kelly and His Super Senses in lesson 25.

4. Invite students to share the names of the main characters. Draw Nana and CJ in the Characters section of the class story map.

Differentiation Challenge

To extend student thinking about main characters, ask this question: Why did we not include the other people from the bus in the character section?

5. Direct attention to the Setting section of the class story map. Explain that the story takes place in a city. Add a drawing of city buildings to the Setting section. Tell students that they will complete story maps similar to this one in future lessons.

Write | Collect Evidence | 20 minutes

1. Tell students that they examined Last Stop on Market Street to identify the characters, and now they will continue to examine the text to identify how one character, CJ, uses his senses.

2. Remind students that in the previous lesson they identified the senses and corresponding body parts that CJ uses on his bus ride. Explain that today they will look for evidence of how CJ uses his sense of sight by drawing pictures of what CJ sees.

3. Display the class Evidence Organizer for Last Stop on Market Street. Explain that students will draw on a sticky note a picture of one thing that CJ sees and then will add their note to the See section of the organizer.

4. Display the illustration on pages 16–17. Model how to gather evidence from the text by drawing a picture of what CJ sees and labeling it. Think aloud to model determining what to include on the sticky note.

Teacher Note

Labeling with letters is important because it gives the reader more information about what the picture shows. Labeling with letters is a skill students will refine over the course of the year as they explore letter and sound relationships. Applying this skill helps solidify foundational reading and writing skills. When modeling how to label, follow the guidance of your foundational skills program.

5. Distribute the text to pairs and a sticky note to each individual student. Instruct students to examine pages 13–22 to determine how CJ uses his sense of sight on his bus ride.

Sample Think Aloud

On this page, I notice CJ is looking at the dog. I am drawing a picture of the dog because that is something CJ sees. I am labeling the dog with the letter d. CJ uses his eyes to see the dog.

Class Evidence Organizer for Last Stop on Market Street

6. Introduce the learning task. Instruct students to draw and label on their sticky note one thing that CJ sees.

Analyze Student Progress

Monitor: Do students draw and label at least one thing CJ sees on the bus ride?

Offer Immediate Support: If students need additional support identifying something CJ sees on the bus ride, direct them to the illustrations on pages 18–19 and instruct them to describe what they see.

Plan Future Practice: Students practice drawing and labeling to identify which body parts correspond to which senses in Rap a Tap Tap in lesson 14.

Key Ideas

• boys listening to music

• spotted dog

• man with cane

7. Instruct students to add their sticky notes to the See section of the class evidence organizer. Invite a few students to share their drawings. Group similar ideas on the class organizer.

8. Tell students that they will continue to gather evidence to complete Module Task 1. In the next lesson, they will draw pictures of what CJ hears to show how CJ uses his ears.

LAND 5 minutes

Reflect on Learning

1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “City Life,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video. Ask this question:

What did you learn today?

Teacher Note

As needed, prompt students to reflect on what they learned by asking questions such as these:

• What did you learn about characters in a story?

• What did you learn from Last Stop on Market Street?

• What did you learn to do?

2. Add a few student-generated knowledge statements to the charts.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.A, MM.1.K.C

MM.4.K Individuals, Events, and Ideas: MM.4.K.A

MM.5.K Vocabulary: MM.5.K.A, MM.5.K.C

MM.6.K Diction: MM.6.K.A

MM.9.K Media: MM.9.K.A

MM.12.K Complexity, Diversity, and Genre: MM.12.K.A, MM.12.K.A.a

CP Compose and Present Content

CP.1.K Genre: CP.1.K.B, CP.1.K.H

CP.2.K Planning: CP.2.K.D

CP.3.K Content: CP.3.K.A, CP.3.K.A.b, CP.3.K.A.d

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.A, BU.1.K.C

BU.2.K Discovery and Evidence

BU.4.K Expression

DF Develop Foundations

DF.3.K Phonics and Spelling: DF.3.K.B, DF.3.K.B.b

DF.6.K Foundational Writing: DF.6.K.B

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.B

DM.2.K Comprehension Monitoring

DM.3.K Schema Building

Lesson 14

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Reveal: What does a deeper look at words and illustrations reveal?

OVERVIEW

Preview

In this Reveal lesson, students examine the words and illustrations in Last Stop on Market Street to build understanding of the characters. Students discover how words and illustrations work together to show how Nana and CJ experience the bus ride. During writing instruction, students orally rehearse a response to the Module Task 1 prompt. Students incorporate ideas from the class evidence organizer into sentence frames to plan their written responses.

A Prologue to lesson 14 is available for students who need additional support.

Learning Goals

Analyze how the words and illustrations in Last Stop on Market Street work together to build understanding of the characters’ experiences.

LEARNING TASK: Describe how the words and illustrations show what CJ imagined on pages 20–21 in Last Stop on Market Street.

For Module Task 1, describe how CJ uses one of his senses on his bus ride in Last Stop on Market Street.

LEARNING TASK: For Module Task 1, draw and label one example of what CJ hears on his bus ride.

Vocabulary

imagine (v.)

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: Examine Words and Illustrations

• Respond: Analyze How Words and Illustrations Work Together

• Write: Draw and Label Evidence

LAND

Reflect on Learning

Materials

TEACHER

• Last Stop on Market Street

• prompt for Module Task 1 (lesson 12)

• class Evidence Organizer for Last Stop on Market Street (lesson 13)

STUDENTS

• Last Stop on Market Street

• large sticky notes or index cards

• Gallery for “City Life” (Learn book, lesson 13)

Preparation

• Optional: Place a sticky note on page 21 of student texts to assist students in finding the page. See the Respond section for details.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display Last Stop on Market Street.

2. Display and Echo Read the Content Framing Question: What does a deeper look at words and illustrations reveal?

3. Remind students that in the previous lesson they identified the two main characters in Last Stop on Market Street. Explain that today they will learn how the words and illustrations in this story work together to tell more about the experiences of the main characters.

LEARN

53 minutes

Read | Examine Words and Illustrations | 17 minutes

1. Assess and activate prior knowledge by asking this question: Who are the main characters in this story?

2. Reinforce the correct response: Nana and CJ are the main characters. Explain that in this text students will discover more about Nana and CJ by listening closely to the words and looking closely at the illustrations.

3. Tell students that first they will only listen to the words of the story. Read aloud the portion of page 18 from “Two older boys” to “down her knitting” without displaying the illustrations. Ask this question:

According to the words, what is happening?

Differentiation Support

• Who is on the bus?

• What does CJ mean when he says, “Sure wish I had one of those”?

Key Ideas

• Two older boys get on the bus.

• CJ wants something the boys have.

• Nana puts down her knitting.

4. Display the illustration on page 18. Instruct students to silently look closely at the illustration for at least 30 seconds. Ask this question:

According to the illustration, what is happening?

Differentiation Support

• How does the illustration help you understand what CJ wants?

Key Ideas

• Two tall boys, a short boy, and a dog are on the bus.

• Two tall boys are listening to a device.

5. Reinforce that the words provide students information, as do the illustrations. Together, words and illustrations tell the story. Think aloud to model how to use the words and illustrations together to understand CJ’s experience.

Sample Think Aloud

First, I am thinking about the words on the page. The words tell me that CJ and Nana are still on the bus. The words also tell me two older boys get on the bus, and they have something that CJ wants. Next, I think about the illustration. I see three boys and a dog in the picture. The two taller boys are listening to a device, like a smartphone. When I put the information from the words and pictures together, I learn that the two boys must be the older boys who got on the bus. I also learn that the thing CJ wants is the device they are listening to. By using the information from the words and the illustrations together, I know what is happening on this page, and I understand CJ’s experience!

6. Tell students that now they will listen to the words and look at the illustrations together to learn more about CJ and Nana. Display and read aloud the portion of pages 18–19 from “Why don’t you” to “closed hers too.”

7. Facilitate a discussion of these questions:

How does the man who is blind enjoy the music?

What does Nana do?

What do CJ and the spotted dog do?

8. Reinforce the correct responses: The man, Nana, CJ, and the spotted dog close their eyes “to feel the magic of the music” (page 19). Emphasize that students used the information from the words and the illustrations together to figure out what is happening on this page.

Language Support

If students need additional support understanding the meaning of “feel the magic of the music,” provide an opportunity to act out this part of the story. Instruct students to close their eyes while you play a recording of guitar music. Encourage students “to feel the magic of the music” as they listen. Invite students to describe what they experienced as they listened to the music by asking this question: How did you “feel the magic of the music”?

9. Facilitate a brief discussion of this question:

Why do you think the man who is blind likes to close his eyes “to feel the magic of the music”?

Key Ideas

• to better enjoy the music

• to focus only on the music

Respond | Analyze How Words and Illustrations Work Together | 18 minutes

1. Distribute the text to pairs. Explain that students will continue to explore how illustrations in a text can help readers understand what the words describe.

2. Direct attention to pages 20–21. Tell students to look closely at the illustration for at least 30 seconds. Ask this question:

How is this illustration different from the rest of the illustrations with CJ and Nana on the bus?

Key Ideas

• CJ’s eyes are closed, not open.

• CJ is alone and floating in the sky, not on the bus.

• The illustration includes butterflies and birds instead of other people.

3. Reinforce that this illustration looks different because something different is happening on this page. Read aloud page 21, starting with “And in the.” Instruct students to turn to their partner and answer this question:

What is happening on pages 20–21?

Differentiation Support

• Did CJ really get off the bus?

• What can happen when you close your eyes?

• What can happen when you listen to music?

4. Invite a few partners to share their responses.

5. Introduce the vocabulary term imagine. Say the term aloud, and instruct students to repeat it. Define the term. Direct attention to pages 20–21. Reinforce that these pages show how the music helps CJ imagine. Ask this question:

What is CJ imagining while he listens to the music?

Key Ideas

• sunset colors and crashing waves

• hawks flying in the sky

• butterflies in the moonlight

6. Introduce the learning task. Instruct students to Think–Pair–Share to answer this question:

How do the words and illustrations show what CJ is imagining?

Differentiation Support

• What do the words describe?

• What do the illustrations show?

Analyze Student Progress

Monitor: Do students use examples from the words and images on pages 20–21 to describe what CJ imagines?

Offer Immediate Support: If students need additional support describing what CJ imagines, direct attention to one of the animals pictured on pages 20–21 and instruct them to describe what they see.

Plan Future Practice: Students practice examining illustrations in “Smelly” Kelly and His Super Senses in lesson 26.

Definition

imagine (v.): to think or create something in your mind

Key Ideas

• The words tell about sunset colors, crashing waves, hawks in the sky, and butterflies in the light of the moon.

• The illustration shows CJ floating in the sky, a full moon, butterflies, and birds.

• The words and illustrations work together to tell about CJ’s experience.

Write

| Draw and Label Evidence | 18 minutes

1. Tell students that they examined the words and illustrations in Last Stop on Market Street to better understand the main characters’ experiences. Now they will continue to examine the text to identify how one character, CJ, uses his senses.

2. Remind students that in the previous lesson they identified what CJ saw while on his bus ride. Explain that today they will look for evidence of how CJ uses his sense of hearing by drawing pictures of what CJ hears.

3. Display the Module Task 1 prompt. Echo Read step 1 of the prompt: Draw and write to show CJ using one of his senses on the bus ride.

4. Display the class Evidence Organizer for Last Stop on Market Street. Read aloud the title. Explain that students will draw on a sticky note a picture of one thing that CJ hears while on the bus. Then they will add their drawing to the Hear section of the class organizer.

5. Direct attention to the illustration on pages 16–17. Model how to gather evidence from the text by drawing on a sticky note a picture of what CJ hears, and then label the picture. Think aloud to narrate the thought process for determining what to include on the sticky note.

Sample Think Aloud

On this page, I notice CJ hears talking. I am drawing a picture of the man who is blind talking to Nana because that is something CJ hears. I am labeling the man and Nana talking with the letter t. CJ uses his ears to hear the talking.

6. Distribute a sticky note to each student. Instruct partners to examine pages 13–22 to determine how CJ uses his sense of hearing on the bus ride.

7. Introduce the learning task. Instruct students to draw and label on their sticky note one thing that CJ hears.

Analyze Student Progress

Monitor: Do students draw and label at least one thing CJ hears on the bus ride?

Offer Immediate Support: If students need additional support identifying something CJ hears on the bus ride, direct them to the illustrations on pages 18–19 and tell them to describe what they see.

Plan Future Practice: Students practice drawing to represent a sensory experience in Rap a Tap Tap in lesson 20.

8. Instruct students to add their sticky notes to the Hear section of the evidence organizer. Invite a few students to share their drawings.

9. Tell students that in the next lesson they will select one piece of evidence from the class evidence organizer to to use in their response to Module Task 1.

LAND

5 minutes

Reflect on Learning

1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “City Life,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video. Ask this question:

What did you learn today?

Teacher Note

As needed, prompt students to reflect on what they learned by asking questions such as these:

• What did you learn about the way CJ uses his senses on the bus ride?

• What did you learn from Last Stop on Market Street?

• What did you learn to do?

2. Add a few student-generated knowledge statements to the charts.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.A, MM.1.K.C

MM.4.K Individuals, Events, and Ideas: MM.4.K.A

MM.5.K Vocabulary: MM.5.K.A, MM.5.K.B, MM.5.K.C

MM.9.K Media: MM.9.K.A

MM.12.K Complexity, Diversity, and Genre: MM.12.K.A, MM.12.K.A.a

CP Compose and Present Content

CP.1.K Genre: CP.1.K.B, CP.1.K.H

CP.2.K Planning: CP.2.K.D

CP.3.K Content: CP.3.K.A, CP.3.K.A.b, CP.3.K.A.d

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.A

BU.2.K Discovery and Evidence

BU.3.K Conversation and Collaboration: BU.3.K.A

BU.4.K Expression

DF Develop Foundations

DF.3.K Phonics and Spelling: DF.3.K.B, DF.3.K.B.b

DF.6.K Foundational Writing: DF.6.K.B

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.C

DM.3.K Schema Building

Lesson 15

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Distill: What is a central idea in this text?

OVERVIEW

Preview

In this Distill lesson, students revisit excerpts from Last Stop on Market Street to determine how CJ and Nana experience the bus ride. Identifying the different ways CJ and Nana feel during their trip prepares students to discuss a central idea in the text. During writing instruction, students orally rehearse a response to the module prompt by using evidence from the class evidence organizer. Students draw and label something CJ sees while on the bus.

A Prologue to lesson 15 is available for students who need additional support.

Learning Goals

Analyze how CJ and Nana experience their trip together in Last Stop on Market Street.

LEARNING TASK: During a class discussion, share one example of how CJ and Nana feel differently during their trip.

For Module Task 1, describe how CJ uses one of his senses on his bus ride in Last Stop on Market Street.

LEARNING TASK: For Module Task 1, draw and label to show how CJ uses one of his senses on his bus ride.

Vocabulary

witness (n.)

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: Prepare for a Discussion

• Respond: Discuss a Central Idea

• Write: Draw and Label to Respond to the Prompt

LAND

Reflect on Learning

Materials

TEACHER

• Last Stop on Market Street

• name sticks

• Knowledge Card: witness

• class Evidence Organizer for Last Stop on Market Street (lesson 13)

• prompt for Module Task 1 (lesson 12)

• Module Task 1 (Learn book)

STUDENTS

• Module Task 1 (Learn book)

• Gallery for “City Life” (Learn book, lesson 13)

Preparation

• Determine how to display the discussion question. See the Read section for details.

• Determine how to display the sentence frame. See the Write section for details.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display Last Stop on Market Street.

2. Display and Echo Read the Content Framing Question: What is a central idea in this text?

3. Remind students that in the previous lesson they looked closely at the words and illustrations in Last Stop on Market Street to better understand how they work together to tell a story. Tell students that they will look closely at the words and illustrations again to think more about how CJ and Nana experience their trip as they discuss a central idea in Last Stop on Market Street.

LEARN

53 minutes

Read | Prepare for a Discussion | 15 minutes

1. Remind students that a central idea is an important idea or lesson that a reader learns. One way to identify the central idea is to think about a lesson a character learns in the story.

2. Display and Echo Read today’s discussion question: How do CJ and Nana each feel during their trip?

Language Support

Some students may need additional support distinguishing between using the sense of touch and emotional feelings. The term feel can have different meanings. It can mean the act of touching something with your fingers. The term feel can also be used to describe someone’s physical, mental, or emotional state. Invite students to name different emotions a person might feel. Reinforce that they should think about emotion words as they remember how CJ and Nana feel about their trip.

3. Remind students that to prepare for a discussion, speakers think about what they want to say and how they want to say it.

4. Introduce the speaking and listening goal for today’s discussion: Speak loudly enough for others to hear you. Reinforce the speaking and listening goal by modeling how to speak audibly and inaudibly. Tell students that now they will plan what they want to say to answer the discussion question.

5. Pair students to prepare for the class discussion. Explain that as you read aloud, students will listen for how CJ and Nana each feel about their trip. Assign one partner to make a face to show how CJ feels and the other partner to make a face to show how Nana feels.

6. Display the illustrations on each page of Last Stop on Market Street as you read aloud the following excerpts. Pause after reading each excerpt for partners to act out CJ and Nana’s feelings.

• pages 14–15, from “How come we” to “sorry for himself”

• pages 18–19, from “CJ watched” to “beginning to sing”

• pages 24–25, starting with “CJ looked around”

7. Remind students of today’s discussion question: How do CJ and Nana each feel during their trip?

Instruct students to Think–Pair–Share to answer these questions with examples from the text:

How does CJ feel during the trip?

How does Nana feel during the trip?

Differentiation Support

If students need help describing evidence from the text, model how to look back at the illustrations to provide evidence.

Language Support

Offer these sentence frames as oral response scaffolds:

• CJ feels because .

• Nana feels because .

Key Ideas

• CJ feels grumpy because he has to go on the trip and his friends do not.

• Nana is excited about the trip to visit her friends.

• CJ feels jealous that he does not have a device.

• Nana is grateful that she can listen to the guitar music.

• CJ feels disgust about the dirty street.

• Nana enjoys the beautiful rainbow.

8. To help students prepare for the discussion, instruct them to choose one example of how Nana and CJ feel differently.

Respond | Discuss a Central Idea | 15 minutes

1. Remind students of the speaking and listening goal for today’s discussion: Speak loudly enough for others to hear you.

2. Instruct students to rehearse their example with their partner and pay attention to whether they are speaking loudly enough for others to hear.

Teacher Note

During the discussion, use the Module 1 Speaking and Listening Goal Tracker to monitor student progress toward this goal.

3. Instruct students to form a circle.

4. Introduce the learning task. Explain that students will now engage in a discussion to share their example about how CJ and Nana feel during their trip together. Instruct students to use a nonverbal signal (e.g., a thumbs-up) when they hear an example like their own. Select name sticks until all students have shared their example. Begin the discussion by asking the discussion question:

How do CJ and Nana each feel during their trip?

Language Support

Offer these sentence frames as oral response scaffolds:

• CJ feels because .

• Nana feels because .

Teacher Note

As students share their examples, sort the name sticks to keep track of which students need more practice. If time allows at the end of the discussion, invite these students to retry sharing their examples.

Analyze Student Progress

Monitor: Do students share text-based examples that demonstrate understanding of how CJ and Nana’s experiences differed during the trip?

Offer Immediate Support: If students need additional support identifying an example of how CJ or Nana feel during their trip, instruct them to examine the illustration on page 18 and describe what the illustration tells readers about CJ’s feelings.

Plan Future Practice: Students practice describing a character’s experiences from “Smelly” Kelly and His Super Senses in lesson 27.

5. At the end of the discussion, reinforce key ideas.

Key Ideas

• CJ feels upset because he does not want to go on the trip, while Nana feels excited because she is seeing her friends.

• CJ sees the broken items on the street, while Nana sees a perfect rainbow in the sky.

6. Tell students that they will now consider a central, or important, idea from the book. Explain that identifying a central idea requires readers to pause and think about how the story relates to the bigger world beyond the book. By looking at the story within the bigger world, they can think about a lesson from the story that they can apply to their lives.

7. Display Last Stop on Market Street and read aloud pages 24–28, starting with “CJ looked around.”Ask this question:

What life lesson can we learn from CJ and Nana?

Differentiation Support

• How does Nana feel about her experiences?

• How do CJ’s feelings change from the beginning of the story?

8. Emphasize that Nana’s good feelings about her experiences help CJ change from feeling grumpy to feeling good. Reinforce that a central idea for this book is that beauty and happiness can be found everywhere if you are willing to look for them.

Differentiation Challenge

To extend student thinking about the central idea of the text, ask these questions: What was the most important stop on the bus ride? Why do you think that?

9. Introduce the vocabulary term witness by displaying the Knowledge Card. Engage students in Vocabulary Exploration.

10. Tell students that by the end of the story CJ became “a better witness for what’s beautiful” (page 25), just like Nana.

Write | Draw and Label to Respond to the Prompt | 23 minutes

Definition

witness (n.): someone who sees something

1. Tell students that they just discussed how CJ used his senses to notice beauty. Explain that now they will draw and label one thing that CJ notices.

2. Display and Echo Read both steps of the Module Task 1 prompt: Draw and write to show CJ using one of his senses on the bus ride. Circle the picture that shows which body part CJ uses in your drawing.

3. Display the class Evidence Organizer for Last Stop on Market Street, and review the information from previous lessons.

4. Display Module Task 1, located in the Learn book. Think aloud to model how to use the evidence organizer to draw and label a response to the prompt.

5. Instruct students to decide what they will draw to show how CJ uses his senses.

6. Display and Echo Read this sentence frame: CJ uses his to .

Sample Think Aloud

I need to show how CJ uses his senses on the bus ride. On the evidence organizer, I see a dog and I remember that CJ sees the spotted dog. First, I will draw CJ. I am adding his eyes because he sees the dog. Next, I will draw the dog. Finally, I will label my drawing.

7. Explain that students will share with a partner what they plan to write about by using the displayed sentence frame. Remind students that they can use the sentence frame to plan for writing by saying their ideas aloud.

8. Tell students that they are ready to draw and write their responses. Emphasize that they have organized their ideas and planned their writing by saying their responses aloud.

9. Introduce the learning task. Direct students to Module Task 1, located in the Learn book. Echo Read both steps of the prompt: Draw and write to show CJ using one of his senses on the bus ride. Circle the picture that shows which body part CJ uses in your drawing. Instruct students to draw and label a response to step 1 of the prompt and to circle the correct body part for step 2 of the prompt. Remind students that they will label what CJ sees or hears on the bus.

Language Support

The Module Task 1 rubric includes dictation as a criterion to align with grade-level expectations, providing an additional path for teachers to capture students’ knowledge of the senses. As students complete the task, instruct them to describe what they drew.

Analyze Student Progress

Monitor: Do students draw and write to show how CJ uses one of his senses on the bus ride?

Offer Immediate Support: If students need additional support drawing and writing to show how CJ uses one of his senses, prompt them to point to the body part he uses and then orally describe how he uses that sense by completing the sentence frame from instruction.

Plan Future Practice: Students practice drawing and writing about the senses in lesson 20.

10. Tell students that they will share what they have drawn and written during the next lesson.

LAND

5 minutes

Reflect on Learning

1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “City Life,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video. Ask this question:

What did you learn today?

Teacher Note

As needed, prompt students to reflect on what they learned by asking questions such as these:

• What did you learn about the different ways CJ and Nana experienced their trip?

• What did you learn from Last Stop on Market Street?

• What did you learn to do?

2. Add a few student-generated knowledge statements to the charts.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.A, MM.1.K.C

MM.2.K Theme and Central Idea: MM.2.K.A

MM.4.K Individuals, Events, and Ideas: MM.4.K.A

MM.6.K Diction: MM.6.K.A

MM.9.K Media: MM.9.K.A

MM.12.K Complexity, Diversity, and Genre: MM.12.K.A, MM.12.K.A.a

CP Compose and Present Content

CP.1.K Genre: CP.1.K.B, CP.1.K.H

CP.2.K Planning: CP.2.K.D

CP.3.K Content: CP.3.K.A, CP.3.K.A.b, CP.3.K.A.d

CP.5.K Language: CP.5.K.A

CP.8.K Presentation: CP.8.K.A

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.A

BU.2.K Discovery and Evidence

BU.3.K Conversation and Collaboration: BU.3.K.A

BU.4.K Expression

DF Develop Foundations

DF.3.K Phonics and Spelling: DF.3.K.B, DF.3.K.B.b

DF.6.K Foundational Writing: DF.6.K.B

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.D

DM.2.K Comprehension Monitoring

DM.3.K Schema Building

DM.4.K Reflection and Evaluation

Lesson 16

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Know: How does this text build our knowledge?

OVERVIEW Preview

In this Know lesson, students listen closely to the Christian Robinson profile to deepen their knowledge about the illustrator. Students will connect new learning to Last Stop on Market Street and to the module topic. During writing instruction, students learn that writers often share their work to learn from each other. Then students present their completed response to Module Task 1.

Learning Goals

Build knowledge about illustrator Christian Robinson by reading the Christian Robinson profile.

LEARNING TASK: Form a knowledge statement about how Christian Robinson and CJ use their senses to experience the city.

Present a response to Module Task 1.

LEARNING TASK: For Module Task 1, share a response about how CJ uses one of his senses on his bus ride.

Vocabulary none

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: Listen Closely to Information About the Illustrator

• Respond: Share Knowledge Connected to a Topic

• Write: Share Writing

LAND

Synthesize Learning

Materials

TEACHER

• Last Stop on Market Street

• five senses icons for knowledge statements (lesson 6)

STUDENTS

• Christian Robinson profile (Learn book)

• Module Task 1 (Learn book, lesson 15)

Preparation

• Prepare materials for the selected activity in the Write section.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display Last Stop on Market Street.

2. Display and Echo Read the Content Framing Question: How does this text build our knowledge?

3. Tell students that in this lesson, they will learn more about the illustrator of Last Stop on Market Street and practice sharing their knowledge.

LEARN

53 minutes

Read | Listen Closely to Information About the Illustrator | 18 minutes

1. Direct attention to Last Stop on Market Street, and ask this question: Did the author or illustrator create the pictures for this book?

2. Reinforce the correct response: The illustrator created the pictures, or illustrations, for this book. Read aloud the illustrator’s name on the front cover, and explain that students will learn more about the illustrator.

3. Direct students to the Christian Robinson profile, located in the Learn book. Invite students to share what they notice.

4. Explain that students will think about what they learned in previous lessons and learn more about Christian Robinson. Read aloud the Christian Robinson profile.

5. Ask this question:

What did you learn about Christian Robinson, the illustrator of this book?

Key Ideas

• He rode the bus with his nana.

• He watched people and daydreamed during his bus ride.

• He lives in San Francisco.

6. Instruct students to Think–Pair–Share to answer this question:

How were Christian Robinson’s experiences similar to CJ’s?

Differentiation Challenge

To encourage student thinking about how Christian Robinson illustrated a book about a character similar to himself, ask these questions:

• Which story character has a similar experience to you?

• How are you similar to the character?

7. Reinforce how both Christian Robinson and CJ rode the bus with their nanas through the city. Explain that students will now share knowledge about how both Christian Robinson and CJ used their senses to experience the city. Emphasize the importance of students sharing their ideas.

Respond | Share Knowledge Connected to a Topic | 15 minutes

1. Tell students that they will engage in an activity to celebrate the new knowledge they have gained. Explain that students can use knowledge they have built from Last Stop on Market Street and the Christian Robinson profile to form their knowledge statement.

2. Direct attention to the five senses icons posted around the room. Explain that you will ask a question about Christian Robinson and CJ. Then students will move to the icon that matches their thinking and discuss their thinking with a partner.

Differentiation Support

To ensure that students correctly identify the meaning of each icon, point to each and instruct them to name the corresponding sense aloud as a group.

3. Ask this question:

What sense do you think Christian Robinson or CJ use to experience the city?

Differentiation Support

• What might they see in a city?

• What might they hear in a city?

Teacher Note

Students may expand their thinking during this discussion by responding with senses beyond what they wrote about for their module task (e.g., what CJ sees and hears). Encourage students to use their knowledge of Last Stop on Market Street, Christian Robinson, and the five senses to answer the question.

4. Invite a few students to share their responses.

5. Introduce the learning task. Tell students that you will ask another question and they will move to another icon that matches their thinking. Then they will turn to a partner and share a knowledge statement to answer the question. Ask this question:

What is another way Christian Robinson or CJ use a sense to experience the city?

Teacher Note

Though the learning task focuses on students’ understanding of the content, the task also provides students an opportunity to practice their oral language skills. Students practice speaking loudly enough for others to hear them during the Know lessons in this module.

Analyze Student Progress

Monitor: Do students demonstrate understanding of ways that CJ and Christian Robinson use their senses in the city?

Offer Immediate Support: If students need additional support forming knowledge statements about using the senses to experience a city, direct attention to the illustration on pages 8–9 and tell students to describe a sense CJ uses in the city.

Plan Future Practice: Students practice forming knowledge statements about the five senses in lesson 21.

6. Invite a few students to share their knowledge statements. Choose one sentence and write it on the Module 1 World Knowledge Chart. If time allows, add additional knowledge statements.

Key Ideas

• They see bus stops, buildings, or interesting people.

• They might hear traffic, coins clinking, or music.

• They can use their senses to see and hear beautiful things.

Write | Share Writing | 20 minutes

1. Explain to students that writers share ideas by speaking, drawing, and writing. Explain that writers share their writing to learn from each other. Tell students that they will now share their response to Module Task 1.

2. Direct students to Module Task 1, located in the Learn book. Echo

Read both steps of the Module Task 1 prompt: Draw and write to show CJ using one of his senses on the bus ride. Circle the picture that shows which body part CJ uses in your drawing.

Teacher Note

If students were unable to complete Module Task 1 in the previous lesson, provide them additional time to complete the task before presenting their work.

3. Choose one of the following activities for students to present their work:

• Instruct students to share completed written work with a partner.

• Display completed written work and facilitate a Gallery Walk.

• Determine a way for students to record themselves reading aloud their completed written work, and then make these recordings available to all students in the class.

• Create copies of completed written work to share with others.

• Invite a few students to display their completed written work in front of the class and read it aloud.

• Create your own activity.

Teacher Note

Presentation activities allow students to celebrate their writing by sharing with and learning from their peers. Some of the options also provide students an opportunity to practice module 1 speaking and listening goals. As needed, use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward these goals.

4. Introduce the learning task. Instruct students to share a response to Module Task 1.

Language Support

Provide this sentence frame: CJ . He uses his

Analyze Student Progress

Following completion of Module Task 1, refer to the Assessment Guide for next steps. Use the information in the guide to provide feedback to students and plan future writing instruction.

LAND 5 minutes

Synthesize Learning

1. Direct attention to both knowledge charts, and read aloud a few knowledge statements. Ask this question:

What did you learn about Christian Robinson?

2. Facilitate a brief discussion of the following question to help students integrate the knowledge they built during the past several lessons:

How does your new knowledge show how people experience the world through their senses?

3. Use responses to reinforce this Knowledge Thread:

• People can use their senses to become more aware of their community and surroundings.

4. Tell students that they will continue building their knowledge as they study a new text in the next lesson.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.A, MM.1.K.B, MM.1.K.C

MM.4.K Individuals, Events, and Ideas: MM.4.K.A

MM.12.K Complexity, Diversity, and Genre: MM.12.K.A, MM.12.K.A.a, MM.12.K.B, MM.12.K.B.b

CP Compose and Present Content

CP.1.K Genre: CP.1.K.B, CP.1.K.H

CP.3.K Content: CP.3.K.A, CP.3.K.A.b

CP.5.K Language: CP.5.K.A

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.A

BU.2.K Discovery and Evidence

BU.3.K Conversation and Collaboration: BU.3.K.A

BU.4.K Expression

DF Develop Foundations

DF.13.K Sentence Construction: DF.13.K.A

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.E

DM.3.K Schema Building

DM.4.K Reflection and Evaluation

Lesson 17

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Wonder: What do I notice about this text?

OVERVIEW

Preview

In this Wonder lesson, students listen closely to the first reading of Rap a Tap Tap and notice about the text and illustrations. Students practice noticing, drawing, and labeling something from selected passages. During writing instruction, students view a video of Bill “Bojangles” Robinson dancing and identify what senses they use to experience the video. Collecting evidence about how they use their senses prepares students to respond to Module Task 2.

Learning Goals

Notice about Rap a Tap Tap.

LEARNING TASK: Draw and label at least one thing you notice about pages 22–25 in Rap a Tap Tap.

For Module Task 2, identify one sense with its corresponding body part that you use to experience the video “Bill Robinson, the Inimitable.”

LEARNING TASK: For Module Task 2, use sentence frames to share one sense with its corresponding body part that you use to experience the video “Bill Robinson, the Inimitable.”

Vocabulary hearing (n.)

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: Listen Closely to Rap a Tap Tap

• Respond: Notice About the Text

• Write: Collect Evidence from “Bill Robinson, the Inimitable”

LAND

View “The Sound of Tap”

Materials

TEACHER

• Rap a Tap Tap

• “Bill Robinson, the Inimitable” (digital platform)

• Knowledge Card: hearing

• prompt for Module Task 2, step 1

• “The Sound of Tap” (digital platform)

STUDENTS

• sticky notes

• Notice Chart for Rap a Tap Tap (Learn book)

Preparation

• Rap a Tap Tap is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.

• Determine how to display the sentence frames. See the Write section for details. Students continue working with the sentence frames in lessons 19–20.

• Determine how to display the prompt. See the Write section for details. Students continue working with the prompt throughout arc D.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display Rap a Tap Tap.

2. Display and Echo Read the Content Framing Question: What do I notice about this text?

3. Introduce Rap a Tap Tap by reading aloud the title and authors. Explain that the authors are also the illustrators for this book. Tell students that they will listen to the entire story and share what they notice about the book.

LEARN

53 minutes

Read | Listen Closely to Rap a Tap Tap | 15 minutes

1. Remind students that noticing about a text helps readers understand the story. Tell students that they can use their senses of sight and hearing to notice about the text.

2. Direct attention to Rap a Tap Tap and instruct students to identify the front and back covers.

3. Read aloud Rap a Tap Tap (except the author’s note). Pause only to clarify details necessary for general understanding.

Language Support

Based on your students’ needs, pause to define select words with a synonym (e.g., fame, folks, greet). Use subsequent readings to reinforce synonyms for the words you selected.

4. Explain that students will notice about a few pages of the text. Instruct students to use a nonverbal signal (e.g., a thumbs-up) when they notice something. Read aloud pages 4–7, starting with “There once was.”

Teacher Note

As students share what they notice, listen for evidence of the knowledge and skills they built in previous lessons. In addition, listen for connections among ideas in the texts as the module progresses. Use the information you gather to prepare for subsequent lessons with this text.

5. Direct attention to the child wearing the dress on page 4. Think aloud to model how to notice about the illustration.

6. Invite a few students to share what they notice about the illustrations on pages 4–7. Instruct students to use a nonverbal signal (e.g., a thumbs-up) when they hear an idea like their own.

Teacher Note

In module 1 during the first reading of each text, students share what they notice about a book’s text and illustrations. In module 2, students share both what they notice and what they wonder. If a student shares what they wonder during this lesson, acknowledge the response and invite the student to share something from the text that prompted their question.

Respond | Notice About the Text | 18 minutes

1. Tell students that they will now revisit sections of the text to notice more about the text. Instruct students to listen closely and to look at the illustrations as you read aloud. Read aloud pages 8–11, starting with “He didn’t just.”

Sample Think Aloud

I look at this illustration and notice a child watching Bojangles dance. I notice the child is facing Bojangles, which helps me as the reader understand the child is watching him dance.

2. Invite a few students to share what they notice in the illustrations on pages 8–11. Instruct students to use a nonverbal signal (e.g., a thumbs-up) when they hear an idea like their own.

Teacher Note

Rap a Tap Tap describes the life and work of Bill “Bojangles” Robinson, a Black tap dancer, performer, and entertainer active from 1883 to 1943. The allusion on page 10 (“He danced past doors; some were open, some closed”) refers to the racial discrimination Robinson experienced throughout his career. To study more historical context for the text and prepare for possible student questions, read the afterword on page 32.

3. Read aloud pages 22–25, starting with “He danced rain.” Distribute a sticky note to each student. Instruct students to draw on their sticky note something they notice from these pages. Instruct students to answer this question with a partner:

What do you notice about these pages?

Teacher Note

If time allows, model how complete a blank Notice Chart for Rap a Tap Tap. Use a response and draw an example of something they notice on pages 22–25.

4. Introduce the learning task. Direct students to the Notice Chart for Rap a Tap Tap, located in the Learn book. Instruct students to draw and label at least one thing they notice about pages 22–25 of the text.

Analyze Student Progress

Monitor: Do students draw and label at least one thing they notice about pages 22–25?

Offer Immediate Support: If students need additional support noticing about pages 22–25 of the text, direct attention to the illustration on page 22 and prompt them to describe what they see before they begin drawing.

Plan Future Practice: Students practice noticing about “Smelly” Kelly and His Super Senses in lesson 24.

5. Invite a few students to share their drawings.

Write | Collect Evidence from “Bill Robinson, the Inimitable” | 20 minutes

1. Explain that students used their sense of sight to notice about the illustrations in Rap a Tap Tap. Tell them that they will now use their sense of sight and sense of hearing to notice about a video.

2. Introduce the vocabulary term hearing by displaying the Knowledge Card. Engage students in Vocabulary Exploration.

3. Remind students that writers often gather evidence, or information, to develop ideas for their writing. Tell students that they will collect evidence of how they use their senses by viewing a video that shows Bojangles dancing.

Definition hearing (n.): the sense people experience with their ears

4. Display and Echo Read step 1 of the Module Task 2 prompt: Draw and write to show yourself using one of your senses when Bojangles dances.

Differentiation Support

Students may use their senses of sight and hearing while viewing the video, but they will select only one sense to write about for Module Task 2. You may modify this activity to accommodate the needs of students who experience visual, hearing, or other sensory challenges.

Differentiation Challenge

Some students will be able to produce advanced responses to Module Task 2. For example, they may be able to add additional details to the drawing to show knowledge of how they used one of their senses. See the Assessment Guide for more information, including an example of an advanced response.

5. Play “Bill Robinson, the Inimitable.” Invite a few students to share what they notice in the video.

Teacher Note

If time allows, explain why carefully selecting video sources is an important part of gathering information online. Tell students to use trusted sources, prioritize accuracy, and be cautious of sharing any personal data.

6. Tell students that when the video plays the second time, they will think about which senses they use to experience the video. Play the video again. Invite a few students to share which senses they used to experience the video.

7. Display and Echo Read these sentence frames:

• I see . I use my .

• I hear . I use my .

8. Introduce the learning task. Instruct students to use the sentence frames as they Think–Pair–Share to answer these questions:

What did you experience?

Which body part did you use during your experience?

Analyze Student Progress

Monitor: Do students identify at least one sense they used to experience the video and identify the corresponding body part?

Offer Immediate Support: If students need additional support identifying how they use a sense to experience the video, play the video again and pause to model how to identify a sense.

Plan Future Practice: Students practice identifying the use of senses in “Smelly” Kelly and His Super Senses in lesson 24.

9. Reinforce the correct responses: Students used their eyes to see Bojangles dance and their ears to hear the tapping sounds. Tell students that they will continue to collect evidence to complete Module Task 2 in the next lesson.

LAND

5 minutes

View “The Sound of Tap”

1. Tell students that they will view a video to learn more about tap dancing and how people hear the sounds tap dancers make. Play “The Sound of Tap.”

Teacher Note

Subsequent lessons do not include instructions to play “The Sound of Tap.” As needed, play the video in subsequent lessons to help students make more connections between the world knowledge in the text and the video. For students whose home language is Spanish, arrange for them to view the Spanish version of the video.

2. Direct attention to both knowledge charts, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:

What did you learn today?

Teacher Note

As needed, prompt students to reflect on what they learned by asking questions such as these:

• What did you learn from “The Sound of Tap”?

• What did you learn to do?

3. Add a few student-generated knowledge statements to the charts.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.A, MM.1.K.C

MM.12.K Complexity, Diversity, and Genre: MM.12.K.B, MM.12.K.B.a, MM.12.K.C.c

CP Compose and Present Content

CP.1.K Genre: CP.1.K.B, CP.1.K.H

CP.2.K Planning: CP.2.K.A

CP.3.K Content: CP.3.K.A, CP.3.K.A.b

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.A, BU.1.K.C

BU.2.K Discovery and Evidence

BU.3.K Conversation and Collaboration: BU.3.K.A

BU.4.K Expression

DF Develop Foundations

DF.3.K Phonics and Spelling: DF.3.K.B, DF.3.K.B.b

DF.6.K Foundational Writing: DF.6.K.B

DF.13.K Sentence Construction: DF.13.K.A

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.A

DM.3.K Schema Building

Lesson 18

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Organize: What is happening in this text?

OVERVIEW

Preview

In this Organize lesson, students listen closely to a second reading of Rap a Tap Tap and identify its setting. Students begin to organize the elements in the story by writing the setting on their story maps. During writing instruction, students continue to collect evidence by drawing one thing they see or hear when Bojangles dances in the video. They add their drawings of their experience to a class evidence organizer to prepare to respond to Module Task 2.

A Prologue to lesson 18 is available for students who need additional support.

Learning Goals

Identify the setting of Rap a Tap Tap.

LEARNING TASK: Draw and label the text’s setting on the Story Map for Rap a Tap Tap.

For Module Task 2, collect evidence about something you see or hear in the video “Bill Robinson, the Inimitable.”

LEARNING TASK: For Module Task 2, draw and write a label for something you see or hear in the video “Bill Robinson, the Inimitable.”

Vocabulary

setting (n.)

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: Identify the Setting

• Respond: Organize Story Elements

• Write: Draw and Label Evidence

LAND

Reflect on Learning

Materials

TEACHER

• Rap a Tap Tap

• character and setting story stones

• class Story Map for Rap a Tap Tap (Learn book)

• prompt for Module Task 2, step 1 (lesson 17)

• class Evidence Organizer for Rap a Tap Tap

• “Bill Robinson, the Inimitable” (digital platform)

STUDENTS

• setting story stone

• Story Map for Rap a Tap Tap (Learn book)

• large sticky notes or index cards

• Gallery for “The Sound of Tap” (Learn book)

Preparation

• Gather a character and setting story stone for each student. See lesson 13 to prepare story stones.

• Prepare a duplicate of the Story Map for Rap a Tap Tap from the Learn book. During instruction, display this class story map and add responses to it. See the Respond section for details.

• Make a class Evidence Organizer for Rap a Tap Tap. See the Write section for details. Save this organizer to use throughout arc D.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display Rap a Tap Tap.

2. Display and Echo Read the Content Framing Question: What is happening in this text?

3. Tell students that in this lesson they will identify the setting in Rap a Tap Tap to help them understand what is happening in the story.

LEARN

53 minutes

Read | Identify the Setting | 18 minutes

1. Direct attention to Rap a Tap Tap.

2. Display the character and setting story stones. Remind students that story stones help them identify the most important parts of the story. Remind students that they used story stones to find the main characters in Last Stop on Market Street, CJ and Nana. Explain that today they will use the story stones to find the main character and main setting of Rap a Tap Tap. Remind students that the main character is the character the story is mostly about, and the main setting is when and where most of the story takes place.

3. Direct attention to the character story stone. Ask this question: What are you looking for when you use this stone?

4. Reinforce the correct response: A character is a person or a creature in a story. Tell students that the main character is Bill “Bojangles” Robinson. Remind students that he was a real person and that they viewed a video of him in the previous lesson.

5. Explain that students will use another story stone to examine the text.

6. Introduce the vocabulary term setting. Say the term aloud, and instruct students to repeat it. Define the term. Display the story stones setting symbol to help students understand the term’s meaning.

7. Remind students that story stones help them identify important parts of the story. Direct attention to the setting story stone, and reinforce that the setting tells when and where a story takes place.

Language Support

To help students understand the difference between when and where, determine a gesture to signify each word. Practice using the gestures while asking time- and location-specific questions.

8. Distribute a setting story stone to each student. Instruct students to raise the setting story stone each time the setting in the story changes.

9. Read aloud pages 4–9, starting with “There once was.” Each time the author introduces a new setting, pause to help students identify the settings and practice using the story stones. Ask these questions:

What is the setting of this part of the story? How do you know?

Differentiation Support

If students seem unsure in their responses, display the setting story stone and think aloud to model how to identify the setting of this part of the story as a city.

Key Ideas

• The setting is a city, because the illustration shows tall buildings.

• The setting is a city, because the illustration shows an elevated train system.

10. Read aloud pages 10–13, starting with “He danced past.” Each time the author introduces a new setting, pause to help students identify the setting and practice using the story stones. Direct attention to the illustrations on pages 12–13. Display the setting story stone and ask these questions:

What is the setting of this part of the story? How do you know?

11. Reinforce the correct responses: The setting is at night, because the illustrations show the moon and stars in the sky. The setting is a city, because the illustrations show a lot of buildings.

Definition setting (n.): when and where a story takes place

Sample Think Aloud

I am looking at the illustrations to identify the setting, or where the story takes place. There is a train on a track above the buildings, like might exist in a big city. The buildings are tall, and the people on the street appear to be shopping at the fruit cart. These details make me think that the setting is a big city.

Respond | Organize Story Elements | 18 minutes

1. Read aloud pages 14–23, starting with “He danced through” to “think of that!” Each time the author introduces a new setting, pause to help students identify the settings and practice using the story stones. Display the setting story stone and ask these questions: What is the setting in this part of the story? How do you know?

2. Reinforce the correct responses: The setting is a city, because the illustrations show a lot of people. The setting is in the daytime, because the illustrations show a sun in the sky. Remind students that understanding when and where a story takes place can help readers understand more about a story.

3. Display the class Story Map for Rap a Tap Tap. Direct attention to the Characters section, and reinforce that the character is Bojangles by reading the label. Direct attention to the Setting section of the story map, and think aloud to model how to choose which details of the setting to draw.

4. Explain that students will add a drawing of the setting to their story maps. Remind students that the setting shows where and when a story takes place. Reinforce that the story takes place in the city, but the time when the story takes place changes. Some illustrations show the city during the daytime, but others show the city during the nighttime.

Differentiation Challenge

To extend student thinking across texts, ask these questions: How are the settings in Rap a Tap Tap and Last Stop on Market Street similar? How are they different?

Sample Think Aloud

When I am thinking about the setting, I want to make sure I add details that show where the story takes place and also the time of day when the story takes place.

5. Introduce the learning task. Direct students to the Setting section of the Story Map for Rap a Tap Tap, located in the Learn book. Instruct students to draw and write a label on the story map identifying the setting from Rap a Tap Tap

Analyze Student Progress

Monitor: Do students draw and label a setting, showing both a city and time of day?

Offer Immediate Support: If students need additional support identifying the setting, display pages 12–13 and direct attention to details in the illustration that show the setting, such as the buildings or the moon.

Plan Future Practice: Students practice identifying the setting in “Smelly” Kelly and His Super Senses in lesson 25.

6. Invite a few students to share the setting that they drew on their story map. Use responses to sketch buildings and either a sun or a moon in the Setting section of the class story map. Add a label to the drawing.

7. Model how to use the story map to retell the story by reading aloud the labels in the Characters and Setting boxes. Direct attention to each story element as you name and describe it. Remind students that knowing the setting of the story can help readers understand what is happening in a text.

Write | Draw and Label Evidence | 17 minutes

1. Remind students that in the previous lesson they shared what they noticed in the video “Bill Robinson, the Inimitable.” Tell students that today they will draw something they experienced through their senses while viewing the video.

2. Remind students that writers often write about their experiences, or what happens in their lives. Explain that students will write about their experience with the video.

3. Display and read aloud step 1 of the Module Task 2 prompt: Draw and write to show how you use one of your senses when Bojangles dances.

4. Display the class Evidence Organizer for Rap a Tap Tap. Tell students that they will watch and listen to the video again. Instruct students to think about what they see and hear as they experience the video. Play the clip.

Differentiation Support

You may modify this activity to accommodate the needs of students who experience visual, hearing, or other sensory challenges.

5. Invite a few students to share what they saw and heard.

6. Explain that students will draw and write to keep track of their ideas and plan their writing. Model how to draw and label a detail on a sticky note or index card, and then place the drawing in the appropriate section of the class evidence organizer. Remind students that many videos include both sound and pictures, so one can see, hear, or see and hear at the same time.

Class Evidence Organizer for Rap a Tap Tap

7. Introduce the learning task. Distribute a large sticky note or index card to each student. Instruct students to choose one thing they see or hear when Bojangles dances in the video and then to draw and label that on a large sticky note or index card.

Analyze Student Progress

Monitor: Do students draw and label one thing they saw or heard in the video?

Offer Immediate Support: If students need additional support identifying what they saw or heard in the video, play a small segment of the clip and instruct students to orally describe the experience before beginning to draw.

Plan Future Practice: Students practice collecting evidence for Module Task 3 in lesson 24.

Key Ideas

• Bojangles tapping rhythms

• Bojangles dancing

• people clapping

8. Invite students to add their drawings to the appropriate column on the class evidence organizer. If time allows, invite a few students to share what they drew and labeled.

LAND

5 minutes

Reflect on Learning

1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “The Sound of Tap,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video. Ask this question:

What did you learn today?

Teacher Note

As needed, prompt students to reflect on what they learned by asking questions such as these:

• What did you learn about the senses?

• What did you learn from Rap a Tap Tap?

• What did you learn to do?

2. Add a few student-generated knowledge statements to the charts.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.A, MM.1.K.C

MM.4.K Individuals, Events, and Ideas: MM.4.K.A

MM.5.K Vocabulary: MM.5.K.A, MM.5.K.C

MM.9.K Media: MM.9.K.A

MM.12.K Complexity, Diversity, and Genre: MM.12.K.B, MM.12.K.B.a, MM.12.K.C.c

CP Compose and Present Content

CP.1.K Genre: CP.1.K.B, CP.1.K.H

CP.2.K Planning: CP.2.K.D

CP.3.K Content: CP.3.K.A, CP.3.K.A.b, CP.3.K.A.e

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.A, BU.1.K.C

BU.2.K Discovery and Evidence

BU.4.K Expression

DF Develop Foundations

DF.3.K Phonics and Spelling: DF.3.K.B, DF.3.K.B.b

DF.6.K Foundational Writing: DF.6.K.B

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.B

DM.2.K Comprehension Monitoring

DM.3.K Schema Building

Lesson 19

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Reveal: What does a deeper look at repeated words reveal?

OVERVIEW

Preview

In this Reveal lesson, students examine how the text’s authors use repeated words and sounds. They explore how the rhythm created by the repeated words mirrors the rhythm of Bojangles’s dancing feet. During writing instruction, students plan their response to the prompt for Module Task 2. They use the class evidence organizer and sentence frames to orally rehearse their response to the prompt.

A Prologue to lesson 19 is available for students who need additional support.

Learning Goals

Connect the illustrations to the repeated language in Rap a Tap Tap.

LEARNING TASK: Share how Bojangles’s dancing feet mirror the repeated words on pages 5, 7, and 9 of Rap a Tap Tap.

For Module Task 2, orally rehearse a response to the prompt.

LEARNING TASK: For Module Task 2, use sentence frames to identify a sense one might use to experience “Bill Robinson, the Inimitable.”

Vocabulary

repeat (v.) rhythm (n.)

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: Examine Repeated Words

• Respond: Examine Repeated Movements

• Write: Rehearse a Response to the Prompt

LAND

Reflect on Learning

Materials

TEACHER

• Rap a Tap Tap

• Knowledge Card: rhythm

• “Bill Robinson, the Inimitable” (digital platform)

• prompt for Module Task 2 (lesson 17)

• class Evidence Organizer for Rap a Tap Tap (lesson 18)

STUDENTS

• Rap a Tap Tap

• Gallery for “The Sound of Tap” (Learn book, lesson 18)

Preparation

• Establish a simple clapping or tapping pattern to teach students the rap-a-tap-tap pattern located on odd-numbered pages in the text.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display Rap a Tap Tap.

2. Display and Echo Read the Content Framing Question: What does a deeper look at repeated words reveal?

3. Remind students that in a previous lesson they identified the setting in Rap a Tap Tap to help them understand what is happening in the story. Tell students that in this lesson they will focus on the authors’ use of repeated words in the text.

LEARN

53 minutes

Read | Examine Repeated Words | 19 minutes

1. Reorient students to the text by asking these questions:

Who is the main character in this story?

What is the setting?

2. Reinforce the correct responses: The main character is Bojangles, and the setting is a city during the daytime and nighttime.

3. Explain that students will explore the repeated words in the text to understand the way Bojangles dances. Introduce the vocabulary term repeat. Say the term aloud, and instruct students to repeat it. Define the term.

Definition repeat (v.): to make or do something again

4. Invite students to think about a time they repeated an action. Instruct students to answer this prompt with a partner:

Describe a time when you repeated an action.

Teacher Note

Discussing responses with a partner provides students an opportunity to practice speaking loudly enough for others to hear them. As needed, remind students of this goal, and encourage them to practice as they respond to the prompt. Use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward the goal.

5. Explain that you will read aloud a few pages from the text, and students will notice repeated words. Instruct students to use a nonverbal signal (e.g., pointing to their ears) when they notice a word that repeats. Display and read aloud pages 4–9, starting with “There once was.”

6. Invite a few students to share the repeated words they noticed. Reinforce the correct response: “rap a tap tap.” Introduce a clapping or tapping rhythm to correspond to the natural rhythm of the words “rap a tap tap.” Instruct students to say the words as they perform the rhythm.

7. Introduce the vocabulary term rhythm by displaying the Knowledge Card. Engage students in Vocabulary Exploration.

8. Tell students that you will read aloud a few more pages from the text, and instruct them to perform the rhythm whenever you read “rap a tap tap.” Read aloud pages 10–13, starting with “He danced past.” Then read aloud pages 22–25, starting with “He danced rain.”

Teacher Note

In addition to practicing the rhythmic pattern of the words, students may also practice phonemic awareness by noticing the repeated sounds in the words.

Definition rhythm (n.): a regular, repeated pattern of sounds or movements

9. Tell students that they will now view the video “Bill Robinson, the Inimitable” to notice the repeated sounds or movements—the rhythm—in the dance. Tell students that after they view the video, a few students will clap one of the rhythms from the dance. Play the video.

10. Ask these questions:

What sounds do you hear in the video?

Do you hear any repeated rhythms?

What do the rhythms in the video remind you of in the book?

Key Ideas

• tapping

• the phrase rap a tap tap

11. Invite a few students to clap a rhythm from the video.

Respond | Examine Repeated Movements | 15 minutes

1. Distribute the text to pairs. Direct attention to the words on page 5, and instruct students to point to each word as you Echo Read “Rap a tap tap—think of that!”

Differentiation Challenge

To encourage students to creatively think about how the repeated words add a rhythm to the story, invite them to develop a unique tapping rhythm with their feet along to the words “Rap a tap tap—think of that!”

2. Direct attention to Bojangles’s feet in the illustrations on pages 5, 7, and 9. Ask this question:

What is Bojangles doing in these illustrations?

Differentiation Support

• What does the illustrator want us to know about Bojangles?

• How does the illustrator show what Bojangles is doing?

3. Reinforce the correct response: He is dancing by moving his feet.

4. Introduce the learning task. Instruct students to look at the odd pages in the text and Think–Pair–Share to answer this question:

How do Rap a Tap Tap’s illustrations connect to its repeated language?

Analyze Student Progress

Monitor: Do students connect the repeated movement of Bojangles’s feet in the illustrations with the repetition of the words?

Offer Immediate Support: If students need additional support connecting the repetition of words to Bojangles’s tap dancing, play a section of the video and then repeat “rap a tap tap” several times immediately after.

Plan Future Practice: Students practice looking at repeated words in Fry Bread in lesson 31.

5. Reinforce key ideas.

Key Ideas

• Bojangles’s feet are in motion on most pages.

• He danced all the time.

• Sometimes his feet move close together, and sometimes his feet are high up in the air.

Teacher Note

If time allows, direct attention to the cat wagging its tail on page 21. Invite students to share why they think the illustrator included the wagging tail in the illustration.

Write | Rehearse a Response to the Prompt | 19 minutes

1. Remind students that they viewed a video of Bojangles dancing to experience the tap-dancing rhythm repeated throughout Rap a Tap Tap. Now, they will share what they experience with their senses when they watch Bojangles dance.

2. Display the Module Task 2 prompt, and Echo Read step 1: Draw and write to show yourself using one of your senses when Bojangles dances.

3. Display the class Evidence Organizer for Rap a Tap Tap, and remind students that they drew and labeled evidence of what they saw or heard when Bojangles dances in the video.

4. Tell students that they will refer to the class evidence organizer to plan their writing by sharing aloud their ideas.

5. Explain that writers sometimes use sentence frames to help them plan their writing. Display and Echo Read these sentence frames:

• I see . I use my .

• I hear . I use my .

6. Think aloud to model how to use the sentence frames and class evidence organizer to respond to the prompt.

7. Introduce the learning task. Instruct students to Think–Pair–Share to respond to step 1 of the Module Task 2 prompt. Tell students to use the sentence frames when they share their responses.

Language Support

To help students complete this learning task, simultaneously display the class evidence organizer, step 1 of the Module Task 2 prompt, and the sentence frames.

Analyze Student Progress

Monitor: Do students describe what they can see or hear when Bojangles dances in the video, as well as name which body part they use for that sense?

Offer Immediate Support: If students need additional support describing what they can see or hear, highlight one piece of evidence from the class evidence organizer and instruct students to orally complete the appropriate sentence frame by using the highlighted evidence.

Plan Future Practice: Students practice orally rehearsing to prepare to write Module Task 3 in lesson 26.

8. Tell students that in the next lesson they will draw and write about what they orally rehearsed today.

Sample Think Aloud When I look at the evidence organizer, I see a sketch of tapping feet. I could use the sentence frames to say, “I hear Bojangles’s tapping feet. I use my ears.”

LAND

5 minutes

Reflect on Learning

1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “The Sound of Tap,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video. Ask this question:

What did you learn today?

Teacher Note

As needed, prompt students to reflect on what they learned by asking questions such as these:

• What did you learn about rhythm?

• What did you learn from Rap a Tap Tap?

• What did you learn to do?

2. Add a few student-generated knowledge statements to the charts.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.A, MM.1.K.C

MM.4.K Individuals, Events, and Ideas: MM.4.K.A

MM.5.K Vocabulary: MM.5.K.A, MM.5.K.B, MM.5.K.B.c, MM.5.K.C

MM.6.K Diction

MM.9.K Media: MM.9.K.A

MM.12.K Complexity, Diversity, and Genre: MM.12.K.B, MM.12.K.B.a, MM.12.K.C.c

CP Compose and Present Content

CP.1.K Genre: CP.1.K.B, CP.1.K.H

CP.2.K Planning: CP.2.K.D

CP.3.K Content: CP.3.K.A, CP.3.K.A.b, CP.3.K.A.e

CP.5.K Language: CP.5.K.A

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.A

BU.2.K Discovery and Evidence

BU.3.K Conversation and Collaboration: BU.3.K.A

BU.4.K Expression

DF Develop Foundations

DF.13.K Sentence Construction: DF.13.K.A

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.C

DM.3.K Schema Building

Lesson 20

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Distill: What is a central idea in this text?

OVERVIEW Preview

In this Distill lesson, students revisit excerpts from Rap a Tap Tap and consider what other people in the story experience when Bojangles dances. Identifying evidence of how Bojangles inspires joy through his dancing prepares students to discuss a central idea in the text. During writing instruction, students review the evidence the class collected about the senses one could use while experiencing Bojangles’s dancing. This prepares students to complete Module Task 2.

A Prologue to lesson 20 is available for students who need additional support.

Learning Goals

Determine how Bojangles’s dancing makes others feel in Rap a Tap Tap.

LEARNING TASK: Share one example from the story of how Bojangles’s dancing brings joy to others.

For Module Task 2, describe how you use your senses to experience Bojangles’s dancing.

LEARNING TASK: For Module Task 2, draw and write to show what you see or hear when Bojangles dances.

Vocabulary

joy (n.)

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: Prepare for a Discussion

• Respond: Discuss a Central Idea

• Write: Respond to the Prompt

LAND

Reflect on Learning

Materials

TEACHER

• Rap a Tap Tap

• name sticks

• class Evidence Organizer for Rap a Tap Tap (lesson 18)

• prompt for Module Task 2 (lesson 17)

• class Module Task 2 (Learn book)

STUDENTS

• Module Task 2 (Learn book)

• Gallery for “The Sound of Tap” (Learn book, lesson 18)

Preparation

• Determine how to display the discussion question. See the Read section for details.

• Prepare a duplicate of Module Task 2 from the Learn book. During instruction, display this class task to use for modeling. See the Write section for details.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display Rap a Tap Tap.

2. Display and Echo Read the Content Framing Question: What is a central idea in this text?

3. Remind students that in the previous lesson they looked closely at the way the authors repeated certain words to help readers experience a rhythm similar to the rhythm of Bojangles’s dancing. Tell students that today they will think about how people feel about Bojangles’s dancing as they discuss the central idea in Rap a Tap Tap.

LEARN

53 minutes

Read | Prepare for a Discussion | 19 minutes

1. Remind students that a central idea is an important message or a lesson the reader learns.

2. Explain that students will discuss a specific question about how Bojangles brings joy to the people in the story, and they will build from this discussion to determine a central idea of the story. Display and Echo Read today’s discussion question: How does Bojangles bring joy to the people in the story?

3. Introduce the vocabulary term joy. Say the term aloud, and instruct students to repeat it. Define the term.

4. Invite students to model how people act when they experience joy. Invite a few students to share what brings Nana and CJ joy on the bus ride in Last Stop on Market Street.

5. Remind students that to prepare for a discussion, speakers think about what they want to say and how they want to say it. Introduce the speaking and listening goal for today’s discussion: Share an idea connected to the topic. Tell students that an idea connected to a topic is an idea that responds to the question.

Definition joy (n.): a feeling of great happiness

6. Tell students that they will now listen and look for how Bojangles brings joy to the people in the story.

7. Display Rap a Tap Tap and read aloud pages 10–11, starting with “He danced past doors.” Direct attention to the illustration on page 10, and think aloud to model how to plan a response to the discussion question. Model meeting the speaking and listening goal by keeping the response connected to the topic.

8. Display and read aloud the following excerpts. Pause after reading each excerpt, and instruct students to silently think about a response to this question:

What do you notice about the people in these illustrations?

• pages 12–13, starting with “He danced past folks”

• pages 14–15, starting with “He danced through a”

Differentiation Support

If students need support identifying what is happening, ask these questions:

• What is Bojangles doing in the illustration?

• What are the people doing in the illustration?

9. Instruct students to share with a partner their responses to the question.

10. Invite a few students to share their responses.

Key Ideas

• Adults and children are waving and clapping.

• Everyone is smiling while they watch Bojangles dance.

11. Remind students of today’s discussion question: How does Bojangles bring joy to the people in the story? To help students prepare for the discussion, instruct them to choose one example that shows how Bojangles brings joy.

Sample Think Aloud

I am looking for ideas about how Bojangles’s dancing brings joy to the people in the story. When I look closely at the illustration, I see that people use their ears and eyes to enjoy Bojangles’s dance. I know they must feel joy while watching him dance because they are waving and smiling.

Respond | Discuss a Central Idea | 15 minutes

1. Remind students of the speaking and listening goal for today’s discussion: Share an idea connected to the topic. Reinforce that the topic is how Bojangles brings joy to the people in the story. Think aloud to model identifying how to choose an idea connected to the topic.

2. Instruct students to orally rehearse their example with a partner. Remind students to share an idea that connects to the topic.

Teacher Note

During the discussion, use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward this goal.

3. Instruct students to form a circle.

4. Introduce the learning task. Explain that students will now engage in a discussion to share their example of how Bojangles brings joy to the people in the story. Instruct students to use a nonverbal signal (e.g., a thumbs-up) when they hear an example like their own. Select name sticks until all students have shared their examples. Begin the discussion by asking the discussion question:

How does Bojangles bring joy to the people in the story?

Analyze Student Progress

Monitor: Do students share text-based examples that demonstrate how Bojangles’s dancing brings others joy?

Offer Immediate Support: If students need additional support describing examples of how Bojangles’s dancing makes others feel, instruct students to describe the people’s faces in the illustration on page 14.

Plan Future Practice: Students practice discussing how a character uses their extraordinary gifts to help others in “Smelly” Kelly and His Super Senses in lesson 27.

Sample Think Aloud

During the discussion, I will share the ways Bojangles brings joy to the people in this story. I can describe how Bojangles smiles and tips his hat to people while he dances to make them smile. Talking about Bojangles’s dancing connects to the discussion topic. However, I will not talk about my dancing at home, because that does not connect to the topic of how Bojangles brings joy to the people in the story.

5. At the end of the discussion, reinforce key ideas.

Key Ideas

• Bojangles makes people smile.

• His dancing makes people clap their hands.

• Bojangles’s dancing makes people want to dance with him.

6. Tell students that now they will consider a central, or important, idea from the book. Remind students that to identify a central idea, they must think about how Bojangles’s story relates to the bigger world beyond the book. By looking at the story within the bigger world, they can think about a lesson from the story that they can apply to their lives.

7. Ask this question:

What lesson can you learn from Bojangles?

Language Support

Provide this sentence frame: I think

8. Use responses to reinforce a central idea from the text.

Key Ideas

• I think we can try to bring people joy.

• I think I can find ways to help sad people feel better.

• I think I can make the world better or happier by doing things to make people smile.

9. Instruct students to reflect on how well they met the speaking and listening goal: Share an idea connected to the topic. Tell students that they will continue working on this goal in future lessons.

Write | Respond to the Prompt | 19 minutes

1. Remind students that they discussed how Bojangles’s tap dancing brings others joy in the story. Remind students that they also identified which of their senses they use to experience Bojangles’s dancing.

2. Explain that today students will draw and write about their experience watching Bojangles dance.

3. Display the class Evidence Organizer for Rap a Tap Tap. Remind students that the evidence comes from what students saw or heard while experiencing the video.

4. Display and Echo Read steps 1 and 2 of the Module Task 2 prompt: Draw and write to show yourself using one of your senses when Bojangles dances. Circle the picture that shows which body part you use in your drawing.

5. Remind students that they used sentence frames in the previous lesson to plan their responses to the prompt. Display and Echo Read the sentence frames:

• I see . I use my .

• I hear . I use my .

6. Instruct students to share with a partner their responses to the prompt by using the sentence frames. Tell students to use the evidence organizer to help them complete the sentence frames.

7. Emphasize that students organized their ideas and planned their writing by speaking aloud their responses. Now they are ready to draw and write a label.

8. Display the class Module Task 2. Echo Read the prompt: Draw and write to show yourself using one of your senses when Bojangles dances. Circle the picture that shows which body part you use in your drawing.

9. Think aloud to explain how to use the sentence frames and evidence organizer to draw and write a label to respond to the prompt.

Sample Think Aloud

I will draw a picture of myself watching Bojangles dance. I will add a sketch of Bojangles’s feet moving. Next, I will add a label. Now, I will circle the body part I would use to watch him dance: I would use my eyes to watch Bojangles dance.

10. Introduce the learning task. Direct students to Module Task 2, located in the Learn book. Instruct students to draw and write to respond to step 1 of the prompt and to circle the corresponding body part for step 2 of the prompt. Tell students that they may use words or letters to label their drawings.

Language Support

Invite students to orally describe their drawings. Encourage them to use the sentence frames, as needed. Then tell them to add details to their drawing based on what they described.

Teacher Note

The Module Task 2 rubric includes dictation as a criterion to align with grade-level expectations, providing an additional path for teachers to capture students’ knowledge of the senses. As students complete the task, instruct them to describe what they drew.

Analyze Student Progress

Monitor: Do students draw and write to show how they experience Bojangles’s dancing with their senses?

Offer Immediate Support: If students need additional support drawing and writing about how they use their senses to experience Bojangles’s dancing, instruct them to point to the body part they use and then to orally describe how they use that sense by completing the matching sentence frame from instruction.

Plan Future Practice: Students practice drawing and writing about the senses in lesson 27.

11. Tell students that they will share their writing in the next lesson.

LAND

5 minutes

Reflect on Learning

1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “The Sound of Tap,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video. Ask this question:

What did you learn today?

Teacher Note

As needed, prompt students to reflect on what they learned by asking questions such as these:

• What did you learn about the term joy?

• What did you learn from Rap a Tap Tap?

• What did you learn to do?

2. Add a few student-generated knowledge statements to the charts.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.A, MM.1.K.C

MM.2.K Theme and Central Idea: MM.2.K.A

MM.5.K Vocabulary: MM.5.K.A, MM.5.K.C

MM.9.K Media: MM.9.K.A

MM.12.K Complexity, Diversity, and Genre: MM.12.K.B, MM.12.K.B.a

CP Compose and Present Content

CP.1.K Genre: CP.1.K.B, CP.1.K.H

CP.2.K Planning: CP.2.K.D

CP.3.K Content: CP.3.K.A, CP.3.K.A.b, CP.3.K.A.e

CP.5.K Language: CP.5.K.A

CP.8.K Presentation: CP.8.K.A

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.A, BU.1.K.C

BU.2.K Discovery and Evidence

BU.3.K Conversation and Collaboration: BU.3.K.A

BU.4.K Expression

DF Develop Foundations

DF.3.K Phonics and Spelling: DF.3.K.B, DF.3.K.B.b

DF.6.K Foundational Writing: DF.6.K.B

DF.13.K Sentence Construction: DF.13.K.A

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.D

DM.2.K Comprehension Monitoring

DM.3.K Schema Building

DM.4.K Reflection and Evaluation

Lesson 21

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Know: How does this text build our knowledge?

OVERVIEW Preview

In this Know lesson, students watch “The Sound of Tap” again to deepen their knowledge about how people hear and how some sounds can bring joy to listeners. Learning about the mechanics of tap shoes and the way sounds transmit to the brain provides a platform for students to orally express their new knowledge about the senses. During writing instruction, students learn that writers often share their work to learn from each other. Then students present their completed response to Module Task 2.

Learning Goals

Build knowledge about sound by viewing “The Sound of Tap.”

LEARNING TASK: Form a knowledge statement about sound.

Present a response to Module Task 2.

LEARNING TASK: For Module Task 2, share a response about how you use your senses to experience Bojangles’s dancing.

Vocabulary

none

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: View “The Sound of Tap”

• Respond: Share Knowledge Connected to a Topic

• Write: Share Writing

LAND

Synthesize Learning

Materials

TEACHER

• Rap a Tap Tap

• “The Sound of Tap” (digital platform)

STUDENTS

• Module Task 2 (Learn book, lesson 20)

Preparation

• Prepare materials for the selected activity in the Write section.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display Rap a Tap Tap.

2. Display and Echo Read the Content Framing Question: How does this text build our knowledge?

3. Tell students that they will watch “The Sound of Tap” again and practice sharing their knowledge.

LEARN

53 minutes

Read | View “The Sound of Tap” | 16 minutes

1. Direct attention to Rap a Tap Tap, and ask this question: What senses do the people in the story use to enjoy Bojangles’s dancing?

Key Ideas

• The people use their sense of sight to see Bojangles dance.

• The people use their sense of hearing to hear Bojangles dance.

2. Reinforce that the rhythm or sounds that Bojangles makes with his feet bring joy to the people in the story.

3. Explain that students will view “The Sound of Tap” again to learn more about tap dancing and the way one’s ears can detect sounds.

4. Play “The Sound of Tap.”

5. Remind students that in the previous lesson they practiced sharing an idea connected to the topic. Explain that they will now share new knowledge from the video. Think aloud to model how to share a knowledge statement connected to the topic.

Sample Think Aloud

By watching the video, I learned that sounds bounce against a small part of the ear that is like a drum, and that part sends messages to the brain.

6. Instruct students to Think–Pair–Share to answer this question:

What did you learn from the video?

Differentiation Support

• How do tap shoes make sound?

• How do people hear sounds?

• How do tap shoes make different rhythms?

7. Reinforce any responses that provide an on-topic statement from the video (e.g., tap shoes have small pieces of plastic or metal on the bottom).

8. Tell students that next they will focus on sharing what they learned about hearing and making sounds.

Respond | Share Knowledge Connected to a Topic | 17 minutes

1. Tell students that they will now share their ideas connected to the topic of hearing and making sound.

2. Introduce the learning task. Instruct students to Think–Pair–Share to answer this question:

What did you learn from the video about hearing and making sounds?

Differentiation Support

• How do the ears work?

Teacher Note

Though the learning task focuses on students’ understanding of the content, the task also provides students an opportunity to practice their oral language skills. Students practice speaking loudly enough for others to hear them and sharing an idea connected to the topic during the Know lessons in this module.

Analyze Student Progress

Monitor: Do students demonstrate understanding of hearing and making sounds?

Offer Immediate Support: If students need additional support forming knowledge statements, instruct them to listen for details as you replay the section of the video that explains how people hear.

Plan Future Practice: Students practice forming knowledge statements in lesson 28.

3. Reinforce key ideas.

Key Ideas

• Sound causes the eardrum to move back and forth.

• Dancers make loud or soft tapping sounds by controlling how hard they step.

• The ears send messages to the brain to help people hear.

4. Emphasize responses that provide an on-topic statement from the video. Choose one statement and add it to the Module 1 World Knowledge Chart. If time allows, add additional knowledge statements.

Teacher Note

If time allows, read aloud the text’s afterword to share more information about the time in which Bojangles lived.

Write | Share Writing | 20 minutes

1. Tell students that they have shared new knowledge about hearing and making sound, and now they will share their response to Module Task 2. Tell students that writers share their writing in order to share their knowledge and learn from each other.

2. Direct students to Module Task 2, located in the Learn book. Echo Read both steps of the prompt: Draw and write to show yourself using one of your senses when Bojangles dances. Circle the picture that shows which body part you use in your drawing.

Teacher Note

If students were unable to complete Module Task 2 in the previous lesson, provide them additional time to complete the task before presenting their work.

3. Choose one of the following activities for students to present their work:

• Instruct students to share completed written work with a partner.

• Display completed written work and facilitate a Gallery Walk.

• Determine a way for students to record themselves reading aloud their completed written work, and then make these recordings available to all students in the class.

• Create copies of completed written work to share with others.

• Invite a few students to display their completed written work in front of the class and read it aloud.

• Create your own activity.

Teacher Note

Presentation activities allow students to celebrate their writing by sharing with and learning from their peers. Some of the options also provide students an opportunity to practice module 1 speaking and listening goals. As needed, use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward these goals.

4. Introduce the learning task. Instruct students to share a response to Module Task 2.

Language Support

Provide these sentence frames:

• I see . I use my .

• I hear . I use my .

Analyze Student Progress

Following completion of Module Task 2, refer to the Assessment Guide for next steps. Use the information in the guide to provide feedback to students and plan for future writing instruction.

LAND

5 minutes

Synthesize Learning

1. Direct attention to both knowledge charts, and read aloud a few knowledge statements. Ask this question:

What did you learn about hearing and making sound?

2. Facilitate a brief discussion of the following question to help students integrate the knowledge they built during the past several lessons:

How does your new knowledge show how people use their senses to experience the world?

3. Use responses to reinforce this Knowledge Thread:

• People experience joy through their senses.

4. Tell students that they will continue building their knowledge as they study a new text in the next lesson.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.A, MM.1.K.C

MM.6.K Diction: MM.6.K.A

MM.12.K Complexity, Diversity, and Genre: MM.12.K.B, MM.12.K.B.a, MM.12.K.C, MM.12.K.C.c

CP Compose and Present Content

CP.1.K Genre: CP.1.K.B, CP.1.K.H

CP.3.K Content: CP.3.K.A, CP.3.K.A.b

CP.5.K Language: CP.5.K.A

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.A

BU.2.K Discovery and Evidence

BU.3.K Conversation and Collaboration: BU.3.K.A

BU.4.K Expression

DF Develop Foundations

DF.13.K Sentence Construction: DF.13.K.A

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.E

DM.3.K Schema Building

DM.4.K Reflection and Evaluation

Lesson 22

Essential Question | How do people use their senses to experience the world?

OVERVIEW

Preview

In this lesson, students complete Listening Comprehension Assessment 1. They listen to a new text read aloud and complete tasks based on the text. This assessment builds on knowledge and skills students developed in the first half of the module. After completing the assessment, students practice reading Geodes or explore a volume of reading text.

Learning Goal

Demonstrate knowledge of the five senses and apply listening comprehension skills to a new text related to the five senses.

LEARNING TASK: Complete Listening Comprehension Assessment 1.

Vocabulary

none

Agenda

LAUNCH

Read the Essential Question

LEARN

• Respond: Complete an Assessment

• Read: Read More About the Five Senses

LAND

Revisit the Essential Question

Materials

TEACHER

• text for Listening Comprehension Assessment 1

• Assessment Guide (digital platform)

STUDENTS

• Listening Comprehension Assessment 1 (Assessment Guide)

Preparation

• Refer to the Assessment Guide for information on how to administer Listening Comprehension Assessment 1.

• Select volume of reading books or Geodes for the Read section.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH 2 minutes

Read the Essential Question

1. Display and Echo Read the Essential Question: How do people use their senses to experience the world?

2. Tell students that in this lesson they will listen to a new text related to the five senses. Reinforce that the text students listen to during the assessment will add to their understanding of the Essential Question.

LEARN 55 minutes

Respond | Complete an Assessment | 40 minutes

1. Introduce the learning task. Tell students that they will complete an assessment. Explain that students will listen closely to a new text and complete tasks that show what they understand about the text.

2. Administer the assessment according to the instructions in the Assessment Guide.

Teacher Note

During the next section of the lesson, continue to administer the assessment to students who need more time to complete it.

Analyze Student Progress

Refer to the Assessment Guide for next steps following Listening Comprehension Assessment 1. Use this information to plan responsive teaching for lesson 23.

Read | Read More About the Five Senses | 15 minutes

1. Instruct students who completed the assessment to explore a volume of reading or Geodes book. Those who are still working on the assessment can explore a volume of reading or Geodes book during the regularly scheduled volume of reading time.

LAND

3 minutes

Revisit the Essential Question

1. Instruct students to share with a partner one thing they learned about the five senses from the text for Listening Comprehension Assessment 1.

2. Tell students that they will continue to build knowledge about the five senses as they read additional module texts.

ACHIEVEMENT DESCRIPTORS

BU Build Understanding

BU.4.K Expression

DM Develop Metacognition

DM.3.K Schema Building

Lesson 23

Essential Question | How do people use their senses to experience the world?

OVERVIEW

Preview

In this Responsive Teaching lesson, students listen closely to another reading of the text for Listening Comprehension Assessment 1. They discuss assessment questions they might have missed to explain how to identify the correct answers. The lesson concludes with an opportunity for students to review module terms by using Knowledge Cards. Reviewing the assessment and the module terms solidifies students’ understanding of the five senses and prepares them to continue building their knowledge.

Learning Goal

Analyze relevant questions on Listening Comprehension Assessment 1.

LEARNING TASK: Explain how to identify correct answers for relevant questions on Listening Comprehension Assessment 1.

Vocabulary

selected module 1 terms

Agenda

LAUNCH

Read the Essential Question

LEARN

• Read: Listen Closely to the Assessment Text

• Respond: Revisit the Assessment

• Engage: Review Module Terms

LAND

Reflect on the Assessment

Materials

TEACHER

• text for Listening Comprehension Assessment 1

• Assessment Guide (digital platform)

• Knowledge Cards: experience, hearing, rhythm, senses, sight, witness

STUDENTS

• Listening Comprehension Assessment 1 (Assessment Guide)

Preparation

• Use the student performance data from Listening Comprehension Assessment 1 to determine which questions to review in this lesson. Refer to the Assessment Guide for additional information.

• Gather the Knowledge Cards introduced thus far in the module for use in the Engage section.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Essential Question

1. Display and Echo Read the Essential Question: How do people use their senses to experience the world?

2. Tell students that they will listen again to the text for Listening Comprehension Assessment 1 and discuss some of the questions. Emphasize that revisiting the text and assessment helps students deepen their knowledge and respond to the Essential Question.

LEARN

55 minutes

Read | Listen Closely to the Assessment Text | 15 minutes

1. Read aloud the text for Listening Comprehension Assessment 1, modeling fluent reading.

Respond | Revisit the Assessment | 25 minutes

1. Introduce the learning task. Display selected questions from Listening Comprehension Assessment 1. Explain that the class will discuss these questions to understand how to identify the correct answers.

2. Refer to the Assessment Guide for information on responsive teaching for Listening Comprehension Assessment 1.

Analyze Student Progress

Monitor: Do students explain how to identify the correct answers for items reviewed on Listening Comprehension Assessment 1?

Offer Immediate Support: If students need additional support explaining how they arrived at the correct answers, think aloud to model an explanation before having students practice with a partner.

Plan Future Practice: Students practice discussing responses to an assessment in lesson 35.

Engage

| Review Module Terms | 15 minutes

1. Review select Knowledge Cards introduced in previous lessons. Choose cards to help students solidify key knowledge of the module topic.

Language Support

To leverage students’ home languages as resources to support learning, prompt students to make cross-linguistic connections between their home languages and English through cognates.

2. Choose one vocabulary activity to help students make connections among module terms.

• Share What You Know: Choose one Knowledge Card and read aloud the term and definition. Instruct students to silently form a knowledge statement with that term and then share that statement with a partner. Invite students to share with the class. Tell students to use a nonverbal signal (e.g., a thumbs-up) if they hear a knowledge statement like their own. Repeat the activity by choosing another Knowledge Card.

• Connect Two Terms: Display two Knowledge Cards. Model how to connect the two terms in one sentence. Instruct pairs to use a complete sentence to make a different connection between the two terms. Invite students to share their sentences with the class.

• Draw a Term: Gather the nouns from the Knowledge Cards. Read aloud the terms and instruct students to choose one to draw. Encourage students to incorporate as many details as they can into their drawings. Invite students to share their drawing with a partner and explain what they drew.

Teacher Note

Reviewing Knowledge Cards offers an opportunity to deepen the knowledge of the module. Consider which Knowledge Threads to elevate when selecting terms for the activity. Find the Knowledge Threads in the module overview.

LAND 3

minutes

Reflect on the Assessment

1. Instruct students to share with a partner one thing they learned as they worked through assessment questions with the class.

2. Tell students that they will continue to build their knowledge about the five senses as they read more module texts.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.B, MM.1.K.C,

MM.12.K Complexity, Diversity, and Genre: MM.12.K.B.b

BU Build Understanding

BU.2.K Discovery and Evidence

BU.4.K Expression

DM Develop Metacognition

DM.4.K Reflection and Evaluation

Lesson 24

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Wonder: What do I notice about this text?

OVERVIEW Preview

In this Wonder lesson, students listen closely to the first reading of “Smelly” Kelly and His Super Senses. They practice noticing, drawing, and labeling something from selected passages. During writing instruction, students look closely at illustrations on pages 18–21 and collect evidence from the text to respond to the Module Task 3 prompt. They annotate the evidence by placing a sticky note next to an illustration of Smelly Kelly using one of his senses.

Learning Goals

Notice about “Smelly” Kelly and His Super Senses.

LEARNING TASK: Draw and label at least one thing you notice about pages 17–19 of “Smelly” Kelly and His Super Senses.

For Module Task 3, identify how Smelly Kelly uses one of his senses.

LEARNING TASK: For Module Task 3, identify an illustration on pages 18–21 showing how Smelly Kelly uses one of his senses.

Vocabulary

smell (n.)

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: Listen Closely to “Smelly” Kelly and His Super Senses

• Respond: Notice About the Text

• Write: Collect Evidence

LAND

View “Subway Smells”

Materials

TEACHER

• “Smelly” Kelly and His Super Senses

• Knowledge Cards: smell, hearing

• prompt for Module Task 3

• “Subway Smells” (digital platform)

STUDENTS

• “Smelly” Kelly and His Super Senses

• Notice Chart for “Smelly” Kelly and His Super Senses (Learn book)

• sticky notes

Preparation

• “Smelly” Kelly and His Super Senses is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.

• Determine how to display the prompt. See the Write section for details. Students continue working with the prompt throughout arc E.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH 2 minutes

Read the Content Framing Question

1. Display “Smelly” Kelly and His Super Senses.

2. Display and Echo Read the Content Framing Question: What do I notice about this text?

3. Introduce “Smelly” Kelly and His Super Senses by reading aloud the title, author, and illustrator. Tell students that they will listen to the full story and share what they notice about the book.

LEARN 53 minutes

Read | Listen Closely to “Smelly” Kelly and His Super Senses | 17 minutes

1. Remind students that noticing helps readers better understand the story. Tell students they may use their senses of sight and hearing to notice about the text.

2. Direct attention to the text, and instruct students to identify the front and back covers.

3. Read aloud “Smelly” Kelly and His Super Senses. Pause only to clarify details necessary for general understanding.

Language Support

Based on your students’ needs, pause to define select words with a synonym (e.g., colossal, metropolis, odor). Use subsequent readings to reinforce synonyms for the words you selected.

Differentiation Support

Based on your students’ needs, periodically pause to discuss the previous section of the text before reading further.

4. Explain that students will practice noticing by returning to a few pages of the text. Read aloud pages 3–5, starting with “James Kelly smelled.”

5. Introduce the vocabulary term smell by displaying the Knowledge Card. Engage students in Vocabulary Exploration.

6. Direct attention to pages 4–5, and think aloud to model how to notice about the text and illustration. Instruct students to use a nonverbal signal (e.g., a thumbs-up) when they hear something they notice too.

7. Invite a few students to share what they notice.

Teacher Notes

As students share what they notice, listen for evidence of the knowledge and skills they built in previous lessons. In addition, listen for connections among ideas in the texts as the module progresses. Use the information you gather to prepare for subsequent lessons with this text.

In module 1 during the first reading of each text, students share what they notice about a book’s text and illustrations. In module 2, students share both what they notice and what they wonder. If a student shares what they wonder during this lesson, acknowledge the response and invite the student to share something from the text that prompted their question.

Respond | Notice About the Text | 18 minutes

1. Tell students that they will now notice about several more pages of the text. Instruct students to listen closely and look at the illustrations. Read aloud pages 17–19, starting with “Complaints poured into.”

2. Display the Knowledge Card for hearing and direct attention to the image to spark students’ memory. Remind students that hearing is a sense. Instruct students to indicate the body part one uses to experience the sense of hearing.

3. Ask this question: What do you notice about these pages?

Definition smell (n.): the sense people experience with their nose Sample Think Aloud

From the text and the illustration, I notice that James “Smelly” Kelly has a strong sense of smell. He moves to New York City. The city smells are super strong for his nose!

4. As students share, instruct the class to use a nonverbal signal (e.g., a thumbs-up) when they hear a response like their own.

Teacher Note

If time allows, model how to complete a blank Notice Chart for “Smelly” Kelly and His Super Senses. Use a response to draw an example of something they notice on pages 17–19.

5. Introduce the learning task. Direct students to the Notice Chart for “Smelly” Kelly and His Super Senses, located in the Learn book. Instruct students to draw and label something they notice about pages 17–19 of the text.

Analyze Student Progress

Monitor: Do students draw and label at least one thing they notice on pages 17–19?

Offer Immediate Support: If students need additional support noticing about pages 17–19, direct attention to the illustration on page 19 and prompt them to describe what they see before they begin drawing.

Plan Future Practice: Students practice noticing about Fry Bread in lesson 29.

6. Invite a few students to share their drawings.

Write | Collect Evidence | 18 minutes

1. Remind students that another way to understand a text is to write about it. Tell students that they will draw and write to tell how Smelly Kelly uses his senses.

2. Explain that students will look for evidence to complete Module Task 3. Display and Echo Read step 1 of the prompt: Draw and write to show Smelly Kelly using two of his senses.

Differentiation Challenge

Some students will be able to produce advanced responses to Module Task 3. For example, they may be able to print more than one letter to label their drawing. See the Assessment Guide for more information, including an example of an advanced response.

3. Direct attention to the illustration on page 15. Think aloud to model how to use the illustration to respond to the prompt.

4. Place a sticky note near the image of the yellow stain. Explain that the sticky note shows where you found evidence from the text that helps you respond to the prompt. Tell students that they will now collect evidence from the text by using sticky notes.

5. Distribute the text to pairs. Tell students to examine the illustrations on pages 16–17. Ask this question:

How is Smelly Kelly using his senses?

Key Ideas

• sense of sight to see a broken steam line

• sense of hearing to listen for water

6. Introduce the learning task. Direct students to the illustrations on pages 18–21 in “Smelly” Kelly and His Super Senses. Distribute a sticky note to each student. Instruct students to take turns finding one instance of Smelly Kelly using his senses and to place a sticky note in the text next to their example.

Analyze Student Progress

Monitor: Do students identify an illustration on pages 18–21 that shows Smelly Kelly using one of his senses?

Offer Immediate Support: If students need additional support identifying an example of Smelly Kelly using a sense in the story, direct attention to the illustration on page 18 and tell them to place a sticky note next to the item Smelly Kelly is hearing.

Plan Future Practice: Students practice collecting evidence from “Smelly” Kelly and His Super Senses in lesson 25.

Sample Think Aloud

In the illustration, I am looking for how Smelly Kelly uses his senses. I notice Smelly Kelly using his eyes. He sees a stain.

7. Invite a few students to share the instances they found. Tell students that they will continue to collect evidence to complete Module Task 3 in the next lesson.

Key Ideas

• leans against a wall to hear a drip

• sees an oil leak

• touches an eel that he pulls out of a pipe

LAND

5 minutes

View “Subway Smells”

1. Tell students that they will view a video to learn more about the New York City subway system. Play “Subway Smells.”

Teacher Note

Subsequent lessons do not include instructions to play “Subway Smells.” As needed, play the video in subsequent lessons to help students make more connections between the world knowledge in the text and the video. For students whose home language is Spanish, arrange for them to view the Spanish version of the video.

2. Direct attention to both knowledge charts, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:

What did you learn today?

Teacher Note

As needed, prompt students to reflect on what they learned by asking questions such as these:

• What did you learn from “Subway Smells”?

• What did you learn to do?

3. Add a few student-generated knowledge statements to the charts.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.A, MM.1.K.C

MM.6.K Diction: MM.6.K.A

MM.9.K Media: MM.9.K.A

MM.12.K Complexity, Diversity, and Genre: MM.12.K.B, MM.12.K.B.a, MM.12.K.C.c

CP Compose and Present Content

CP.1.K Genre: CP.1.K.B, CP.1.K.H

CP.2.K Planning: CP.2.K.A, CP.2.K.D

CP.3.K Content: CP.3.K.A, CP.3.K.A.b

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.A, BU.1.K.C

BU.2.K Discovery and Evidence

BU.4.K Expression

DF Develop Foundations

DF.3.K Phonics and Spelling: DF.3.K.B, DF.3.K.B.b

DF.6.K Foundational Writing: DF.6.K.B

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.A

DM.3.K Schema Building

Lesson 25

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Organize: What is happening in this text?

OVERVIEW

Preview

In this Organize lesson, students listen closely to excerpts of “Smelly” Kelly and His Super Senses and identify the main character and setting of the story. Students begin organizing story elements by adding the main character and setting to their story map. During writing instruction, students learn how to use an evidence organizer to plan and track their ideas to prepare for Module Task 3. They add drawings and labels to a class evidence organizer to note the examples they found in the text.

A Prologue to lesson 25 is available for students who need additional support.

Learning Goals

Identify the main character and setting in “Smelly” Kelly and His Super Senses.

LEARNING TASK: Draw and label the main character and setting on the Story Map for “Smelly” Kelly and His Super Senses.

For Module Task 3, collect evidence about how Smelly Kelly uses his senses in “Smelly” Kelly and His Super Senses.

LEARNING TASK: For Module Task 3, draw and label something Smelly Kelly sees, hears, or smells.

Vocabulary

extraordinary (adj.)

subway (n.)

underground (adj.)

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: Identify the Main Character and Setting

• Respond: Organize Story Elements

• Write: Draw and Label Evidence

LAND

Reflect on Learning

Materials

TEACHER

• “Smelly” Kelly and His Super Senses

• character and setting story stones

• Knowledge Card: extraordinary

• class Story Map for “Smelly” Kelly and His Super Senses

• class Evidence Organizer for “Smelly” Kelly and His Super Senses

STUDENTS

• “Smelly” Kelly and His Super Senses

• Story Map for “Smelly” Kelly and His Super Senses (Learn book)

• large sticky notes

• Gallery for “Subway Smells” (Learn book)

Preparation

• Collect the character and setting story stones from lesson 18.

• Prepare a duplicate of the Story Map for “Smelly” Kelly and His Super Senses, located in the Learn book. During instruction, display this class story map to add responses to it. See the Respond section for details.

• Make a class Evidence Organizer for “Smelly” Kelly and His Super Senses. See the Write section for details. Save this organizer to use throughout arc E.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display “Smelly” Kelly and His Super Senses.

2. Display and Echo Read the Content Framing Question: What is happening in this text?

3. Tell students that they will identify the main character and setting in “Smelly” Kelly and His Super Senses to help them understand what is happening in the story.

LEARN

53 minutes

Read | Identify the Main Character and Setting | 15 minutes

1. Direct attention to the front cover of the text. Echo Read the title, author, and illustrator. Reinforce that this text tells a story.

2. Remind students that in a story, a character is a person or a creature, and a setting is when and where something happens. Display the story stones’ character and setting symbols to reinforce the meanings of the terms.

3. Remind students that story stones help readers identify the most important parts of the story. Explain that you will model how to use the story stones to find the main character and main setting of the story.

4. Read aloud page 3, starting with “James Kelly smelled.” Hold up the character story stone and ask this question:

Who is the main character in this story?

5. Reinforce the correct response: Smelly Kelly is the main character in the story. Tell students that in this book the main character is a real person, James Kelly.

Teacher Note

If time allows, display the photograph of James Kelly on page 36 to reinforce that he is a real person.

6. Read aloud page 3 again, starting with “James Kelly smelled,” and emphasizing the words extraordinary, amazing, astonishing, and special. Ask this question:

According to the passage, what does extraordinary seem to mean?

7. Ask this question:

What made Smelly Kelly extraordinary?

8. Explain that Smelly Kelly’s heightened sense of smell allowed him to smell more odors than most other people smelled. Explain that another term to describe his sense of smell is extraordinary.

9. Introduce the vocabulary term extraordinary by displaying the Knowledge Card. Engage students in Vocabulary Exploration.

10. Read aloud pages 4–7, starting with “James arrived in.” Hold up the setting story stone and ask this question:

What is the setting of this story?

Teacher Note

While the definition of setting includes time and location, this lesson focuses on location settings. If a student identifies a temporal setting (e.g., day, long ago), accept the response as accurate, and then redirect them to identify where the story takes place.

11. Reinforce the correct response: The story takes place in the city. Direct attention to the term underground. Emphasize that the term is made up of two parts: under and ground. Reinforce that the ground is the surface of the earth. Ask this question:

What is another word that also means under?

Definition extraordinary (adj.): extremely good

12. Use responses to reinforce that below is another word that has the same meaning as under. Introduce the vocabulary term underground. Say the term aloud, and instruct students to repeat it. Define the term. Ask this question:

What is the opposite of under?

13. Reinforce the correct response: The opposite of under is above. Emphasize that the story takes place in both aboveground and underground settings in the city.

Language Support

To help students understand the meanings of the opposite terms under and above, invite them to act out each meaning. Alternatively, use a classroom object to demonstrate the meaning of each term.

14. Read aloud pages 8–35, starting with “Kelly’s nose twitched.” Pause only to clarify details necessary for general understanding.

Respond | Organize Story Elements | 20 minutes

1. Remind students that they identified the main character and setting in “Smelly” Kelly and His Super Senses.

2. Display the class Story Map for “Smelly” Kelly and His Super Senses. Tell students that they will add the main character and the setting to the story map. Remind students that a story map helps readers organize the important parts of a story, such as the characters and the setting.

Differentiation Support

If students need support adding information to the correct boxes on the story map, color code the outline of the class story map and outline the sections of the Learn book page in corresponding colors.

Definition underground (adj.): located below the surface of the earth

3. Direct attention to the illustration on page 2 of the text, and instruct students to act like the main character in the story. Reinforce that Smelly Kelly is the main character in the story. Add a drawing and label of Smelly Kelly to the Main Character section of the class story map.

Teacher Note

Labeling with letters is important because it gives the reader more information about what the picture shows. Labeling with letters is a skill students will refine over the course of the year as they explore letter and sound relationships. Applying this skill helps solidify foundational reading and writing skills. When modeling how to label, follow the guidance of your foundational skills program.

4. Direct students to the illustration at the top of page 11. Reinforce that a big city full of buildings is the setting of the story. Add a drawing and label of the city to the Setting section of the class story map.

5. Activate prior knowledge by asking this question:

What other stories from this module took place in a city?

6. Reinforce the correct response: The settings for Last Stop on Market Street and Rap a Tap Tap are also cities.

7. Direct students to the illustration on page 6. Reinforce that much of this lesson’s story takes place in the city’s underground subway. Introduce the vocabulary term subway. Say the term aloud, and instruct students to repeat it. Define the term. Point to the illustration on page 6 to help students understand the term’s meaning.

8. Remind students that they learned about the subway in the “Subway Smells” video. Emphasize that the story takes place in both an aboveground and an underground setting in a city.

Differentiation Challenge

To extend student thinking related to settings, ask these questions:

• Why is the setting important to the story?

• How might the story be different if Smelly Kelly did not go into the subway?

Definition subway (n.): a system of underground trains in a city

9. Introduce the learning task. Direct students to the Story Map for “Smelly” Kelly and His Super Senses, located in the Learn book. Instruct students to draw and label the main character and setting on the corresponding sections of the story map.

Analyze Student Progress

Monitor: Do students identify Smelly Kelly as the main character and the city as the setting?

Offer Immediate Support: If students need additional support identifying the main character and the setting of the story, direct attention to the illustrations on pages 10–11 and instruct students to indicate (e.g., by pointing to) the main character and the setting of the story.

Plan Future Practice: Students practice identifying story elements in module 2.

10. Invite a few students to share their completed story maps. Reinforce that Smelly Kelly is the main character and the city is the main setting of the story.

Write | Draw and Label Evidence | 18 minutes

1. Tell students that they just discussed the setting and the main character to better understand “Smelly” Kelly and His Super Senses. Explain that they will now look closely at the actions of the main character to get ideas for their writing.

2. Remind students that in the previous lesson they collected evidence by identifying examples of how Smelly Kelly uses his senses to help others in the story. Explain that today they will continue to collect evidence and add it to an evidence organizer.

3. Display the class Evidence Organizer for “Smelly” Kelly and His Super Senses, and read aloud the title. Remind students that writers often collect evidence, or information, from the text to get ideas for their writing. Reinforce that writers use evidence organizers to keep track of their ideas and plan their writing.

4. Explain that as you read aloud, students will look at the illustrations and listen for evidence in the text. Then they will draw and write an example to add to the class evidence organizer.

Class Evidence Organizer for “Smelly” Kelly and His Super Senses

5. Direct attention to the illustration on pages 28–29. Read aloud page 28, starting with “But when the.” Ask this question:

How is Smelly Kelly using his senses?

6. Reinforce that Smelly Kelly uses his sense of smell to identify the stench. Model adding this example to the class evidence organizer by drawing and labeling on a sticky note a picture that demonstrates the idea of a stench. Think aloud about what to include on the sticky note before placing it in the Smell section of the evidence organizer.

7. Tell students that they are ready to draw and label an example to add to the class evidence organizer.

8. Distribute the text to pairs. Direct attention to pages 30–31. Instruct students to look closely at the illustrations while you read aloud pages 30–31, starting with “He climbed up.” See Hear

Sample Think Aloud

On this page, I am looking for how Smelly Kelly uses his senses. I notice Smelly Kelly is making a funny face. He seems to be reacting to a stench, or a bad smell, and there are a lot of green, wavy lines around him. The words of the story tell me that Smelly Kelly uses his nose to identify that the stench comes from elephants. This means he is using his sense of smell.

9. Introduce the learning task. Distribute a sticky note to each student. Instruct students to draw and label one thing Smelly Kelly sees, hears, or smells on pages 30–31.

Analyze Student Progress

Monitor: Do students draw and label evidence of what Smelly Kelly sees, hears, or smells on pages 30–31?

Offer Immediate Support: If students need additional support drawing and labeling evidence, direct attention to the illustration of Smelly Kelly on page 31 and instruct them to identify the sense Smelly Kelly is using and to draw and label the item to which he is listening.

Plan Future Practice: Students practice collecting evidence in preparation for writing about Fry Bread in lesson 29.

10. Invite students to share their drawings and to add their sticky notes to the corresponding sections of the class evidence organizer.

Key Ideas

• sees pipes

• hears water

• smells elephant manure

11. Tell students that they will use the class evidence organizer to answer the Module Task 3 prompt in the next lesson.

Teacher Note

Students will refer to the student-drawn examples of evidence from the text on the class evidence organizer for the remainder of instructional arc E writing lessons.

LAND 5 minutes

Reflect on Learning

1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “Subway Smells,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video. Ask this question:

What did you learn today?

Teacher Note

As needed, prompt students to reflect on what they learned by asking questions such as these:

• What did you learn about the senses?

• What did you learn from “Smelly” Kelly and His Super Senses?

• What did you learn to do?

2. Add a few student-generated knowledge statements to the charts.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.A, MM.1.K.C

MM.4.K Individuals, Events, and Ideas: MM.4.K.A

MM.5.K Vocabulary: MM.5.K.A, MM.5.K.A.a, MM.5.K.B, MM.5.K.B.b, MM.5.K.C

MM.7.K Structure: MM.7.K.C

MM.9.K Media: MM.9.K.A

MM.11.K Connections: MM.11.K.A

MM.12.K Complexity, Diversity, and Genre: MM.12.K.B, MM.12.K.B.a

CP Compose and Present Content

CP.1.K Genre: CP.1.K.B, CP.1.K.H

CP.2.K Planning: CP.2.K.D

CP.3.K Content: CP.3.K.A, CP.3.K.A.b, CP.3.K.A.e

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.A, BU.1.K.C

BU.2.K Discovery and Evidence

BU.4.K Expression

DF Develop Foundations

DF.3.K Phonics and Spelling: DF.3.K.B, DF.3.K.B.b

DF.6.K Foundational Writing: DF.6.K.B

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.B

DM.2.K Comprehension Monitoring

DM.3.K Schema Building

Lesson 26

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Reveal: What does a deeper look at illustrations reveal?

OVERVIEW

Preview

In this Reveal lesson, students look closely at illustrations in “Smelly” Kelly and His Super Senses to learn how illustrations can build understanding. Students examine colors in the illustrations to learn new details about the main character and setting of the story. During writing instruction, students plan for writing by orally rehearsing a response to the Module Task 3 prompt. Students incorporate ideas from the class evidence organizer to plan their written responses.

A Prologue to lesson 26 is available for students who need additional support.

Learning Goals

Examine the colors in the illustrations in “Smelly” Kelly and His Super Senses.

LEARNING TASK: Identify something aboveground and something underground in “Smelly” Kelly and His Super Senses.

For Module Task 3, orally rehearse a response to the prompt.

LEARNING TASK: For Module Task 3, use sentence frames to describe how Smelly Kelly uses his senses.

Vocabulary fumes (n.)

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: Examine Illustrations

• Respond: Examine Colors in the Illustrations

• Write: Rehearse a Response to the Prompt

LAND

Reflect on Learning

Materials

TEACHER

• “Smelly” Kelly and His Super Senses

• class Evidence Organizer for “Smelly” Kelly and His Super Senses (lesson 25)

• prompt for Module Task 3 (lesson 24)

STUDENTS

• “Smelly” Kelly and His Super Senses

• pair of sticky notes with arrows

• Gallery for “Subway Smells” (Learn book, lesson 25)

Preparation

• Draw arrows on a pair of sticky notes to distribute to pairs: an upward-facing arrow on one sticky note and a downward-facing arrow on the other.

• Determine how to display the sentence frames. See the Write section for details. Students continue working with the sentence frames throughout arc E.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display “Smelly” Kelly and His Super Senses.

2. Display and Echo Read the Content Framing Question: What does a deeper look at illustrations reveal?

3. Remind students that in the previous lesson they identified the main character and setting in “Smelly” Kelly and His Super Senses. Tell students that in this lesson they will look closely at the illustrations.

LEARN

53 minutes

Read | Examine Illustrations | 17 minutes

1. Direct attention to the illustration on the front cover. Activate prior knowledge by asking these questions: Who is the main character in this story? What is the setting of this story?

2. Reinforce the correct responses: The main character in this story is Smelly Kelly, and the setting is a city.

3. Explain that illustrations help readers learn new details about the main character and the setting of the story.

4. Direct attention to the illustration on pages 4–5 and read aloud page 4, starting with “James arrived in.”

5. Model noticing important details and colors in the illustration. Point to these elements in the illustration as you think aloud to notice details.

6. Direct attention to the illustration on pages 24–25 and read aloud page 25, starting with “All the while.”

Sample Think Aloud

I hear the words in the text mention Smelly Kelly, the main character, but I see two people in this illustration. How do I know which one is Smelly Kelly? I know he has orange hair, so that helps me figure out that the person with the bright orange hair must be the main character, Smelly Kelly.

7. Facilitate a discussion of this question:

What do you notice about the colors in this illustration?

Differentiation Support

• How are the colors on the top of the illustration different from the colors on the bottom? What could this show?

• Who is the person with bright orange hair?

• What do the green, wavy lines show?

Key Ideas

• Light colors show aboveground settings, and dark colors show underground settings.

• Smelly Kelly has bright orange hair.

• Green, wavy lines are how the illustrator represents smells.

Teacher Note

Class discussion provides students an opportunity to practice speaking loudly enough so that others can hear them, as well as an opportunity to share an idea connected to the topic. As needed, remind students of these goals and encourage them to practice as they respond to the question. Use the Module 1 Speaking and Listening Goal Tracker to monitor student progress toward the goals.

Respond

| Examine Colors in the Illustrations | 18 minutes

1. Explain that students will work with a partner to look closely at the colors in an illustration to learn more about the main character and setting of the story.

2. Distribute the text to pairs. Instruct students to open the text to page 27.

3. Read aloud the portion of page 27 from “Kelly followed the” to “own subway superhero.”

4. Introduce the vocabulary term fumes. Say the term aloud, and instruct students to repeat it. Define the term. Direct students to the green, wavy lines in the illustration on page 27 to help students understand the term’s meaning. Ask this question:

What item in the illustration is giving off fumes?

5. Reinforce the correct response: The gasoline leaking from the storage tank is giving off fumes. Instruct students to share with their partner their responses to this question:

What other items in the story give off fumes?

Key Ideas

• toilets

• the subway

• elephant manure

6. Direct attention to the illustration on page 27. Remind students that the colors in the illustration give readers information. Instruct students to identify (e.g., by pointing to) the main character in the story. Ask this question:

How can you tell which person in the illustration is Smelly Kelly?

7. Reinforce the correct response: Students can identify Smelly Kelly by his bright orange hair.

8. Instruct students to Think–Pair–Share to answer these questions:

Is Smelly Kelly in an aboveground or underground setting in this illustration? How can you tell?

Definition

fumes (n.): smoke or gas that smells bad

9. Reinforce the correct responses: Smelly Kelly is standing in an aboveground setting in this illustration, which the illustrator shows by using lighter colors where Smelly Kelly is located, showing the light from the sun. The illustrator uses darker colors in the underground setting, where there is little sunlight. Emphasize that the story takes place in both aboveground and underground settings.

Language Support

If students need additional support understanding the terms lighter and darker, direct attention to another illustration in the text or to a light and a dark article of clothing, and instruct students to identify the lighter and darker examples.

10. Introduce the learning task. Distribute two sticky notes to each pair—one with an upward-facing arrow and one with a downward-facing arrow. Direct students to the illustration on page 30. Instruct students to place the sticky note with the upward-facing arrow on a part of the illustration that shows something located in the aboveground setting and the sticky note with the downward-facing arrow on a part of the illustration that shows something located in the underground setting.

Analyze Student Progress

Monitor: Do students demonstrate understanding that lighter colors are used aboveground and darker colors are used below ground?

Offer Immediate Support: If students need additional support identifying the aboveground and underground sections of the illustration, instruct them to point to the part of the illustration with the dark colors and describe what the colors tell the reader about the setting.

Plan Future Practice: Students practice examining illustrations in Harlem Grown in module 2.

11. Facilitate a brief discussion of this question:

What did you learn from the illustrations?

Key Ideas

• The man with the bright orange hair is the main character.

• The story takes place in aboveground and underground settings.

• The green, wavy lines represent smells.

Differentiation Challenge

To encourage students to creatively extend their thinking about how colors are used in an illustration, have them fold a paper in half and draw an underground scene on the bottom and an aboveground scene on the top. Ask these questions:

• Which colors did you choose for your underground scene?

• Why did you choose those colors?

Write | Rehearse a Response to the Prompt | 18 minutes

1. Tell students that, like they used the illustrations in the book to better understand the story, they will now use the illustrations on the class evidence organizer to plan for writing.

2. Remind students that in the previous lesson they added evidence from “Smelly” Kelly and His Super Senses to the class evidence organizer to keep track of their ideas. Display the completed class Evidence Organizer for “Smelly” Kelly and His Super Senses. Review the information on the evidence organizer.

3. Explain that today students will use the class evidence organizer to plan their responses to the Module Task 3 prompt. They will practice answering the prompt by saying aloud their ideas.

4. Display and Echo Read step 1 of the prompt: Draw and write to show Smelly Kelly using two of his senses.

5. Explain that after drawing and writing, writers can use sentence frames to tell others what they drew and wrote about. Display and Echo Read the sentence frames for Module Task 3:

• Smelly Kelly sees . He uses his .

• Smelly Kelly hears . He uses his .

• Smelly Kelly smells . He uses his .

6. Model how to use the sentence frames and evidence organizer to orally rehearse a response to step 1 of the prompt. Point to the corresponding sections of the evidence organizer as you orally respond to the prompt by using the sentence frames.

7. Tell students that they are now ready to respond to the prompt for Module Task 3. Direct students to the class Evidence Organizer for “Smelly” Kelly and His Super Senses, and reinforce that students will use ideas from the evidence organizer to respond to the prompt. Remind students that they collected evidence about how Smelly Kelly used three of his senses, but now they will only write about two senses, which they will choose.

8. Display and Echo Read step 1 of the prompt for Module Task 3: Draw and write to show Smelly Kelly using two of his senses.

Sample Oral Rehearsal

Smelly Kelly sees a stain. He uses his eyes. Smelly Kelly hears a hiss. He uses his ears. Smelly Kelly smells an odor. He uses his nose.

9. Introduce the learning task. Instruct students to Think–Pair–Share to respond to the prompt for Module Task 3.

Analyze Student Progress

Monitor: Do students describe what Smelly Kelly smells, hears, or sees in the story?

Offer Immediate Support: If students need additional support orally rehearsing their response to Module Task 3, Echo Read the sentence frames again and review several examples of evidence on the class evidence organizer.

Plan Future Practice: Students practice orally rehearsing to prepare for Module Task 4 in lesson 31.

Key Ideas

• Smelly Kelly sees pipes. He uses his eyes.

• Smelly Kelly hears water. He uses his ears.

• Smelly Kelly smells elephant manure. He uses his nose.

10. Tell students that they will use their ideas to draw and write their responses to the prompt for Module Task 3 in the next lesson.

LAND 5 minutes

Reflect on Learning

1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “Subway Smells,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video. Ask this question:

What did you learn today?

Teacher Note

As needed, prompt students to reflect on what they learned by asking questions such as these:

• What did you learn about the senses?

• What did you learn from “Smelly” Kelly and His Super Senses?

• What did you learn to do?

2. Add a few student-generated knowledge statements to the charts.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.A, MM.1.K.C

MM.4.K Individuals, Events, and Ideas: MM.4.K.A

MM.5.K Vocabulary: MM.5.K.A, MM.5.K.A.a, MM.5.K.B, MM.5.K.B.b, MM.5.K.C

MM.9.K Media: MM.9.K.A

MM.12.K Complexity, Diversity, and Genre: MM.12.K.B, MM.12.K.B.a

CP Compose and Present Content

CP.1.K Genre: CP.1.K.B, CP.1.K.H

CP.3.K Content: CP.3.K.A, CP.3.K.A.b, CP.3.K.A.e

CP.5.K Language: CP.5.K.A

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.A, BU.1.K.C

BU.2.K Discovery and Evidence

BU.3.K Conversation and Collaboration: BU.3.K.A

BU.4.K Expression

DF Develop Foundations

DF.13.K Sentence Construction: DF.13.K.A

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.C

DM.3.K Schema Building

Lesson 27

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Distill: What is a central idea in this text?

OVERVIEW Preview

In this Distill lesson, students revisit excerpts from “Smelly” Kelly and His Super Senses to determine how Smelly Kelly uses his senses to help others. Identifying how Smelly Kelly helps others prepares students to discuss a central idea in the text. During writing instruction, students draw and write about what they orally rehearsed in the previous lesson. They draw and label a picture that shows how Smelly Kelly uses his senses.

A Prologue to lesson 27 is available for students who need additional support.

Learning Goals

Examine how Smelly Kelly uses his senses to help others in “Smelly” Kelly and His Super Senses.

LEARNING TASK: Share an example of how Smelly Kelly uses his senses to help others in “Smelly” Kelly and His Super Senses.

For Module Task 3, describe how Smelly Kelly uses two of his senses in “Smelly” Kelly and His Super Senses.

LEARNING TASK: For Module Task 3, draw and write to show how Smelly Kelly uses two of his senses.

Vocabulary

discover (v.)

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: Prepare for a Discussion

• Respond: Discuss a Central Idea

• Write: Draw and Label to Respond to the Prompt

LAND

Reflect on Learning

Materials

TEACHER

• “Smelly” Kelly and His Super Senses

• Knowledge Card: discover

• name sticks

• class Evidence Organizer for “Smelly” Kelly and His Super Senses (lesson 25)

• prompt for Module Task 3 (lesson 24)

• class Module Task 3 (Learn book)

STUDENTS

• Module Task 3 (Learn book)

• Gallery for “Subway Smells” (Learn book, lesson 25)

Preparation

• Determine how to display the discussion question. See the Read section for details.

• Prepare a duplicate of Module Task 3 from the Learn book. During instruction, display this class task to use for modeling. See the Write section for details.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display “Smelly” Kelly and His Super Senses.

2. Display and Echo Read the Content Framing Question: What is a central idea in this text?

3. Tell students that they will think even more about the main character, setting, and major events as they discuss a central idea in “Smelly” Kelly and His Super Senses.

LEARN

53 minutes

Read | Prepare for a Discussion | 15 minutes

1. Remind students that a central idea in a book can be an important idea or a lesson that a reader learns.

2. Display and Echo Read today’s discussion question: How does Smelly Kelly use his senses to help others?

3. Remind students that to prepare for discussion, speakers think about what they want to say and how they want to say it. Review the speaking and listening goals for today’s discussion: Speak loudly enough for others to hear you, and share an idea connected to the topic.

4. Reinforce the speaking and listening goals by modeling how to speak audibly. Remind students that an idea connected to a topic is an idea that responds to the question asked.

5. Explain that as you read aloud, students will look at the illustrations and listen closely for how Smelly Kelly uses his senses to help others. Direct students to the illustration on pages 8–9. Read aloud pages 8–9, starting with “Kelly’s nose twitched.”

Differentiation Support

To help students remember the various senses used, allow them to draw and label body parts on a sticky note or in their journal after each excerpt is read.

6. Introduce the vocabulary term discover by displaying the Knowledge Card. Engage students in Vocabulary Exploration. Emphasize that Smelly Kelly uses his senses of sight, smell, and hearing to discover leaks in the subway.

7. Model how to use the information from the illustration and text on pages 8–9 to plan a response to the discussion question. Point to the illustration and think aloud, speaking loudly enough to be heard and sharing an on-topic response to the discussion question.

8. Tell students that next they will plan what they want to say to answer the discussion question.

9. Remind students of today’s discussion question: How does Smelly Kelly use his senses to help others? Remind students that as you read aloud, they will look at the illustrations and listen closely to plan in their heads their responses to the discussion question.

10. Display and read aloud the following excerpts. Pause after each excerpt, and instruct students to point to the body part that corresponds to the sense Smelly Kelly is using.

• page 15, from “His studying paid” to “was the break”

• page 18, starting with “Smelly Kelly trained”

• page 27, from “Kelly followed the” to “own subway superhero”

11. Instruct students to Think–Pair–Share to answer these questions:

What body parts and senses does Smelly Kelly use?

What happens when he uses his senses?

How does this help people?

Language Support

Provide this sentence frame: Smelly Kelly uses his to . This helps people because .

12. To prepare for sharing with a partner, instruct students to choose one example that shows how Smelly Kelly uses his senses to help others.

Definition

discover (v.): to find or become aware of something for the first time Sample Think Aloud

I am thinking about the different ways that Smelly Kelly uses his senses to help others. In the illustration, I see Smelly Kelly pointing to something that smells bad. The story tells how Smelly Kelly discovers leaks: He uses his nose to smell them. When he smells leaks, he helps people because he then calls repair crews to stop the leaks.

Respond | Discuss a Central Idea | 19 minutes

1. Remind students of the speaking and listening goals for today’s discussion: Speak loudly enough for others to hear you, and share an idea connected to the topic. Reinforce that the topic is how Smelly Kelly uses his senses to help others.

2. Instruct students to orally rehearse their example with a partner. Remind students to speak loudly enough for others to hear them and to share an idea connected to the topic.

3. Instruct students to form a circle for discussion.

4. Introduce the learning task. Explain that students will now engage in a discussion. Instruct students to use a nonverbal signal (e.g., a thumbs-up) when they hear a response like their own. Select name sticks until all students have shared their responses. Begin the discussion by asking this question:

How does Smelly Kelly use his senses to help others?

Language Support

Provide this sentence frame: Smelly Kelly uses his to . This helps people because

Teacher Note

Use the Module 1 Speaking and Listening Goal Tracker to record student progress toward these goals: Speak loudly enough for others to hear you, and share an idea connected to the topic.

Students have additional opportunities to demonstrate progress toward this goal throughout the module.

Analyze Student Progress

Monitor: Do students demonstrate understanding of how Smelly Kelly uses his senses to help others?

Offer Immediate Support: If students need additional support identifying examples that show how Smelly Kelly uses a sense to help others, read aloud page 27 and instruct students to describe how his actions helped keep the city safe.

Plan Future Practice: Students practice discussing a central idea in Fry Bread in lesson 32.

5. At the end of the discussion, reinforce key ideas.

Key Ideas

• Smelly Kelly uses his eyes to see a stain. This helps people because he finds the break in the water pipe.

• Smelly Kelly uses his ears to hear drips. This helps people because he discovers leaking water.

• Smelly Kelly uses his nose to smell fumes. This helps people because he stops gasoline from catching on fire.

6. Instruct students to reflect on what they learned about how Smelly Kelly uses his senses to help others. Ask this question:

How can you use your senses to help others?

Key Ideas

• I can see something on the floor that my little brother might swallow.

• I can hear a car coming down the road and warn my sister to avoid it.

• I can smell a pot of food burning on the stove.

7. Tell students that they will now consider a central, or important, idea this book might teach readers. Explain that identifying a central idea requires readers to pause and think about how the story relates to the bigger world beyond the book. By looking at the story in the context of the bigger world, they can think about a lesson from the story that they can apply to their lives.

8. Ask this question:

What life lessons can we learn from Smelly Kelly?

Language Support

Provide this sentence frame: I think we can .

9. Use responses to reinforce a central idea from the text.

Key Ideas

• I think we can use our abilities to help others.

• I think people can use their talents to help others.

• I think we can use our senses to accomplish amazing things.

10. Instruct students to reflect on how well they met the speaking and listening goals: Speak loudly enough for others to hear you, and share an idea connected to the topic. Tell students that they will continue working on these goals in future lessons.

Write | Draw and Label to Respond to the Prompt | 19 minutes

1. Remind students that they just discussed how Smelly Kelly uses his senses to help others understand a central idea of “Smelly” Kelly and His Super Senses. Tell students that they will now write to explain how Smelly Kelly uses his senses.

2. Display the completed class Evidence Organizer for “Smelly” Kelly and His Super Senses. Review the information on the evidence organizer.

3. Explain that students will use the class evidence organizer to draw and write a response to the prompt for Module Task 3. Display and read both steps of the prompt: Draw and write to show Smelly Kelly using two of his senses. Circle the two pictures that show which body parts Smelly Kelly uses in your drawing.

4. Remind students that in the previous lesson they used the class evidence organizer to plan their responses to the prompt for Module Task 3. They practiced answering the prompt by using sentence frames and saying aloud their ideas. Tell students that they are now ready to draw and write their responses.

5. Display the class Module Task 3. Model how to use the evidence organizer and sentence frames to draw and label a response to the prompt. Draw a picture of Smelly Kelly smelling wavy lines and listening to water. Label the wavy lines odor and the water hiss.

Teacher Note

Labeling with letters is important because it gives the reader more information about what the picture shows. Labeling with letters is a skill students will refine over the course of the year as they explore letter and sound relationships. Applying this skill helps solidify foundational reading and writing skills. When modeling how to label, follow the guidance of your foundational skills program.

6. Remind students that after drawing and writing, writers can use sentence frames to tell others what they drew and wrote about. Display and Echo Read the sentence frames for Module Task 3:

• Smelly Kelly sees . He uses his .

• Smelly Kelly hears . He uses his .

• Smelly Kelly smells . He uses his .

7. Think aloud to model how to use the sentence frames and evidence organizer to describe the drawing and rehearse a response to the prompt.

8. Introduce the learning task. Direct students to Module Task 3, located in the Learn book. Echo Read both steps of the prompt. Instruct students to complete step 1 and then step 2.

Language Support

Instruct students to use the sentence frames to describe their drawings and then add details based on their sentence.

The Module Task 3 rubric includes dictation as a criterion to align with grade-level expectations, providing an additional path for teachers to capture students’ knowledge of the senses. As students complete the task, instruct them to describe what they drew.

Sample Think Aloud

I am drawing a picture of Smelly Kelly smelling and hearing. I will use wavy lines to show the smells, just like in the illustrations in the book. Smelly Kelly smells an odor. He uses his nose. Smelly Kelly hears a hiss. He uses his ears.

Analyze Student Progress

Monitor: Do students draw and write to show how Smelly Kelly uses two of his senses in the story?

Offer Immediate Support: If students need additional support drawing and writing to show how Smelly Kelly uses two of his senses, prompt them to point to the body parts he uses and then orally describe how he uses those senses by completing the matching sentence frames from instruction.

Plan Future Practice: Students practice drawing and writing about the senses in lesson 32.

9. Tell students that they will share their writing in the next lesson.

LAND 5 minutes

Reflect on Learning

1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “Subway Smells,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video. Ask this question:

What did you learn today?

Teacher Note

As needed, prompt students to reflect on what they learned by asking questions such as these:

• What did you learn about the word discover?

• What did you learn from “Smelly” Kelly and His Super Senses?

• What did you learn to do?

2. Add a few student-generated knowledge statements to the charts.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.A, MM.1.K.C

MM.4.K Individuals, Events, and Ideas: MM.4.K.A

MM.6.K Diction: MM.6.K.A

MM.9.K Media: MM.9.K.A

MM.12.K Complexity, Diversity, and Genre: MM.12.K.B, MM.12.K.B.a

CP Compose and Present Content

CP.1.K Genre: CP.1.K.B, CP.1.K.H

CP.2.K Planning: CP.2.K.D

CP.3.K Content: CP.3.K.A, CP.3.K.A.b, CP.3.K.A.e

CP.5.K Language: CP.5.K.A

CP.8.K Presentation: CP.8.K.A

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.A

BU.2.K Discovery and Evidence

BU.3.K Conversation and Collaboration: BU.3.K.A

BU.4.K Expression

DF Develop Foundations

DF.3.K Phonics and Spelling: DF.3.K.B, DF.3.K.B.b

DF.6.K Foundational Writing: DF.6.K.B

DF.13.K Sentence Construction: DF.13.K.A

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.D

DM.2.K Comprehension Monitoring

DM.3.K Schema Building

DM.4.K Reflection and Evaluation

Lesson 28

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Know: How does this text build our knowledge?

OVERVIEW Preview

In this Know lesson, students watch “Subway Smells” again to deepen their knowledge about the setting of the story: an underground subway. Learning more about riding the subway prepares students to share new knowledge that connects to the five senses. During writing instruction, students share their work so they may learn from each other. They present their completed response to Module Task 3.

Learning Goals

Build knowledge about the subway by viewing “Subway Smells.”

LEARNING TASK: Form a knowledge statement about riding the subway.

Present a response to Module Task 3.

LEARNING TASK: For Module Task 3, share a response about how Smelly Kelly uses two of his senses.

Vocabulary

none

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: View “Subway Smells”

• Respond: Share Knowledge Connected to a Topic

• Write: Share Writing

LAND

Synthesize Learning

Materials

TEACHER

• “Smelly” Kelly and His Super Senses

• “Subway Smells” (digital platform)

STUDENTS

• Module Task 3 (Learn book, lesson 27)

Preparation

• Prepare materials for the selected activity in the Write section.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display “Smelly” Kelly and His Super Senses.

2. Display and Echo Read the Content Framing Question: How does this text build our knowledge?

3. Tell students that they will watch “Subway Smells” again and practice sharing their knowledge.

LEARN

53 minutes

Read | View “Subway Smells” | 18 minutes

1. Direct attention to “Smelly” Kelly and His Super Senses, and ask this question: What is the setting of this story?

Differentiation Support

• Where does this story take place?

2. Reinforce the correct response: The setting of the story is a city. Emphasize that much of the story takes place in a subway.

3. Remind students that a subway is a system of underground trains in a city. Reinforce the term’s meaning by directing attention to the illustration on pages 6–7.

4. Play “Subway Smells.” Tell students to listen closely for information about the subway as they watch the video.

Differentiation Challenge

To extend student thinking about settings across texts, ask these questions: How is the experience of riding the subway similar to riding the bus? How is it different?

5. Facilitate a brief discussion to help students articulate the knowledge they built from the video. Instruct students to discuss this question with a partner:

What did you learn from the video?

Differentiation Support

• What is the subway?

• How do people use their senses to experience the subway?

6. Reinforce any responses that provide an on-topic statement from the video (e.g., the third rail often carries the electricity that makes the train move).

7. Explain that in the next section of the lesson students will share knowledge statements about riding the subway. Emphasize the importance of sharing ideas connected to a topic. Remind students that an idea connected to a topic is an idea that responds to the question asked.

Respond | Share Knowledge Connected to a Topic | 15 minutes

1. Tell students that they will now share their ideas connected to a topic. Explain that the topic is riding the subway.

2. Introduce the learning task. Encourage students to think about the knowledge they built from the video and the text. Instruct students to Think–Pair–Share to answer this question:

What did you learn about riding the subway?

Differentiation Support

• Why do people ride the subway?

• How do people use their senses when they ride the subway?

Teacher Note

Though the learning task focuses on students’ understanding of the content, the task also provides students an opportunity to practice their oral language skills. Students practice speaking loudly enough for others to hear them and sharing an idea connected to the topic during the Know lessons in this module.

Analyze Student Progress

Monitor: Do students demonstrate knowledge about how subways help people travel around cities?

Offer Immediate Support: If students need additional support forming a knowledge statement about the subway, display the illustrations on pages 6–7 or 32–33 of “Smelly” Kelly and His Super Senses to reinforce details about subways.

Plan Future Practice: Students practice forming knowledge statements in lesson 33.

3. Reinforce any responses that provide an on-topic statement from the video or the text (e.g., subways allow people to travel in an underground setting in cities).

4. Add a few student-generated knowledge statements to the charts.

Write | Share Writing | 20 minutes

1. Tell students that, just as they discussed their new knowledge about the setting of “Smelly” Kelly and His Super Senses, they will now share knowledge they built about the main character in the book, Smelly Kelly, by sharing their response to Module Task 3. Remind students that writers share their writing to share their knowledge and learn from each other.

2. Direct students to Module Task 3, located in the Learn book. Echo Read both steps of the prompt: Draw and write to show Smelly Kelly using two of his senses. Circle the two pictures that show which body parts Smelly Kelly uses in your drawing.

Teacher Note

If students were unable to complete Module Task 3 in the previous lesson, provide them additional time to complete the task before presenting their work.

3. Choose one of the following activities, and encourage students to present their work:

• Instruct students to share completed written work with a partner.

• Display completed written work and facilitate a Gallery Walk.

• Determine a way for students to record themselves reading aloud their completed written work, and then make these recordings available to all students in the class.

• Create copies of completed written work to share with others.

• Invite a few students to display their completed written work in front of the class and read it aloud.

• Create your own activity.

Teacher Note

Presentation activities allow students to celebrate their writing by sharing with and learning from their peers. Some of the options also provide students an opportunity to practice module 1 speaking and listening goals. As needed, use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward these goals.

4. Introduce the learning task. Instruct students to share a response to Module Task 3.

Language Support

Provide these sentence frames:

• Smelly Kelly sees . He uses his .

• Smelly Kelly hears . He uses his .

• Smelly Kelly smells . He uses his

Language Support

The Module Task 3 rubric includes dictation as a criterion to align with grade-level expectations, providing an additional path for teachers to capture students’ knowledge of the senses. As students complete the task, instruct them to describe what they drew. As needed, provide the sentence frames students worked with during instruction.

Analyze Student Progress

Following completion of Module Task 3, refer to the Assessment Guide for next steps. Use the information in the guide to provide feedback to students and plan for future writing instruction.

LAND

5 minutes

Synthesize Learning

1. Direct attention to both knowledge charts, and read aloud a few knowledge statements. Ask this question: What did you learn about the subway?

2. Facilitate a brief discussion of the following question to help students integrate the knowledge they built during the past several lessons:

How does your new knowledge show how people use their senses to experience the world?

3. Use responses to reinforce this Knowledge Thread:

• People can use their senses to accomplish extraordinary things.

4. Tell students that they will continue building their knowledge as they study a new text in the next lesson.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.A, MM.1.K.C

MM.4.K Individuals, Events, and Ideas: MM.4.K.A

MM.12.K Complexity, Diversity, and Genre: MM.12.K.B, MM.12.K.B.a, MM.12.K.C, MM.12.K.C.c

CP Compose and Present Content

CP.1.K Genre: CP.1.K.B, CP.1.K.H

CP.3.K Content: CP.3.K.A, CP.3.K.A.b

CP.5.K Language: CP.5.K.A

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.A

BU.2.K Discovery and Evidence

BU.3.K Conversation and Collaboration: BU.3.K.A

BU.4.K Expression

DF Develop Foundations

DF.13.K Sentence Construction: DF.13.K.A

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.E

DM.3.K Schema Building

DM.4.K Reflection and Evaluation

Lesson 29

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Wonder: What do I notice about this text?

OVERVIEW Preview

In this Wonder lesson, students listen closely to the first reading of Fry Bread and notice about the illustrations from a section of the text. Students then revisit selected pages and draw, label, and describe what they notice. During writing instruction, students learn to gather evidence from a text. They look closely at illustrations across several pages to practice gathering evidence to respond to the prompt for Module Task 4.

Learning Goals

Notice about Fry Bread.

LEARNING TASK: Draw and label at least one thing you notice about pages 10–17 of Fry Bread.

For Module Task 4, gather evidence from Fry Bread.

LEARNING TASK: Draw and label one way people in the text use their senses to experience fry bread.

Vocabulary

taste (n.)

touch (n.)

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: Listen Closely to Fry Bread

• Respond: Notice About Fry Bread

• Write: Collect Textual Evidence

LAND

View “Bread Around the World”

Materials

TEACHER

• Fry Bread

• prompt for Module Task 4

• five senses icons for knowledge statements (lesson 6)

• Knowledge Cards: touch, taste

• class Evidence Organizer for Fry Bread

• name sticks

• “Bread Around the World” (digital platform)

STUDENTS

• Fry Bread

• Notice Chart for Fry Bread (Learn book)

• sticky notes

Preparation

• Fry Bread is an unpaginated text. Number your text; begin with the title page—which includes the book title, author, and illustrator—as page 1. Pages on the left will be even, and pages on the right will be odd.

• Make a class Evidence Organizer for Fry Bread. See the Write section for details. Save this organizer to use throughout arc F.

• Determine how to display the prompt. See the Write section for details. Students continue working with the prompt throughout arc F.

• Place five copies of Fry Bread around the room, one by each of the five sense icons. Display pages 2–3, 4–5, 6–7, 8–9, and 10–11. See the Write section for details.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display Fry Bread.

2. Display and Echo Read the Content Framing Question: What do I notice about this text?

3. Introduce Fry Bread by reading the title, author, and illustrator. Tell students that they will listen to the text and share what they notice about the book.

Teacher Note

A member of the Mekusukey band of the Seminole Nation wrote Fry Bread. While the text uses the term Indigenous in the author’s note to describe people, Arts & Letters materials use the terms Native American, Native peoples, and Native nations when a specific tribal nation name is unavailable. Arts & Letters materials use Native as an adjective to mean “of or relating to members of Native American, Alaska Native, and Native Hawaiian groups.” To study more historical context for the text and prepare for possible student questions, read “Fry Bread Is History … ” on page 37 in the author’s notes.

LEARN

53 minutes

Read | Listen Closely to Fry Bread | 15 minutes

1. Remind students that noticing helps readers understand the text. Tell students that they will use their senses of sight and hearing to notice about the text.

2. Direct attention to the front cover of Fry Bread. Instruct students to examine the front cover. Invite a few students to share what they notice about the front cover.

Teacher Note

As students share what they notice, listen for evidence of the knowledge and skills they built in previous lessons. In addition, listen for connections among ideas in the texts as the module progresses. Use the information you gather to prepare for subsequent lessons with this text.

3. Read aloud Fry Bread. Pause only to clarify details necessary for general understanding.

Language Support

Based on your students’ needs, pause to define select words with a synonym (e.g., festivals, history, portrait). Use subsequent readings to reinforce synonyms for the words you selected.

Respond | Notice About Fry Bread | 18 minutes

1. Explain that students will notice by examining a few pages of the text. Read aloud pages 2–5, starting with “Fry Bread Is Food.”

2. Direct attention to the illustration on pages 4–5. Instruct students to answer this question with a partner:

What do you notice about the illustration?

Teacher Note

In module 1 during the first reading of each text, students share what they notice about a book’s text and illustrations. In module 2, students share both what they notice and what they wonder. If a student shares what they wonder during this lesson, acknowledge the response and invite the student to share something from the text that prompted their question.

3. As students share, instruct the class to use a nonverbal signal (e.g., a thumbs-up) when they hear a response like their own.

4. Read aloud pages 6–11, starting with “Fry Bread Is Sound.” Ask this question:

What do you notice about the words?

5. As students share, instruct the class to use a nonverbal signal (e.g., a thumbs-up) when they hear a response like their own.

6. Direct attention to pages 10–11. Ask this question:

What do you notice about the illustration?

7. Introduce the learning task. Direct students to the Notice Chart for Fry Bread, located in the Learn book. Instruct students to draw and label what they notice about pages 10–11 of the text.

Analyze Student Progress

Monitor: Do students draw and label at least one detail from pages 10–11?

Offer Immediate Support: If students need additional support noticing about pages 10–11, direct their attention to the illustration on page 11 and prompt them to describe what they see before beginning to draw.

Plan Future Practice: Students practice noticing about Hare and Tortoise in module 2.

8. If time allows, invite a few students to share their drawings.

Write | Collect Textual Evidence | 20 minutes

1. Tell students that they have just noticed about the text and now they will use that information to think about how the people in the text use their senses to experience fry bread.

2. Explain that students will participate in a Gallery Walk to look for evidence to complete Module Task 4. Display and Echo Read step 1 of the prompt: Draw and write to show the people in the book using two of their senses with fry bread.

Differentiation Challenge

Some students will be able to produce advanced responses to Module Task 4. For example, they may be able to add additional details to the drawing. See the Assessment Guide for more information, including an example of an advanced response.

3. Direct attention to the five senses icons for knowledge statements posted around the classroom. Stand by the Touch icon. Introduce the vocabulary term touch by displaying the Knowledge Card. Engage students in Vocabulary Exploration.

4. Move to the Taste icon. Introduce the vocabulary term taste by displaying the Knowledge Card. Engage students in Vocabulary Exploration.

5. Continue to move to the remaining three icons, and review the name of each sense at the corresponding icon.

6. Explain that students will review selected pages of the text by participating in a Gallery Walk. Direct attention to each of the five copies of the text placed throughout the room. Tell students that they will move in small groups to each of the five stations. At each station, students will view a selected illustration and look for evidence that identifies how the people in the book use their senses to experience fry bread. Students may identify any of the five senses.

7. Model how to participate in the Gallery Walk. Think aloud as you move to a station, look closely at the selected illustration, and identify evidence of how a person in the book uses their senses to experience fry bread. Encourage students to identify evidence of all five senses when they complete their Gallery Walk.

8. Form small groups. Assign each group to a station, and instruct them to examine the illustration and then discuss with a partner evidence of how a person in the text uses their senses to experience fry bread.

9. Instruct groups to move to the next station. Challenge students to identify a different sense from that of their partner.

Differentiation Support

Allow students to rotate to examine two or three page displays before beginning the learning task.

10. Model how to draw and label evidence from the text before sending students to their final station. Distribute sticky notes to each student. Remind students to look for evidence to answer the question: What senses do people in the text use to experience fry bread?

Definition touch (n): the sense people experience with their skin

Definition taste (n.): the sense people experience with their tongue

Sample Think Aloud First, I go with my group to the first station. Next, I spend a little time looking closely at the illustrations. The illustrations help me remember what happens in this book. I am trying to find a picture that shows people using their senses to experience fry bread. Oh! Here I found someone using their hands to pat, or touch, the fry bread! I will share this with a partner at my station.

11. Introduce the learning task. Instruct students to draw and label on a sticky note one way the people in the illustrations use their senses.

Analyze Student Progress

Monitor: Do students draw and label one way people use their senses in Fry Bread?

Offer Immediate Support: If students need additional support identifying how the people in the text use their senses to experience fry bread, direct attention to page 6 and instruct them to name what sense the child uses and explain how they know.

Plan Future Practice: Students practice collecting textual evidence in lesson 30.

12. Display and review the senses on the class Evidence Organizer for Fry Bread. Explain that students will share their responses and then place their sticky notes under the correct sense on the class evidence organizer. Invite a student to demonstrate sharing evidence and placing their sticky note on the organizer.

13. Use name sticks to call on students to share their drawings. Tell students to place the sticky notes in the appropriate section of the organizer. Emphasize that responses are textual evidence.

Class Evidence Organizer for Fry Bread

LAND 5 minutes

View “Bread Around the World”

1. Tell students that they will view a video to learn more about fry bread. Play “Bread Around the World.”

Teacher Note

Subsequent lessons do not include instructions to play “Bread Around the World.” As needed, play the video in subsequent lessons to help students make more connections between the world knowledge in the text and the video. For students whose home language is Spanish, arrange for them to view the Spanish version of the video.

2. Direct attention to both knowledge charts, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:

What did you learn today?

Teacher Note

As needed, prompt students to reflect on what they learned by asking questions such as these:

• What did you learn from “Bread Around the World”?

• What did you learn to do?

3. Add a few student-generated knowledge statements to the charts.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.B, MM.1.K.C

MM.4.K Individuals, Events, and Ideas: MM.4.K.B

MM.6.K Diction: MM.6.K.A

MM.9.K Media: MM.9.K.B

MM.12.K Complexity, Diversity, and Genre: MM.12.K.B, MM.12.K.B.a, MM.12.K.C.c

CP Compose and Present Content

CP.1.K Genre: CP.1.K.B, CP.1.K.H

CP.2.K Planning: CP.2.K.A, CP.2.K.D

CP.3.K Content: CP.3.K.A, CP.3.K.A.b, CP.3.K.A.e

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.A, BU.1.K.C

BU.2.K Discovery and Evidence

BU.3.K Conversation and Collaboration: BU.3.K.A

BU.4.K Expression

DF Develop Foundations

DF.3.K Phonics and Spelling: DF.3.K.B, DF.3.K.B.b

DF.6.K Foundational Writing: DF.6.K.B

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.A

DM.3.K Schema Building

Lesson 30

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Organize: What is happening in this text?

OVERVIEW

Preview

In this Organize lesson, students listen closely to a second reading of the literal section of Fry Bread. Students organize the information in the text by using buttons to identify key details and a box to name the main topic. They draw in their journals key details about the main topic. During writing instruction, students add drawings and labels to a class evidence organizer to collect evidence for Module Task 4.

A Prologue to lesson 30 is available for students who need additional support.

Learning Goals

Identify the main topic and key details in a section of Fry Bread.

LEARNING TASK: Identify and label key details that support the main topic in Fry Bread.

For Module Task 4, identify evidence about how people use their senses in Fry Bread.

LEARNING TASK: For Module Task 4, draw and label the senses people use to experience fry bread.

Vocabulary

none

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: Identify Key Details

• Respond: Identify Key Details About the Main Topic

• Write: Draw and Label Evidence

LAND

Reflect on Learning

Materials

TEACHER

• Fry Bread

• collection of buttons (lesson 8)

• empty box (lesson 8)

• class Evidence Organizer for Fry Bread (lesson 29)

STUDENTS

• Fry Bread

• buttons

• journal

• crayons

• sticky notes

• Gallery for “Bread Around the World” (Learn book)

Preparation

• Gather the box and buttons. Create a box label. See the Read and Respond sections for details.

• Gather crayons in sets (see pages 8–9 in Fry Bread for specific colors). See the Respond section for details.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display Fry Bread.

2. Display and Echo Read the Content Framing Question: What is happening in this text?

3. Introduce Fry Bread by reading aloud the title, author, and illustrator. Tell students that in this lesson they will identify key details and the main topic to better understand the text.

LEARN

53 minutes

Read | Identify Key Details | 18 minutes

1. Explain that students will listen to a part of Fry Bread again to understand what is happening in the text. Direct attention to the front cover of the text. Explain that an author sometimes organizes information in a book by the main topic and key details.

Teacher Note

Fry Bread has two distinct sections. One section uses literal language and the other figurative. This lesson deals with the literal section of Fry Bread. Students will explore the figurative section of the text in the Reveal lesson.

2. Remind students that details are small pieces of information. Direct attention to the collection of buttons. Tell students that they will use the buttons to keep track of the details they notice in the text.

3. Distribute the text to pairs. Direct attention to the illustrations on pages 2–3 and read aloud, starting with “Fry Bread Is Food.” Think aloud to model how to find details on these pages.

4. As you place a button in the box, explain that one detail about fry bread is that it is food.

Sample Think Aloud

I see the words in red and the heading for this page say “Fry Bread Is Food.” I read all of the ingredients: flour, salt, water, cornmeal, milk, and sugar. All of these ingredients are mixed together to make a batter for fry bread. I would not eat flour or cornmeal alone because that would not taste good. But when prepared with other ingredients, they can make something delicious. When the people prepare all of the ingredients together, they make food. Fry bread is food. I am going to add that detail to the box.

5. Distribute a button to each student. Instruct students to listen carefully and hold up their button when they hear a detail about the shape of fry bread. Direct attention to pages 4–5. Echo Read the heading: “Fry Bread Is Shape.”

6. Read aloud, starting with “Hands mold the.” Invite a few students to share details about the shape of fry bread.

7. Use responses to emphasize that one detail about fry bread is that it can be made into different shapes. Place a button in the box.

Teacher Note

Module 1 introduces students to noticing details. Students may notice details from the text or illustrations in a book. Students may also repeat details mentioned by others. If a student shares a response that is not on topic or text-based, acknowledge the response, and redirect the student to share a detail from the text.

Respond | Identify Key Details About the Main Topic| 17 minutes

1. Direct attention to pages 6–7. Echo Read the heading: “Fry Bread Is Sound.” Ask this question: What do you think you will learn from these pages?

2. Instruct students to listen closely for details about the way fry bread sounds while cooking. Remind students to hold up a button when they hear a detail.

3. Read aloud page 7, starting with “The skillet clangs.” Instruct students to discuss the details about sounds with their partner. Invite a few students to share details.

Language Support

Based on your students’ needs, briefly pause to provide recordings of the sounds listed on page 7 to help them understand the experience of making fry bread.

4. Reinforce that the clanging skillet, the dropping dough, and the sizzling and popping bubbles describe the sounds fry bread makes when it cooks.

5. Explain that another detail is “Fry Bread Is Sound.” Add a button to the box.

6. Direct attention to page 8. Echo Read the heading: “Fry Bread Is Color.” Instruct students to place their buttons on a color found in fry bread as you read. Read aloud, starting with “Golden brown, tan.”

7. Introduce the learning task. Direct students to their journals. Distribute crayons. Instruct students to draw and label a key detail about the main topic: fry bread.

Analyze Student Progress

Monitor: Do students draw a picture of fry bread using one of the colors named in the text?

Offer Immediate Support: If students need additional support identifying shades of fry bread, direct attention to pages 8–9. Instruct students to share details about fry bread from the illustrations.

Plan Future Practice: Students practice identifying key details in module 3.

8. Invite a few students to share their drawings. Summarize responses by adding a button to the box and stating that fry bread can be different colors.

9. Echo Read the headings on pages 2–12. Ask this question:

What are these pages mostly about?

Differentiation Support

Based on your students’ needs, pause after every few pages to review the sections before reading on.

10. Use responses to emphasize that the pages describe fry bread. Explain that fry bread is the main topic of this text, or what the text is mostly about. Add the label fry bread to the box.

Write | Draw and Label Evidence | 18 minutes

1. Tell students that they have just discussed key details about fry bread, and now they will identify key details about the ways people use their senses to enjoy fry bread. Explain that students will continue to collect evidence to prepare for Module Task 4.

2. Display the class Evidence Organizer for Fry Bread. Echo Read step 1 of the prompt for Module Task 4: Draw and write to show the people in the book using two of their senses with fry bread.

3. Direct attention to pages 4–5. Think aloud to model how to identify textual evidence. Place a sticky note next to the ball of puffy dough on page 5.

4. Locate the Touch section on the class evidence organizer by identifying the hand as the correct body part. Draw and label a puffy ball of dough on the class evidence organizer in the Touch box.

5. Direct attention to page 29. Ask these questions:

What senses is the child using to experience fry bread?

What body parts is the child using?

6. Place sticky notes on illustrations next to the evidence students share. Choose a response to sketch and label on a sticky note. Invite a student to place the sketch in the correct section of the class evidence organizer.

7. Distribute sticky notes to students. Instruct students to look for ways the people in the text use their senses with fry bread. Remind students to place a sticky note on an illustration in the text when they find evidence.

Sample Think Aloud

In this illustration, I see people touching the puffy fry bread dough. They use their hands to touch the dough. I will place my sticky note on the page to show where I found my textual evidence. Next, I will draw and label a ball of dough. I will place my drawing in the Touch section of the evidence organizer to help me plan my writing.

8. Read aloud pages 2–11, starting with “Fry Bread Is Food.” Instruct students to find additional evidence of people in the illustration using their senses with fry bread.

Teacher Note

Encourage students to look for evidence that others might have missed by pointing to the sections on the class evidence organizer that do not include as much evidence from the text.

9. Introduce the learning task. Instruct students to draw and label one piece of evidence on a sticky note.

Analyze Student Progress

Monitor: Do students draw and label evidence of people using their senses to experience fry bread?

Offer Immediate Support: If students need additional support drawing and labeling evidence, direct attention to the illustration on page 29, and instruct them to identify the sense the child is using. Then point to the corresponding section of the organizer where they will draw and label their evidence.

Plan Future Practice: Students practice collecting evidence for the End-of-Module Task in lesson 36.

10. Invite a few students to share their drawings. Add new responses to the class evidence organizer.

11. Tell students that they will use the evidence organizer to answer the Module Task 4 prompt in the next lesson.

LAND 5 minutes

Reflect on Learning

1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “Bread Around the World,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video. Ask this question:

What did you learn today?

Teacher Note

As needed, prompt students to reflect on what they learned by asking questions such as these:

• What did you learn about the senses?

• What did you learn from Fry Bread?

• What did you learn to do?

2. Add a few student-generated knowledge statements to the charts.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.B, MM.1.K.C

MM.2.K Theme and Central Idea: MM.2.K.B

MM.4.K Individuals, Events, and Ideas: MM.4.K.B

MM.6.K Diction: MM.6.K.A

MM.9.K Media: MM.9.K.B

MM.12.K Complexity, Diversity, and Genre: MM.12.K.B, MM.12.K.B.a

CP Compose and Present Content

CP.1.K Genre: CP.1.K.B, CP.1.K.H

CP.2.K Planning: CP.2.K.D

CP.3.K Content: CP.3.K.A, CP.3.K.A.b, CP.3.K.A.e

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.A, BU.1.K.C

BU.2.K Discovery and Evidence

BU.4.K Expression

DF Develop Foundations

DF.3.K Phonics and Spelling: DF.3.K.B, DF.3.K.B.b

DF.6.K Foundational Writing: DF.6.K.B

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.B

DM.2.K Comprehension Monitoring

DM.3.K Schema Building

Lesson 31

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Reveal: What does a deeper look at repeated words reveal?

OVERVIEW

Preview

In this Reveal lesson, students explore repeated words to help them understand the connection between fry bread and the heritage of North America’s Native Americans. During writing instruction, students orally rehearse a response to Module Task 4. Students use ideas from the completed class evidence organizer and support from sentence frames to plan their written responses for Module Task 4.

A Prologue to lesson 31 is available for students who need additional support.

Learning Goals

Examine the purpose of repeated language in Fry Bread.

LEARNING TASK: Share one reason why the author repeats the words “Fry Bread Is” throughout the text.

For Module Task 4, orally rehearse a response to the prompt.

LEARNING TASK: For Module Task 4, share how people use two of their senses to experience fry bread.

Vocabulary

heritage (n.)

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: Examine Repeated Words and Illustrations

• Respond: Analyze the Meaning of Repeated Words

• Write: Rehearse a Response

LAND

Reflect on Learning

Materials

TEACHER

• Fry Bread

• class Evidence Organizer for Fry Bread (lesson 29)

• prompt for Module Task 4 (lesson 29)

STUDENTS

• Fry Bread

• Gallery for “Bread Around the World” (Learn book, lesson 30)

Preparation

• Determine how to display the sentence frames. See the Write section for details. Students continue working with the sentence frames throughout arc F.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display Fry Bread.

2. Display and Echo Read the Content Framing Question: What does a deeper look at repeated words reveal?

3. Remind students that in the previous lesson they identified the main topic and key details in Fry Bread. Today, they will focus on the repeated words in the text to help them understand the importance of fry bread to some Native Americans.

LEARN

53 minutes

Read | Examine Repeated Words and Illustrations | 17 minutes

1. Assess and activate prior knowledge by asking this question: What does it mean to repeat something?

2. Reinforce the correct response: Repeat means “to make or do something again.” Remind students that authors sometimes repeat words in a text to make a point or to get the reader’s attention.

Differentiation Challenge

To extend student thinking across texts, ask this question: In what other module texts did the author use repeated words or phrases?

3. Tell students that they will look closely at the repeated words and the illustrations in the text to discover why fry bread is important to some Native Americans. Distribute the text to pairs and direct attention to page 2. Encourage students to look closely at the illustrations and listen for repeated words as you read aloud.

4. Echo Read the headings on pages 2–13, starting with “Fry Bread Is Food.” Ask this question:

What words did you hear repeated on every page?

5. Reinforce the correct response: “Fry Bread Is.” Instruct students to Think–Pair–Share to answer this question:

What are the author and illustrator telling readers about fry bread in this part of the text?

Differentiation Support

• What are the people in the illustrations doing?

• What did you learn about fry bread?

Key Ideas

• Some Native Americans make and eat fry bread.

• Fry bread comes in different shapes and colors.

• People eat many different foods with fry bread.

6. Emphasize that the author and illustrator tell how fry bread looks, feels, sounds, and tastes.

7. Tell students that they will now examine the words and illustrations in the rest of the text to think more about why the author repeats “Fry Bread Is.” Direct students to pages 14–15. Encourage students to look closely at the illustrations and to listen for the words that the author repeats.

8. Read aloud the headings on pages 14–25, starting with “Fry Bread Is Art.”Ask this question:

What words did the author repeat on these pages?

9. Reinforce the correct response: “Fry Bread Is.”

10. Direct attention to pages 14–15, and read aloud the heading “Fry Bread Is Art.” Give students time to examine the illustration. Facilitate a brief discussion of these questions:

What are the adults doing in this illustration?

What are the children doing in this illustration?

Key Ideas

• The adults are teaching the children how to make baskets and dolls.

• The children are learning how to make Native American art.

11. Emphasize that the adults are teaching the children how to create Native American art. Reinforce that art is part of Native American heritage.

12. Introduce the vocabulary term heritage. Say the term aloud, and instruct students to repeat it. Define the term.

13. Read aloud the portion of page 36 from “The handmade dolls” to “Tribe of Florida.” Ask these questions:

Where else in the text does an adult teach young people how to make something?

What are they teaching?

Differentiation Support

To help students understand how adults teach the children, direct attention to various illustrations on pages 2–13 and ask these questions:

• What is the adult doing in this illustration?

• What are the children learning?

• What is the adult teaching the child to do or make?

Definition heritage (n.): beliefs, stories, and skills that come from a person’s background or culture

Key Ideas

• On pages 2–3, they are getting the ingredients to make fry bread.

• On pages 4–5, they are making fry bread dough.

• On pages 6–7, they are frying the dough to make fry bread.

14. Emphasize that the adults on pages 2–7 are teaching the children how to make fry bread, just like the adults on pages 14–15 are teaching the children how to make art. Instruct students to discuss this question with a partner:

How is fry bread art?

15. Listen for students to address key ideas in their discussions.

Key Ideas

• Fry bread is a part of the heritage of Native Americans.

• Adults teach children how to make fry bread.

• People use different materials to create fry bread.

Respond | Analyze the Meaning of Repeated Words | 18 minutes

1. Tell students that they will now examine additional pages in the text to determine how the repeated words “Fry Bread Is” tell more about the heritage of Native Americans.

2. Direct attention to pages 16–17. Tell students to listen closely and look at the illustrations. Read aloud page 16, starting with “Fry Bread Is History.” Give students time to examine the illustration. Facilitate a brief discussion of these questions:

What are the adults doing in this illustration?

What are the children doing in this illustration?

Key Ideas

• The adults are telling a story about their past.

• The children are learning about the history of their people.

3. Emphasize that the adults are telling the children the story of their people. Reinforce that the text and illustrations tell how Native Americans created new recipes, such as fry bread, by using ingredients they could find wherever they lived. Instruct students to discuss this question with a partner:

How is fry bread history?

4. Listen for students to address key ideas in their discussions.

Key Ideas

• Native Americans have been making and eating fry bread for a long time.

• Fry bread helps Native Americans remember the story of their past.

5. Direct attention to the illustration on pages 18–19. Read aloud pages 18–19, starting with “Fry Bread Is Place.” Give students time to examine the illustration. Facilitate a brief discussion of this question:

What are the children doing in this illustration?

Key Ideas

• The children are doing various activities, such as reading and exercising.

• The children are standing all over the map.

6. Emphasize that Native Americans live across North America. Instruct students to discuss this question with a partner:

How is fry bread place?

7. Listen for students to address key ideas in their discussions.

Key Ideas

• Native Americans call many different places home.

• Native Americans eat fry bread in many different places.

• Eating fry bread is something that many Native Americans have in common, no matter where they live.

8. Emphasize that many Native Americans today eat fry bread to celebrate and remember their heritage.

9. Invite students to examine the illustrations on pages 14–19 as you read aloud each heading, beginning with “Fry Bread Is Art.” Ask this question:

What is missing from these pages?

10. Use responses to emphasize that there is no fry bread in the illustrations on these pages. Ask this question:

Why are there no illustrations of fry bread on these pages?

Key Ideas

• These pages do not tell about how fry bread looks and tastes.

• These pages explain that fry bread represents unseen parts of Native American heritage.

• In this part of the book, the Native Americans do not use their senses to experience fry bread.

11. Introduce the learning task. Instruct students to Think–Pair–Share to answer this question:

Why does the author use the repeated words “Fry Bread Is” throughout the text?

Analyze Student Progress

Monitor: Do students describe how the repetition of “Fry Bread Is” emphasizes its importance in Native American heritage?

Offer Immediate Support: If students need additional support identifying why the author uses repeated words, ask this question: Why is fry bread important to Native Americans?

Plan Future Practice: Students practice analyzing words and illustrations to think deeply about all module texts in lesson 36.

12. Use responses to emphasize that the author repeats “Fry Bread Is” to make the point that fry bread is important to the heritage of Native Americans in many different ways.

Write | Rehearse a Response | 18 minutes

1. Tell students that they have just looked at repeated words to understand why fry bread is important to some Native Americans. Explain that they will now use the pictures on the class evidence organizer to plan for writing.

2. Display the class Evidence Organizer for Fry Bread. Remind students that they added evidence in the previous lesson to keep track of their thinking.

3. Explain that students will now use the evidence organizer to plan their responses to the prompt for Module Task 4. They will practice answering the prompt by saying their ideas out loud. Display and Echo Read step 1 of the prompt: Draw and write to show the people in the book using two of their senses with fry bread.

4. Explain that writers sometimes use sentence frames to help plan their writing. After drawing and writing, writers can use sentence frames to tell others about their work. Echo Read the sentence frames for Module Task 4.

• The people see . They use their .

• The people hear . They use their .

• The people smell . They use their .

• The people touch . They use their .

• The people taste . They use their .

5. Model how to use the sentence frames and evidence organizer to orally rehearse a response to the prompt. Point to each section of the evidence organizer as you respond to the prompt by using the sentence frames.

6. Direct attention to the class evidence organizer, and reinforce that students will use their ideas from the evidence organizer to respond to the prompt. Instruct students to point to the two senses on the evidence organizer that they plan to use in their writing.

7. Tell students that they are now ready to rehearse their answer to the prompt for Module Task 4. Remind students that they will select only two senses to write about.

8. Introduce the learning task. Instruct students to orally rehearse an answer to the prompt for Module Task 4 with a partner.

Language Support

Provide these sentence frames:

• The people see . They use their .

• The people hear . They use their .

• The people smell . They use their

• The people touch . They use their .

• The people taste . They use their .

Sample Oral Rehearsal

The people hear the fry bread bubbling in the oil. They use their ears. The people smell the fry bread cooking. They use their nose.

Analyze Student Progress

Monitor: Do students describe two senses the people in the text use to experience fry bread?

Offer Immediate Support: If students need additional support orally rehearsing their responses to the prompt, review examples from the class evidence organizer.

Plan Future Practice: Students orally rehearse responses for the End-of-Module Task in lesson 38.

9. Invite a few students to share their responses.

10. Tell students that they will use their ideas to draw and write their responses to the Module Task 4 prompt in the next lesson.

LAND

5 minutes

Reflect on Learning

1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “Bread Around the World,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video. Ask this question:

What did you learn today?

Teacher Note

As needed, prompt students to reflect on what they learned by asking questions such as these:

• What did you learn about the word heritage?

• What did you learn from Fry Bread?

• What did you learn to do?

2. Add a few student-generated knowledge statements to the charts.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.B, MM.1.K.C

MM.4.K Individuals, Events, and Ideas: MM.4.K.B

MM.5.K Vocabulary: MM.5.K.B, MM.5.K.B.c

MM.9.K Media: MM.9.K.B

MM.12.K Complexity, Diversity, and Genre: MM.12.K.B, MM.12.K.B.a

CP Compose and Present Content

CP.1.K Genre: CP.1.K.B, CP.1.K.H

CP.2.K Planning: CP.2.K.D

CP.3.K Content: CP.3.K.A, CP.3.K.A.b, CP.3.K.A.e

CP.5.K Language: CP.5.K.A

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.A

BU.2.K Discovery and Evidence

BU.3.K Conversation and Collaboration: BU.3.K.A

BU.4.K Expression

DF Develop Foundations

DF.13.K Sentence Construction: DF.13.K.A

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.C

DM.3.K Schema Building

Lesson 32

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Distill: What is a central idea in this text?

OVERVIEW

Preview

In this Distill lesson, students revisit excerpts from Fry Bread to determine how fry bread is a special symbol that connects many Native Americans. Identifying how fry bread is significant in many Native American cultures prepares students to discuss a central idea in the text. During writing instruction, students use their completed evidence organizers to respond to the prompt for Module Task 4. They draw and write to label a picture that shows how people in the book use two of their senses with fry bread.

A Prologue to lesson 32 is available for students who need additional support.

Learning Goals

Determine reasons to support the author’s point that fry bread is important to some Native Americans.

LEARNING TASK: During a class discussion, share one reason from the text that supports the author’s point that fry bread is important to some Native Americans.

For Module Task 4, describe how people use two senses in Fry Bread.

LEARNING TASK: For Module Task 4, draw and write to show how people use two senses to experience fry bread.

Vocabulary

symbol (n.)

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: Prepare for a Discussion

• Respond: Discuss a Central Idea

• Write: Draw and Label to Respond to a Prompt

LAND

Reflect on Learning

Materials

TEACHER

• Fry Bread

• name sticks

• symbol examples

• class Evidence Organizer for Fry Bread (lesson 29)

• prompt for Module Task 4 (lesson 29)

• class Module Task 4 (Learn book)

STUDENTS

• Fry Bread

• sticky notes

• Module Task 4 (Learn book)

• Gallery for “Bread Around the World” (Learn book, lesson 30)

Preparation

• Determine how to display the discussion question. See the Read section for details.

• Determine three symbols that will be easily recognizable to students (e.g., a heart, thumbs-up, or check mark). See the Respond section for details.

• Prepare a duplicate of Module Task 4 from the Learn book. During instruction, display this class task to use for modeling. See the Write section for details.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display Fry Bread.

2. Display and Echo Read the Content Framing Question: What is a central idea in this text?

3. Tell students that today they will think even more about the importance of fry bread as they discuss a central idea in Fry Bread.

LEARN

53 minutes

Read | Prepare for a Discussion | 18 minutes

1. Assess and activate prior knowledge by asking these questions:

What is an important food to your family? Describe it.

What is a food that is special to your family? Describe it. When does your family eat these foods?

2. Use responses to emphasize that many families eat special and important foods when they get together. Remind students that in the previous lesson they discussed how fry bread is an important part of Native American heritage and history.

3. Tell students that the author of the text emphasized the importance of fry bread to some Native Americans. Explain that students will identify reasons the author gives for why fry bread is important.

4. Display and Echo Read today’s discussion question: Why is fry bread important to some Native Americans?

5. Remind students that to prepare for a discussion, speakers think about what they want to say and how they want to say it.

6. Introduce the speaking and listening goals for today’s discussion: Speak loudly enough for others to hear you, and share an idea connected to the topic.

7. Reinforce the speaking and listening goals by inviting a student to model what it sounds like to speak audibly. Tell students that they will plan what they want to say to answer the discussion question.

8. Display and read aloud pages 12–13, beginning with “Fry Bread Is Time.” Think aloud to model how to find textual evidence.

9. Tell students that while you read aloud the text headings, they should look closely at the illustrations to prepare for the discussion. Distribute the text and sticky notes to pairs.

10. Direct attention to pages 2–3. Echo Read each of the headings in the book, beginning on page 2. Invite students to look closely at the illustrations on each page. Pause after reading each heading, and instruct students to describe to their partner how the illustration shows why fry bread is important to some Native Americans.

Differentiation Support

To help students describe evidence from the text, invite them to act out the way fry bread is important on each page.

11. Remind students of today’s discussion question: Why is fry bread important to some Native Americans? To help students prepare for the discussion, instruct them to place a sticky note on an illustration in the text that shows a reason fry bread is important to some Native Americans.

Respond | Discuss a Central Idea | 18 minutes

1. Remind students of the speaking and listening goals for today’s discussion: Speak loudly enough for others to hear you, and share an idea connected to the topic.

2. Instruct students to orally rehearse their example with their partner.

3. Instruct students to form a circle.

Sample Think Aloud

The author makes the point that fry bread is important to some Native Americans. I am looking for a reason that the author gives to tell me why fry bread is important. Look at page 12. The author tells us that fry bread is eaten during times when families are together. I will put a sticky note on that page so I can remember that fry bread is important because Native American families and friends share fry bread together during special times.

4. Introduce the learning task. Explain that students will now engage in a discussion to share a reason fry bread is important to some Native Americans. Instruct students to use a nonverbal signal (e.g., a thumbs-up) when they hear a response like their own. Select name sticks until all students have shared their responses. Begin the discussion by asking the discussion question:

Why is fry bread important to some Native Americans?

Language Support

Provide this oral sentence frame: Fry bread is important because .

Teacher Note

During the discussion, use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform.

Analyze Student Progress

Monitor: Do students share text-based reasons why fry bread is important to some Native Americans?

Offer Immediate Support: If students need additional support sharing how fry bread is important, instruct them to examine the illustrations on pages 8–9 and describe what each illustration reveals about why fry bread is important.

Plan Future Practice: Students practice finding reasons that support an author’s point in Now and Ben in module 3.

5. At the end of the discussion, reinforce key ideas.

Key Ideas

• Fry bread is a food that brings families together to cook.

• Making fry bread is an art that older people teach young people.

• Fry bread is an important part of some Native Americans’ heritage.

6. Reinforce that the family in Fry Bread is proud of their traditions and heritage. Emphasize that like the family in the text, all families have traditions. Explain that students’ family traditions are part of their heritage and something they should be proud of too.

Differentiation Challenge

To encourage students to share knowledge creatively, engage them in writing a poem or song about one of their family traditions.

7. Tell students that they will consider a central, or important, idea from the book. Explain that identifying a central idea requires readers to pause and think about how the story relates to the bigger world beyond the book. By looking at the story within the bigger world, they can think about a lesson from the story that they can apply to their lives.

8. Show examples of symbols. Assess and activate prior knowledge by asking what each symbol represents. Introduce the vocabulary term symbol. Say the term aloud, and instruct students to repeat it. Define the term.

9. Direct attention to and read aloud pages 22–23, beginning with “Fry Bread Is Everything.” Remind students of the different examples they found throughout the text that support the author’s point that fry bread is important to some Native Americans. Explain that when the author says “Fry Bread Is Everything,” he shares his belief that fry bread is a symbol of some Native Americans’ heritage.

10. If time allows, read aloud the sections “Fry Bread Is Everything” and “We Strengthen Each Other” on pages 38–39 to help students understand the author’s point on pages 22–23.

Definition symbol (n.): an object or picture that represents (shows) an idea

11. Ask this question:

What life lessons can we learn from Fry Bread?

Key Ideas

• Fry bread can be different colors, sizes, and shapes, just like people.

• People can learn from each other.

• It is important for families and friends to spend time together.

Teacher Note

If time allows, display pages 26–27. Direct attention to the names written on the kitchen cabinet and to the picture on the wall. Explain that the names on the cabinet belong to the people and families who collaborated, or worked together, on the book. Explain that the picture on the wall is the author’s aunt Betty, who taught him to make the family’s fry bread recipe. Tell students that just as the people in the book help each other make fry bread, the people who made the book helped each other create the book Fry Bread about this important symbol.

Write | Draw and Label to Respond to a Prompt | 17 minutes

1. Remind students that they just discussed how fry bread is important by finding evidence in the words and illustrations of the text. Tell students that they will create their own pictures and words to show how the people in the book use their senses with fry bread.

2. Display the completed class Evidence Organizer for Fry Bread. Review the information on the organizer.

3. Explain that students will use the class evidence organizer to draw and write a response to the prompt for Module Task 4. Display and read both steps of the prompt: Draw and write to show the people in the book using two of their senses with fry bread. Circle the two pictures that show which body parts the people use in your drawing.

4. Remind students that they practiced sharing their responses to the prompt. Tell students that they are now ready to draw and write their responses.

5. Display the class Module Task 4. Think aloud to model how to use the evidence organizer to draw and label a response to the prompt.

6. Introduce the learning task. Direct students to Module Task 4, located in the Learn book. Echo Read both steps of the prompt. Instruct students to complete step 1 and then step 2.

Language Support

Provide these sentence frames:

• The people see . They use their

• The people hear . They use their .

• The people smell . They use their .

• The people touch . They use their

• The people taste . They use their .

Language Support

The Module Task 4 rubric includes dictation as a criterion to align with grade-level expectations, providing an additional path for teachers to capture students’ knowledge of the senses. As students complete the task, instruct them to describe what they drew.

Analyze Student Progress

Monitor: Do students draw and write to show how people in the text use two of their senses to experience fry bread?

Offer Immediate Support: If students need additional support drawing and writing to show how people use two of their senses to experience fry bread, prompt them to point to the body parts they use and then orally describe how they use those senses by completing the matching sentence frames from instruction.

Plan Future Practice: Students practice drawing and writing about the senses in the module finale.

Sample Think Aloud I am drawing a picture of the people touching and tasting fry bread. First, I will draw hands touching the puffy dough. Next, I will draw a person eating fry bread. I need to draw the face, including the mouth, since the mouth is the part that does the tasting.

LAND

5 minutes

Reflect on Learning

1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “Bread Around the World,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video. Ask this question:

What did you learn today?

Teacher Note

As needed, prompt students to reflect on what they learned by asking questions such as these:

• What did you learn about the word symbol?

• What did you learn from Fry Bread?

• What did you learn to do?

2. Add a few student-generated knowledge statements to the charts.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.B, MM.1.K.C

MM.4.K Individuals, Events, and Ideas: MM.4.K.B

MM.9.K Media: MM.9.K.B

MM.10.K Argument: MM.10.K.A

MM.12.K Complexity, Diversity, and Genre: MM.12.K.B, MM.12.K.B.a

CP Compose and Present Content

CP.1.K Genre: CP.1.K.B, CP.1.K.H

CP.2.K Planning: CP.2.K.D

CP.3.K Content: CP.3.K.A, CP.3.K.A.b, CP.3.K.A.e

CP.5.K Language: CP.5.K.A

CP.8.K Presentation: CP.8.K.A

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.A

BU.2.K Discovery and Evidence

BU.3.K Conversation and Collaboration: BU.3.K.A

BU.4.K Expression

DF Develop Foundations

DF.3.K Phonics and Spelling: DF.3.K.B, DF.3.K.B.b

DF.6.K Foundational Writing: DF.6.K.B

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.D

DM.2.K Comprehension Monitoring

DM.3.K Schema Building

DM.4.K Reflection and Evaluation

Lesson 33

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Know: How do these texts build our knowledge?

OVERVIEW Preview

In this Know lesson, students listen closely to an article about an annual festival to deepen their knowledge about the importance of art and stories to many Native Americans. Students connect new learning to Fry Bread and to the module topic. During writing instruction, students share their work so they may learn from each other. They present their completed response to Module Task 4.

Learning Goals

Build knowledge about how people use their five senses in “Festival Fun.”

LEARNING TASK: Form a knowledge statement about how people use their senses in “Festival Fun.”

Present a response to Module Task 4.

LEARNING TASK: For Module Task 4, share about how people use two senses to experience fry bread.

Vocabulary

none

Agenda

LAUNCH

Read the Content Framing Question

LEARN

• Read: Listen Closely to “Festival Fun”

• Respond: Share Knowledge Connected to a Topic

• Write: Share Writing

LAND

Synthesize Learning

Materials

TEACHER

• Fry Bread

• “Festival Fun” (digital platform)

• five senses icons for knowledge statements (lesson 6)

STUDENTS

• “Festival Fun” (Learn book)

• Module Task 4 (Learn book, lesson 32)

Preparation

• Prepare materials for the selected activity in the Write section.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Content Framing Question

1. Display Fry Bread.

2. Display and Echo Read the Content Framing Question: How do these texts build our knowledge?

3. Tell students that they will learn more from an article about a Native American festival and then practice expressing their knowledge.

LEARN

53 minutes

Read | Listen Closely to “Festival Fun” | 16 minutes

1. Distribute Fry Bread to pairs. Direct attention to pages 20–21. Read aloud pages 20–21, and instruct students to answer this question with a partner: What are the adults showing the children?

2. Reinforce the correct response: The adults are showing the name(s) of their tribal nation(s) from a list. Explain that some Native American tribal nations have powwows, or festivals, where they tell stories about their heritage.

3. Direct attention to pages 12–13 and Echo Read the heading. Ask this question:

When do Native Americans eat fry bread?

Key Ideas

• weekdays and holidays

• suppers or dinners

• powwows and festivals

4. Emphasize that fry bread is a food that is often served at festivals held by some Native Americans.

5. Direct students to the article “Festival Fun,” located in the Learn book. Explain that students will think about what they learned in previous lessons as they listen closely to the article to learn what else people do at a festival.

6. Read aloud the article, pausing at the end of each section to allow students to share something they notice that connects to something they learned in previous lessons. Think aloud to model making a connection between Fry Bread and the article.

7. Instruct students to Think–Pair–Share to answer this question: What did you learn from this article?

Differentiation Support

• What do people do at the festival?

• What can people learn at the festival?

• Why is the festival important?

Key Ideas

• Art can tell the story of many Native Americans.

• The festival helps people learn about Native American heritage.

FESTIVAL FUN

Sample Think Aloud

I remember the illustrations in Fry Bread showed examples of different Native American crafts, such as baskets and dolls. “Festival Fun” mentioned other Native American crafts, like beaded jewelry. Native Americans make many different types of crafts.

8. Emphasize that people learn about the heritage, art, and stories of many Native Americans at the festival.

9. Instruct students to Think–Pair–Share to answer this question:

In what ways are people’s experiences at the festival similar to those in Fry Bread?

Key Ideas

• Both groups of people hear stories about Native American history.

• Both groups of people might see Native American crafts.

• Both groups of people can learn about Native American heritage and traditions.

10. Invite a few students to share their responses. Add a few student-generated knowledge statements to the charts. Use responses to emphasize how people learn about Native American heritage and traditions through their experiences at the festival. Explain that students will now share knowledge about how people use their senses to experience the festival. Emphasize the importance of students sharing their ideas.

Respond | Share Knowledge Connected to a Topic | 17 minutes

1. Tell students that they will engage in an activity to celebrate the new knowledge they have gained from the article. Explain that students can use knowledge they have built from “Festival Fun” to form a knowledge statement.

2. Direct attention to the five senses icons posted around the room. Explain that you will ask a question about “Festival Fun.” Then students will move to the icon that matches their thinking and discuss their thinking with a partner.

3. Read aloud the portion of “Festival Fun” from “About 200 Native” to “arts and crafts.” Remind students that after you ask a question, they will move to the icon that matches their thinking to respond. Ask this question:

What sense do you think people use to experience the artwork?

Differentiation Support

• What artwork might they see?

• What artwork might they touch?

4. Invite a few students to share their responses.

5. Continue reading “Festival Fun,” starting with “The Marketplace helps” and ending with “and Cherokee tribes.”

6. Introduce the learning task. Tell students that you will ask another question and they will move to another icon that matches their thinking. Then they will turn to a partner and share a knowledge statement to answer the question. Ask this question:

What other senses do you think people use to experience the festival?

Differentiation Support

• What might people hear at the festival?

• What might people see at the festival?

Teacher Note

Though the learning task focuses on students’ understanding of the content, the task also provides students an opportunity to practice their oral language skills. Students practice speaking loudly enough for others to hear them and sharing an idea connected to the topic during the Know lessons in this module.

Analyze Student Progress

Monitor: Do students demonstrate understanding of how people use their senses to experience the festival?

Offer Immediate Support: If students need additional support forming a knowledge statement, prompt them to describe what people do at the festival.

Plan Future Practice: Students practice forming knowledge statements connected to a topic in module 2.

7. Invite a few students to share their knowledge statements. Choose one sentence and write it on the Module 1 World Knowledge Chart. If time allows, add additional knowledge statements.

Key Ideas

• People can see dancing and crafts.

• People can hear music and stories.

• People can touch jewelry, baskets, and sculptures.

| Share Writing | 20 minutes

1. Remind students that they have shared new knowledge from the text and connected their learning to the five senses. Now they will share evidence of ways people in the text use their five senses.

2. Remind students that writers share ideas, or knowledge, by speaking, drawing, and writing. Explain that writers share their writing to learn from each other. Tell students that today they will share their responses to Module Task 4.

3. Direct students to Module Task 4, located in the Learn book. Echo Read both steps of the prompt: Draw and write to show the people in the book using two of their senses with fry bread. Circle the two pictures that show which body parts the people use in your drawing. Instruct students to complete step 1 and then step 2.

Teacher Note

If students were unable to complete Module Task 4 in the previous lesson, provide them additional time to complete the task before presenting their work.

4. Choose one of the following activities for students to present their work:

• Instruct students to share completed written work with a partner.

• Display completed written work and facilitate a Gallery Walk.

• Determine a way for students to record themselves reading aloud their completed written work, and then make these recordings available to all students in the class.

• Create copies of completed written work to share with others.

• Invite a few students to display their completed written work in front of the class and read it aloud.

• Create your own activity.

Teacher Note

Presentation activities allow students to celebrate their writing by sharing with and learning from their peers. Some of the options also provide students an opportunity to practice module 1 speaking and listening goals. As needed, use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward these goals.

5. Introduce the learning task. Instruct students to share their responses to Module Task 4.

Language Support

Provide these sentence frames to assist students in sharing their writing:

• The children see . They use their .

• The children hear . They use their .

• The children smell . They use their

• The children touch . They use their .

• The children taste . They use their .

Analyze Student Progress

Following completion of Module Task 4, refer to the Assessment Guide for next steps. Use the information in the guide to provide feedback to students and plan for future writing instruction.

LAND

5 minutes

Synthesize Learning

1. Direct attention to both knowledge charts, and read aloud a few knowledge statements. Ask this question: What did you learn about how people experience fry bread?

2. Facilitate a brief discussion of the following question to help students integrate the knowledge they built during the past several lessons: How does your new knowledge show how people use their senses to experience the world?

3. Use responses to reinforce this Knowledge Thread:

• People can use their senses to share experiences with others.

4. Tell students that they will continue building their knowledge as they study a new text in the next lesson.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.B, MM.1.K.C

MM.4.K Individuals, Events, and Ideas: MM.4.K.B

MM.11.K Connections: MM.11.K.B

MM.12.K Complexity, Diversity, and Genre: MM.12.K.B, MM.12.K.B.a, MM.12.K.B.b

CP Compose and Present Content

CP.1.K Genre: CP.1.K.B, CP.1.K.H

CP.3.K Content: CP.3.K.A, CP.3.K.A.b

CP.5.K Language: CP.5.K.A

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.A

BU.2.K Discovery and Evidence

BU.3.K Conversation and Collaboration: BU.3.K.A

BU.4.K Expression

DF Develop Foundations

DF.13.K Sentence Construction: DF.13.K.A

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.E

DM.3.K Schema Building

DM.4.K Reflection and Evaluation

Lesson 34

Essential Question | How do people use their senses to experience the world?

OVERVIEW

Preview

In this lesson, students complete Listening Comprehension

Assessment 2. In the first section of the assessment, students demonstrate their knowledge by answering questions about important words and concepts in the module. In the second section, students expand their knowledge by applying comprehension skills to a new text they hear read aloud. After completing the assessment, students practice reading Geodes or explore a volume of reading text.

Learning Goal

Demonstrate knowledge of the five senses and apply listening comprehension skills to a new text related to the five senses.

LEARNING TASK: Complete Listening Comprehension Assessment 2.

Vocabulary

none

Agenda

LAUNCH

Read the Essential Question

LEARN

• Respond: Complete an Assessment

• Read: Read More About the Five Senses

LAND

Revisit the Essential Question

Materials

TEACHER

• text for Listening Comprehension Assessment 2

• Assessment Guide (digital platform)

STUDENTS

• Listening Comprehension Assessment 2 (Assessment Guide or digital platform)

Preparation

• Refer to the Assessment Guide for information on how to administer Listening Comprehension Assessment 2.

• Select volume of reading books or Geodes for the Read section.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH 2 minutes

Read the Essential Question

1. Display and Echo Read the Essential Question: How do people use their senses to experience the world?

2. Tell students that in this lesson they will show what they know about the five senses. Then they will listen to a new text related to the five senses to grow what they know. Reinforce that the text students listen to during the assessment will add to their understanding of the Essential Question.

LEARN

55 minutes

Respond | Complete an Assessment | 40 minutes

1. Introduce the learning task. Tell students that they will complete an assessment. Explain that the assessment includes two sections. In the first section, students show what they know about important words and ideas in the module. In the second section, they listen closely to a new text and answer questions about the story.

2. Administer the assessment according to the instructions in the Assessment Guide.

Teacher Notes

Students may complete Listening Comprehension Assessment 2 on paper or on the digital platform. Using the platform gives students experience with technology-enhanced assessments.

During the next section of the lesson, continue to administer the assessment to students who need more time to complete it.

Analyze Student Progress

Refer to the Assessment Guide for next steps following Listening Comprehension Assessment 2. Use this information to plan responsive teaching for lesson 35.

Read | Read More About the Five Senses | 15 minutes

1. Instruct students who completed the assessment to explore a volume of reading or Geodes book. Those who are still working on the assessment can explore a volume of reading or Geodes book during the regularly scheduled volume of reading time.

LAND

3 minutes

Revisit the Essential Question

1. Instruct students to share with a partner one thing they learned about the five senses from the text for Listening Comprehension Assessment 2.

2. Tell students that they will continue to discuss what they have learned about the five senses during the module finale lessons.

ACHIEVEMENT DESCRIPTORS

BU Build Understanding

BU.4.K Expression

DM Develop Metacognition

DM.3.K Schema Building

Lesson 35

Essential Question | How do people use their senses to experience the world?

OVERVIEW

Preview

In this Responsive Teaching lesson, students listen closely to another reading of the text for Listening Comprehension Assessment 2. They discuss assessment questions they might have missed to explain how to identify the correct answers. The lesson concludes with an opportunity for students to review module terms by using Knowledge Cards. Reviewing the assessment and module terms solidifies students’ understanding of the five senses and prepares them to continue building their knowledge.

Learning Goal

Analyze relevant questions on Listening Comprehension Assessment 2.

LEARNING TASK: Explain how to identify correct answers for relevant questions on Listening Comprehension Assessment 2.

Vocabulary

all module 1 terms

Agenda

LAUNCH

Read the Essential Question

LEARN

• Read: Listen Closely to the Assessment Text

• Respond: Revisit the Assessment

• Engage: Review Module Terms

LAND

Reflect on the Assessment

Materials

TEACHER

• text for Listening Comprehension Assessment 2

• Assessment Guide (digital platform)

• all module 1 Knowledge Cards

STUDENTS

• Listening Comprehension Assessment 2 (Assessment Guide or digital platform)

Preparation

• Use the student performance data from Listening Comprehension Assessment 2 to determine which questions to review in this lesson. Refer to the Assessment Guide for additional information.

• Gather the Knowledge Cards for use in the Engage section. Use the student performance data from the first section of Listening Comprehension Assessment 2 to identify module terms to highlight for review.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Essential Question

1. Display and Echo Read the Essential Question: How do people use their senses to experience the world?

2. Tell students that they will listen again to the text for Listening Comprehension Assessment 2 and discuss some of the questions. Emphasize that revisiting the text and assessment helps students deepen their knowledge and respond to the Essential Question.

LEARN

55 minutes

Read | Listen Closely to the Assessment Text | 15 minutes

1. Read aloud the text for Listening Comprehension Assessment 2, modeling fluent reading.

Respond | Revisit the Assessment | 25 minutes

1. Introduce the learning task. Display selected questions from Listening Comprehension Assessment 2. Explain that the class will discuss these questions to understand how to identify the correct answers.

2. Refer to the Assessment Guide for information on responsive teaching for Listening Comprehension Assessment 2.

Analyze Student Progress

Monitor: Do students explain how to identify the correct answers for items reviewed on Listening Comprehension Assessment 2?

Offer Immediate Support: If students need additional support explaining how they arrived at the correct answers, think aloud to model an explanation before having students practice with a partner.

Plan Future Practice: Students practice discussing responses to an assessment in module 2.

Engage | Review Module Terms | 15 minutes

1. Review select Knowledge Cards introduced in previous lessons. Choose cards to help students solidify key knowledge of the module topic.

2. Choose one vocabulary activity to help students make connections among module terms.

• Share What You Know: Choose one Knowledge Card and read aloud the term and definition. Instruct students to silently form a knowledge statement with that term and then share that statement with a partner. Invite students to share with the class. Tell students to use a nonverbal signal (e.g., a thumbs-up) if they hear a knowledge statement like their own. Repeat the activity by choosing another Knowledge Card.

• Act Out the Terms: Facilitate a brief game of charades. Invite a pair of students to choose a Knowledge Card. Read aloud the term to the pair quietly and prompt them to collaboratively act out the term without speaking. Encourage the class to guess the term.

• Create a Web: Facilitate creation of a class web of terms. Display and read aloud all module 1 Knowledge Cards. Select one Knowledge Card to be the center of the word web. Tell students to select a new Knowledge Card and state a connection between the two terms. Draw a line between the cards to signify the connection. Instruct students to continue adding new Knowledge Cards to the web as they discuss the connections between terms.

Teacher Note

Reviewing Knowledge Cards offers an opportunity to deepen the knowledge of the module. Consider which Knowledge Threads to elevate when selecting terms for the activity. Find the Knowledge Threads in the module overview.

LAND 3 minutes

Reflect on the Assessment

1. Instruct students to share with a partner one thing they learned as they worked through assessment questions with the class.

2. Tell students that they will continue to discuss what they have learned about the five senses during the module finale lessons.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.A, MM.1.K.C

MM.12.K Complexity, Diversity, and Genre: MM.12.K.A, MM.12.K.A.a

BU Build Understanding

BU.2.K Discovery and Evidence

BU.4.K Expression

DM Develop Metacognition

DM.4.K Reflection and Evaluation

Lesson 36

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Know: How do these texts build our knowledge?

OVERVIEW

Preview

In this module finale lesson, students revisit the module texts to determine how people use their senses to experience the world. Identifying how the characters in the texts experience the world with their senses prepares students to use text-based evidence to discuss this topic during a Socratic seminar. During writing instruction, students learn about and discuss the End-of-Module Task. They listen to Rap a Tap Tap and practice collecting evidence for the task.

Learning Goals

Explain how people use their senses to experience the world.

LEARNING TASK: During a Socratic seminar, share one example from the module texts about how people use their senses to experience the world.

Practice collecting evidence from Rap a Tap Tap in preparation for the End-of-Module Task.

LEARNING TASK: Identify something a person can see, hear, smell, touch, or taste in Rap a Tap Tap.

Vocabulary

none

Agenda

LAUNCH

Read the Essential Question

LEARN

• Read: Prepare for a Discussion

• Respond: Discuss the Essential Question

• Write: Introduce the End-of-Module Task

LAND

Synthesize Learning

Materials

TEACHER

• Knowledge Card: experience

• specified texts

• name sticks

• prompt for the End-of-Module Task

STUDENTS

• specified texts

Preparation

• Prepare to use the following texts: My Five Senses, Last Stop on Market Street, Rap a Tap Tap, “Smelly” Kelly and His Super Senses, and Fry Bread.

• Determine how to display the covers of the module texts. See the Launch section for details.

• Create stations around the classroom with student sets of module texts. At each station, place at least five copies of the text for students to refer to as they prepare for the Socratic seminar. See the Read section for details.

• Determine how to display the prompt. See the Write section for details. Students continue working with the prompt throughout the module finale.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH 2 minutes

Read the Essential Question

1. Explain that in this last set of lessons students will discuss and write about the module’s Essential Question.

2. Display and Echo Read the Essential Question: How do people use their senses to experience the world?

3. Display the Knowledge Card for experience. Activate prior knowledge by asking this question: What does it mean to experience something?

4. Direct attention to the image on the Knowledge Card and reinforce that experience means “to do, to see, or to feel something.”

5. Display the covers of the module texts. Reinforce that students thought deeply about the Essential Question as they read each module text. Tell students that in this lesson they will discuss what they learned about how people use their senses to experience the world.

LEARN

53 minutes

Read | Prepare for a Discussion | 20 minutes

1. Introduce students to the term Socratic seminar. Explain that just like discussions during Distill lessons, a Socratic seminar is a discussion based on texts. During the seminar, everyone shares what they think about an important question and supports their ideas with examples from the texts. Students will prepare for the Socratic seminar by choosing an example from a text that shows how people use their senses to experience the world. During a Socratic seminar, the important question is the Essential Question.

Teacher Note

If time allows, briefly note that the name of the Socratic seminar comes from the ancient Greek philosopher Socrates. Share that Socrates loved teaching by asking his students challenging questions and discussing them together.

2. Tell students that in previous discussions they shared the knowledge they gained from reading each module text. In this discussion, students will talk about the knowledge they gained from reading all of the module texts.

3. Direct attention to the covers of the module texts to remind students of the books they read during this module. Tell students that each book added to their understanding of how a person uses their senses to experience the world.

4. Explain that just like in previous class discussions, students will prepare for the Socratic seminar by collecting evidence from books. Tell students that they will choose an example from a module text that shows how a person in the book uses their senses to experience the world. Remind students that the characters in the module 1 texts are people, so students can use examples from any of the texts to answer the Essential Question.

5. Direct attention to the stations for each module text located throughout the classroom. Explain that students will review the module 1 texts through a Gallery Walk. They will rotate in small groups to explore the illustrations and remember what happened in each text. After looking closely at a text, they will think about the Essential Question and point to an illustration that shows how a person in the book uses their senses to experience the world.

6. Model how to participate in the Gallery Walk. Think aloud as you walk to Last Stop on Market Street, look closely at the illustrations on several pages, and then display page 13 and point to CJ using his sense of sight.

7. Organize students into small groups. Assign each group a station to begin. During each rotation, give students a few minutes to look closely at the illustrations in the text and to turn to a partner and point to an illustration that shows a person using their senses. Signal to students when they should rotate to the next station. Continue until students have had the opportunity to explore each module text.

8. Bring groups back together. Tell students that they will now practice sharing a response to the Essential Question. Remind students that to prepare for a discussion, speakers think about what they want to say and how they want to say it. Ask this question:

What speaking and listening goals have you practiced?

9. Reinforce the correct responses:

• Speak loudly enough for others to hear you.

• Share an idea connected to the topic.

10. Encourage students to think carefully about the illustrations they pointed to during the Gallery Walk. Tell students to choose one example that shows how a person from a module text uses their senses. Instruct students to discuss this question with a partner: How does a person in a module text use their senses to experience the world?

11. Invite students to reflect on how they shared their response by encouraging them to think about whether they spoke loudly enough to be heard and whether they stayed on topic by answering the question with an example from a module text.

Sample Think Aloud

First, I go with my group to our first module text station. Next, I spend a little time looking closely at the illustrations. The illustrations help me remember what happened in this book. They also show me how CJ and Nana use their senses. Since I am looking for an answer to the Essential Question, I am trying to find a picture that shows CJ using his senses to experience the world. Oh, here, I found CJ using his eyes to see the butterflies! I will remember this example to answer the Essential Question in our class discussion.

Respond | Discuss the Essential Question | 18 minutes

1. Instruct students to form a discussion circle for the Socratic seminar.

2. Tell students that combining their ideas and textual evidence to prepare for sharing ideas with others is a part of research. Reinforce that in a Socratic seminar students share their ideas about a topic and learn from one another.

3. Remind students of the two speaking and listening goals they practiced during the module: Speak loudly enough for others to hear you and share an idea connected to the topic.

Teacher Note

During the discussion, use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward these goals. Focus attention on monitoring the progress of students who have not yet met the two speaking and listening goals of the module.

4. Explain that students will now engage in a Socratic seminar about how the people in the module texts use their senses to experience the world. Instruct students to use a nonverbal signal (e.g., a thumbs-up) when they hear an example like their own. Select name sticks until all students have shared their examples.

5. Begin the Socratic seminar by Echo Reading the Essential Question: How do people use their senses to experience the world?

6. Introduce the learning task. Facilitate the discussion by inviting students to share an example from the texts of how people use their senses to experience the world.

Teacher Note

If students identify only one sense, encourage them to identify an additional sense that the person in the text could use to experience the same item. For example, if a student shares that Smelly Kelly smells gas leaks, instruct them to identify another sense that Smelly Kelly could use to discover gas leaks.

Analyze Student Progress

Monitor: Do students share text-based examples of people using their senses to experience the world?

Offer Immediate Support: If students need additional support identifying an example that shows how a person uses their senses, direct students to an illustration on pages 20–25 in My Five Senses and tell them to describe how the boy is using his senses.

Plan Future Practice: Students practice contributing ideas to a Socratic seminar in module 2.

Key Ideas

• CJ hears a guitar on the bus ride.

• Smelly Kelly smells gas leaks on the subway.

• The boy touches the puppy.

• The people hear Bojangles’s feet tapping.

• The family smells and tastes fry bread.

7. Bring the Socratic seminar to a close by acknowledging all that students have learned about the five senses in this module. Explain that students will engage in Socratic seminars again at the end of each module.

Write | Introduce the End-of-Module Task | 15 minutes

1. Introduce students to the term End-of-Module Task. Explain that just like the other module tasks, the End-of-Module Task is an opportunity for students to show the knowledge they have gained by drawing and writing to respond to a prompt.

2. Display and Echo Read the prompt for the End-of-Module Task: Draw and write to show yourself using two senses while on a walk. Circle the two pictures that show which body parts you use in your drawing.

3. Remind students that to complete Module Task 2, they watched a video of Bojangles tap dancing and collected evidence of how they used their senses to experience the video. Explain that to respond to the prompt for the End-of-Module Task, students will go on a walk in the next lesson to collect evidence of how they use their senses. Emphasize that students will use evidence from the walk to answer the prompt for the End-of-Module Task.

4. Tell students that before they go on the real walk they will pretend to go on a walk by reading Rap a Tap Tap to practice collecting evidence. They will imagine all the things they might see, hear, smell, touch, and taste if they were walking with Bojangles as he dances through the city.

5. Read aloud Rap a Tap Tap. Briefly pause at the end of each page and encourage students to look closely at the illustrations to imagine something they might see, hear, smell, touch, or taste. Invite students to point to a body part to indicate the sense that they are pretending to use.

6. Direct attention to the illustration on pages 6–7. Think aloud and point to your eyes to model how to use evidence from the text to answer the prompt for the End-of-Module Task.

7. Introduce the learning task. Direct students to Rap a Tap Tap. Instruct students to find examples of something they might see, hear, smell, touch, or taste in the city.

Analyze Student Progress

Monitor: Do students identify something they might see, hear, smell, touch, or taste in the city?

Offer Immediate Support: If students need additional support identifying something they might see, hear, smell, touch, or taste, direct them to the illustration on pages 8–9 and instruct them to point to an object in the illustration and describe the sense they would use to experience the object.

Plan Future Practice: Students practice collecting evidence to respond to the prompt for the End-of-Module Task in lesson 37.

8. Invite a few students to share their examples. Encourage students to point to their matching body part to show what sense they are pretending to use. Reinforce responses that use evidence from the text to answer the prompt.

Sample Think Aloud I am pretending that I am walking along, following Bojangles. I notice he is looking at the man and baby, so I look at them too. I see the man is sitting on a bench. I use my eyes.

LAND

5 minutes

Synthesize Learning

1. Direct attention to both knowledge charts.

2. Ask this question: What did you learn by discussing how people use their senses?

3. Facilitate a brief discussion to help students integrate the knowledge they built during the lesson.

4. Add a few student-generated knowledge statements to the charts as applicable.

5. Tell students that they will continue to revisit the knowledge they have gained by completing the End-of-Module Task over the next two days.

ACHIEVEMENT DESCRIPTORS

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: MM.1.K.A, MM.1.K.B, MM.1.K.C

MM.6.K Diction: MM.6.K.A

MM.9.K Media: MM.9.K.A, MM.9.K.B

MM.12.K Complexity, Diversity, and Genre: MM.12.K.A, MM.12.K.A.a, MM.12.K.B, MM.12.K.B.a, MM.12.K.B.b

CP Compose and Present Content

CP.1.K Genre: CP.1.K.B, CP.1.K.H

CP.2.K Planning: CP.2.K.A, CP.2.K.D

CP.3.K Content: CP.3.K.A, CP.3.K.A.b

CP.5.K Language: CP.5.K.A

CP.8.K Presentation: CP.8.K.A

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.A

BU.2.K Discovery and Evidence

BU.3.K Conversation and Collaboration: BU.3.K.A

BU.4.K Expression

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.E

DM.3.K Schema Building

DM.4.K Reflection and Evaluation

Lesson 37

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Know: How do these texts build our knowledge?

OVERVIEW Preview

In this module finale lesson, students examine a model response for the End-of-Module Task to help them plan for their writing. Then students participate in a sensory walk to collect evidence for the End-of-Module Task. Finally, they draw and label two examples that show how they use their senses on the walk. Students add examples to an evidence organizer.

Learning Goals

For the End-of-Module Task, collect evidence about how you use your senses on a walk.

LEARNING TASK: For the End-of-Module Task, describe how you use two senses on a walk.

For the End-of-Module Task, describe how you use your senses on a walk.

LEARNING TASK: For the End-of-Module Task, draw and write to show how you use your senses on a walk.

Vocabulary

none

Agenda

LAUNCH

Read the Essential Question

LEARN

• Plan: Examine a Model Response for the End-of-Module Task

• Write: Collect Evidence for the End-of-Module Task

• Share: Document Examples for the End-of-Module Task

LAND

Synthesize Learning

Materials

TEACHER

• prompt for the End-of-Module Task (lesson 36)

• class Model Response for the End-of-Module Task (Reference Chart appendix)

• class Evidence Organizer for the End-of-Module Task

• name sticks

• tape STUDENTS

• two different sense cards

Preparation

• Make a class Model Response for the End-of-Module Task. See the Plan section for details and the Reference Charts appendix for a sample.

• Determine how to display the sentence frames. See the Plan section for details. Students continue working with the sentence frames throughout the module finale lessons.

• Determine a safe and appropriate location to take your students on a sensory walk. See the Write section for details.

• Make several copies of step 2 of the End-of-Module Task, located in the Learn book. Create sense cards by cutting out the Hear, See, Smell, and Touch sense boxes. Sort the cards by sense and organize into piles. See the Share section for details.

• Make a class Evidence Organizer for the End-of-Module Task. See the Share section for details. Save this organizer to use in lesson 38.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Essential Question

1. Explain that students will continue to discuss and write about the module’s Essential Question.

2. Display and Echo Read the Essential Question: How do people use their senses to experience the world?

3. Reinforce that the End-of-Module Task is an opportunity for students to show the knowledge they have gained through drawing and writing.

4. Remind students that they pretended to go on a walk by reading Rap a Tap Tap to practice collecting evidence for the End-of-Module Task. Tell students that today they will go on a real sensory walk to collect evidence to complete the End-of-Module Task.

LEARN

53 minutes

Plan | Examine a Model Response for the End-of-Module Task | 13 minutes

1. Reinforce that students will respond to a prompt when they complete their End-of-Module Task. Display the prompt for the End-of-Module Task. Echo Read the prompt: Draw and write to show yourself using two senses while on a walk. Circle the two pictures that show which body parts you use in your drawing.

2. Remind students that writers sometimes use sentence frames to help plan their writing. Display and Echo Read the sentence frames for the End-of-Module Task.

• I see . I use my .

• I hear . I use my .

• I smell . I use my .

• I touch . I use my .

3. Explain that students can better understand the prompt for the End-of-Module Task if they look at a model response or an example. Read aloud the class Model Response for the End-ofModule Task by describing the drawing and using the sentence frames.

Model Response

I see a bench. I use my eyes. I touch a fence. I use my hands.

Teacher Note

Model Response for the End-of-Module Task

The model response is an example of an on-target response. For this reason, the model includes labels with a single letter, or the beginning sound of the words the labels are meant to represent. Some students will be able to write advanced responses. For example, they may be able to string a few letters together to represent words. Consider students’ level of phonetic knowledge to help gauge which students may be ready to write more. See the Assessment Guide for more information, including an example of an advanced response.

4. Ask this question:

What do you notice about this model?

Key Ideas

• drawing of a person

• drawing of a bench with label b

• drawing of a fence with label f

5. Think aloud to reinforce how the model answers the prompt. Direct attention to each element in the model as you describe it.

Sample Think Aloud

If I were responding to the prompt, I would need to make sure I showed myself on the walk, just like here in the model. Then I would need to make sure to draw and write how I use my senses. In the model, the person sees the bench. They are using their eyes. The person also touches the fence. They are using their hands. All these items are included in the drawing: the person, their eyes, their hands. the bench, and the fence. Finally, I would need to make sure to label my drawing. The model has labels. The bench is labeled with a b, and the fence is labeled with an f.

6. Instruct students to look closely at the model as you read aloud step 1 of the prompt for the End-of-Module Task: Draw and write to show yourself using two senses while on a walk. Instruct students to use a nonverbal signal (e.g., draw a check mark in the air) to confirm a yes response, and ask these questions:

Does the model show a person on a walk?

Does the model show the person using two different senses?

Does the model include drawing and writing?

Does the model include labels?

7. Reinforce the correct responses: Yes. Remind students that a model helps students understand what to do to correctly respond to the prompt. Explain that students will collect evidence and use their own ideas to complete the End-of-Module Task.

Write | Collect Evidence for the End-of-Module Task | 25 minutes

1. Tell students that now they will go on a walk to collect evidence to complete the End-of-Module Task. Reinforce that students have been talking about how people experience the world through their senses. Tell students that they will now get to experience the world by using their own senses. Remind students that they will use examples from their walk to answer the prompt.

2. Take your class on a sensory walk. Remind students to think about what they are experiencing with their senses while on the walk.

3. During the walk, pause periodically and encourage students to think about one of the senses. For each sense, instruct students to point to the body part they are using and to turn to a partner and describe what they are experiencing with that sense. Encourage students to use the sentence frames to describe their experience:

• I see . I use my .

• I hear . I use my .

• I smell . I use my .

• I touch . I use my .

4. Introduce the learning task. Once everyone has returned to the classroom, tell students to imagine being back on the walk. Instruct students to Think–Pair–Share to answer this question:

How do you use two of your senses on the walk?

Language Support

Provide these sentence frames:

• I see . I use my

• I hear . I use my .

• I smell . I use my .

• I touch . I use my

Analyze Student Progress

Monitor: Do students describe ways they use two senses while on the walk?

Offer Immediate Support: If students need additional support describing how they use two senses on the walk, point to two body parts (e.g., eyes, ears, nose, or hand) and instruct them to describe how they use each body part on the walk.

Plan Future Practice: Students practice collecting evidence in response to a prompt in module 2.

Share | Document Examples for the End-of-Module Task | 15 minutes

1. Tell students that they will now add their examples to an evidence organizer to keep track of their ideas and plan for the End-of-Module Task. Display the class Evidence Organizer for the End-of-Module Task, and read aloud the chart title.

2. Explain that students will draw two things they experience with their senses on the walk. They will add both examples to the class evidence organizer.

3. Direct attention to the sense cards, and tell students that they will choose two different sense cards based on the two senses they want to draw about. On each card, they will draw what they experience on the walk by using that sense. Select name sticks until all students have chosen two different sense cards.

4. Introduce the learning task. Encourage students to imagine being back on the walk. Instruct students to draw and label on each sense card one thing they see, hear, smell, or touch on the walk.

Analyze Student Progress

Monitor: Do students draw and label two things they see, hear, smell, or touch on the walk?

Offer Immediate Support: If students need additional support drawing and labeling examples of two different senses, remind them of what they shared with a partner after the walk and encourage additional discussion before they draw.

Plan Future Practice: Students practice documenting evidence in module 2.

5. Invite students to share their examples and to add them to the class evidence organizer by taping them into the corresponding sense box. Select name sticks until all students have added their examples to the evidence organizer.

Class Evidence Organizer for the End-of-Module Task

6. Tell students that they will use the class evidence organizer to complete the End-of-Module Task in the next module finale lesson.

Teacher Note

Students will refer to the student-drawn examples on the class evidence organizer to complete the End-of-Module Task in the next module finale lesson.

LAND

5 minutes

Synthesize Learning

1. Direct attention to the ELA Knowledge Chart.

2. Ask this question:

What did you learn to do during this module?

Teacher Note

As needed, prompt students to reflect on what they learned by asking questions such as these:

• What did you learn to do as a reader?

• What did you learn to do as a writer?

3. Facilitate a brief discussion to support students in recognizing the ELA knowledge they built during this module.

4. Add any new ELA knowledge statements to the chart as applicable.

ACHIEVEMENT DESCRIPTORS

CP Compose and Present Content

CP.1.K Genre: CP.1.K.B, CP.1.K.H

CP.2.K Planning: CP.2.K.B, CP.2.K.D

CP.3.K Content: CP.3.K.A, CP.3.K.A.b

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.A, BU.1.K.B

BU.2.K Discovery and Evidence

BU.3.K Conversation and Collaboration: BU.3.K.A

BU.4.K Expression

DF Develop Foundations

DF.3.K Phonics and Spelling: DF.3.K.B, DF.3.K.B.b

DF.6.K Foundational Writing: DF.6.K.B

DF.13.K Sentence Construction: DF.13.K.A

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.E

DM.2.K Comprehension Monitoring

DM.3.K Schema Building

DM.4.K Reflection and Evaluation

Lesson 38

Essential Question | How do people use their senses to experience the world?

Content Framing Question | Know: How do these texts build our knowledge?

OVERVIEW

Preview

In this module finale lesson, students plan for writing by orally rehearsing a response to the End-of-Module Task. Orally rehearsing prepares students to draw and write to complete the End-of-Module Task. Students then share their responses with others.

Learning Goal

For the End-of-Module Task, describe how you use two senses while on a walk.

LEARNING TASK: For the End-of-Module Task, draw and write to show yourself using two senses while on a walk.

Vocabulary

none

Agenda

LAUNCH

Read the Essential Question

LEARN

• Plan: Rehearse a Response to the End-of-Module Task

• Write: Draw and Label to Complete the End-of-Module Task

• Write: Share Writing

LAND

Synthesize Learning

Materials

TEACHER

• class Evidence Organizer for the End-of-Module Task (lesson 37)

• prompt for the End-of-Module Task (lesson 36)

STUDENTS

• End-of-Module Task (Learn book)

Preparation

• Prepare materials for the selected activity in the second Write section.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH

2 minutes

Read the Essential Question

1. Display and Echo Read the Essential Question: How do people use their senses to experience the world?

2. Remind students that in the previous lesson they went on a walk to collect evidence to answer the prompt for the End-of-Module Task. Tell students that today they will complete the End-of-Module Task by drawing and labeling a response to the prompt. Then they will share their writing.

LEARN

53 minutes

Plan | Rehearse a Response to the End-of-Module Task | 13 minutes

1. Remind students that in the previous lesson they added evidence from their walk to an evidence organizer to keep track of their examples of using their senses. Display the completed class Evidence Organizer for the End-of-Module Task. Review the information on the evidence organizer.

2. Explain that today students will use the class evidence organizer to respond to the End-of-Module Task. First, they will practice answering the prompt by saying their ideas aloud.

3. Display and Echo Read the prompt for the End-of-Module Task: Draw and write to show yourself using two senses while on a walk. Circle the two pictures that show which body parts you use in your drawing.

4. Remind students that writers sometimes use sentence frames to help plan their writing. By using sentence frames, writers can tell others what they drew and wrote about.

5. Direct attention to the sentence frames for the End-of-Module Task. Instruct students to point to their matching body parts as they Echo Read these sentence frames:

• I see . I use my . • I hear . I use my . • I smell . I use my . • I touch . I use my .

6. Tell students that they are now ready to answer the prompt for the End-of-Module Task. Direct attention to the class evidence organizer, and reinforce that students will use examples from the organizer to respond to the prompt.

7. Remind students that they collected evidence about using multiple senses on their walk, but they will select only two senses to write about. Instruct students to Think–Pair–Share to practice their response to the End-of-Module prompt. Encourage students to use the sentence frames to respond.

Write

| Draw and Label to Complete the End-of-Module Task | 25 minutes

1. Reinforce that students just practiced answering the prompt for the End-of-Module Task by saying their responses aloud using sentence frames. Tell students that they are now ready to draw and write their responses.

2. Direct students to the End-of-Module Task, located in the Learn book. Echo Read the prompt: Draw and write to show yourself using two senses while on a walk. Circle the two pictures that show which body parts you use in your drawing.

3. Introduce the learning task. Instruct students to draw and label a response to step 1 of the prompt and circle the correct body parts for step 2.

Analyze Student Progress

Following completion of the End-of-Module Task, refer to the Assessment Guide for next steps. Use the information in the guide to provide feedback to students and plan future writing instruction.

Language Support

The End-of-Module Task rubric includes dictation as a criterion to align with grade-level expectations, providing an additional path for teachers to capture students’ knowledge of the senses. As students complete the task, instruct them to describe what they drew. As needed, provide the sentence frames students worked with during instruction.

Write

| Share Writing | 15 minutes

1. Remind students that writers share their ideas, or knowledge, by speaking, drawing, and writing. Reinforce that writers share their writing to learn from each other. Tell students that they will share their responses to the End-of-Module Task.

2. Direct students to their completed responses to the End-of-Module Task, located in the Learn book.

3. Choose one of the following activities for students to present their work:

• Instruct students to share completed written work with a partner.

• Display completed written work and facilitate a Gallery Walk.

• Determine a way for students to record themselves reading aloud their completed written work, and then make these recordings available to all students in the class.

• Create copies of completed written work to share with others.

• Invite a few students to display their completed written work in front of the class and read it aloud.

• Create your own activity.

Teacher Note

Allow students to celebrate their writing by sharing with and learning from their peers. Some of the options also provide students an opportunity to practice module 1 speaking and listening goals. As needed, use the Module 1 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward these goals.

LAND 5 minutes

Synthesize Learning

1. Direct attention to both knowledge charts, and read aloud a few knowledge statements. Ask this question:

How did learning from other students’ writing help build your knowledge about the five senses?

2. Facilitate a brief discussion of the following question to help students integrate the knowledge they built during the past several lessons:

How does your knowledge show how people use their senses to experience the world?

3. Tell students that they will continue building their knowledge as they study new texts in the next module.

4. Tell students that they will finish their study of the five senses in the next lesson by participating in a closing bookend activity.

ACHIEVEMENT DESCRIPTORS

CP Compose and Present Content

CP.1.K Genre: CP.1.K.B, CP.1.K.H

CP.2.K Planning: CP.2.K.D

CP.3.K Content: CP.3.K.A, CP.3.K.A.b

CP.5.K Language: CP.5.K.A

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.A

BU.4.K Expression

DF Develop Foundations

DF.3.K Phonics and Spelling: DF.3.K.B, DF.3.K.B.b

DF.6.K Foundational Writing: DF.6.K.B

DF.13.K Sentence Construction: DF.13.K.A

DM Develop Metacognition

DM.1.K Content Stages: DM.1.K.E

DM.3.K Schema Building

DM.4.K Reflection and Evaluation

Lesson 39

Essential Question | How do people use their senses to experience the world?

OVERVIEW

Preview

In this closing Bookend lesson, students reflect on the module topic and Essential Question. Students share what they learned about the five senses. They continue to engage with the module topic through an experience that the teacher chooses. Students may create a class five senses picture book, experience a field trip to an art museum, read a book about the five senses, or engage in a teacher-created experience.

Learning Goals

• Share knowledge gained from the module about the five senses.

• Reflect on the module topic.

Agenda LAUNCH

Read the Essential Question

LEARN

• Share: Discuss New Knowledge

• Engage: Create, Experience, or Read LAND Revisit the Essential Question

Vocabulary

none

Materials and Preparation

• Prepare materials for the selected activity in the Engage section.

• Depending on the option you choose, consider planning for more than the typical 60 minutes recommended for a lesson.

Follow-Up

• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.

LAUNCH 2 minutes

Read the Essential Question

1. Tell students that today is the final day of the first module.

2. Display and Echo Read the Essential Question: How do people use their senses to experience the world?

Teacher Note

Customize this lesson’s content to incorporate your school’s regional geography, the community’s resources, and the area’s history. Use the activities to activate and honor students’ funds of knowledge, including their home life, languages, and experiences.

LEARN 53

minutes

Share | Discuss New Knowledge | 8 minutes

1. Tell students that they will share what they have learned about the module topic. Instruct students to Think–Pair–Share to answer these questions:

What did you learn about the five senses that you did not know before?

How do your senses help you experience the world?

Engage | Create, Experience, or Read | 45 minutes

Choose a Create, Experience, or Read activity to engage students with the module topic. Plan your own activity or choose an option below.

Option 1 | Create a Class Five Senses Picture Book

1. Instruct students to take photographs, draw pictures, or conduct a digital search for images representing each of the five senses. Provide cameras, art materials, or a digital tool for students to complete the activity.

2. Compile pages to create a class book.

3. Place the book in a central location for independent exploration.

Option 2 | Experience a Field Trip to an Art Museum

1. Plan a trip to a local art museum, either virtually or in person.

2. Encourage students to use their senses to experience various works of art.

Differentiation

Challenge

To encourage students to synthesize module knowledge, instruct them to choose a piece of artwork from the museum and write about how they used at least two senses to experience it.

Option 3 | Read a Book About the Five Senses

1. Read aloud a new volume of reading text, or reread the book from the opening Bookend lesson.

2. Facilitate a brief discussion about the knowledge students gained from the book.

LAND 5 minutes

Revisit the Essential Question

1. Facilitate a brief discussion to connect what students experienced in this lesson to the Essential Question. Consider using one of the following questions, based on each option from the Engage section, to initiate the discussion:

• Option 1—How do you use your senses to experience the items in our class book?

• Option 2—How do you use your senses to experience the art museum?

• Option 3—How do you use your senses to experience listening to a story?

2. Reinforce that students have built a lot of knowledge about how people use their senses to experience the world. Encourage students to continue seeking knowledge about the five senses.

ACHIEVEMENT DESCRIPTORS

BU Build Understanding

BU.1.K Inquiry and Credibility: BU.1.K.B

BU.2.K Discovery and Evidence

BU.4.K Expression

DM Develop Metacognition

DM.3.K Schema Building

DM.4.K Reflection and Evaluation

Achievement Descriptors

Below is a list of the Achievement Descriptors by code and number. The following pages include a list of the specific grade-level Achievement Descriptors addressed in this module.

ACHIEVEMENT DESCRIPTOR NUMBERS BY STRAND

MM Make Meaning from Texts

MM.1 Comprehension and Evidence

MM.2 Theme and Central Idea

MM.3 Summary

MM.4 Individuals, Events, and Ideas

MM.5 Vocabulary

MM.6 Diction

MM.7 Structure

MM.8 Point of View, Perspective, and Purpose

MM.9 Media

MM.10 Argument

MM.11 Connections

MM.12 Complexity, Diversity, and Genre

CP Compose and Present Content

CP.1 Genre

CP.2 Planning

CP.3 Content

CP.4 Structure

CP.5 Language

CP.6 Revision

CP.7 Editing

CP.8 Presentation

BU Build Understanding

BU.1 Inquiry and Credibility

BU.2 Discovery and Evidence

BU.3 Conversation and Collaboration

BU.4 Expression

DF Develop Foundations

DF.1 Print Concepts

DF.2 Phonemic Awareness

DF.3 Phonics and Spelling

DF.4 High-Frequency and Irregularly Spelled Words

DF.5 Fluency

DF.6 Foundational Writing

DF.7 Capitalization

DF.8 Punctuation

DF.9 Nouns and Pronouns

DF.10 Verbs

DF.11 Adjectives and Adverbs

DF.12 Prepositions

DF.13 Sentence Construction

DM Develop Metacognition

DM.1 Content Stages

DM.2 Comprehension Monitoring

DM.3 Schema Building

DM.4 Reflection and Evaluation

ACHIEVEMENT DESCRIPTORS IN MODULE 1

MM Make Meaning from Texts

MM.1.K Comprehension and Evidence: Read, listen, or observe closely to comprehend a grade-level text, determining what it says explicitly, making logical inferences, and supporting observations, questions, and conclusions with specific textual evidence.

MM.1.K.A: With support, ask and answer questions about key details in a literary text.

MM.1.K.B: With support, ask and answer questions about key details in an informational text.

MM.1.K.C: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

MM.2.K Theme and Central Idea: With support, identify the themes and central ideas of a text.

MM.2.K.A: With support, demonstrate understanding of a central message or lesson of a literary text.

MM.2.K.B: With support, identify the main topic of an informational text.

MM.4.K Individuals, Events, and Ideas: With support, explain how and why key individuals, events, and ideas of a text develop, relate, and interact.

MM.4.K.A: With support, identify characters, settings, and major events in a literary text.

MM.4.K.B: With support, describe the connections between two individuals, events, ideas, or pieces of information in an informational text.

MM.5.K Vocabulary: Determine the literal, connotative, and figurative meanings of words and phrases.

MM.5.K.A: Determine the literal meaning of unknown words and phrases.

MM.5.K.A.a: Ask and answer questions about unknown words as they are used in a literary text.

MM.5.K.A.b: Ask and answer questions about unknown words as they are used in an informational text.

MM.5.K.B: With support, determine the connotative and figurative meanings of words and phrases.

MM.5.K.B.b: With support, demonstrate understanding of frequently occurring verbs and adjectives by relating them to their antonyms.

MM.5.K.B.c: Identify real-life connections between words and their uses.

MM.5.K.C: Acquire grade-level conversational, academic, and domain-specific words and phrases.

MM.6.K Diction: With support, analyze how word choice shapes meaning in a text.

MM.6.K.A: With support, identify words or phrases in a text that suggest feelings or appeal to the senses.

MM.7.K Structure: Explain a text’s structure, including how specific sentences, paragraphs, and larger portions of the text relate to each other and to the whole.

MM.7.K.B: Identify the front cover, back cover, and title page of a literary text.

MM.7.K.C: Identify common informational text types.

MM.7.K.D: Identify the front cover, back cover, and title page of an informational text.

MM.9.K Media: With support, analyze and evaluate how diverse media develop meaning, present information, and represent content within a text or across texts.

MM.9.K.A: With support, describe the relationship between illustrations and the literary text in which they appear.

MM.9.K.B: With support, describe the relationship between images or illustrations and the informational text in which they appear.

MM.10.K Argument: With support, determine the argument in a text.

MM.10.K.A: With support, identify the reasons an author gives to support points in a text.

MM.11.K Connections: With support, analyze multiple texts that address similar themes or topics to build knowledge or to compare the authors’ approaches.

MM.11.K.A: With support, compare characters’ adventures and experiences in literary texts.

MM.11.K.B: With support, compare two informational texts on the same topic.

MM.12.K Complexity, Diversity, and Genre: Engage in group reading activities to comprehend texts of appropriate grade-level complexity across diverse cultures and multiple genres.

MM.12.K.A: Literary

MM.12.K.A.a: Stories

MM.12.K.A.b: Poetry

MM.12.K.B: Informational

MM.12.K.B.a: Literary nonfiction

MM.12.K.B.b: Informational

MM.12.K.C: Non-print

MM.12.K.C.b: Visual art

MM.12.K.C.c: Digital or multimedia

CP Compose and Present Content

CP.1.K Genre: Compose texts in a variety of genres over various timeframes.

CP.1.K.B: Informative or explanatory

CP.1.K.H: Over a period of time

CP.2.K Planning: With support, plan texts to respond to discipline-specific tasks for a variety of audiences and purposes.

CP.2.K.A: With support, unpack the task demands, purpose, and audience.

CP.2.K.B: With support, analyze a model to identify traits of an effectively written response.

CP.2.K.D: With support, draw or write to plan a response, gathering and organizing ideas, details, and information from texts or experience.

CP.3.K Content: Develop ideas and describe experiences using details and evidence appropriate to the task, purpose, and audience.

CP.3.K.A: Develop the content of the text.

CP.3.K.A.b: Draw, dictate, or use emergent writing to provide information about a topic.

CP.3.K.A.d: Incorporate evidence from literary texts to support opinions and ideas.

CP.3.K.A.e: Incorporate evidence from informational texts to support opinions and ideas.

CP.5.K Language: Convey content with precise language appropriate to the task, purpose, and audience.

CP.5.K.A: Use a variety of words and phrases acquired through reading or experience.

CP.8.K Presentation: With support, present or perform effectively, adapting speech so that listeners can hear, understand, and appreciate what is being conveyed.

CP.8.K.A: Speak audibly and express ideas clearly.

BU Build Understanding

BU.1.K Inquiry and Credibility: With support, conduct inquiry-based research and determine the relevance of sources.

BU.1.K.A: With support, engage in shared research and writing projects to build knowledge about a topic.

BU.1.K.B: With support, engage in experiences and activities to build knowledge about a topic.

BU.1.K.C: With support, select information from provided sources or experience to answer a question.

BU.2.K Discovery and Evidence: With support, use core practices to process textual evidence and information to support analysis, reflection, and research.

BU.3.K Conversation and Collaboration: With support, engage effectively in discussions and collaborations with diverse partners, expressing ideas clearly.

BU.3.K.A: With support, follow established rules for discussions.

BU.4.K Expression: Write, draw, act out, or speak to respond, to build knowledge, and to demonstrate understanding of a concept, topic, task, or text.

DF Develop Foundations

DF.3.K Phonics and Spelling: Know and apply grade-level phonics and word analysis skills to decode and encode words.

DF.3.K.B: Demonstrate understanding of letter-sound correspondences.

DF.3.K.B.b: Write a letter or letters for most consonant and short-vowel phonemes.

DF.6.K Foundational Writing: Demonstrate knowledge of print concepts in writing and use handwriting or keyboarding skills effectively to produce or publish writing.

DF.6.K.B: Print many uppercase and lowercase letters.

DF.13.K Sentence Construction: Produce, expand, and rearrange complete sentences for meaning, interest, and style when writing or speaking.

DF.13.K.A: Produce and expand complete sentences in shared language activities.

DM Develop Metacognition

DM.1.K Content Stages: Engage in deep reading through a predictable, structured progression of questions via the five Content Stages.

DM.1.K.A: Wonder

DM.1.K.B: Organize

DM.1.K.C: Reveal

DM.1.K.D: Distill

DM.1.K.E: Know

DM.2.K Comprehension Monitoring: Monitor understanding of a text during and after reading.

DM.3.K Schema Building: Connect new and existing knowledge to expand and revise understanding of a topic.

DM.4.K Reflection and Evaluation: Reflect on and assess cognitive processes and performance for engaging in a task or reaching criteria for success, including making a plan for improvement.

Vocabulary

aware (adj.)

knowing and understanding a lot about what is happening in the world or around you

lesson 10

central (adj.) main or most important

lesson 5

character (n.) a person or creature in a story

lesson 13

chart (n.)

information organized into rows and columns

lesson 9

discover (v.) to find or become aware of something for the first time

lesson 27

experience (v.)

to do, to see, or to feel something

lesson 2

heritage (n.)

beliefs, stories, and skills that come from a person’s background or culture

lesson 31

explore (v.)

to examine something in a careful way to learn more about it

lesson 4

extraordinary (adj.) extremely good

lesson 25

fumes (n.) smoke or gas that smells bad

lesson 26

imagine (v.) to think or create something in your mind

lesson 14

joy (n.) a feeling of great happiness

lesson 20 key details the most important pieces of information that support the main topic

lesson 8

hearing (n.) the sense people experience with their ears

lesson 17

main topic

what a book or a section of a book is mostly about

lesson 8

notice (v.)

to become aware of someone or something

lesson 2

sight (n.)

the sense people experience with their eyes

lesson 12

repeat (v.)

to make or do something again

lesson 19

smell (n.)

the sense people experience with their nose

lesson 24

touch (n.)

the sense people experience with their skin

lesson 29

rhythm (n.)

a regular, repeated pattern of sounds or movements

lesson 19

subway (n.)

a system of underground trains in a city

lesson 25

senses (n.)

the ways through which the body receives information about the world around you, such as touch, taste, smell, sight, and hearing

lesson 1

symbol (n.)

an object or picture that represents (shows) an idea

lesson 32

taste (n.)

setting (n.)

when and where a story takes place

lesson 18

treasure (n.)

something that is very special

lesson 3

underground (adj.)

located below the surface of the earth

lesson 25

witness (n.)

someone who sees something

lesson 15

the sense people experience with their tongue

lesson 29

Model Response for the End-of-Module Task

About the Images

The images for this module represent sensory experiences through various types of artistry, such as painting or basketry. As students explore texts about the five senses, these images help guide them to answer the Essential Question: How do people use their senses to experience the world?

Image 1 is a photograph of the Grande Galerie in the Louvre Museum in Paris, France. Visiting an art museum and studying a painting, a sculpture, or a handmade object can provide vivid sensory experiences through different environments, textures, and colors.

Image 2 is Still Life with Apples and a Pot of Primroses by the French artist Paul Cézanne. Students may connect the fruit with the sense of taste and biting into a juicy, crunchy apple. Image 3 shows a cooking basket traditionally used to boil water and make acorn soup, which also represents the sense of taste. This basket was handmade by Mary Tecuyas, a woman of the Tübatulabal people of California.

In Image 4, the large eyes painted on the funerary mask represent the sense of sight. Ancient Egyptians depicted the eyes in this manner to ensure the deceased had sight in the afterlife.

Image 5 is Soleil, tour, aéroplane (Sun, Tower, Airplane), a painting by French artist Robert Delaunay. The orange and red colors represent the Sun’s warmth, which students may connect with the sense of touch.

French artist Claude Monet painted Arrival of the Normandy Train, Gare Saint-Lazare, Image 6. The billowing clouds of steam rise to the glass and iron ceiling as the locomotive pulls into the train station. Students may be able to imagine the smell of burning coal and oiled steel wheels on iron tracks.

Image 7 represents the sense of sound with an illustration of Bill “Bojangles” Robinson, an American tap dancer and the subject of the module text Rap a Tap Tap.

Image 1. Interior View of the Grande Galerie, 16th–19th century, French School, ca. 2014, © Bridgeman Images

Image 2. Still Life with Apples and a Pot of Primroses, Paul Cézanne, ca. 1890, The Metropolitan Museum of Art, New York

Image 4. Funerary Mask, Egyptian, ca. 100 BCE, Art Institute of Chicago

Image 6. Arrival of the Normandy Train, Gare Saint-Lazare Claude Monet, 1877, Art Institute of Chicago

Image 3. Cooking Basket, Mary Tecuyas, ca. 1880, The Metropolitan Museum of Art, New York

Image 5. Soleil, tour, aéroplane, Robert Delaunay, 1913, Buffalo AKG Art Museum, New York

Image 7. “Bill Bojangles” Robinson, Samuel Johnson Woolf, 1938, National Portrait Gallery, Washington, DC

Works Cited

Aliki. My Five Senses. Rev. ed., Harper, 2015.

Anderson, Beth. “Smelly” Kelly and His Super Senses: How James Kelly’s Nose Saved the New York City Subway. Illustrated by Jenn Harney, Calkins Creek, 2020.

“Bill Robinson, the Inimitable.” Pathe Newsreels, 25 May 1931, https://app.boclips.com/ videos/5c54d574d8eafeecae1fb78f.

Dillon, Leo, and Diane Dillon. Rap a Tap Tap: Here’s Bojangles—Think of That! Blue Sky Press, 2002.

“Festival Fun.” Time for Kids, vol. 8, no. 5, Oct. 2017, https://cricketmedia. widencollective.com/dam/assetdetails/asset:8ea29412-228f-4462-b50977940c407356/false?inav=false&inav=false.

La Peña, Matt de. Last Stop on Market Street. Illustrated by Christian Robinson, G. P. Putnam’s Sons, 2015.

Maillard, Kevin Noble. Fry Bread: A Native American Family Story. Illustrated by Juana Martinez-Neal, Roaring Brook Press, 2019.

“Making Observations: Using Your Senses.” Visual Learning Systems, 31 Dec. 2017, https://app.boclips.com/videos/5c54da68d8eafeecae225b7d.

Morris Udovic, Jane. “Nature’s Treasures.” Illustrated by Jill Dubin, Ladybug, Apr. 2015, pp. 8–11, https://cricketmedia.widencollective.com/details/asset/w4dxrarie6.

WIDA. WIDA English Language Development Standards Framework. 2020 edition, Board of Regents of the University of Wisconsin System, https://wida.wisc.edu/ sites/default/files/resource/WIDA-ELD-Standards-Framework-2020.pdf.

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 acknowledgement in all future editions and reprints of this module.

Cover, Apples, 1878–79, Paul Cézanne (1839–1906), Oil on canvas, 9 × 13 in, The Mr. and Mrs. Henry Ittleson Jr. Purchase Fund, 1961, Courtesy of the Metropolitan Museum of Art (and pages 3, 14, 20, 30, 42, 54, 66 and 394); page 1 – Bridgeman Images (and 354, 364, 374, 382 and 394), Chris Mulhern/ Shutterstock.com; pages 2 – KBYC photography/Shutterstock (and 205 and 392), OlesyaSH/Shutterstock.com, HQuality/Shutterstock.com; page 3 – Last Stop Market Street book cover Text Copyright © 2015 by Matt de la Pena, Illustrations copyright © 2015 Christian Robinson; Rap a Tap Tap: Here’s Bojangles – Think of That! book cover Copyright © 2002 Leo and Diane Dillon, My Five Senses book

Acknowledgments

Karen Aleo, Trevor Barnes, Allie Beman, Madison Bonsignore, Kelsey Bordelon, Sarah Brenner, Mairin Broadwell, Beth Brown, Jan Busey, Catherine Cafferty, LeighAnne Cheeseman, Melissa Chung, Emily Climer, Ashley Cook, Julia Dantchev, Camille Daum, Laurie Delgatto-Whitten, Enaka Enyong, Jen Forbus, Pamela Frasier, Nina Goffi, Caroline Goyette, Lorraine Griffith, Emily Gula, Brenna Haffner, Shelley Hampe, Nicole Harris, Elizabeth Haydel, Sarah Henchey, Patricia Huerster, Sara Hunt, Holli Jessee, Stephanie Kane-Mainier, Lior Klirs, Liana Krissoff, Karen Latchana Kenney, Karen Leavitt, Farren Liben, Brittany Lowe, Whitney Lyle, Liz Manolis, Maya Marquez, Meredith McAndrew, Cathy McGath, Emily McKean, Maia Merin, Patricia Mickelberry, Julie Mickler, Andrea Minich, Lynne Munson, Katie Muson, Gabrielle Nebeker, Amy Ng, Vivian Nourse, Carol Paiva, Catherine Paladino, Michelle Palmieri, Marya Parr, Katie Pierson, Eden Plantz, Natalie Rebentisch, Rachel Rooney, Lori Sappington, Amy Schoon, Carolyn Scott, Danae Smith, Rachel Stack, Susan Stark, Sarah Turnage-Deklewa, Kati Valle, Kara Waite, Sarah Webb, Erika Wentworth, Margaret Wilson, Eleanor Wolf

cover Copyright © 1962, 1989 by Aliki Brandenberg, Matej Kastelic/Shutterstock. com, Pikovit/Shutterstock.com, Jerry Sodorff Photography/Shutterstock.com; Page 4 – Kev Klopper/Shutterstock.com, Tina Nizova/Shutterstock.com; pages 25 and 391 – Cavan Images – Offset/Shutterstock.com; pages 78, 88, 98, 108, 118 and 394 – W. Moses Willner Fund; pages 128, 138, 148, 160, 172 and 394 – Robert Delaunay, Collection Buffalo AKG Art Museum, Conger Goodyear Fund, 1964; pages 182, 192, 202, 212, 222, 230, 234 and 394 – National Portrait Gallery, Smithsonian Institution; gift of the artist’s daughters, Muriel Woolf Hobson and Dorothy Woolf Ahern; pages 240, 248, 260, 272, 284 and 394 – Arrival of the Normandy Train, Gare Saint-Lazare, Claude Monet, Mr. and Mrs. Martin A. Ryerson Collection; page 292, 302, 312, 324, 334, 344, 348 and 394 – Mary Tecuyas. Gift of Charles and Valerie Diker, 1999.

All other images are property of Great Minds.

Ana Alvarez, Lynne Askin-Roush, Stephanie Bandrowsky, Mariel Bard, Rebeca Barroso, Brianna Bemel, David Blair, Charles Blake, Lynn Brennan, Adam Cardais, Dawn Cavalieri, Tatyana Chapin, Christina Cooper, Gary Crespo, Lisa Crowe, David Cummings, Cherry dela Victoria, Sandy Engelman, Tamara Estrada Del Campo, Ubaldo Feliciano-Hernandez, Soudea Forbes, Diana Ghazzawi, Laurie Gonsoulin, Kristen Hayes, Marcela Hernandez, Sary Hernandez, Abbi Hoerst, Ashley Kelley, Lisa King, Sarah Kopec, Drew Krepp, Jennifer Loomis, Christina Martire, Siena Mazero, Alicia McCarthy, Thomas McNeely, Cindy Medici, Ivonne Mercado, Brian Methe, Sara Miller, Christine Myaskovsky, Mary-Lise Nazaire, Tara O’Hare, Tamara Otto, Christine Palmtag, Katie Prince, Jeff Robinson, Gilbert Rodriguez, Karen Rollhauser, Richesh Ruchir, Isabel Saraiva, Gina Schenck, Leigh Sterten, Mary Sudul, Deanna Thomann, Tracy Vigliotti, Bruce Vogel, Dave White, Charmaine Whitman, Nicole Williams, Glenda Wisenburn-Burke, Samantha Wofford, Howard Yaffe

MORE MEANINGFUL ENGLISH

Knowledge rich. Students build enduring knowledge about important topics in history, science, and more.

Great books. Students enjoy award-winning books by authors from around the world.

Artful. Examining fine art invites all students into the conversation.

Engaging. Unique inquiry routines draw every student into every text.

For everyone. Built-in supports help each student, including multilingual learners and those with dyslexia, meet their full potential.

GRADE K MODULES

Module 1 | The Five Senses

Module 2 | Once Upon a Farm

Module 3 | America, Then and Now

Module 4 | The Continents

ON THE COVER

Apples, 1878–79

Paul Cézanne (1839–1906)

Oil on canvas, 9 × 13 in

The Mr. and Mrs. Henry Ittleson Jr. Purchase Fund, 1961

Courtesy of the Metropolitan Museum of Art