Inside Geodes, Level K

Inside Geodes

®

•

level K

Teaching and Learning to Support Geodes®, readable books from Great Minds®

GREAT MINDS® GEODES®

Inside Geodes

®

Level K

Great Minds® is the creator of Eureka Math®, Wit & Wisdom®, Alexandria Plan™, and PhD Science™.

Geodes® are published by Great Minds in association with Wilson Language Training, publisher of Fundations®.

Copyright © 2020 Great Minds® greatminds.org ISBN 978-1-64497-833-7 Printed in the USA 10 9 8 7 6 5 4 3 2 1

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Contents INTRODUCING GEODES Welcome to Geodes .. ......................................................................................................3 What Are Geodes?..........................................................................................................5 Research in Action........................................................................................................ 7

EXPLORING GEODES Level K Components.................................................................................................... 13

Student Books. . ......................................................................................................................... 13

My Geodes Take-Home Books ...............................................................................................14

Inside Geodes Teacher Resource.. .......................................................................................... 15

TEACHING WITH GEODES Module Overview. . ....................................................................................................... 19

Annotated Module At a Glance..............................................................................................19

Module 1 At a Glance ............................................................................................................. 20

Module 2 At a Glance. . ............................................................................................................. 21

Module 3 At a Glance. . ............................................................................................................ 22

Module 4 At a Glance. . ............................................................................................................ 23

Book Types and Routines............................................................................................ 24

Wordless Picture Books......................................................................................................... 24

Sound Search Books.. .............................................................................................................. 25

Duet Books............................................................................................................................... 27

Book Features Overview............................................................................................. 28

The Teaser. . .............................................................................................................................. 28

Word Categories...................................................................................................................... 28

Text Features .......................................................................................................................... 30

The More Section. . .................................................................................................................. 30

Wordless Picture Book Feature............................................................................................. 31

Sound Search Book Features. . ................................................................................................ 31

Duet Book Feature.. ................................................................................................................. 32

Book Notes Overview.................................................................................................. 33

Teacher- and Student-Facing Components........................................................................ 33

Curated Vocabulary Instruction. . ......................................................................................... 33

Flexible Options...................................................................................................................... 33

Wordless Picture Book Annotated Book Note.................................................................... 34

Instructional Decision-Making. . ................................................................................ 38

Grouping with Geodes . . ........................................................................................................... 38

Instructional Decision-Making with Wordless Picture Books. . ...................................... 38

Instructional Decision-Making with Sound Search Books...............................................41

Instructional Decision-Making with Duet Books.............................................................. 43

BOOK NOTES Module 1.......................................................................................................................49 Module 2....................................................................................................................... 95 Module 3...................................................................................................................... 141 Module 4..................................................................................................................... 239

GEODES RESOURCES Glossary of Terms. . .................................................................................................... 339 Genre ......................................................................................................................... 341 Geodes Flash Card Overview.................................................................................... 343 Geodes Flash Cards. . .................................................................................................. 345 Geodes Family Tip Sheets......................................................................................... 357

Works Cited............................................................................................................. 395 Credits..................................................................................................................... 397 Acknowledgments.................................................................................................... 398

Introducing Geodes

Introducing Geodes

C

hildren’s early reading experiences impact their attitude toward books and shape their reading identity. It is essential that the books a child is given to read in the early years are just the right fit—both to practice essential decoding skills and to gain a love of reading and knowledge. Often, the earliest books given to young readers are too predictable and patterned, so that many children appear to be reading when they are actually only pseudo-reading. Why not do something better?

Thus we set out to create a whole new experience for the youngest readers by tapping into our organizations’ core strengths—Wilson Language Training’s expertise in foundational reading skills instruction and Great Minds’ experience at building students’ knowledge. And we could not be prouder of the result.

Geodes® allow new readers to feast on rich content, gaining knowledge while gradually building concepts of print, applying phonological skills, and eventually practicing sound-spelling patterns.

We call these books “Geodes” because these brief texts belie the deep and complex knowledge they contain. They are Readables—a unique type of text in which specific decoding strategies are coupled with content and vocabulary knowledge, resulting in wonderfully accessible books for budding readers.

Geodes align both with the scope and sequence of Wilson’s Fundations® program and the module topics in Great Minds’ English language arts curriculum, Wit & Wisdom®. The result: books that build knowledge while developing a child’s skills for success and love of reading.

We have learned so much about our world while writing books for new readers: Whether a cat purrs or roars depends on its body parts; the farmer in the well-known painting American Gothic is actually the artist’s dentist; and most hikers summit Japan’s Mount Fuji at sunrise. Now, with this initial release of Geodes, our youngest readers will learn about these topics and so much more.

We want to thank our teams—especially Rachel Stack, Lorraine Griffith, Sarah Henchey, Whitney Lyle, and Sarah Turnage of Great Minds; and Cara O’Connor Collymore, Angela Penfold, Maria Baldarelli, Kim Gillingham, and Cristina Urquhart of Wilson Language Training—for the intelligent design and inspired execution of this library. We are indebted to the many writers and illustrators who contributed their very best work to this project. And we are grateful to the youngest members of our own families—Sophia and George Six, and Maya Collymore—for serving as both the inspiration for and testers of these beautiful books.

Lynne Munson CEO and Founder Great Minds® Washington, DC

Barbara A. Wilson President and Co-Founder Wilson Language Training® Oxford, MA

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Introducing Geodes

What Are Geodes?

Geodes are accessible, knowledge-building books created to engage emerging and developing readers. Books in the collection are designed to enable students to apply their growing phonetic knowledge while learning about important ideas in science, history, and the arts. This approach empowers young students as they build foundational reading skills, reading confidence, and intellectual curiosity.

Developed by Great Minds and Wilson Language Training, Geodes combine carefully selected letter sounds and words with highly engaging content. Kindergarten students begin the school year by exploring two book types: one designed to cultivate students’ sense of story, and the other focused on fostering phonemic awareness and phonics skills. Later in the year, phonetic concepts and high-frequency words are gradually incorporated into the text, in line with the progression of concepts taught in Fundations®. Students develop decoding skills as they read alongside an adult, or more advanced, reader. All books are grouped into knowledge-building sets that explore subtopics inspired by the module topics of Wit & Wisdom.

Rooted in the belief that children are capable of reading to learn while learning to read, Geodes are accessible books that are worth reading, even at the earliest stages of literacy development. They are crafted with three foundational principles in mind.

ACCESSIBILITY Geodes are designed to be highly readable for emerging and developing readers. Students are presented with books aligned to their phonetic development; they are not asked to attempt decoding words until they are equipped with the necessary tools.

The first half of Level K includes four story-focused books and twelve letter-sound based books. Coupled with instructional support, the story-focused books, or Wordless Picture Books, build students’ understanding of basic narrative sequence. In subsequent explorations, students may engage more independently with a Wordless Picture Book as they closely examine the illustrations and add more detail to their retellings. The letter-sound based books, or Sound Search Books, provide numerous opportunities for students to boost their letter-sound awareness within and across books.

The second half of Level K includes 32 books with child- and adult-read text. These books, called Duet Books, each include child-read text that is at least 90 percent decodable, as aligned with the scope and sequence of Fundations® Units. With the support of an adult, students practice taught phonetic elements and Fundations® Trick Words in connected text. This design, along with explicit instruction in vocabulary and content knowledge, makes these texts accessible, empowers young students, and promotes reading independence.

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Introducing Geodes

KNOWLEDGE Geodes build depth of knowledge by exploring connected topics across multiple books. Grounded in the content of Wit & Wisdom, each module is built around a compelling subject. Through varied genres, Geodes offer a range of perspectives on each topic. Adult-read text features—such as labels, maps, and captions—foster students’ content knowledge and vocabulary development. Each book type builds students’ knowledge of the world.

ENGAGEMENT The language and images in Geodes invite continued study. Written and illustrated by a wide array of authors and illustrators, these books are each unique. Beautiful illustrations and photographs enrich and expand on the text. Varied book types align with students’ growing phonetic knowledge, giving them the tools to grow into confident readers.

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Introducing Geodes

Research in Action Geodes help teachers put research-based best practices into action.

Research Says

Students Need

Geodes Respond

“Young children’s listening and speaking competence is in advance of their reading and writing competence. That is, they can understand much more sophisticated content presented in oral language than they can read independently. As children are developing their reading and writing competence, we need to take advantage of their listening and speaking competencies to enhance their vocabulary development” (Beck, et al. 48).

Students need to be given opportunities to leverage their oral expression skills as they build their literacy knowledge through talking about books and orally retelling stories.

Practicing storytelling develops students’ sense of story structure and comprehension in addition to building vocabulary and syntax knowledge.

The first two Geodes modules each include two Wordless Picture Books, which offer students the opportunity to learn story elements and structures, practice retelling, and boost their oral vocabulary.

“Studies indicate that giving children the opportunity to tell stories helps their language development by enhancing vocabulary, syntactic complexity, sense of story structure, and comprehension” (Strickland and Morrow 261).

“Our chances of successfully addressing vocabulary differences in school are greatest in the preschool and primary years” (Biemiller 30).

Students need to develop a depth of vocabulary to support comprehension.

Geodes in Modules 1 and 2 include an About section, a summary that provides students and teachers with the specific events and vocabulary underlying the text. In addition, all Geodes books include a More section, a brief informational selection that extends and enhances the content knowledge and vocabulary that correspond with each book.

The Geodes teacher resource, Inside Geodes®, includes vocabulary routines and suggested words to introduce. In the Book Notes for Modules 1 and 2, words are selected from the adult-read text within the book. For Modules 3 and 4, vocabulary words are selected from both the child- and adult-read text.

Book Notes in Modules 3 and 4 also highlight five Oral Recurring Content Words for each module. Students can use these words to discuss key ideas within and across books. Using the provided vocabulary routine bolsters students’ content knowledge and encourages students to include these words in their book discussions.

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Introducing Geodes

Research Says

Students Need

Geodes Respond

“Every point in a child’s development of word-level reading is substantially affected by phonological awareness skills, from learning letter names all the way up to efficiently adding new, multisyllabic words to the sight vocabulary” (Kilpatrick 66).

Phonological awareness and phonics instruction support students’ growth as readers.

Students need sustained time and deliberate practice to establish a strong foundation for reading.

The first two Geodes modules also include Sound Search Books.

These books offer multiple ways for students to grow their phonological awareness by listening for Focus Letter Sounds at the beginning and end of a word as well as by identifying items that start or end with those sounds. Students also practice their association with letter-sound correspondence, thus building their alphabetic knowledge.

Students need to use their decoding skills to read words rather than rely on illustrations or a predictable text structure.

Geodes align with students’ phonetic development. Students are not asked to attempt decoding words until the second half of the year, when they are equipped with the phonetic skills to do so.

“On the basis of longitudinal correlational studies, we conclude that phonological awareness plays a causal role in the acquisition of reading skills” (Wagner and Torgesen 208).

“There is, then, considerable research support for the conclusion that phonological awareness can be trained in the prereader and that such training causes children to make better and faster progress when they later undertake to learn how to read and to spell” (Liberman and Liberman 189). “[L]earning to read in an alphabetic writing system such as English requires the acquisition of the alphabetic principle—the insight that the visual symbols of the writing system (graphemes) represent the sounds of the language (phonemes)” (Castles et al. 11).

“Research quite clearly shows that overemphasizing prediction from context for word recognition can be counterproductive, possibly delaying reading acquisition” (Grossen).

“Predictable reading materials offer a number of advantages. ... Yet these very advantages may not work to facilitate the acquisition of words that can be used to support the readers’ efforts in the nonpredictable materials they will encounter as they grow as readers” (Johnston 253).

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In Modules 3 and 4, the child-read portion of the Duet Books is 90 percent decodable or higher. The remaining percentage is comprised of nondecodable words, many of which are included because they convey key content knowledge.

Introducing Geodes

Research Says

Students Need

Geodes Respond

“Further, the results suggest that when there is a match between method of instruction (i.e., synthetic phonics) and the decodability of words in initial reading texts, a more consistent and successful use of a letter-sound correspondence strategy will result than when there is a mismatch” (Juel and Roper/ Schneider 150–151).

Students should read texts that consistently include the phonetic concepts they have been taught. This match supports students in applying and eventually internalizing their phonics knowledge.

In Modules 3 and 4, Geodes provide students with decoding practice aligned to the Fundations® scope and sequence. This alignment reinforces students’ phonetic knowledge and gives them an opportunity to transfer their learning while engaged in an authentic reading experience.

In the early grades, students need instruction in constrained skills, such as letter naming, phonics, and concepts of print, as well as unconstrained skills, such as vocabulary and comprehension. Additional unconstrained skills include recognizing story structure, gaining topic-specific knowledge, and knowing how to seek new information.

Postponing instruction in unconstrained skills, including those listed above, could hinder rather than help students.

All Geodes allow students to practice constrained and unconstrained skills in conjunction, rather than in isolation. When students explore Geodes with appropriate teacher support, they learn that the purpose of reading is not just to decode but to seek meaning and gain understanding.

When students read books in which they can apply their phonics knowledge, they can see that “phonics is worth learning and worth using” (Adams 39).

“It is critical that students have the opportunity to practice the phonics patterns they have learned in the context of reading” (Student Achievement Partners 14).

“Indeed, unconstrained skills such as vocabulary and comprehension develop before, during, and after constrained skills are mastered, so there is no evidence to warrant instructional priority of constrained skills over unconstrained skills” (Paris 200).

“Unconstrained skills are particularly important for children’s long-term literacy success (that is, success in outcomes measured after third grade)” (Snow and Matthews 59).

“Even while students are learning to read words, they can and should have opportunities to build knowledge from texts with worthwhile ideas and words. Delaying attention to knowledge building can be especially disadvantageous for students whose academic experiences occur primarily in schools” (Cervetti and Hiebert 501).

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Introducing Geodes

Research Says

Students Need

Geodes Respond

“Comprehension requires both a broad vocabulary and factual knowledge” (Willingham).

Students must read books with rich content and vocabulary to build the knowledge necessary to make the connections that lead to comprehension.

Each Geodes module focuses on one topic, such as America, Then and Now, with two to four text sets expanding on that topic. This module design supports students in building content knowledge. Students leverage their new knowledge to boost their comprehension of the next book in the set.

“Readings and activities should be designed to build on one another and create a coherent body of knowledge” (Liben and Liben 5).

“Our results indicate that content exposure during kindergarten may be an important means for promoting the early achievement of children. We find a consistent and positive effect of exposure to advanced content for all children in both reading and mathematics” (Claessens et al. 424).

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Exploring Geodes

Exploring Geodes

Level K Components Geodes Level K includes student books, take-home books, a teacher resource, and a real geode. Teachers can use the geode to introduce students to the collection and to inspire them to explore the books. The geode can be displayed on the enclosed stand as a tangible reminder of the discovery that each book holds.

STUDENT BOOKS Level K contains a total of 48 books, topically organized into four modules. Each module is subdivided into sets, which consist of four books.

Modules 1 and 2 each have two sets of books, for a total of eight titles. Two of the books in each module are Wordless Picture Books, and the other six are Sound Search Books. Twelve full-color copies of each title are provided.

Modules 3 and 4 each have four sets of books, for a total of sixteen titles. All sixteen titles are Duet Books. Six fullcolor copies of each title are provided.

MODULE

MODULE

1

SET 1

2

SET 1

SET 2

SET 2

MODULE

MODULE

3

SET 1

4

SET 2

SET 3

SET 4

2

2

3

3

2

2

2

2

4

4

3

3

3

3

4

4

4

4

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Exploring Geodes

MY GEODES TAKE-HOME BOOKS My Geodes™ accompany each module. In Modules 1 and 2, sets are divided into two My Geodes: one for the Wordless Picture Books and one for the three Sound Search Books. In Modules 3 and 4, each My Geodes book is a bound collection of the four books that make up one set. All My Geodes, printed in grayscale, can be used for extra practice in school or at home. For Modules 3 and 4, consider using My Geodes for fluency practice by highlighting passages or phrases. Each book in the set has its own icon paired with page numbers to help students navigate the collection.

Pele Module 1 • Set 1 • Part 1 • Explore South America CONTENTS Pelé . . . . . . . . . . . . .

Sound Search Previews . . .

1

39

This book belongs to

& Wisdom® Alignment

Five Senses (00.01) t Minds ®

Module 1 · Set 1 · Part 1 Explore South America

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. . . . . . . . . . . . . . . . . . . . . . . . . .

Exploring Geodes

INSIDE GEODES TEACHER RESOURCE Inside Geodes® is the teacher resource for Geodes. Inside Geodes includes a comprehensive introduction to the module design and components and provides suggestions for implementation. The purpose of this teacher resource is to guide teachers in incorporating Geodes in their literacy instruction.

Inside Geodes

®

•

level K

Teaching and Learning to Support Geodes®, readable books from Great Minds®

Each book in Level K has an accompanying Book Note. Book Notes offer flexible teaching opportunities for each book through a scannable, consistent structure. The Book Notes help educators understand the features of each book and provide multiple options for instruction.

Module 1 • Pelé

PELÉ

Module 1 • Pelé

Module 1 • Pelé

Vocabulary Practice Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book.

Wit & Wisdom® Grade K Module 1: The Five Senses Set 1: Explore South America, Book 1 Literary Nonfiction Wordless Picture Book

Let’s talk about one of the words in the About section of this book.

Fundations® Alignment Level K, Unit 1, Weeks 1–3

This word is soccer.

In this book, the word soccer means “a game played by two teams where players score points by kicking a ball into a goal.”

Pelé loved soccer just as his father did.

Additional Child-Read Vocabulary: equipment, famous, goals, invited, national, professional, stadium, uniform

Comprehension Discussion Guide

In 1940, Edson Arantes do Nascimento was born in Brazil. His classmates called him Pelé. Pelé loved soccer.

His family didn’t have much money, so Pelé used whatever he could find as a soccer ball to play barefoot in the street with his friends. When Pelé was six, he got his first real ball. At age thirteen, he joined his first club team and received his first uniform. Later, he was invited to join the Brazilian national team. The next year, the team played in the World Cup in Sweden. Pelé scored two goals in the final game to help Brazil win, making Pelé the youngest World Cup champion in history at that time.

Characters are who the book is about. This book is based on a real person, so instead of characters, we will talk about the main people or main person in this book. Who is the main person in this book?

Page(s) title page

Things to Notice Pelé has the number 10 on his shirt.

Teacher Note

Wordless Picture Books are positioned as the first book of each set in Modules 1 and 2. Along with building new content knowledge, Wordless Picture Books are designed to promote concepts of print, support students’ understanding of basic story elements, and expand oral language and retelling skills. Use your knowledge of students’ abilities to determine when to introduce this book. Consider revisiting the book throughout the weeks specified on the back of the book, as appropriate, allowing students to demonstrate their growing skills and knowledge with telling and retelling a story.

Ask: “In the first sentence on page 28, ‘In 1940, in the country of Brazil, a future soccer star was born,’ what does the word star mean?”

More to Discuss Traditionally, the number 10 jersey was given to a player in a forward position who usually scored goals. After Pelé wore the number 10 jersey, wearing this jersey number became an honor. It is now worn by one of the best players on a team.

1

The flag on the map is yellow, green, and blue.

This is the Brazilian flag. The yellow diamond represents the gold that can be found in Brazil. The green background stands for all the plants and forests that grow there. The blue circle represents the night sky.

18–19

Pelé is flying over water.

In 1958, Pelé and his team traveled to Sweden to play in the World Cup soccer tournament. Teams must qualify to be included. As of 2019, Brazil has qualified for every World Cup since it began in 1930 and has won five times.

26–27

Numbers are below the pictures on the page.

These numbers are called a timeline. The numbers show the order, or sequence, of some important events in Pelé’s life. The numbers at the bottom show Pelé’s age, and the numbers at the top show the year when each event happened.

The main person in this book is a famous soccer player.

The main person in this book is Pelé.

The setting tells where and when the book happens. What are the settings of this book?

Some words can be used in different ways. For example, the word star can mean “a shape with five points.” It can also mean “a very famous person.”

What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

To support students in retelling, consider discussing the following questions:

Book Summary

Vocabulary | Clarifying Multiple-Meaning Words

Possible Opening Questions

The settings are streets, soccer fields, and stadiums.

The setting is Brazil.

The setting is Sweden.

At the beginning, Pelé learns to play soccer barefoot, using whatever he can find as a ball. In the middle, he gets a real ball, joins a team, and gets a uniform. At the end, Pelé plays on the national team and wins the World Cup for Brazil.

If students need extra support, encourage them to use the other words and the illustrations to help them determine the meaning of the word star.

Retelling | Using Sequence Words When you retell a book, you tell about what happened. You describe the characters or people in the book, where the book takes place, and the events in order. When you retell the events, you can use sequencing words like first, then, next, and finally.

On pages 4–5, you could retell the events on these pages by saying, “First, Pelé collected materials, and then he stuffed them in a sock. Next, he tied the sock into a ball. Finally, he played with the ball.”

Show students the illustrations on pages 6 and 7.

Ask: “What happened first?”

Then ask: “How could you retell the events on these pages using sequencing words?”

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Tell about the beginning, middle, and end of this book.

Module 1 • Pelé

Teachable Moments

Image Discussion Guide

Notes:

Choose an illustration or photograph that taught you something new. Share what you learned.

Choose a word you learned from this book. Draw a picture to show what it means.

Notes:

Pelé is the first of two Wordless Picture Books in this module. Encourage students to study the illustrations closely to add details to each “reading” or retelling of the book. After listening to the About section read aloud, students can incorporate new details into their retellings. Students may need assistance using content vocabulary, such as equipment, goals, professional, soccer, team, and uniform. For more information on instructional strategies to use with Wordless Picture Books, see page 24 of this teacher resource.

Also, note that Pelé’s given name, Edson, is spelled slightly differently from Thomas Edison’s, for whom he was named.

World Connection Each year on November 19, Pelé Day is celebrated in Santos, Brazil. Pelé played for the Santos Football Club from 1956 to 1974.

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52

53

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Teaching with Geodes

Teaching with Geodes

Module Overview Level K of Geodes includes four modules, comprising eight or sixteen books per module. In each module, books are grouped into text sets. The content of each set focuses on a smaller strand of the larger module topic.

• Modules 1 and 2 feature Wordless Picture Books and Sound Search Books. Wordless Picture Books boost students’ knowledge of story structure and vocabulary, while Sound Search Books grow students’ letter-sound awareness.

• Modules 3 and 4 feature Duet Books. These books build students’ decoding and word recognition skills.

Note that the annotated Module 1 At a Glance below does not include a list of Oral Recurring Content Words, as these words are not introduced until Module 3. For additional information on Oral Recurring Content Words and other Geodes terms, see the Glossary.

ANNOTATED MODULE AT A GLANCE Module 1 At a Glance: The Five Senses Teaching with Geodes

GEODES LEVEL K MODULE 1 AT A GLANCE: THE FIVE SENSES Geodes Level K Module 1 Topic

Describes the overarching topic for books across the module

Summarizes the topic of each set and lists the associated book titles

Provides a link to correlating Wit & Wisdom lessons and content

Highlights the phonetic focus of the books and the connection to the Fundations® scope and sequence

Students explore sensory experiences in South America and in museums around the world.

Set 1: Explore South America These books explore sensory experiences on the South American continent.

Set 2: Experience Museums These books introduce the range of treasures that museums have to offer.

Pelé (Wordless Picture Book) Fabric of the Andes (Sound Search Book) Galápagos Adventure (Sound Search Book) A Day at the Market (Sound Search Book)

Clay Army (Wordless Picture Book) Visit the Art Museum (Sound Search Book) Museum Cat (Sound Search Book) Treasures of King Tut (Sound Search Book)

Wit & Wisdom® Curriculum Connection: Grade K Module 1 In this unit of study, students explore how their senses help them learn about the world.

Fundations® Level 1 Alignment

Set 1 through Fundations® Unit 1, Week 3: t, b, f, n, m, i, u

Set 2 through Fundations® Unit 1, Week 6: c, o, a, g, d, s

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Teaching with Geodes

GEODES LEVEL K MODULE 1 AT A GLANCE: THE FIVE SENSES Geodes Level K Module 1 Topic Students explore sensory experiences in South America and in museums around the world.

Set 1: Explore South America These books explore sensory experiences on the South American continent.

Set 2: Experience Museums These books introduce the range of treasures that museums have to offer.

Pelé (Wordless Picture Book) Fabric of the Andes (Sound Search Book) Galápagos Adventure (Sound Search Book) A Day at the Market (Sound Search Book)

Clay Army (Wordless Picture Book) Visit the Art Museum (Sound Search Book) Museum Cat (Sound Search Book) Treasures of King Tut (Sound Search Book)

Wit & Wisdom® Curriculum Connection: Grade K Module 1 In this unit of study, students explore how their senses help them learn about the world.

Fundations® Level 1 Alignment

20

Set 1 through Fundations® Unit 1, Week 3: t, b, f, n, m, i, u

Set 2 through Fundations® Unit 1, Week 6: c, o, a, g, d, s

Teaching with Geodes

GEODES LEVEL K MODULE 2 AT A GLANCE: ONCE UPON A FARM Geodes Level K Module 2 Topic Students explore farm life across the United States.

Set 1: A Day’s Work These books feature farms across the United States.

American Gothic (Wordless Picture Book) Red Barn Farm (Sound Search Book) Peach Picking (Sound Search Book) Lei Harvest (Sound Search Book)

Set 2: Working the Land These books highlight the various jobs that people and animals do on the farm.

Garden Party (Wordless Picture Book) Farm Work (Sound Search Book) Farmers Market (Sound Search Book) Sheepdog (Sound Search Book)

Wit & Wisdom® Curriculum Connection: Grade K Module 2 In this unit of study, students read a variety of books about farms as they discover the differences between informational and literary texts and determine what makes a good story.

Fundations® Level K Alignment

Set 1 through Fundations® Unit 1, Week 9: e, r, p, j, l, h, k

Set 2 through Fundations® Unit 1, Week 12: v, w, y, x, z, q

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Teaching with Geodes

GEODES LEVEL K MODULE 3 AT A GLANCE: AMERICA, THEN AND NOW Geodes Level K Module 3 Topic Students explore changes over time in American life and culture.

Set 1: Homelife

Set 2: Transportation

These Duet Books detail homelife experiences in early America.

Build a Log Cabin Three Sisters Bath Night Ice Harvest

Set 3: American Made

Call a Cab The First Car to Get That Far The Golden Gate Fly, Amelia, Fly

Set 4: American Symbols

These Duet Books explore discoveries, inventions, and creations that are a part of American history.

These Duet Books highlight important moments and changes in transportation in America.

Lightning Ben Frank’s Ice Pops Ella Sang Back Scraping the Sky

These Duet Books introduce American symbols.

The Flag Is Up Statue of Liberty Sea to Shining Sea Washington Crossing the Delaware

Geodes Level K Module 3 Oral Recurring Content Words accomplish change

construct landmark

past

Wit & Wisdom® Curriculum Connection: Grade K Module 3 In this unit of study, students explore changes in school, homelife, transportation, and communication to understand the scope of change in America.

Fundations® Level K Alignment

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Sets 1–4 through Fundations® Unit 3: VC and CVC words

Teaching with Geodes

GEODES LEVEL K MODULE 4 AT A GLANCE: THE CONTINENTS Geodes Level K Module 4 Topic Students explore the world through art, geography, animals, landmarks, and traditions.

Set 1: Australia

Set 2: Africa

These Duet Books explore the Australian continent through geography, landmarks, and animals.

These Duet Books explore the African continent through animals, art forms, traditions, and literature.

Land of Wonder Jack, Jill, and Joey The Great Reef Hop around Sydney

Set 3: Asia

Set 4: Exploring

These Duet Books explore the Asian continent through animals, traditions, experiences, and landmarks.

Is That a Cat? Ladi’s Pots Made of Mud Anansi and His Legs

These Duet Books travel the world to develop a sense of place and build a foundation for understanding maps and geography.

One-Dot Brush & Ink Floating Market Night Climb

Map to the Past Sit and Paint Tap-Tap to Tuk-Tuk Sky Laps

Geodes Level K Module 4 Oral Recurring Content Words continent create

habitat travel

world

Wit & Wisdom® Curriculum Connection: Grade K Module 4 In this unit of study, students study the seven continents.

Fundations® Level K Alignment

Sets 1–4 through Fundations® Unit 5: VC and CVC Words with Digraphs

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Teaching with Geodes

Book Types and Routines Level K Geodes are designed to evolve alongside students and their emerging literacy skills. The various book types allow students to experience how stories unfold through illustrations; practice identifying letter sounds; and, eventually, apply their phonetic knowledge to reading phrases and sentences in accessible books.

Note that several book sections and features are listed in the following routines. For more information on the About, More, and Sound Search sections as well as the Context and Task paragraphs, see the Book Features section on pages 28–32.

WORDLESS PICTURE BOOKS Modules 1 and 2 each include two Wordless Picture Books. These books introduce early kindergarteners to narrative structures and image-based retellings. As students engage repeatedly with these books, they practice identifying basic story elements while expanding their oral language skills, vocabulary, and content knowledge. The following routine may be used flexibly. Students can explore the books in whole or small groups.

ROUTINE TO CONSIDER FOR WORDLESS PICTURE BOOKS 1. Read the title aloud. Then direct students to the back of the book and read the teaser aloud.

2. Pair students and ask them to look closely at each picture, beginning on page 1. Have partners then share what they think is happening. When they can no longer think of anything else to say about the images, have pairs turn the page.

3. Have each pair repeat step 2 for each page or spread of images until they reach the About section.

4. Beginning on page 28, read the About section aloud as students listen. Then encourage students to explore the images through page 30.

5. Direct students to return to the beginning of the book and slowly retell the story to their partners, adding details they learned from hearing the About section read aloud.

For additional information on how to support students as they engage with Wordless Picture Books, see pages 38–40 of this teacher resource. It is important that students base their retellings on evidence they have heard or gathered through close examination of the images. This practice serves as a building block, strengthening students’ understanding that their retellings must be grounded in evidence. In Modules 1 and 2, students derive this evidence from studying the images and listening to the adult-read text. In Modules 3 and 4, students gather additional evidence from the words they are able to read themselves.

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SOUND SEARCH BOOKS Modules 1 and 2 also include Sound Search Books, multi-layered books designed to boost students’ letter-sound recognition skills while building content knowledge, oral vocabulary, and a sense of sequence. Each book features focus letters and is set in a specific location. Beginning on page 1, students are asked to explore the location alongside the character(s) or people featured in the book. As students study each illustration, they seek out items beginning or ending with the identified Focus Letter Sounds. Adult-read text is included on each page spread to orient students to what is happening in the scene. The sentences contain words featuring the Focus Letter Sounds to reinforce phonemic awareness and support students in their search. The following routine may be used flexibly.

Students can explore the books in whole or small groups, and tasks can be spread out across multiple reads.

ROUTINE TO CONSIDER FOR SOUND SEARCH BOOKS 1. Read the title aloud. Then direct students to the back of the book and read the teaser aloud.

2. Turn to the title page. Point to each encircled letter as you say the letter and corresponding sound. Then have students repeat the phonetic sound.

3. Turn to the Sound Search section on the next two pages. Use your knowledge of students’ vocabulary to preview illustrations and words as needed.

4. Read aloud the text on page 1. Have students search for the specific items listed, naming each item with support as needed and saying the corresponding sound.

5. Pair students. For pages 2–11, use the following routine to explore each page spread.

• Read aloud the Context paragraph.

• Direct student pairs to study the illustrations. Encourage them to point out the details described in the text.

• Then read the Task paragraph beginning with, “Find things that begin* with the sound of …”

• Prompt students to repeat the corresponding sound prior to searching.

• Instruct pairs to search for items that begin with the Focus Letter Sound(s), one sound at a time.

6. Direct pairs to return to the Sound Search section. Ask: “What illustrations did you find to match the sounds?”

7. Challenge students to return to the book to find additional items with the Focus Letter Sounds. *Note: Level K Module 2 includes two Sound Search Books featuring both initial and final sounds. When students should be directed to focus on the final sound, an underscore will precede the letter: _x.

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Teachers may choose to break up the steps above by reading all the Context paragraphs on pages 2–11 and giving students time to study the images to establish the book’s content. Teachers may work with students to identify any unknown vocabulary encountered in the text. Then the teacher would return to the beginning of the book, read the Task paragraph on each page spread, and direct students to search for items with the Focus Letter Sounds.

While searching for items with the Focus Letter Sounds, students may search the whole book, focusing on one letter sound at a time—or the teacher may direct students to search one scene at a time, identifying items that begin with the multiple Focus Letter Sounds before moving on to the next scene.

The Sound Search section in each Sound Search Book lists a sampling of illustrations featuring the Focus Letter Sounds. Each Book Note includes an expanded word list. The lists are organized by Focus Letter Sound. Within those lists, words are arranged by page numbers that indicate the first instance of each item, action, or description.

Note that the Sound Search section illustrations and the Book Note word lists are not exhaustive or meant to serve as checklists for students. The expanded word lists in the Book Notes are meant to be a resource for teachers to assist students as needed in locating items. Although students do not need to locate all the illustrations, you may help students find as many as possible. Students may require varying levels of support with these words based on their content and vocabulary knowledge.

• Some words, such as fish, may be in many students’ vocabularies already and will not require an introduction; whereas a content-specific word, such as fabric, may require a brief explanation before students are able to identify the item within the scene. If students are unfamiliar with a particular word, such as fabric, point out an instance of the word within the scene and have students point to the item while repeating the word. Then reinforce phonemic awareness by asking students to discriminate between the Focus Letter Sounds on the page.

For example, have students repeat the word fabric and then ask them to name the Focus Letter Sound fabric starts with.

• If students identify items that do not contain the Focus Letter Sound(s), redirect them to the encircled focus letter(s) on the page and have students repeat the Focus Letter Sound(s). Students may search again, looking for items that feature one Focus Letter Sound at a time. If students need further assistance, provide a hint for an example in the illustration before asking students to return to their search. For example, on a page that features i, if students say scratch instead of itch, direct their attention to the Focus Letter Sound i on the page and ask: “Can you find something that is like scratch that starts with the /ĭ/ sound?”

If students need additional support with the setting or content of the book, consider reading aloud the About section, located on page 12, before asking partners to explore the book. To extend students’ learning, read the More section (on the inside back cover) after students explore the book.

For additional information on how to support students as they engage with Sound Search Books, see pages 41–43 of this teacher resource.

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DUET BOOKS After building their retelling and letter-sound recognition abilities through Module 1 and 2 books, students are ready to transition into decoding words, phrases, and simple sentences with Duet Books. These Module 3 and 4 books are designed to be read by an emerging reader with the support of an adult, or more advanced, reader. As students read these books, they apply their phonics learning—growing in independence, accuracy, and stamina.

ROUTINE TO CONSIDER FOR DUET BOOKS 1. Read the title aloud. Then direct students to the back of the book and read the teaser aloud.

2. On page 1, have students read the text assigned to the child independently, using a subvocal technique such as a whisper phone.

3. Then read the adult text and any text features, including captions and labels, as students follow along in their books.

4. Repeat steps 2–3 for the remaining pages.

To maximize student engagement and practice, ensure that each student is given the opportunity to read as many child-read parts as possible. For example, in small groups, all students may read the child-read text subvocally at their own pace while the teacher listens carefully to each student in turn. Then the teacher can read the adult-read text as all students follow along in their books. When the teacher stops reading, that is the cue for students to begin reading the next child-read text section.

Following practice with the teacher, consider allowing students to continue practicing the child-read portions of the text independently.

If students have mastered the Level K phonics learning, as specified by the Fundations® scope and sequence, they may be ready to access the whole text of select Geodes. See page 46 of this teacher resource for specific titles with more accessible adult-read text.

For additional information on how to support students as they read Duet Books, see pages pages 43–46 of this teacher resource.

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Book Features Overview Geodes engage students before, during, and after reading. Multiple book features support student application of phonics and decoding skills within connected text. Integrated into each book, these features build knowledge and promote independent reading.

THE TEASER The teaser offers a preview of the book and highlights content or an excerpt from the text, along with a question to develop student curiosity and provide context. Designed to be read by an adult before the book, the teaser cultivates interest in the book’s topic. The teaser is found on the outside back cover of the book.

WORD CATEGORIES While Geodes in Modules 1 and 2 include both Wordless Picture Books and Sound Search Books that feature Focus Letter Sounds, the books in Modules 3 and 4 are Duet Books. These books include words from three categories: Fundations® Decodable Words, Fundations® Trick Words, and words not yet decodable according to the Fundations® scope and sequence. At least 90 percent of the words in the child-read text are either Fundations® Decodable Words or Fundations® Trick Words, based on alignment with the program’s scope and sequence. The remaining text is composed of words not yet decodable in Fundations®. This combination ensures that books remain highly readable while building student knowledge around module topics.

The decodability score for each book in Modules 3 and 4 indicates the percentage of words in the child-read text that feature concepts taught up to a given unit in Fundations®. (See Module At a Glance for alignment.) This percentage includes both Fundations® Decodable Words and Fundations® Trick Words. The Fundations® decodability score is listed on the back cover of each book as well as in the Book Notes.

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Category

Description

Fundations® Decodable Words

Words are considered decodable if they contain phonetic concepts that have been explicitly taught in Fundations®. Students can sound out these words based on their current study of word structure. In each set of Geodes in Modules 3 and 4, decodable words contain concepts taught up to a given Fundations® unit, according to the scope and sequence. (See Module At a Glance for alignment.)

Fundations® Decodable Words include both words with previously learned phonetic concepts and words with new phonetic concepts or elements. Reading review words enables students to further develop their decoding and word recognition skills through cumulative practice. Focus Concept words with newly learned phonetic concepts or elements appear more frequently in the text to reinforce the application of new skills. The Focus Concept for each book appears in the Book Notes and on the book’s outside back cover. The Book Notes in Modules 3 and 4 also include a list of the child-read decodable words.

Fundations® Trick Words

These are high-frequency words that appear commonly in written English.

Some of these words are phonetic, while others have part(s) of the word with an unexpected sound. All of them are important for students to gain instant recognition. Geodes include these words in alignment with the progression of their introduction in Fundations®. The Book Notes in Modules 3 and 4 include a list of the Fundations® Trick Words incorporated into the child-read text.

Words Not Yet Decodable according to the Fundations® scope and sequence

Words containing phonetic concepts and elements that have not been taught, according to the scope and sequence of Fundations®, are considered “not yet decodable.” Geodes contain a limited number of these words in each text. Many of the words categorized as “not yet decodable” are included because they convey key content knowledge. The Book Notes in Modules 3 and 4 include a list of the child-read nondecodable words.

Oral Recurring Content Words appear in the Book Notes in Modules 3 and 4. These five topic-related words correspond to the content of each module. The words are not included in the student books because they are beyond students’ current decoding abilities, but students are encouraged to use this vocabulary when discussing the complex ideas in a module or synthesizing their knowledge on a topic. Oral Recurring Content Words were chosen based on their relevance to the topic as well as a general applicability across contexts, with the primary goal of growing students’ oral vocabulary and ability to verbally express their learning.

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TEXT FEATURES Geodes include a variety of text features to support comprehension and expand on ideas in the text. Features such as headings, diagrams, and captions are integrated to support students as they read. Some books include a special feature on the last page of the text. These reference sections are designed to broaden student learning.

In general, titles, captions, labels, maps, and special feature sections are not written to be decodable, and teachers should read these features aloud. Consider reviewing specific Book Notes for ideas on how to introduce students to these features.

THE MORE SECTION Every book contains a More section, a short, informational selection that extends and enhances the knowledge in Geodes. Designed to be read aloud by a teacher or caregiver, the More section provides opportunities for further topic exploration and conversation. Printed on each inside back cover, the More section can be read after the book to extend learning or beforehand to provide additional content knowledge and set a context for reading.

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WORDLESS PICTURE BOOK FEATURE Feature

Description

About section

This section at the end of the book, designed to be read aloud by a teacher or caregiver, provides an account of the illustrated story. The About section offers context for the story and provides additional details about the setting, people, and events shown in the images. It may also include photographs related to the book’s content as well as proper nouns and content vocabulary to expand on the knowledge of the book. Through this section, students build a deeper understanding of the book’s content and topic-related vocabulary.

SOUND SEARCH BOOK FEATURES Feature

Description

Sound Search section

This section on the pages following the title page lists a sampling of illustrations and corresponding words that feature the Focus Letter Sounds in each book. The goal of these pages is to serve as a visual tool to introduce words as needed before students begin searching for these illustrations within the book. Although students do not need to locate all the illustrations, you may help students find as many as possible. While this illustration list is meant to guide teachers in supporting students, the list is not exhaustive, and students may find additional illustrations not included in this sampling.

Context paragraph

This paragraph orients students to the characters and setting portrayed in the illustrations throughout the book. Each pair of pages, or page spread, from pages 1–11 features one Context paragraph.

Task paragraph

This paragraph sets the purpose for students’ letter sound search. It starts with the phrase “Find things that begin with the sound of the letter …” Each pair of pages, or page spread, from pages 1–11 features one Task paragraph.

About section

This section on page 12 provides an account of the illustrated story in the book. The About section deepens students’ content knowledge and vocabulary understanding, enabling students to more accurately describe the book’s specific actions or sequence. Designed to be read by a teacher or caregiver, this section provides additional content knowledge and a framework for retelling the events featured in the book.

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DUET BOOK FEATURE Feature

Description

About section

Several Duet Books include this section on page 14. Designed to be read aloud by a teacher or caregiver, this section provides additional content information.

The information may include a blend of images and text, such as a labeled timeline or an informative table that expands upon the knowledge in the book.

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Book Notes Overview Each Book Note includes instructional opportunities to amplify student learning. Using their knowledge of students’ needs, teachers can choose targeted instruction from the flexible options outlined in the Book Notes.

TEACHER- AND STUDENT-FACING COMPONENTS Some Book Note components, such as the Book Summary, Teacher Note, and World Connection, are meant to assist with planning and are teacher facing. Other Book Note components include routines, questions, and instruction that can be shared directly with students. These components are the Comprehension Discussion Guide, Image Discussion Guide, Oral Recurring Content Words Discussion Guide, Response Journal Ideas, Teachable Moments, and Vocabulary Practice routines.

CURATED VOCABULARY INSTRUCTION Vocabulary instruction is a key lever for building content knowledge. Book Notes provide curated vocabulary instruction that highlights important words related to the text. The provided routines support students in understanding these words and the key ideas they contain.

The vocabulary words featured in the Book Notes that accompany the Wordless Picture Books and Sound Search Books are selected from the adult-read text, whereas the Book Notes for Duet Books feature vocabulary words selected from the child- and adult-read text. The vocabulary words identified in the Vocabulary Practice sections were chosen for their potentially unfamiliar meanings or text-critical nature. General usage across contexts was also considered when determining which vocabulary words to feature. Teachers are encouraged to develop students’ familiarity with these words by using the Vocabulary Practice routines before or after reading. While students may not yet be able to read some of the vocabulary words, learning these words enables students to develop their oral vocabularies. Note that decodable vocabulary words in Modules 3 and 4 will be underlined.

Book Notes in Modules 3 and 4 also include an Oral Recurring Content Words Discussion Guide to support students in exploring the complex ideas in a module. These words, such as change and continent, are not included in the books but promote understanding of key ideas. The featured Oral Recurring Content Words can be introduced using the Flash Cards located on pages 343–356 of this teacher resource.

FLEXIBLE OPTIONS Ultimately, teachers will decide which components of the Book Note best meet student needs. Teachers may choose to preview more vocabulary words beyond the featured word or may not need to highlight a word if students are already familiar with its meaning. Rather than preteach vocabulary words, teachers may also choose to discuss words when encountered in the text, and then follow up to reinforce their meaning using the vocabulary routines.

While the Book Notes provide a series of general comprehension questions for each text, it is not necessary to ask all the questions for every book. In the Image Discussion Guide, teachers may choose a few pages to highlight or may decide to let students drive the discussion.

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The pages that follow include a brief introduction to each Book Note component to assist teachers with instructional decisions. Because of the differences among the three Level K book types, there are some minor variations across the Book Note content. The major components, however, remain the same. The following samples align to each book type, including annotations to describe the various components for each book type’s Book Note.

WORDLESS PICTURE BOOK ANNOTATED BOOK NOTE Page 1 Module 1 • Pelé

Shows alignment with Wit & Wisdom module

Includes set information, genre category, and book type

Shows alignment with Fundations® scope and sequence

Summarizes book and key ideas

Offers suggestions to boost student accessibility or reading experience

Presents custom information related to the book, such as a brief introduction to vocabulary to support understanding of new content or a reminder of strategies for engaging with the featured book type

Connects information in the book to build knowledge about the world

PELÉ Wit & Wisdom® Grade K Module 1: The Five Senses Set 1: Explore South America, Book 1 Literary Nonfiction Wordless Picture Book Fundations® Alignment Level K, Unit 1, Weeks 1–3

Book Summary In 1940, Edson Arantes do Nascimento was born in Brazil. His classmates called him Pelé. Pelé loved soccer.

His family didn’t have much money, so Pelé used whatever he could find as a soccer ball to play barefoot in the street with his friends. When Pelé was six, he got his first real ball. At age thirteen, he joined his first club team and received his first uniform. Later, he was invited to join the Brazilian national team. The next year, the team played in the World Cup in Sweden. Pelé scored two goals in the final game to help Brazil win, making Pelé the youngest World Cup champion in history at that time.

Teacher Note Wordless Picture Books are positioned as the first book of each set in Modules 1 and 2. Along with building new content knowledge, Wordless Picture Books are designed to promote concepts of print, support students’ understanding of basic story elements, and expand oral language and retelling skills. Use your knowledge of students’ abilities to determine when to introduce this book. Consider revisiting the book throughout the weeks specified on the back of the book, as appropriate, allowing students to demonstrate their growing skills and knowledge with telling and retelling a story.

Pelé is the first of two Wordless Picture Books in this module. Encourage students to study the illustrations closely to add details to each “reading” or retelling of the book. After listening to the About section read aloud, students can incorporate new details into their retellings. Students may need assistance using content vocabulary, such as equipment, goals, professional, soccer, team, and uniform. For more information on instructional strategies to use with Wordless Picture Books, see page 24 of this teacher resource.

Also, note that Pelé’s given name, Edson, is spelled slightly differently from Thomas Edison’s, for whom he was named.

World Connection Each year on November 19, Pelé Day is celebrated in Santos, Brazil. Pelé played for the Santos Football Club from 1956 to 1974.

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Page 2 Module 1 • Pelé

Vocabulary Practice Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book.

Builds vocabulary knowledge through consistent routines

Specifies suggested words from the About section of the book that may require an introduction

Measures comprehension through general questions that correspond to genre

Provides possible responses to monitor student understanding

Supports students' abilities to fully retell a text

Offers flexible space for anecdotal note taking, data collection, and planning

Let’s talk about one of the words in the About section of this book.

This word is soccer.

In this book, the word soccer means “a game played by two teams where players score points by kicking a ball into a goal.”

Pelé loved soccer just as his father did.

Additional Child-Read Vocabulary: equipment, famous, goals, invited, national, professional, stadium, uniform

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Characters are who the book is about. This book is based on a real person, so instead of characters, we will talk about the main people or main person in this book. Who is the main person in this book?

The setting tells where and when the book happens. What are the settings of this book?

The main person in this book is a famous soccer player.

The main person in this book is Pelé.

The settings are streets, soccer fields, and stadiums.

The setting is Brazil.

The setting is Sweden.

Tell about the beginning, middle, and end of this book.

Notes:

At the beginning, Pelé learns to play soccer barefoot, using whatever he can find as a ball. In the middle, he gets a real ball, joins a team, and gets a uniform. At the end, Pelé plays on the national team and wins the World Cup for Brazil.

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Page 3 Module 1 • Pelé

Image Discussion Guide

Deepens learning through discussion

Illuminates rich content knowledge contained in illustrations

Includes possible things students may notice as well as more information for the teacher to add to the discussion

Possible Opening Questions

What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

title page

Pelé has the number 10 on his shirt.

Traditionally, the number 10 jersey was given to a player in a forward position who usually scored goals. After Pelé wore the number 10 jersey, wearing this jersey number became an honor. It is now worn by one of the best players on a team.

1

The flag on the map is yellow, green, and blue.

This is the Brazilian flag. The yellow diamond represents the gold that can be found in Brazil. The green background stands for all the plants and forests that grow there. The blue circle represents the night sky.

18–19

Pelé is flying over water.

In 1958, Pelé and his team traveled to Sweden to play in the World Cup soccer tournament. Teams must qualify to be included. As of 2019, Brazil has qualified for every World Cup since it began in 1930 and has won five times.

26–27

Numbers are below the pictures on the page.

These numbers are called a timeline. The numbers show the order, or sequence, of some important events in Pelé’s life. The numbers at the bottom show Pelé’s age, and the numbers at the top show the year when each event happened.

Notes:

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Page 4 Module 1 • Pelé

Integrates skills instruction, including opportunities for practice with language, retelling, and vocabulary

Creates opportunities to record learning

Provides a variety of ways for students to respond, including through dictating, drawing, writing, or discussion

Teachable Moments Vocabulary | Clarifying Multiple-Meaning Words Some words can be used in different ways. For example, the word star can mean “a shape with five points.” It can also mean “a very famous person.”

Ask: “In the first sentence on page 28, ‘In 1940, in the country of Brazil, a future soccer star was born,’ what does the word star mean?”

If students need extra support, encourage them to use the other words and the illustrations to help them determine the meaning of the word star.

Retelling | Using Sequence Words When you retell a book, you tell about what happened. You describe the characters or people in the book, where the book takes place, and the events in order. When you retell the events, you can use sequencing words like first, then, next, and finally.

On pages 4–5, you could retell the events on these pages by saying, “First, Pelé collected materials, and then he stuffed them in a sock. Next, he tied the sock into a ball. Finally, he played with the ball.”

Show students the illustrations on pages 6 and 7.

Ask: “What happened first?”

Then ask: “How could you retell the events on these pages using sequencing words?”

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Choose an illustration or photograph that taught you something new. Share what you learned.

Choose a word you learned from this book. Draw a picture to show what it means.

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Instructional Decision-Making With Level K Geodes, students develop concepts of print knowledge, build letter-sound awareness, apply decoding skills, and practice reading with prompting and support. They also learn to make meaning from text.

The following suggestions help teachers tailor instruction to meet the range of student needs in a classroom. Before introducing a book, teachers should consider what type of assistance students may need. The goal is to provide each student with the support they need to access every book.

As you introduce each book to students, consider the balance between a brief introduction and overexplaining (Coleman and Pimentel). Leave room for students to discover new learning through their exploration of text.

Wit & Wisdom Connection

The Geodes module topics are based on the content of the Wit & Wisdom modules. For example, in Wit & Wisdom Grade K Module 1, students learn about how their five senses enable them to explore the world around them. Reading about these related topics provides additional content knowledge support.

GROUPING WITH GEODES Offering varying levels of support allows all students access to the same book. A teacher’s insights will determine the best instructional path based on student needs.

Teachers may use Geodes in whole group or small group instruction. Whole group instruction may be the most efficient way to introduce a new book. For example, the 12 color copies of Wordless Picture Books and Sound Search Books could be shared among student pairs. Small groups offer more opportunities for targeted support and reading practice. When using Geodes with small groups, consider how students who are not currently working with the teacher could independently reread selections from My Geodes.

For small group instruction, consider limiting groups to three to six students. Groupings are flexible and may shift throughout the year. Students may benefit from being grouped according to their letter-sound knowledge or word-attack skills rather than by their comprehension skills. As students experience each book type, consider the following elements and modify groupings based on students’ changing needs.

INSTRUCTIONAL DECISION-MAKING WITH WORDLESS PICTURE BOOKS The first two modules each contain two Wordless Picture Books. These books are designed to develop students’ sense of story, growing their abilities to bring basic story elements together using visual text evidence. As students tell and retell stories, they also expand their oral language skills, vocabulary, and content knowledge.

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As you plan instruction with Wordless Picture Books, consider student needs along with the following points:

Multiple encounters with the book enable students to hone their retelling skills.

Some students may benefit from teacher modeling and guidance on how to interpret scenes and build imagebased stories.

As students grow in their abilities, they may be ready for more in-depth work with basic story elements (i.e., character, setting, problem, and resolution).

Students with strong inference and retelling skills who need minimal support may be partnered to study the book together.

As you support students in refining their retellings of Wordless Picture Books, keep in mind the following notes:

The level of detail included in student retellings may vary by student and may also depend on the number of times the student has explored the book. Each time students retell the book, the goal is to listen for the inclusion of key story elements that accurately reflect the illustrations as well as additional, relevant details learned from listening to the adult-read text and/or features.

The About section within the book can be used to inform and gauge students’ retellings. When listening to students retell the book, teachers may refer to the Book Summary on the first page of each Book Note to monitor students’ retellings.

Monitoring students’ accuracy will help students understand that their retellings must be grounded in evidence, just as their retellings should be supported by the text itself when they begin reading on their own later in the year.

For additional information on the design of Wordless Picture Books and sample teaching routines, see page 24 of this teacher resource.

TARGETED SUPPORTS FOR RETELLING

If students need support with developing an image-based retelling, divide the book into sections, allowing students to stop and retell a few pages at a time. Monitor their retelling for confusion and inaccuracies. Use prompting questions to redirect their observations and inferences, such as “What do you see happening on the page that makes you think that?”

If students need support with including key story components in their retelling, create a class story map with basic story elements. Include visual icons for the elements and encourage students to refer to the story map during their retelling as needed. Students’ responses to the general comprehension questions in the Book Notes can also signal whether students are ready to retell. If students need support with answering the general comprehension questions, begin with those first before moving on to retelling.

If students need support with interpreting specific scenes from the text, ask prompting questions, such as “What is the character doing here? What is the setting in this image? What happened right before this image?”

Remind students to return to the book, as their retelling should be grounded in the illustrations that serve as the text evidence in these Wordless Picture Books. As students are retelling in pairs, check to ensure that the retellings are based on the story line in the book. Also consider rereading the About section as needed to

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clarify any misunderstandings or correct any inaccuracies in students’ retellings.

If students need support with identifying and sequencing key story events, prompt them to use the illustrations as a guide and ask them questions, such as “What happened first? What happened next? Then what happened?”

If students need support with adding details to their retelling, encourage them to use their senses to describe what they see on a page spread. Students could also imagine themselves as a character in a scene and describe what the character may be experiencing.

TARGETED SUPPORTS FOR BUILDING VOCABULARY

If students need support with building vocabulary around the topic, identify key text-specific words to explore and discuss with students.

Consider checking the Book Notes for featured vocabulary words to discuss with students. When introducing a vocabulary word, point to an example within an illustration to help reinforce the word’s meaning.

Also, review the About section to pull vocabulary that students could add to their retellings. Provide brief definitions as needed to boost student understanding and word use.

If students need support in accessing the book’s topic, read the More section to build topic-related knowledge.

Also, consider seeking out other books or videos on the topic and sharing one or more of these resources with students.

OPPORTUNITIES FOR EXTENSIONS Wordless Picture Books offer many options for enriching students’ learning experiences beyond oral retelling practice.

Invite students to create a tableau, in which they silently create a scene from the story. Also, consider adding topic-related props to a dramatic play center to encourage students to act out scenes from the story.

Integrate experiential activities to help students develop a deeper understanding of the content. For example, bring in items related to the book’s topic for students to explore and engage with, such as shovels and brushes at a sand table when learning about an archeological dig. In addition, consider taking a class trip to a location related to the book’s content.

Consider providing students with more than one piece of paper when completing the journal prompt to encourage them to retell or describe multiple scenes from the text through drawing, dictating, labeling, or writing.

After exploring a set of four books, look for opportunities to incorporate additional phonemic awareness practice using the Focus Letter Sounds from the Sound Search Books in that set. (Each set in Modules 1 and 2 includes one Wordless Picture Book and three Sound Search Books.) For example, students may find items in the Wordless Picture Books that start with previously introduced Focus Letter Sounds.

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INSTRUCTIONAL DECISION-MAKING WITH SOUND SEARCH BOOKS Sound Search Books are multi-layered reading experiences. They provide students with opportunities to build their letter-sound recognition skills, while building content knowledge, oral vocabulary, and a sense of sequence.

As you plan instruction with Sound Search Books, consider student needs along with the following potential supports:

Prior to exploring the book, review the Focus Letter Sounds and generate sample words that correspond to those sounds. Also, introduce unfamiliar illustrations and terms in the Sound Search section.

Conduct multiple reads of the adult-read sentences. Repeat sentences as needed to emphasize a different Focus Letter Sound each time.

Assist students in identifying certain items within the scene. Featured illustrations range from basic vocabulary to more content-specific instances. Furthermore, while many of the featured illustrations are nouns, some adjectives, adverbs, or verbs beginning with the Focus Letter Sound(s) may also be featured in a scene. The amount of prompting needed will vary depending on students’ familiarity with the topic as well as the complexity of the words. As students grow in their independence, they may benefit from working in pairs to explore the books using the Sound Search section as a guide.

As you support students in exploring Sound Search Books, be strategic when correcting student errors.

Consider each student’s level of letter-sound knowledge and the areas of growth for each student. For example, if a student who can accurately identify letter names and sounds misidentifies a tortoise as a turtle, point out the naming error to support that student’s vocabulary development. But if a student who has been struggling with letter sounds identifies a tortoise as a turtle, the error may not need to be corrected during the first exploration of the book since the student correctly named an object with the Focus Letter Sound /t/.

Correct vocabulary usage should be encouraged in all students, but consider the student’s primary area of need when determining which errors to correct immediately and which corrections to fold into later instruction. Because students may need support in multiple areas, try to balance error correction to maximize their productive struggle without overburdening their cognitive load.

For additional information on the design of Sound Search Books and sample teaching routines, see pages 25-26 of this teacher resource.

TARGETED SUPPORTS FOR ACCURACY

If students need a procedure reminder for the Sound Search Books, reread page 1 to highlight the featured Focus Letter Sounds and set a purpose for engaging with the book.

If students need support with identifying the Focus Letter name or sound, review the letter and its corresponding sound using materials from your foundational skills program.

If students need support with finding objects that start with the Focus Letter Sound, encourage them to limit their search to one small section of a page at a time. Consider covering part of the page spread with a blank sheet of paper and incrementally pulling back the paper until the whole page spread is revealed. To determine where to focus students’ attention, consult the Sound Search section at the beginning of the book. Also, consider having students practice with one Focus Letter Sound at a time rather than multiple Focus Letter Sounds that may be featured on a page spread.

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Teaching with Geodes

If students are overwhelmed with searching for items that start with the range of featured Focus Letter Sounds, consider scaffolding the search by having students search for items that match one Focus Letter Sound at a time. After searching for items with one Focus Letter Sound across multiple pages, have students return to the beginning of the book and search for items with the next featured Focus Letter Sound.

Additionally, when students are asked to find both initial and final sounds, consider searching for items that begin with the Focus Letter Sound first and then fold in the search for the final sounds when students are ready for the added challenge.

If students need support distinguishing among the multiple Focus Letter Sounds, provide a prompt, such as “I see a bird, a feather, and a toy on this page; which one begins with /b/?”

If students identify items that do not contain the Focus Letter Sound(s), redirect students to the Focus Letter Sound(s) listed on the page. Then provide a hint to an example in the illustration before asking students to return to their search. For example, on a page that features i, if students say scratch instead of itch, direct their attention to the Focus Letter Sound i encircled on the page and ask: “Can you find something that is like scratch that starts with the /ĭ/ sound?”

If students correctly identify the Focus Letter Sound of an item but misname the item, affirm that the Focus Letter Sound is correct and then tell students the correct name of the object. Have students point to the object again and repeat the correct name.

TARGETED SUPPORTS FOR BUILDING VOCABULARY

If students need support with building vocabulary around the topic, identify key text-specific words to introduce to students.

Check the Book Notes for featured vocabulary words to discuss with students to orient them to the topic.

Consider introducing or building content vocabulary knowledge by reading the About section of the book before students search for items with the Focus Letter Sound.

Scan the Sound Search section and choose select words to introduce. Preview these words with students before books are distributed. Without having students look at the illustrations, say the word and then have students echo the word with emphasis on the Focus Letter Sound. Alternatively, introduce the words by using a routine from your foundational skills program that concentrates on initial sounds.

If students need support with naming objects on a particular page spread, name several objects and then have students identify the object that starts with the Focus Letter Sound.

OPPORTUNITIES FOR EXTENSIONS Sound Search Books offer many options for enriching students’ learning experiences beyond building letter-sound recognition skills.

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Once the primary objective of naming objects with the Focus Letter Sounds has been met, students may also use the book illustrations to retell the event or scene sequence built into the Sound Search Books. See Targeted Supports for Retelling above for additional tips on supporting students with retelling. In addition, the About section can be used as a guide to frame students’ retellings.

Teaching with Geodes

Consider conducting additional phonemic awareness practice incorporating the featured words in the Sound Search section by using routines from your foundational skills program.

Look for opportunities to return to previously studied Geodes for content connections or additional phonemic practice. For example, students may find items in one Sound Search Book that start with the Focus Letter Sounds from a previous set or unit.

If students express curiosity about a specific topic or location, consider bringing in additional read-aloud materials or finding video clips to deepen their knowledge.

INSTRUCTIONAL DECISION-MAKING WITH DUET BOOKS Modules 3 and 4 feature Duet Books written for emerging readers to apply their phonics learning with the support of an adult, or more advanced, reader.

As you plan instruction with Duet Books, consider student needs along with the following potential supports:

Before reading, students may need an introduction to the Fundations® Trick Words featured in a book. These words are listed on the second page of the Book Notes that accompany each book.

Some students may benefit from a preview of the book’s content-related vocabulary to build familiarity with the topic.

Multiple reads provide opportunities for varying levels of support. Students who need more decoding assistance can begin by whisper reading the child-read text along with the teacher, then choral reading, and then partner reading the child-read text. The goal is for students to read the child-read passages more independently with each repeated reading. These rereads allow students to build their decoding skills and gather more knowledge each time.

Determine the level of support needed for each student and provide ways for students to progress toward further independence during each read. Students will gain confidence from strategic support that allows them to be as independent as possible.

For additional information on Duet Books design and sample teaching routines, see page 27 of this teacher resource.

TARGETED SUPPORTS FOR FLUENCY Fluency includes four elements: accuracy, phrasing, expression, and rate. Emerging readers benefit from focusing primarily on accuracy, phrasing, and expression. Repeated readings of a book can benefit students as they develop their skills in each of these areas. Students may engage in repeated readings during small group time as well as during center time or at home by using My Geodes. Consider the following supports as needed to bolster students’ fluency.

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Teaching with Geodes

Accuracy As a Readables collection, Geodes are designed to prepare students for independent reading. Encourage students to read the child-read text in each Duet Book as independently as possible. They should not be expected, however, to sound out words that are not yet decodable according to the aligned Fundations® scope and sequence.

Consider the following options for students in need of prompting support:

If students struggle with a Fundations® Decodable Word, help them sound it out or tap it out using the strategies they have learned.

If students struggle with a Fundations® Trick Word, write it on a flash card or whiteboard and determine the part(s) of the word that the student can sound out. Then discuss the tricky part, and have students practice reading the word.

If students struggle with a word that is not yet decodable, encourage them to use their emerging decoding skills to sound out the word part(s) they recognize. If they are still unable to read the word, tell them the word.

Phrasing The books in Modules 3 and 4 include fluency-friendly line breaks to assist students in scooping up phrases, or reading clusters of words that naturally flow together.

Consider the following options for students in need of phrasing support:

Model read a section of child-read text, emphasizing appropriate phrasing. Then read it again in phrases as students echo read the text.

Use My Geodes books to underline or scoop the phrases to serve as a visual support for students.

Select a challenging child-read sentence and copy each phrase onto sentence strips. As students become adept at reading each phrase, combine the phrases back into a sentence with the goal of having students read the full sentence.

Expression Reading with appropriate phrasing and expression can be a window into a student’s comprehension level.

Consider the following options for students who need support with expression:

Model different types of expressive reading. This will help students better understand the range of possible expressions.

Model read a literary text with the appropriate interpretation of a character’s voice, and then have students echo read.

Model read an informational text with phrasing and appropriate expression to keep the listener’s attention by using a natural rise and fall to the voice.

Encourage students to read the text many times. Each reread is an opportunity to develop their expression further.

Emphasize phrasing and expression rather than rate.

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Teaching with Geodes

TARGETED SUPPORTS FOR COMPREHENSION Some students may also need extra support when answering comprehension questions. Each Book Note lists exemplar responses, but these responses suggest the focus and scope of student understandings and are not meant to be exhaustive.

Consider the following options for students who need support with comprehension:

Use the teaser on the back of the book to develop curiosity about the text and set a purpose for reading.

Provide more context for students through a guided exploration of the first few illustrations.

Have students summarize sections of the book in their own words.

Reread a section or have students reread it before asking a targeted question about that section.

Ask students scaffolded questions based on a sample response provided in the Book Notes.

Some students may have significant difficulty with word retrieval. When specific words are key to the answer, offer students a choice of correct words. Alternatively, provide students with a correct and incorrect answer, and allow them to choose the right one.

OPPORTUNITIES FOR EXTENSIONS Duet Books offer many options for enriching students’ learning experiences beyond decoding practice.

Look for opportunities to return to previously studied texts for content connections or additional phonemic awareness practice.

Welcome older students into your classroom to partner read a text with your students.

Invite family members or another class to an end-of-module gathering where students can celebrate their learning. Students may share favorite passages from a book or display their Response Journal entries showcasing the knowledge they have gained throughout the module.

Provide students with more than one piece of paper when completing the journal prompt to encourage them to retell or describe multiple scenes from the book through drawing, dictating, labeling, or writing.

Encourage students who are intrigued by a particular Geodes topic to find more books with similar content at the library.

Use the topics from the More sections to delve into other areas of the content.

Wit & Wisdom Connection

Each Wit & Wisdom module includes an additional list of books that teachers can use to increase students’ volume of reading about the module topics. Through sustained study of selected topics, students build more knowledge and develop more academic vocabulary as well. See the Volume of Reading list in Appendix D of the Wit & Wisdom Teacher Edition for more information.

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Teaching with Geodes

For students ready for the challenge, the following ten Duet Books provide opportunities for students to step into the adult-read parts, either as partners for classmates reading the child-read parts or as independent readers.

Consider using these books to meet the needs of students who are ready for this level of decoding practice.

Module 3 Build a Log Cabin Bath Night The First Car to Get That Far Fly, Amelia, Fly Frank’s Ice Pops Module 4 Jack, Jill, and Joey The Great Reef Floating Market Night Climb Sit and Paint

Additional information for students with reading difficulties

Geodes may be appropriate for students who need support beyond general classroom instruction, provided that sufficient support is offered by the teacher. A student’s ability to apply decoding skills and background knowledge will determine the student’s readiness for these books. With teacher support, Geodes can provide much-needed application of skills and reading practice to move students toward greater proficiency.

Students with dyslexia will have a range of skills that will affect their ability to access the Geodes. Some students may be able to access the Geodes with sufficient support and guidance from a teacher. The level of support will depend upon each student’s skill set. Even with support and guidance, Geodes may not be controlled enough for some students with dyslexia.

As of 2019, more than 40 states have passed laws related to dyslexia. According to the International Dyslexia Association (IDA), “dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language.” Researchers have learned that dyslexia is a language-based learning disability and that the degree of an individual’s difficulties with reading and writing falls on a continuum and also relates to the effectiveness of instruction or remediation that they have received. For more information on dyslexia, please consider visiting the International Dyslexia Association website at https://dyslexiaida.org .

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Book Notes

Module 1 The Five Senses FABRIC OF THE ANDES

illustrations by John Joven

Visit the Art Museum illustrated by Eric Puybaret

Galápagos Adventure

illustrations by Allysa Hallett

Museum Cat

A Day at the Market

illustrations by Lesley Vamos

Treasures of

King Tut

illustrations by A. Richard Allen

illustrations by Chuck Gonzales

Module 1 • Pelé

PELÉ Wit & Wisdom® Grade K Module 1: The Five Senses Set 1: Explore South America, Book 1 Literary Nonfiction Wordless Picture Book Fundations® Alignment Level K, Unit 1, Weeks 1–3

Book Summary In 1940, Edson Arantes do Nascimento was born in Brazil. His classmates called him Pelé. Pelé loved soccer.

His family didn’t have much money, so Pelé used whatever he could find as a soccer ball to play barefoot in the street with his friends. When Pelé was six, he got his first real ball. At age thirteen, he joined his first club team and received his first uniform. Later, he was invited to join the Brazilian national team. The next year, the team played in the World Cup in Sweden. Pelé scored two goals in the final game to help Brazil win, making Pelé the youngest World Cup champion in history at that time.

Teacher Note Wordless Picture Books are positioned as the first book of each set in Modules 1 and 2. Along with building new content knowledge, Wordless Picture Books are designed to promote concepts of print, support students’ understanding of basic story elements, and expand oral language and retelling skills. Use your knowledge of students’ abilities to determine when to introduce this book. Consider revisiting the book throughout the weeks specified on the back of the book, as appropriate, allowing students to demonstrate their growing skills and knowledge with telling and retelling a story.

Pelé is the first of two Wordless Picture Books in this module. Encourage students to study the illustrations closely to add details to each “reading” or retelling of the book. After listening to the About section read aloud, students can incorporate new details into their retellings. Students may need assistance using content vocabulary, such as equipment, goals, professional, soccer, team, and uniform. For more information on instructional strategies to use with Wordless Picture Books, see page 24 of this teacher resource.

Also, note that Pelé’s given name, Edson, is spelled slightly differently from Thomas Edison’s, for whom he was named.

World Connection Each year on November 19, Pelé Day is celebrated in Santos, Brazil. Pelé played for the Santos Football Club from 1956 to 1974.

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Module 1 • Pelé

Vocabulary Practice Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book.

Let’s talk about one of the words in the About section of this book.

This word is soccer.

In this book, the word soccer means “a game played by two teams where players score points by kicking a ball into a goal.”

Pelé loved soccer just as his father did.

Additional Child-Read Vocabulary: equipment, famous, goals, invited, national, professional, stadium, uniform

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Characters are who the book is about. This book is based on a real person, so instead of characters, we will talk about the main people or main person in this book. Who is the main person in this book?

The setting tells where and when the book happens. What are the settings of this book?

The settings are streets, soccer fields, and stadiums.

The setting is Brazil.

The setting is Sweden.

Tell about the beginning, middle, and end of this book.

Notes:

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The main person in this book is a famous soccer player.

The main person in this book is Pelé.

At the beginning, Pelé learns to play soccer barefoot, using whatever he can find as a ball. In the middle, he gets a real ball, joins a team, and gets a uniform. At the end, Pelé plays on the national team and wins the World Cup for Brazil.

Module 1 • Pelé

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

title page

Pelé has the number 10 on his shirt.

Traditionally, the number 10 jersey was given to a player in a forward position who usually scored goals. After Pelé wore the number 10 jersey, wearing this jersey number became an honor. It is now worn by one of the best players on a team.

1

The flag on the map is yellow, green, and blue.

This is the Brazilian flag. The yellow diamond represents the gold that can be found in Brazil. The green background stands for all the plants and forests that grow there. The blue circle represents the night sky.

18–19

Pelé is flying over water.

In 1958, Pelé and his team traveled to Sweden to play in the World Cup soccer tournament. Teams must qualify to be included. As of 2019, Brazil has qualified for every World Cup since it began in 1930 and has won five times.

26–27

Numbers are below the pictures on the page.

These numbers are called a timeline. The numbers show the order, or sequence, of some important events in Pelé’s life. The numbers at the bottom show Pelé’s age, and the numbers at the top show the year when each event happened.

Notes:

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Module 1 • Pelé

Teachable Moments Vocabulary | Clarifying Multiple-Meaning Words Some words can be used in different ways. For example, the word star can mean “a shape with five points.” It can also mean “a very famous person.”

Ask: “In the first sentence on page 28, ‘In 1940, in the country of Brazil, a future soccer star was born,’ what does the word star mean?”

If students need extra support, encourage them to use the other words and the illustrations to help them determine the meaning of the word star.

Retelling | Using Sequence Words When you retell a book, you tell about what happened. You describe the characters or people in the book, where the book takes place, and the events in order. When you retell the events, you can use sequencing words like first, then, next, and finally.

On pages 4–5, you could retell the events on these pages by saying, “First, Pelé collected materials, and then he stuffed them in a sock. Next, he tied the sock into a ball. Finally, he played with the ball.”

Show students the illustrations on pages 6 and 7.

Ask: “What happened first?”

Then ask: “How could you retell the events on these pages using sequencing words?”

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Choose an illustration or photograph that taught you something new. Share what you learned.

Choose a word you learned from this book. Draw a picture to show what it means.

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Module 1 • Fabric of the Andes

FABRIC OF THE ANDES Wit & Wisdom Grade K Module 1: The Five Senses Set 1: Explore South America, Book 2 Literary Sound Search Book ®

FABRIC OF THE ANDES

Fundations® Focus Letter Sounds: t /t/; b /b/; f /f/ Level K, Unit 1, Week 1 illustrations by John Joven

Book Summary Tupa and his family live in the Andes Mountains in Peru. They work together to make fabric using the wool from their alpacas. First, they use tools to shear the wool. Next, they spin the wool into yarn. Then, the family collects flowers, bark, and bugs to dye the yarn different colors. Tupa’s mother and aunt then build a loom and use it to weave the yarn into fabric. Finally, the family goes to the market to sell the blankets and clothes they made with the fabric.

Teacher Note This book is a Sound Search Book. In this book type, students practice phonemic awareness and phonetic skills while building content knowledge. Note that the word lists that accompany each Sound Search Book are not meant to be a checklist. Teachers can use these lists to support students in finding as many illustrations as possible based on their vocabulary knowledge, phonemic awareness, and phonetic skills. For more instructional strategies for Sound Search Books, see pages 41–43 of this teacher resource.

Consider sharing the About section on page 12 after reading this book to provide more details about the story.

The About section deepens students’ content knowledge and vocabulary understanding, enabling them to more accurately describe the book’s sequence. The About section for this book includes terms related to fabric weaving, such as shuttles, spindles, and threads. As you read these words, consider pointing out each corresponding image to help students better understand the terms.

In addition, to enrich students’ understanding of fabric weaving, you may wish to locate and share examples of different fabrics. This type of experiential activity can help extend students’ understanding of the Wit & Wisdom module content.

World Connection The Andes Mountains run along the western coast of South America. This series of mountain ranges spans seven countries: Venezuela, Colombia, Ecuador, Peru, Bolivia, Chile, and Argentina.

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Module 1 • Fabric of the Andes

Fundations® Alignment Words Beginning with Fundations® Focus Letter Sounds Level K, Unit 1 The following words feature the Focus Letter Sounds and appear as illustrations in this book. The page numbers indicate the first instance of each featured illustration. Some rows may have gray boxes. These boxes indicate where students are not prompted to search for illustrations with that Focus Letter Sound.

Based on your knowledge of students’ vocabulary, help students locate as many illustrations as possible.

This list is not designed to be a checklist, but rather a tool for introducing vocabulary and reinforcing letter-sound knowledge.

pp. 0–1

/t/__

/b/__

/f/__

teeth

blue bird

fabric

Tupa

boy

face fly fog fur

pp. 2–3

table

family

tail

father

toe(s)

finger(s)

tool

foot

toy(s)

fox frog

pp. 4–5

basket(s)

fire

boil

flower(s)

braid brother bug pp. 6–7

toss

baby

tug

back bag ball branch

pp. 8–9

tongue

bell block(s) button(s)

pp. 10–11

textile tomato(es)

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bench

finger puppet flute(s)

Module 1 • Fabric of the Andes

Vocabulary Practice Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book.

Let’s talk about one of the words in this book.

This word is fabric.

In this book, the word fabric means “a type of cloth.”

Tupa and his family turn yarn made from alpaca wool into fabric (p. 8).

Additional Vocabulary to Discuss: dye, herd, loom, process, shear, spin, textiles, tool, weave, wool

Notes:

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Module 1 • Fabric of the Andes

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Characters are who the book is about. Who are the characters in this book?

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

The setting of this book is the mountains.

The setting is Peru.

Tell about the beginning, middle, and end of this book.

Notes:

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The characters in this book are Tupa and his brother, father, mother, and aunt.

The characters in this book are a family that makes fabric.

At the beginning, Tupa and his family shear wool from their alpacas and turn it into yarn. In the middle, the family works together to dye the yarn and weave it into fabric. At the end, they sell items at the market that they made from the fabric.

Module 1 • Fabric of the Andes

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

title page

The woman has a bright hat and clothing.

This woman is a member of the Quechua people. The Quechua are native people from areas of South America, including Peru. Each Quechua village has its own traditional style of dress. Traditional styles for women often include brightly colored skirts, capes or shawls, and hats with detailed embroidery.

2

That looks like a sheep.

This is an alpaca. Quechua women and children tend herds of alpacas, sheep, and llamas all year. Each spring, the families shear the animals, or remove their wool.

4

The boy is carrying flowers in a basket.

Many different natural ingredients are used to make the dye that colors the wool. The bark of the yanali tree is used to make orange dye. Ground-up q’olle flowers make yellow. Red dye comes from the crushed bits of a dried cochineal insect.

8–9

They are making patterns with the yarn.

Tupa’s mother and aunt use colors to make shapes and patterns in the fabric. These patterns can be important symbols for the Quechua people. Long ago, rather than using writing, the Quechua wove specific colors and patterns to tell stories, share thoughts, and make observations about the world.

Notes:

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Module 1 • Fabric of the Andes

Teachable Moments Vocabulary | Categorizing Words When we sort, or categorize, words or phrases, we group similar words. Many words in this book have to do with making fabric. One example is wool.

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

Examples include dye, loom, shear, spin, tool(s), weave, and yarn.

Style and Conventions | Using Complete Sentences When you talk about, or discuss, the images in a book, you can point to the characters or people and name them. You can also use complete sentences when talking about the people you see. For example, you can tell who you see and what they are doing. On pages 2 and 3, you see Tupa’s brother, and he is shearing wool. Your complete sentence could be “Tupa’s brother is shearing wool.”

Ask: “On page 4, who is another person you see?”

Then ask: “What is that person doing?”

Encourage students to combine that information into a complete sentence to tell what they see. Examples could include “Tupa is collecting flowers” or “Tupa’s mother is dying the yarn.”

As applicable, encourage students to discuss how they use different senses to discuss the images in the book.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Choose an illustration or photograph that taught you something new. Share what you learned.

Choose a word you learned from this book. Draw a picture to show what it means.

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Module 1 • Galápagos Adventure

GALÁPAGOS ADVENTURE Wit & Wisdom Grade K Module 1: The Five Senses Set 1: Explore South America, Book 3 Literary Sound Search Book ®

Galápagos Adventure

Fundations® Focus Letter Sounds: f /f/; n /n/; m /m/ Level K, Unit 1, Week 2 illustrations by Allysa Hallett

Book Summary Nina, Felipe, and their mom explore the Galápagos Islands with their tour guide, Marcos. Along the way, they learn about the islands’ unusual animals. Their first stop is the island of Santa Cruz. On the way, they see a blue-footed booby, schools of fish, and pelicans. On Santa Cruz, the group visits a research station and studies Galápagos giant tortoises. Traveling to Isabela Island, they notice aquatic species, including a minke whale, manta rays, and a Portuguese man-of-war. Hiking through lava fields on Isabela Island, the family observes a flock of flamingos. The group ends their journey on Santiago Island, learning about iguanas, crabs, and mussels.

Teacher Note While reading aloud the book title, consider showing students the location of the Galápagos Islands by using the map on the opening pages of the book.

Also, it may be beneficial to note that this is a fictional story that takes place in a real-life setting. Consider sharing the More section (on the inside back cover) before beginning the book to provide additional context about the various wildlife that inhabits the Galápagos Islands. Although the Response Journal ideas are similar throughout this module, the rigor can be increased as students progress through drawing, dictating, labeling, and then writing as they are able.

As you review the Fundations® Alignment box, note that a flycatcher is a type of bird.

World Connection The Galápagos Islands are in the Pacific Ocean, about 600 miles off the coast of Ecuador in South America.

These islands became more well known after the 19th-century scientist Charles Darwin wrote about his experiences there.

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Module 1 • Galápagos Adventure

Fundations® Alignment Words Beginning with Fundations® Focus Letter Sounds Level K, Unit 1 The following words feature the Focus Letter Sounds and appear as illustrations in this book. The page numbers indicate the first instance of each featured illustration. Some rows may have gray boxes. These boxes indicate where students are not prompted to search for illustrations with that Focus Letter Sound.

Based on your knowledge of students’ vocabulary, help students locate as many illustrations as possible.

This list is not designed to be a checklist, but rather a tool for introducing vocabulary and reinforcing letter-sound knowledge. /f/__ pp. 0–1

/n/__

face

finger(s)

neck

nose

map

family

flag

necklace

notebook

mom

Felipe pp. 2–3

pp. 4–5

/m/__

Nina

feather(s)

flap

nest

feet

float

net

fin

flock

fish

flower(s)

fisherman

fly

fishing pole

foam fern

name tag

flycatcher

needle(s) nine

pp. 6–7

pp. 8–9

flip

finch

man-of-war

mist

manta ray

moon

mat

mountain

minke whale

mug

nectar

man

flamingo(s)

Marcos mud

pp. 10–11

nap

magazine

minnows

magnifying glass

motorboat

marine iguana

mussel

mast

Fundations® Focus Letter Sound Words Review Level K, Unit 1 By this point in the Fundations® progression, students have learned the sounds /t/ and /b/. On a reread of this text, consider having students search for objects that begin with these review sounds (e.g., tortoise on p. 5 and bird on p. 2).

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Module 1 • Galápagos Adventure

Vocabulary Practice Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book.

Let’s talk about one of the words in this book.

This word is island.

In this book, the word island means “an area of land surrounded by water.”

Nina, Felipe, and their mom will visit more than one island (p. 1).

Additional Vocabulary to Discuss: adventure, distance, flock, hike, marine, research, sketch, volcanoes, wildlife

Notes:

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Module 1 • Galápagos Adventure

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Characters are who the book is about. Who are the characters in this book?

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

The setting of this book is a group of islands.

The setting is the Galápagos Islands.

Tell about the beginning, middle, and end of this book.

Notes:

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The characters in this book are a girl, a boy, a mom, and a tour guide.

The characters in this book are Nina, Felipe, their mom, and Marcos, the tour guide.

At the beginning, Nina, Felipe, their mom, and a tour guide travel to the islands on a boat. In the middle, they visit a research center and then see lots of sea animals on their boat ride to the next island. At the end, they go on a hike and visit one more island, where they sketch and study animals that live near the water.

Module 1 • Galápagos Adventure

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page

Things to Notice

More to Discuss

1

They are looking at a map.

They are looking at a map of the Galápagos Islands, off the western coast of South America. Due to the islands’ great distance from other land, many unique animals live only on the Galápagos Islands and have never migrated to other places. Scientists have studied life on these islands for almost 200 years.

3

The bird has blue feet.

This bird is called a blue-footed booby. Some of the nutrients in the fish the birds eat give the boobies their bright blue feet. Both males and females use their large feet to protect and keep their babies warm.

5

Those are big turtles.

These animals are tortoises. Some can weigh more than 500 pounds. Tortoises are land animals, while turtles are often found in the water. The islands are named after these animals. The Spanish word galápago means “tortoise.”

6

The manta ray is jumping out of the water.

Some rays can jump up to six feet in the air. Scientists continue to study why manta rays jump. One reason may be to communicate with other rays.

Notes:

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Module 1 • Galápagos Adventure

Teachable Moments Vocabulary | Identifying Opposites Opposites are two words that are as different as can be from each other. For example, in and out are opposites because the words have completely different meanings.

Read aloud page 4 and ask: “What is the opposite of giant?”

Then ask: “What is the opposite of long?”

If students need extra support, consider providing examples of items that are giant and tiny, or long and short.

Style and Conventions | Using Complete Sentences When you talk about, or discuss, the images in a book, you can point to animals and name them. You can also use complete sentences when talking about the animals you see. For example, you can tell what you see and what the animal is doing. On page 2, there is a bird, and it is flying. Your complete sentence could be “A bird is flying.”

Ask: “On pages 2 and 3, what is another animal that you see?”

Then ask: “What is that animal doing?”

Encourage students to combine that information into a complete sentence to tell what they see. Examples could include “A fish is swimming” or “A bird is standing.”

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Choose an illustration or photograph that taught you something new. Share what you learned.

Choose a word you learned from this book. Draw a picture to show what it means.

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Module 1 • A Day at the Market

A DAY AT THE MARKET Wit & Wisdom® Grade K Module 1: The Five Senses Set 1: Explore South America, Book 4 Literary Sound Search Book

A Day at the Market

Fundations® Focus Letter Sounds: m /m/; i /ĭ /; u /ŭ/ Level K, Unit 1, Week 3 illustrations by Lesley Vamos

Book Summary Izabel and her uncle go to Ver-o-Peso market in Brazil to shop for a birthday gift for her mom. First, Izabel and her uncle visit the fruit market and browse the many products, including mangoes, papayas, and coconuts.

Then, they wander through the fish market, where fish from the Amazon River are being sold. Next, they visit the marina, where boats can unload fish, fruit, and other products. As the rain starts, Izabel and her uncle move into the arts and crafts market, still looking for the perfect gift. Finally, they choose a mirror and leave the market as it is getting dark.

Teacher Note Consider sharing the More section and map (on the inside back cover) before beginning this book to provide more context about the Ver-o-Peso market and the Amazon River basin. It may be beneficial to point out that this book is set in Brazil, a country on the continent of South America.

Note that this book includes short vowels as Focus Letter Sounds. While many of the featured illustrations for these short vowel sounds are nouns, some adjectives, adverbs, or verbs beginning with the Focus Letter Sound may also be featured in the scene. Consult the Sound Search section for examples and support students as needed.

Note that the illustration for mosquitoes on pages 4 and 5 depicts their movement rather than their exact form.

In addition, to enrich students’ understanding of the market, consider providing examples of the various fruits featured in this book for students to see, touch, smell, and taste. This type of experiential activity can help to extend students’ understanding of the Wit & Wisdom module content.

World Connection The official name of Brazil is the Federal Republic of Brazil. It is the largest country in South America.

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Module 1 • A Day at the Market

Fundations® Alignment Words Beginning with Fundations® Focus Letter Sounds Level K, Unit 1 The following words feature the Focus Letter Sounds and appear as illustrations in this book. The page numbers indicate the first instance of each featured illustration. Some rows may have gray boxes. These boxes indicate where students are not prompted to search for illustrations with that Focus Letter Sound.

Based on your knowledge of students’ vocabulary, help students locate as many illustrations as possible.

This list is not designed to be a checklist, but rather a tool for introducing vocabulary and reinforcing letter-sound knowledge. /m/__

/ĭ/__

/ŭ/__

man

insect(s)

umbrella(s)

mango(es)

instrument

uncle

map

Izabel

pp. 0–1

market pp. 2–3

pp. 4–5

mail

mom

under

mailbag

money

untied

mat

mouse

up

melon(s)

mug

upside down

mint

mushroom(s)

magnifying glass

igloo

meat

iguana

mosquito(es)

inchworm

musician

inside itch

pp. 6–7

marina

illustrator

mackerel pp. 8–9

mirror

invitation(s)

unhooked

music pp. 10–11

moon

Fundations® Focus Letter Sound Words Review Level K, Unit 1 By this point in the Fundations® progression, students have learned the sounds /b/ and /f/. On a reread of this text, consider having students search for objects that begin with these review sounds (e.g., balloon on p. 7 and fish on p. 4).

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Module 1 • A Day at the Market

Vocabulary Practice Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book.

Let’s talk about one of the words in this book.

This word is market.

In this book, the word market means “a place where food and other items are bought and sold.”

Izabel and her uncle go to the market to buy a birthday gift for her mom (p. 1).

Additional Vocabulary to Discuss: explore, illustrator, instrument, marina, mirror, perfect, searching, study, wonders

Notes:

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Module 1 • A Day at the Market

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Characters are who the book is about. Who are the characters in this book?

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

The setting of this book is a market.

The setting is the Ver-o-Peso market in Brazil.

Tell about the beginning, middle, and end of this book.

Notes:

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The characters in this book are a girl and her uncle.

The characters in this book are Izabel and her uncle.

At the beginning, Izabel and her uncle go to the market to find the perfect birthday gift for her mom. In the middle, they visit the fruit market, fish market, and marina. At the end, they leave the market with the perfect birthday gift—a mirror from the arts and crafts market.

Module 1 • A Day at the Market

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page

Things to Notice

More to Discuss

2

Green apples are next to the mangoes.

These green fruits are guavas. The inside of guavas are often pink or white. The guava rind and seeds are also edible. These fruits are a good source of vitamins A, B, and C.

4

A big fish is on top of the ice.

This giant fish is a type of catfish called a piraiba. It is one of the largest freshwater fish in the world and can only be found deep in the rivers of the Amazon Rainforest.

6

There are a bunch of grapes on the table behind Izabel’s uncle.

These are açaí berries. This fruit can be found growing near the Amazon River. Açaí berries are native plants to certain areas of Central and South America, including Brazil.

7

Boats are in the background.

The market is located next to a marina in the river. A marina is an area where small boats can dock. The docks provide an area to unload people and goods.

Notes:

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Module 1 • A Day at the Market

Teachable Moments Vocabulary | Categorizing Words When we sort, or categorize, words or phrases, we group similar words. Many words in this book are types of food. One example is fish.

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

Examples include fruit, mango, and mushrooms.

Style and Conventions | Using Complete Sentences When you talk about, or discuss, the images in a book, you can point to the items and name them. You can also use complete sentences to describe the items you see. For example, you can tell what you see and how it looks.

On page 7, there is a balloon, and it is pink. Your complete sentence could be “The balloon is pink.”

Ask: “On pages 8 and 9, what is another item at the market that you see?”

Then ask: “What does that item look like?”

Encourage students to combine that information into a complete sentence to tell what they see. Examples could include “The umbrella is yellow” or “The mirror is a rectangle.”

As applicable, encourage students to discuss how they use different senses to discuss the images in the book.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Choose an illustration or photograph that taught you something new. Share what you learned.

Choose a word you learned from this book. Draw a picture to show what it means.

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Module 1 • Clay Army

CLAY ARMY Wit & Wisdom® Grade K Module 1: The Five Senses Set 2: Experience Museums, Book 1 Literary Nonfiction Wordless Picture Book Fundations® Alignment Level K, Unit 1, Weeks 4–6

Book Summary In 1974, Chinese farmers uncovered portions of ancient statues. Uncertain of what they had found, the farmers reported their discovery to the government. Next, government officials called on archaeologist Zhao Kangmin to excavate the site. Kangmin, along with a team of archaeologists, reassembled the statues piece by piece until they unearthed an entire army of warriors. Later, a museum was built around the dig site to preserve the Terra-Cotta Army, an archaeological treasure.

Teacher Note Wordless Picture Books are positioned as the first book of each set in Modules 1 and 2. Along with building new content knowledge, Wordless Picture Books are designed to promote concepts of print, support students’ understanding of basic story elements, and expand oral language and retelling skills. Use your knowledge of students’ abilities to determine when to introduce this book. Consider revisiting the book throughout the weeks specified on the back of the book, as appropriate, allowing students to demonstrate their growing skills and knowledge with telling and retelling a story.

Clay Army is the second of two Wordless Picture Books in this module. Encourage students to study the illustrations closely to add details to each “reading” or retelling of the book. After listening to the About section read aloud, students can incorporate new details into their retellings. Students may need assistance using content vocabulary, such as archaeologist, army, discovery, museum, statue, and terra-cotta. For more information on instructional strategies to use with Wordless Picture Books, see pages 38–40 of this teacher resource.

To avoid any student misunderstandings, it may also be helpful to clarify that the images on the front cover, as well as throughout the book, feature clay statues and not actual bodies.

World Connection In addition to ordering the construction of the Terra-Cotta Army, the first emperor of China, Qin Shi Huang, also laid the foundation for the Great Wall of China by requesting the fortification of borders throughout his empire.

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Module 1 • Clay Army

Vocabulary Practice Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book.

Let’s talk about one of the words in the About section of this book.

This word is archaeologist.

In this book, the word archaeologist means “a person who studies objects from long ago.”

The archaeologist put together the pieces of a statue (pp. 10–14).

Additional Vocabulary to Discuss: army, China, discovery, museum, statue, terra-cotta, warrior

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Characters are who the book is about. This book is based on real events, so instead of characters, we will talk about the main people in this book. Who are the main people in this book?

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

The setting is a farm where farmers found old statues.

The setting is China.

Tell about the beginning, middle, and end of this book.

Notes:

74

The main people in this book are the farmers and the archaeologists.

At the beginning, the farmers discover clay pieces in the dirt. In the middle, the archaeologist digs out the pieces and puts the parts of the soldier statues back together. At the end, a museum is built around the statues. People visit the museum to see the Terra-Cotta Army.

Module 1 • Clay Army

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page

Things to Notice

More to Discuss

1

One part of the map is yellow.

The yellow part shows China, the country where this book takes place. The light section in the yellow part is the province in which the Terra-Cotta Army was found, and the star marks the city.

4

The men have red lines and dots above their heads.

One of the punctuation marks is called an exclamation point.

An exclamation point is used at the end of a sentence to show excitement. The other two punctuation marks are question marks.

The illustrator included an exclamation point and question marks in this illustration to show that the farmers were surprised by, and curious about, what they found.

6

Dotted lines connect the pictures.

These dotted lines show the order of the phone calls. First, the farmers called the government officials. Then, they called the archaeologist. A similar series of events is shown on page 15.

23

A drawing of a building is in front of the statues.

This drawing shows the design of the new museum. The museum was built around the pits where the soldier statues were found.

Notes:

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Module 1 • Clay Army

Teachable Moments Vocabulary | Connecting Words and Their Use Archaeologists use many tools to find objects from long ago, or artifacts. The illustrations in this book show many of these tools.

Show students the illustrations on pages 8 and 9.

Ask: “What tools do you see the archaeologist using on these pages?”

Then ask: “What is the archaeologist using these tools for?”

Students may name tools such as a brush or string. Explain that string is used to divide a dig site into smaller spaces. Once the site has been marked off, archaeologists write down what they find in each small space.

Support students in finding tools featured in other illustrations, such as picks, shovels, and trowels.

Retelling | Using Sequence Words When you retell a story, you tell about what happened. You describe the characters or people in the book, where the book takes place, and the events in order. When you retell the events, you can use sequencing words like first, then, next, and finally.

On pages 4–7, you could retell the events on these pages by saying, “First, the farmers were digging, and then they found a clay head. Next, the farmers called other people to tell them what they found. Finally, an archaeologist came to see what the farmers found.”

Show students the illustrations on pages 10–14.

Ask: “What happened first?”

Then ask: “How could you retell the events on these pages using sequencing words?”

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Choose an illustration or photograph that taught you something new. Share what you learned.

Choose a word you learned from this book. Draw a picture to show what it means.

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Module 1 • Visit the Art Museum

VISIT THE ART MUSEUM Wit & Wisdom® Grade K Module 1: The Five Senses Set 2: Experience Museums, Book 2 Literary Sound Search Book

Visit the Art Museum illustrated by Eric Puybaret

Fundations® Focus Letter Sounds: c /k/; o /ŏ/ Level K, Unit 1, Week 4

Book Summary Carmen and her family visit the National Gallery of Art in Washington, DC. In the first gallery, they see two paintings by Pablo Picasso. Next, they view a painting by Morris Louis and a large collage by Henri Matisse.

Then, they see paintings by Claude Monet and a self-portrait by Vincent van Gogh. In the last gallery, Carmen sees the ostrich print from the banner that hangs outside the museum. Finally, Carmen and her family go outside to visit the Sculpture Garden.

Teacher Note Several books within the Geodes modules encourage the close study and appreciation of art and artists.

Beginning with this book, students will have many opportunities to study art and artists throughout all Geodes levels.

It may be beneficial to note that this is a fictional story that takes place in a real-life setting. While all the pieces shown are part of the National Gallery of Art collection, the placement of the pieces within the book was based on the story context rather than on the actual location of the pieces in the museum. Consider sharing the About section on page 12 after reading this book to provide more context about the artwork that can be found at the National Gallery of Art. The About section lists the featured works of art for this book to support students as they sequence their retelling.

Also note that this book includes a short vowel as a Focus Letter Sound. While many of the featured illustrations for this short vowel sound are nouns, some adjectives, adverbs, or verbs beginning with the Focus Letter Sound may also be featured in the scene.

In addition, students may benefit from a discussion of museum-related vocabulary: artist, artwork, collage, colorful, gallery, painting(s), print, sculpture, self-portrait, and sketches. Additional vocabulary practice supports students’ language development, fluency, and comprehension.

World Connection The National Gallery of Art was established by an act of Congress in 1937. Andrew W. Mellon, a wealthy art collector and public servant, came up with the idea of a national art museum in the United States.

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Module 1 • Visit the Art Museum

Fundations® Alignment Words Beginning with Fundations® Focus Letter Sounds Level K, Unit 1 The following words feature the Focus Letter Sounds and appear as illustrations in this book. The page numbers indicate the first instance of each featured illustration. Some rows may have gray boxes. These boxes indicate where students are not prompted to search for illustrations with that Focus Letter Sound.

Based on your knowledge of students’ vocabulary, help students locate as many illustrations as possible.

This list is not designed to be a checklist, but rather a tool for introducing vocabulary and reinforcing letter-sound knowledge.

pp. 0–1

/k/__

/ŏ/__

camera

officer

cane

ostrich (featured in artwork)

cape

otter

Carmen

ox

cat

oxen (featured in artwork)

cloud(s) coat(s) color(s) (featured in artwork) pp. 2–3

cap (featured in artwork)

observe

crayon(s)

octopus

cup (featured in artwork) pp. 4–5

collage (featured in artwork)

olive(s)

column(s) (featured in artwork) pp. 6–7

cradle (featured in artwork) curtain (featured in artwork)

pp. 8–9

candle (featured in artwork)

object(s) (featured in artwork) off (featured in artwork) on (featured in artwork)

pp. 10–11

candy cane cube(s) (featured in artwork)

Fundations® Focus Letter Sound Words Review Level K, Unit 1 By this point in the Fundations® progression, students have learned the sounds /t/ and /ŭ/. On a reread of this text, consider having students search for objects that begin with these review sounds (e.g., table on p. 2 and up on p. 4).

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Module 1 • Visit the Art Museum

Vocabulary Practice Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book.

Let’s talk about one of the words in this book.

This word is observe.

In this book, the word observe means “to look at closely and carefully.”

Carmen and her family observe the paintings (p. 2).

Additional Vocabulary to Discuss: artist, artwork, collage, gallery, museum, print, sculpture, sketches, views, visit

Notes:

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Module 1 • Visit the Art Museum

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Characters are who the book is about. Who are the characters in this book?

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

The setting of this book is an art museum.

The setting is the National Gallery of Art. The setting of this book is Washington, DC.

Tell about the beginning, middle, and end of this book.

Notes:

80

The characters in this book are a girl and her family.

The characters in this book are Carmen, her sister, her mom, and her grandma.

At the beginning, Carmen and her family visit an art museum. In the middle, they see many paintings and prints by famous artists. At the end, they go outside to visit the Sculpture Garden.

Module 1 • Visit the Art Museum

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

0-1

The building looks like an H.

This is the East Building of the National Gallery of Art in Washington, DC. The East Building was designed by architect I. M. Pei and was opened in 1978. It is connected to the original West Building by an underground passageway. The West Building entrance is shown on the back cover of the book.

2

A man is sitting on the floor.

Some museums allow visitors to learn from the artists by drawing or sketching what they observe.

4

The lines on the painting look wavy.

Morris Louis used a technique called staining to create these lines.

He poured the paint onto the canvas and tilted the canvas to direct the paint flow. Morris used a thin paint with a consistency like maple syrup because the paint flowed easily across the canvas. This piece, Beta Kappa, is 8 1/2 feet tall and 14 feet wide.

10

That brush looks really big.

Claes Oldenburg and his wife Coosje van Bruggen collaborated on many large sculptures. This sculpture of a typewriter eraser is almost 20 feet tall. As a child, Oldenburg often played with a typewriter eraser when he visited his father’s office.

Notes:

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Module 1 • Visit the Art Museum

Teachable Moments Style and Conventions | Using Complete Sentences When you talk about, or discuss, the images in a book, you can point to a character, item, or animal and name each. You can also use complete sentences when talking about the character, item, or animal you see. For example, you can tell who or what you see and what that character, item, or animal is doing. On page 2, the girl in the painting is eating. Your complete sentence could be “A girl is eating.”

Ask: “On page 8, what animals do you see in the prints?”

Then ask: “What are the oxen and ostrich doing?”

Encourage students to combine that information into a complete sentence to tell what they see. Examples could include “The oxen are banging heads” or “The ostrich is running.”

As applicable, encourage students to discuss how they use different senses to discuss the images in the book.

Design Features | Using Illustrations The text and illustrations in this book work together to tell about some pieces of art found at the National Gallery of Art. The About section on page 12 includes images of the artwork seen by the family in the story.

Each image is labeled with the name of the artwork, the artist(s) who created it, and when it was made.

Read the labels as students move their fingers along the dotted line, starting with the image at the top.

Ask: “What artwork do Carmen and her family see at the museum?”

Then ask: “How can you add more details by describing what they may see or hear?”

Encourage students to describe what the characters may see or hear as they experience these famous pieces of art.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Choose an illustration or photograph that taught you something new. Share what you learned.

Choose a word you learned from this book. Draw a picture to show what it means.

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Module 1 • Museum Cat

MUSEUM CAT Wit & Wisdom Grade K Module 1: The Five Senses Set 2: Experience Museums, Book 3 Literary Sound Search Book ®

Museum Cat

Fundations® Focus Letter Sounds: c /k/; a /ă/; g /g/ Level K, Unit 1, Week 5 illustrations by Chuck Gonzales

Book Summary Alexander the cat protects the artwork from pests at the State Hermitage Museum in Russia. When Alexander sees a mouse, he chases it. They run up the Jordan Staircase, passing paintings, sculptures, and the Peacock Clock along the way. Next, Alexander chases the mouse through a hall called Raphael Loggias and past statues of knights. The mouse jumps near a still-life painting, but Alexander prevents him from harming it. After he has chased the mouse out of the museum, Alexander can rest. His job is done.

Teacher Note It may be beneficial to note that this is a fictional story that takes place in a real-life setting. While the pieces shown are part of the Hermitage Museum collection, the placement of the artwork within the book is based on the story context rather than its actual location in the museum. Consider sharing the photographs in the About section on page 12 after reading this book to provide more context about the artwork that can be found at the Hermitage Museum. The About section shows the featured works of art for this book to support students as they sequence their retelling.

Note that this book includes a short vowel as a Focus Letter Sound. While many of the featured illustrations for this short vowel sound are nouns, some adjectives, adverbs, or verbs beginning with the Focus Letter Sound may also be featured in the scene.

In addition, students may benefit from a discussion of museum-related vocabulary: accents, artwork, case, painting(s), still-life, and visitors. Additional vocabulary practice supports students’ language development, fluency, and comprehension.

World Connection In 1745, Empress Elizabeth of Russia called for cats to be placed throughout the Winter Palace to keep down the growing population of rats and mice that lived there. As the Hermitage Museum was part of the palace complex, cats have been living there almost continuously since then. Today, there are about 70 cats living at the Hermitage Museum of Russia. These cats are not allowed in the galleries or the director’s wing, but they roam freely through staff offices and the halls of the basement.

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Module 1 • Museum Cat

Fundations® Alignment Words Beginning with Fundations® Focus Letter Sounds Level K, Unit 1 The following words feature the Focus Letter Sounds and appear as illustrations in this book. The page numbers indicate the first instance of each featured illustration. Some rows may have gray boxes. These boxes indicate where students are not prompted to search for illustrations with that Focus Letter Sound.

Based on your knowledge of students’ vocabulary, help students locate as many illustrations as possible.

This list is not designed to be a checklist, but rather a tool for introducing vocabulary and reinforcing letter-sound knowledge.

pp. 0–1

/k/__

/ă/__

/g/__

camera

Alexander

gate

cap

apple

gold

cat

gray

clock

green

coin

guitar

cup pp. 2–3

can

alligator

carpet

astronaut

cast

ax

castle couple pp. 4–5

candle

garden gift girl goat goose grape group

pp. 6–7 pp. 8–9

couch

gown

cow pp. 10–11

No first instances are included, but there are repeated illustrations, such as cat, Alexander, and guitar.

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

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Module 1 • Museum Cat

Vocabulary Practice Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book.

Let’s talk about one of the words in this book.

This word is protects.

In this book, the word protects means “to keep safe from harm.”

Alexander the cat protects artwork at the Hermitage Museum in Russia (p. 1).

Additional Vocabulary to Discuss: accents, admire, castles, chase(s), glows, inspects, munching, success, zips

Notes:

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Module 1 • Museum Cat

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Characters are who the book is about. Who are the characters in this book?

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

The setting of this book is an art museum.

The setting is the Hermitage Museum in Russia.

Tell about the beginning, middle, and end of this book.

Notes:

86

The characters in this book are a cat, a mouse, and the people at a museum.

The main character in this book is Alexander the cat.

At the beginning, Alexander the cat sees a mouse entering the museum. In the middle, he chases the mouse past different artwork and stops the mouse from munching on a still-life painting. At the end, Alexander chases the mouse out of the museum.

Module 1 • Museum Cat

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

3

The bird looks golden.

This is called the Peacock Clock. It is an automated clock that was made over 200 years ago and features a cage with three large birds: a peacock, an owl, and a rooster. When wound up, the peacock spreads its giant feathers, the rooster crows, and the owl turns its head while the cage rotates.

4–5

This hall is very fancy.

This space is a copy of the Raphael Loggias in Vatican City near Rome, Italy. After seeing drawings of the gallery, Empress Catherine II decided she wanted a life-sized copy for herself. This allowed her to enjoy the works of art without having to travel to see them.

6–7

The cat is running in front of people on horses.

The cat is in the Knights Room. Long ago, knights were soldiers who rode horses. Many knights received land or honors in exchange for serving their rulers. The soldiers and their horses wore heavy armor to protect themselves in battle. The Knights Room in the Hermitage Museum displays many examples of armor from western Europe.

8–9

A lot of food is on the table in the painting.

The painting on the wall is an example of a still-life painting. Stilllife paintings feature objects such as food, flowers, and tableware.

Notes:

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Module 1 • Museum Cat

Teachable Moments Vocabulary | Distinguishing Shades of Meaning When colors are discussed, they are often referred to by their shade. Navy is a darker shade of blue, while sky blue is lighter. Words can have shades, too. Yelling is a louder form of talking, while whispering is quieter.

In this book, different words are used to describe how the cat goes after the mouse.

Read aloud pages 3 and 4 and ask: “What is Alexander the cat doing when he chases and follows?”

Then ask: “What is the small difference between these words?”

Encourage students to act out the words chases and follows to show the small difference, or shades of meaning, between these words.

Style and Conventions | Using Complete Sentences When you talk about, or discuss, the illustrations in a book, you can point to a person, item, or animal and name them. You can also use complete sentences when talking about the person, item, or animal you see. For example, you can tell who or what you see and what that person, item, or animal is doing. On page 2, you see a cat, and he is chasing a mouse. Your complete sentence could be “The cat is chasing a mouse.”

Ask: “On page 1, what person, item, or animal do you see?”

Then ask: “What are they doing?”

Encourage students to combine that information into a complete sentence to tell what they see. Examples could include “The man is playing guitar” or “The boy is listening.”

As applicable, encourage students to discuss how they use different senses to discuss the illustrations in the book.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Choose an illustration or photograph that taught you something new. Share what you learned.

Choose a word you learned from this book. Draw a picture to show what it means.

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Module 1 • Treasures of King Tut

TREASURES OF KING TUT Wit & Wisdom® Grade K Module 1: The Five Senses Set 2: Experience Museums, Book 4 Literary Sound Search Book

Treasures of

King Tut

illustrations by A. Richard Allen

Fundations® Focus Letter Sounds: g /g/; d /d/; s /s/ Level K, Unit 1, Week 6

Book Summary In 1922, Howard Carter and others discovered King Tut’s tomb and its 5,000 treasures. Almost 60 years later, several artifacts from the tomb of King Tutankamun were sent from the Valley of the Kings in Egypt to the Los Angeles County Museum of Art. The artifacts included a golden serpent, a golden mask, a vulture collar, and a model boat. More than one million people visited the museum to see these treasures from ancient Egypt.

Teacher Note Consider sharing the More section (on the inside back cover) before beginning the book to provide more context about King Tutankamun and the discovery of his tomb. In addition, consider sharing the About section on page 12 after reading this book to share more details about ancient Egyptian artifacts.

Also note that while the museum guard is called an officer in Visit the Art Museum, the worker on page 4 of this book is referred to as a guard. The workers perform similar jobs, but their identified roles vary to better match the Focus Letter Sounds for each book.

World Connection About 3,500 of the artifacts collected from King Tut’s tomb are expected to be on permanent display at the Grand Egyptian Museum, due to open near the Pyramids of Giza in 2020.

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Module 1 • Treasures of King Tut

Fundations® Alignment Words Beginning with Fundations® Focus Letter Sounds Level K, Unit 1 The following words feature the Focus Letter Sounds and appear as illustrations in this book. The page numbers indicate the first instance of each featured illustration. Some rows may have gray boxes. These boxes indicate where students are not prompted to search for illustrations with that Focus Letter Sound.

Based on your knowledge of students’ vocabulary, help students locate as many illustrations as possible.

This list is not designed to be a checklist, but rather a tool for introducing vocabulary and reinforcing letter-sound knowledge.

pp. 0–1

/g/__

/d/__

/s/__

gold

dig

sand

gray

dig site

snake

green

doorway

pp. 2–3

pp. 4–5

dad

sign

stairs

dog

skirt(s)

stand

dollar

sky

stripe(s)

donut

smile

sun

dot(s)

son

gallery

grin

sack

stare

girl(s)

guard

scarf

stool

glass

seat

stroller

grandma

sketch

suit

group

sketchbook

pp. 6–7

No first instances are included, but there are repeated illustrations, such as glass.

No first instances are included, but there are repeated illustrations, such as stripes.

pp. 8–9

game board

silver statue(s)

pp. 10–11

gift

desk

gift store

doll

No first instances are included, but there are repeated illustrations, such as statue.

Fundations® Focus Letter Sound Words Review Level K, Unit 1 By this point in the Fundations® progression, students have learned the sound /k/. On a reread of this text, consider having students search for objects that begin with this review sound (e.g., cane on p. 2 and collar on p. 3).

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Module 1 • Treasures of King Tut

Vocabulary Practice Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book.

Let’s talk about one of the words in this book.

This word is ancient.

In this book, the word ancient means “very old.”

In 1978, people visited a museum to see ancient treasures from King Tut’s tomb (pp. 4–5).

Additional Vocabulary to Discuss: gallery, guard, museum, stare, statue, studies, treasures

Notes:

91

Module 1 • Treasures of King Tut

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Characters are who the book is about. Who are the characters in this book?

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

The setting of this book is an art museum.

The setting is the Los Angeles County Museum of Art. The setting is Los Angeles, California.

Tell about the beginning, middle, and end of this book.

Notes:

92

The characters in this book are people visiting a museum.

At the beginning, people wait in line to see the artifacts from King Tut’s tomb. In the middle, people walk around the museum looking at all the interesting objects from ancient Egypt. At the end, a woman buys a gold statue from the gift store so she can remember all she has seen at the museum.

Module 1 • Treasures of King Tut

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

title page

The face has a striped scarf around the head.

This is King Tut’s death mask, which is made of gold and other materials, such as gems and glass. The striped cloth around his head is called a nemes and shows that he was a king. The item at the top of the nemes is called a uraeus and is a combination of a cobra and a vulture. The mask also includes a fake beard that kings often wore.

2–3

The line is long.

As the King Tut exhibit toured the country, many people waited hours to see the artifacts. At some museums, visitors lined up before dawn to get tickets.

5

The people are looking at a chair.

The child’s chair is fewer than 30 inches tall. A young King Tut may have used the chair when he was living.

8

The table has small squares on it.

This box was used to play the game senet. Senet means “passing.”

This game was a symbol of the journey to the afterlife. King Tut’s tomb had more than four senet boxes inside.

Notes:

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Module 1 • Treasures of King Tut

Teachable Moments Vocabulary | Categorizing Words When we sort, or categorize, words or phrases, we group similar words. Many words in this book have to do with museums. One example is artifact.

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

Examples include gallery, gift store, glass, guard, and sign.

Text Features | Using Maps Maps are pictures or diagrams of specific places, usually drawn or printed on a flat surface. Maps use symbols, lines, and words to show where things are located.

On page 1, a map shows where King Tut’s artifacts were first found and one of the places where they later traveled. Each location is labeled with the name and an illustration of the location.

Read aloud the names of each location as students follow along.

Ask: “Where did King Tut’s artifacts come from?”

Then ask: “Where did people line up to see King Tut’s artifacts?”

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Choose an illustration or photograph that taught you something new. Share what you learned.

Choose a word you learned from this book. Draw a picture to show what it means.

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Module 2 Once Upon a Farm Lei Harvest illustrations by Madelyn Goodnight

illustrations by Christopher Cyr

FARM WORK

ers Market Farm illustrated by John Joven

Sheepdog

illustrated by Cindy Luu

illustrations by Juan M. Moreno

Module 2 • American Gothic

AMERICAN GOTHIC Wit & Wisdom® Grade K Module 2: Once Upon a Farm Set 1: A Day’s Work, Book 1 Literary Wordless Picture Book Fundations® Alignment Level K, Unit 1, Weeks 7–9

Book Summary In 1930, a painter named Grant Wood received an invitation to enter an art contest in Chicago. Wood was stumped about what to paint until he took a drive with his friend, John Sharp. On the drive, Wood saw a small white farmhouse with a high, arched, Gothic-style window. He immediately sketched it and began planning his painting. Wood decided to paint the farmhouse, adding a man and woman with long, narrow faces and necks, just like the house’s window. He asked his sister, Nan, and his dentist, Dr. McKeeby, to be the models.

Wood called his painting American Gothic. When it was finished, he sent it to The Art Institute of Chicago.

The painting won a bronze medal and was printed in newspapers around the United States. Art critics said it was an example of Regionalism, and many people traveled to Chicago to see it.

Teacher Note Wordless Picture Books are positioned as the first book of each set in Modules 1 and 2. Along with building new content knowledge, Wordless Picture Books are designed to promote concepts of print, support students’ understanding of basic story elements, and expand oral language and retelling skills. Use your knowledge of students’ abilities to determine when to introduce this book. Consider revisiting the book throughout the weeks specified on the back of the book, as appropriate, allowing students to demonstrate their growing skills and knowledge by telling and retelling a story.

American Gothic is the first of two Wordless Picture Books in this module. Encourage students to study the illustrations closely to add details to each “reading” or retelling of the book. After listening to the About section read aloud, students can incorporate new details into their retellings. Students may need assistance using content vocabulary, such as canvas, contest, critics, judges, model(s), painter, painting, show, sketch, and studio. For more information on instructional strategies to use with Wordless Picture Books, see pages 38–40 of this teacher resource.

Although the Response Journal ideas are similar throughout this module, the rigor can be increased as students progress through drawing, dictating, labeling, and then writing as they are able.

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

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Module 2 • American Gothic

Vocabulary Practice Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book.

Let’s talk about one of the words in the About section of this book.

This word is contest.

In this book, the word contest means “an event where people try to do something better than everyone else.”

Grant Wood received a letter inviting him to enter an art contest in Chicago (p. 1).

Additional Vocabulary to Discuss: blank, canvas, medals, narrow, paced, pitchfork, pose, sketch, studio, stumped

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Characters are who the book is about. This book is based on a real person, so instead of characters, we will talk about the main people in this book. Who are the main people in this book?

The settings tell where and when the book happens. What are the settings of this book?

The main settings are Grant Wood’s studio and a farmhouse in Iowa.

Another setting is The Art Institute of Chicago.

Tell about the beginning, middle, and end of this book.

Notes:

98

The main people in this book are an artist and his friend, sister, and dentist.

The main people in this book are Grant Wood; Wood’s friend, John Sharp; Wood’s sister, Nan; and Wood’s dentist, Dr. McKeeby.

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

Module 2 • American Gothic

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

10–11

He is holding a plate with paint on it.

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

16–17

He is looking at the drawing on the envelope.

Artists often quickly capture their ideas in sketchbooks or on scraps of paper to remember what they see or imagine. They can then use these sketches to gather more ideas for future finished works of art.

20–21

He got another letter.

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

24–25

That is a fancy building.

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

Notes:

99

Module 2 • American Gothic

Teachable Moments Vocabulary | Categorizing Words When we sort, or categorize, words or phrases, we group similar words. Many words in this book have to do with art. One example is painter.

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

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

Retelling | Using Sensory Details When you retell a book, you tell about what happened. You describe the characters or people in the book, where the book takes place, and the events in order. When you retell a book, you can also use your senses to add details.

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

Show students the illustrations on pages 8 and 9.

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

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

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Choose an illustration or photograph that taught you something new. Share what you learned.

Choose a word you learned from this book. Draw a picture to show what it means.

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Module 2 • Red Barn Farm

RED BARN FARM Wit & Wisdom® Grade K Module 2: Once Upon a Farm Set 1: A Day’s Work, Book 2 Literary Sound Search Book Fundations® Focus Letter Sounds: e /ĕ/; r /r/ Level K, Unit 1, Week 7

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

Teacher Note This book is a Sound Search Book. In this book type, students practice phonemic awareness and phonetic skills while building content knowledge. Note that the word lists that accompany each Sound Search Book are not meant to be a checklist. Teachers can use these lists to support students in finding as many illustrations as possible based on their vocabulary knowledge, phonemic awareness, and phonetic skills. For more instructional strategies for Sound Search Books, see pages 41–43 of this teacher resource.

Note that this book includes a short vowel as a Focus Letter Sound. While many of the featured illustrations for this short vowel sound are nouns, some adjectives, adverbs, or verbs beginning with the Focus Letter Sound may also be featured in the scene.

Consider sharing the About section on page 12 after reading this book to provide more details about the story.

The About section deepens students’ content knowledge and vocabulary understanding, enabling them to more accurately describe the book’s sequence. The About section for this book includes terms related to dairy farming, such as feeding trough, tank, tube, and udder(s). As you read these words, consider pointing out each corresponding illustration to help students better understand the terms. While a pasteurization plant is not included in the illustrations, you could explain that during pasteurization, milk is heated and then cooled to kill bacteria or germs.

World Connection All mammals make milk. In the United States, dairy farmers typically breed and raise cows to produce milk.

Dairy farmers around the world sell milk produced from other animals, such as buffalo, goats, sheep, camels, and donkeys.

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Module 2 • Red Barn Farm

Fundations® Alignment Words Beginning with Fundations® Focus Letter Sounds Level K, Unit 1 The following words feature the Focus Letter Sounds and appear as illustrations in this book. The page numbers indicate the first instance of each featured illustration. Some rows may have gray boxes. These boxes indicate where students are not prompted to search for illustrations with that Focus Letter Sound.

Based on your knowledge of students’ vocabulary, help students locate as many illustrations as possible.

This list is not designed to be a checklist, but rather a tool for introducing vocabulary and reinforcing letter-sound knowledge. /ĕ/__ pp. 0–1

pp. 2–3

/r/__

elbow

rabbit

road

engine

Rachel

robin

Ezra

rake

roof

red

rooster

Ed

radio

eggs

rails

elephant

rocks

empty

row(s)

exercise

rubber boots runner

pp. 4–5 pp. 6–7

effort

ramp

egg carton

rope

eggplant pp. 8–9

rain rainbow

pp. 10–11

rag read rest rocking chair rose

Fundations® Focus Letter Sound Words Review Level K, Unit 1 By this point in the Fundations® progression, students have learned the sounds /ĭ/ and /k/. On a reread of this text, consider having students search for objects that begin with these review sounds (e.g., inside on p. 2 and cow on p. 3).

102

Module 2 • Red Barn Farm

Vocabulary Practice Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book.

Let’s talk about one of the words in this book.

This word is dairy.

In this book, the word dairy means “having to do with milk.”

Ezra and his family live on a dairy farm (p. 1).

Additional Vocabulary to Discuss: barn, collect, farmer, hay, hose, machine, milking, raise, transfer, udder(s)

Notes:

103

Module 2 • Red Barn Farm

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Characters are who the book is about. Who are the characters in this book?

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

The setting of this book is a dairy farm.

Tell about the beginning, middle, and end of this book.

Notes:

104

The characters in this book are a dairy farmer and his family.

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

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

Module 2 • Red Barn Farm

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

front cover

The cow is black and white.

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

3

The farmer is kneeling by the cow.

Ezra is hooking up a milking machine to the cow’s udder. An udder is a bag-shaped organ that usually has four teats, or finger-like parts. To milk a cow, a farmer must collect milk from each teat.

It takes about half an hour to milk one cow by hand. A milking machine attaches suction cups to each teat and allows a farmer to milk the cows more quickly.

4–5

A hose connects the tank to the truck.

The milking machine pumps fresh milk into a holding tank.

The tank keeps the milk cool so that it does not spoil before a refrigerated truck comes to collect it. About every other day, a truck arrives to pump out the milk and bring it to a processing center.

Then, the farmers clean the tanks before filling them again.

8

The cows have yellow tags on their ears.

Dairy farmers use ear tags to help them keep track of the animals.

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

Notes:

105

Module 2 • Red Barn Farm

Teachable Moments Vocabulary | Categorizing Words When we sort, or categorize, words or phrases, we group similar words. Many words in this book have to do with dairy farming. One example is cows.

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

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

Style and Conventions | Using Complete Sentences When you talk about, or discuss, the illustrations in a book, you can point to the characters or people and name them. You can also use complete sentences when talking about the people you see. For example, you can tell who you see and what they are doing. On page 3, you see Ezra, and he is milking a cow. Your complete sentence could be “Ezra is milking a cow.”

Ask: “On page 7, who is another person you see?”

Then ask: “What is that person doing?”

Encourage students to combine that information into a complete sentence to tell what they see. Examples could include “Rachel is picking eggplants” or “Ed is loading hay into the barn.”

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Choose an illustration or photograph that taught you something new. Share what you learned.

Choose a word you learned from this book. Draw a picture to show what it means.

106

Module 2 • Peach Picking

PEACH PICKING Wit & Wisdom® Grade K Module 2: Once Upon a Farm Set 1: A Day’s Work, Book 3 Literary Sound Search Book Fundations® Focus Letter Sounds: r /r/; p /p/; j /j/ Level K, Unit 1, Week 8 illustrations by Christopher Cyr

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

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

World Connection The state of Georgia is nicknamed the Peach State, and the peach is recognized as its official state fruit.

Georgia is one of the top producers of peaches in the United States.

107

Module 2 • Peach Picking

Fundations® Alignment Words Beginning with Fundations® Focus Letter Sounds Level K, Unit 1 The following words feature the Focus Letter Sounds and appear as illustrations in this book. The page numbers indicate the first instance of each featured illustration. Some rows may have gray boxes. These boxes indicate where students are not prompted to search for illustrations with that Focus Letter Sound.

Based on your knowledge of students’ vocabulary, help students locate as many illustrations as possible.

This list is not designed to be a checklist, but rather a tool for introducing vocabulary and reinforcing letter-sound knowledge. /r/__ pp. 0–1

pp. 2–3

/p/__

/j/__

rainbow

roof

pants

plant(s)

jacket

red

root(s)

parent(s)

pocket(s)

Jade

reflection

rose(s)

pebble(s)

porch

jeans

ribbon

people

puppy

juicebox

robin

pink

purple

jump

rock(s)

pinwheel(s)

purse

rabbit

ride

jar(s)

radish(es)

road

jelly bean(s)

raspberries

rooster(s)

jug(s) juice

rat(s) pp. 4–5

rake

relax

pail(s)

peach(es)

read

rest

paw(s)

pick(ing)

paper clip

pepper(s)

pay

pickle(s)

peacock

pig

pen

poster

pencil

puzzle

recipe pp. 6–7

penguin pp. 8–9

radio

package(s) peach pit pot

pp. 10–11

pie(s)

jam

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

108

Module 2 • Peach Picking

Vocabulary Practice Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book.

Let’s talk about one of the words in this book.

This word is recipe.

In this book, the word recipe means “a list of ingredients and directions for how to cook something.”

Grandma reads a recipe for making peach jam (p. 9).

Additional Vocabulary to Discuss: arrive, boil, farm stand, harvested, imagines, juicy, pit, unload, weighs

Notes:

109

Module 2 • Peach Picking

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Characters are who the book is about. Who are the characters in this book?

The setting tells where and when the book happens. What are the settings of this book?

One setting of this book is the peach orchard.

The other setting is Jade’s house.

Tell about the beginning, middle, and end of this book.

Notes:

110

The characters in this book are Jade and her family.

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

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

Module 2 • Peach Picking

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

front cover

The people are picking something from the trees.

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

title page

The basket is full of peaches.

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

4–5

The trees are full of peaches.

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

9

The girl and her grandmother are looking at a cookbook.

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

Notes:

111

Module 2 • Peach Picking

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

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

If students need extra support, encourage them to use the other words and the illustrations to help them determine the meaning of the word pit.

Retelling | Using Sequence Words When you retell a book, you tell about what happened. You describe the characters or people in the book, where the book takes place, and the events in order. When you retell the events, you can use sequencing words like first, then, next, and finally.

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

Show students the illustrations on pages 8–11.

Ask: “What happens first?”

Then ask: “How could you retell the events on these pages using sequencing words?”

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Choose an illustration or photograph that taught you something new. Share what you learned.

Choose a word you learned from this book. Draw a picture to show what it means.

112

Module 2 • Lei Harvest

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

Lei Harvest illustrations by Madelyn Goodnight

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

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

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

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

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

113

Module 2 • Lei Harvest

Fundations® Alignment Words Beginning with Fundations® Focus Letter Sounds Level K, Unit 1 The following words feature the Focus Letter Sounds and appear as illustrations in this book. The page numbers indicate the first instance of each featured illustration. Some rows may have gray boxes. These boxes indicate where students are not prompted to search for illustrations with that Focus Letter Sound.

Based on your knowledge of students’ vocabulary, help students locate as many illustrations as possible.

This list is not designed to be a checklist, but rather a tool for introducing vocabulary and reinforcing letter-sound knowledge. /l/__ pp. 0–1

pp. 2–3

lady

__/l/

/h/__

lips

/k/__

hair

head

land

hand

heart(s)

leaves

happy

hills

leg

hat

hold

lei

Hawai‘i

lamp

log

curl

soil

lid(s)

look

girl

stool

lift

lug

nail

kid

light helper

pp. 4–5

key(s) kite

pp. 6–7

loop

hose

pp. 8–9

lemon

kettle

lime

kitchen

line

kiwi

list pp. 10–11

laugh

ham

lawn

hammock

lemonade lunch

Fundations® Focus Letter Sound Words Review Level K, Unit 1 By this point in the Fundations® progression, students have learned the sounds /j/ and /s/. On a reread of this text, consider having students search for objects that begin with these review sounds (e.g., jar on p. 2 and soil on p. 3).

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Module 2 • Lei Harvest

Vocabulary Practice Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book Let’s talk about one of the words in this book.

This word is gardener.

In this book, the word gardener means “a person whose job is to take care of plants and flowers.”

The gardener grows young plants, called seedlings (p. 3).

Additional Vocabulary to Discuss: adult, beds, celebrating, lugs, orchids, process, seedlings, soil, thread, track

Notes:

115

Module 2 • Lei Harvest

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Characters are who the book is about. Who are the characters in this book?

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

The setting of this book is a gardener’s greenhouse, kitchen, and yard.

The setting is a greenhouse in Hawai‘i.

Tell about the beginning, middle, and end of this book.

Notes:

116

The characters in this book are a gardener and her helper.

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

Module 2 • Lei Harvest

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

front cover

Those flowers are very pretty.

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

opposite page 1

The house looks like it is made of all windows.

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

4–5

The plants in the dirt look different from the plants in the pots.

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

8

The people are stringing flowers.

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

Notes:

117

Module 2 • Lei Harvest

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

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

If students need extra support, encourage them to use the other words and the illustrations to help them determine the meaning of the word log.

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

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

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

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Choose an illustration or photograph that taught you something new. Share what you learned.

Choose a word you learned from this book. Draw a picture to show what it means.

118

Module 2 • Garden Party

GARDEN PARTY Wit & Wisdom® Grade K Module 2: Once Upon a Farm Set 2: Working the Land, Book 1 Literary Wordless Picture Book Fundations® Alignment Level K, Unit 1, Weeks 10–12

Book Summary Henry and his dad walk through their New Orleans neighborhood. They see their neighbor, Mrs. Blanchard, watering her plants. Next, they spot another neighbor, Mr. Thomas, painting a flower mural on the wall of the old basketball court. These experiences inspire Henry to start a community garden. He designs a flyer announcing his plan. After Henry and his dad spread the word, neighbors join in to help turn the basketball court into a garden. With help from Mrs. Blanchard and others, Henry plants okra seeds in an old bathtub.

Henry and his neighbors care for the plants, while Mr. Thomas adds to the mural. When it’s time to harvest the vegetables, the neighbors gather to help. They use their fresh vegetables, including Henry’s okra, to make a large pot of gumbo. Then, Henry and his neighbors celebrate their community with a garden party.

Teacher Note Wordless Picture Books are positioned as the first book of each set in Modules 1 and 2. Along with building new content knowledge, Wordless Picture Books are designed to promote concepts of print, support students’ understanding of basic story elements, and expand oral language and retelling skills. Use your knowledge of students’ abilities to determine when to introduce this book. Consider revisiting the book throughout the weeks specified on the back of the book, as appropriate, allowing students to demonstrate their growing skills and knowledge with telling and retelling a story.

Garden Party is the second of two Wordless Picture Books in this module. Encourage students to study the illustrations closely to add details to each “reading” or retelling of the book. After listening to the About section read aloud, students can incorporate new details into their retellings. Students may need assistance using content vocabulary, such as grow(ing), hoes, plant(s), planter(s), rake(s), seedlings, shovels, soil, vegetable(s), water(s), and weed. For more information on instructional strategies to use with Wordless Picture Books, see pages 38–40 of this teacher resource.

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

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

119

Module 2 • Garden Party

Vocabulary Practice Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book.

Let’s talk about one of the words in the About section of this book.

This word is community.

In this book, the word community means “a place where a group of people live.”

Henry helps to make a community garden (pp. 10–11).

Additional Vocabulary to Discuss: beautiful, flyers, gather, gumbo, measures, mural, neighborhood, neighbors, planters, spies

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Characters are who the book is about. Who are the characters in this book?

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

The setting is an old basketball court that turns into a garden.

The setting is a neighborhood in New Orleans.

Tell about the beginning, middle, and end of this book.

Notes:

120

The characters in this book are a boy, his dad, and their neighbors.

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

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

Module 2 • Garden Party

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

3

A light bulb is over Henry’s head.

In this book, thought bubbles show the character’s private thoughts.

The light bulb in the thought bubble shows that the character has a new idea. The book also uses speech bubbles to show what the character is saying to others.

11

The people in the top picture are building a box.

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

20

Henry is using a ruler.

Gardeners harvest okra when the pods are about three inches long.

If the pods are too old, they will be too tough to eat. Okra plants have scratchy stems, so gardeners often wear gloves to harvest this vegetable.

24–25

Henry’s dad is stirring a big pot of soup.

The stew is called gumbo, a popular dish in New Orleans. The word gumbo comes from a West African word for okra, a key ingredient of the stew.

Notes:

121

Module 2 • Garden Party

Teachable Moments Vocabulary | Categorizing Words When we sort, or categorize, words or phrases, we group similar words. Many words in this book are types of food. One example is okra.

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

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

Retelling | Using Sensory Details When you retell a book, you tell about what happened. You describe the characters or people in the book, where the book takes place, and the events in order. When you retell a book, you can also use your senses to add details.

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

Show students the illustrations on pages 26–27.

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

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

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Choose an illustration or photograph that taught you something new. Share what you learned.

Choose a word you learned from this book. Draw a picture to show what it means.

122

Module 2 • Farm Work

FARM WORK Wit & Wisdom® Grade K Module 2: Once Upon a Farm Set 2: Working the Land, Book 2 Literary Sound Search Book Fundations® Focus Letter Sounds: v /v/; w /w/ Level K, Unit 1, Week 10

FARM WORK

illustrated by Cindy Luu

Book Summary The Vasquez family produces grain on a Kansas farm. The family uses large machines to plant and harvest the grain crop—winter wheat. Each fall, the family plants seeds using a machine called a planter. The family then cares for sprouting plants before winter comes. Once the weather turns warmer, the grain continues to grow.

By summer, it is time to harvest the crop. The family uses a combine harvester to cut the stalks and separate the grain. A cart collects the grain while the stalks tumble out of the back of the machine. The family uses a baler to gather the leftover stalks, called straw. Then, the family loads the bales onto a truck. With the harvest finished, the Vasquez family enjoys other activities on the farm.

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

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

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

123

Module 2 • Farm Work

Fundations® Alignment Words Beginning with Fundations® Focus Letter Sounds Level K, Unit 1 The following words feature the Focus Letter Sounds and appear as illustrations in this book. The page numbers indicate the first instance of each featured illustration. Some rows may have gray boxes. These boxes indicate where students are not prompted to search for illustrations with that Focus Letter Sound.

Based on your knowledge of students’ vocabulary, help students locate as many illustrations as possible.

This list is not designed to be a checklist, but rather a tool for introducing vocabulary and reinforcing letter-sound knowledge. /v/__ pp. 0–1

pp. 2–3

/w/__

Val

wagon

Will

van

water lilies

wind turbine

Vanessa

watering can

wind chime

vase

weather vane

window

vest

web

wing

violets

Wilbur

woman

vegetable(s)

water bottle

pp. 4–5 pp. 6–7

wind

visor

wag watch watermelon windshield Wit

pp. 8–9 pp. 10–11

vanilla

worm

vine violin

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

124

Module 2 • Farm Work

Vocabulary Practice Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book.

Let’s talk about one of the words in this book.

This word is crop.

In this book, the word crop means “a plant grown on a farm for a specific use.”

The Vasquez family checks the crop to look for signs that it is time to harvest (p. 4).

Additional Vocabulary to Discuss: bales, grain, harvest, produce, separates, sprouts, stalks, thaws, visor

Notes:

125

Module 2 • Farm Work

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Characters are who the book is about. Who are the characters in this book?

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

The setting of this book is a grain farm.

The setting is the Vasquez family’s farm.

Tell about the beginning, middle, and end of this book.

Notes:

126

The characters in this book are a family of farmers.

The characters in this book are the Vasquez family.

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

Module 2 • Farm Work

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page

Things to Notice

More to Discuss

2

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

Bigger back tires help keep the tractor from getting stuck in the dirt.

The smaller front tires help the driver steer more easily.

5

White towers are behind the woman.

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

9

The bales look heavy.

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

11

An arrow is sticking out from the top of the roof.

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

Notes:

127

Module 2 • Farm Work

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

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

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

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

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

Show students the illustrations on pages 6 and 7.

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

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

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

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Choose an illustration or photograph that taught you something new. Share what you learned.

Choose a word you learned from this book. Draw a picture to show what it means.

128

Module 2 • Farmers Market

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

ers Market Farm illustrated by John Joven

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

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

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

In addition, to enrich students’ understanding of the market, consider providing examples of the various fruits featured in this book for students to see, touch, smell, and taste. This type of experiential activity can help to extend students’ understanding of the Wit & Wisdom module content.

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

129

Module 2 • Farmers Market

Fundations® Alignment Words Beginning with Fundations® Focus Letter Sounds Level K, Unit 1 The following words feature the Focus Letter Sounds and appear as illustrations in this book. The page numbers indicate the first instance of each featured illustration. Some rows may have gray boxes. These boxes indicate where students are not prompted to search for illustrations with that Focus Letter Sound.

Based on your knowledge of students’ vocabulary, help students locate as many illustrations as possible.

This list is not designed to be a checklist, but rather a tool for introducing vocabulary and reinforcing letter-sound knowledge.

pp. 0–1

/w/__

/y/__

__/ks/

water

yarn

ax

watering can

yellow

box

watermelon

yolk

fox

yawn

ox

yo-yo

six

Wendy wind wood worm worker(s) pp. 2–3

wash weigh window woman

pp. 4–5

yogurt pp. 6–7

women

pp. 8–9

wave

pp. 10–11

yam(s) sax

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

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

130

Module 2 • Farmers Market

Vocabulary Practice Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book.

Let's talk about one of the words in this book.

This word is prepare.

In this book, the word prepare means “to get ready.”

Wendy and her family prepare for the farmers market (pp. 2–3).

Additional Vocabulary to Discuss: arrive, booth, busy, carefully, city, crops, load, market, stall, weigh

Notes:

131

Module 2 • Farmers Market

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Characters are who the book is about. Who are the characters in this book?

The setting tells where and when the book happens. What are the settings of this book?

One setting of this book is a farmers market.

The other setting is Fox Farm.

Tell about the beginning, middle, and end of this book.

Notes:

132

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

The characters in this book are Wendy Fox and her family.

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

Module 2 • Farmers Market

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page

Things to Notice

More to Discuss

2

A person is washing the lettuce.

Before selling their produce at a market, farmers often wash the produce to remove dirt and some bacteria.

5

Wendy is carrying yogurt.

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

7

The boy is playing with a yo-yo.

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

8

Eggs are on the table.

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

Notes:

133

Module 2 • Farmers Market

Teachable Moments Vocabulary | Identifying Opposites Opposites are two words that are as different as can be from each other. For example, in and out are opposites because the words have completely different meanings.

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

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

Style and Conventions | Using Complete Sentences When you talk about, or discuss, the images in a book, you can point to the items and name them. You can also use complete sentences to describe the items you see. For example, you can tell what you see and how it looks.

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

Ask: “On pages 6 and 7, what is another item at the market that you see?”

Then ask: “What does that item look like?”

Encourage students to combine that information into a complete sentence to tell what they see. Examples could include “The fox on the sign is orange” or “The yarn is yellow.”

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Choose an illustration or photograph that taught you something new. Share what you learned.

Choose a word you learned from this book. Draw a picture to show what it means.

134

Module 2 • Sheepdog

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

Sheepdog

Fundations® Focus Letter Sounds: x /ks/; z /z/; qu /kw/ Level K, Unit 1, Week 12 illustrations by Juan M. Moreno

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

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

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

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

135

Module 2 • Sheepdog

Fundations® Alignment Words Beginning with Fundations® Focus Letter Sounds Level K, Unit 1 The following words feature the Focus Letter Sounds and appear as illustrations in this book. The page numbers indicate the first instance of each featured illustration. Some rows may have gray boxes. These boxes indicate where students are not prompted to search for illustrations with that Focus Letter Sound.

Based on your knowledge of students’ vocabulary, help students locate as many illustrations as possible.

This list is not designed to be a checklist, but rather a tool for introducing vocabulary and reinforcing letter-sound knowledge.

pp. 0–1

pp. 2–3

__ /ks/

/z/__

/kw/__

box

zinnia

quarter

fox

Zip

queen

zipper

quilt

ax

quack

Max

question mark

ox

quill

wax pp. 4–5

six

pp. 6–7

mailbox

pp. 8–9

fix

zigzag

zebra

mix pp. 10–11

sax

zoo

Fundations® Focus Letter Sound Words Review Level K, Unit 1 By this point in the Fundations® progression, students have learned the sound /w/. On a reread of this text, consider having students search for objects that begin with this review sound (e.g., window on p. 2 and wood on p. 3).

136

Module 2 • Sheepdog

Vocabulary Practice Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book.

Let's talk about one of the words in this book.

This word is tend.

In this book, the word tend means “to take care of.”

Zip the dog helps Max the farmer tend to the sheep (p. 4).

Additional Vocabulary to Discuss: checks, danger, herd, pasture, plowing, predators, relax, stares

Notes:

137

Module 2 • Sheepdog

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Characters are who the book is about. Who are the characters in this book?

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

The setting of this book is a farm and a field.

The setting is Max’s farm and pasture.

Tell about the beginning, middle, and end of this book.

Notes:

138

The characters in this book are a dog and a farmer.

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

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

Module 2 • Sheepdog

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page

Things to Notice

More to Discuss

2

The dog is looking at the man.

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

3

The dog looks friendly.

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

6

The big animal is pulling something.

This is an ox pulling a plow. Oxen are a type of male cattle. In the past, farmers used oxen, horses, and mules to pull heavy equipment.

Even after the invention of gas-powered tractors, some farmers continued to use animals such as oxen and mules to pull plows and wagons.

9

The blanket is made of different-colored squares.

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

Notes:

139

Module 2 • Sheepdog

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

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

Examples include ducks, fox, ox, and sheep.

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

Ask: “On pages 10–11, what other characters do you see?”

Then ask: “What are they doing?”

Encourage students to combine that information into a complete sentence to tell what they see. Examples could include “Max the farmer is reading” or “The kids are playing.”

As applicable, encourage students to discuss how they use different senses to discuss the images in the book.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Choose an illustration or photograph that taught you something new. Share what you learned.

Choose a word you learned from this book. Draw a picture to show what it means.

140

Module 3 America, Then and Now Build a

Log Cabin

THREE SISTERS

BATH NIGHT

by Rachel Zindler • pictures by Alex Paterson

by Mamie Goodson · illustrations by Madelyn Goodnight

words by Rachel Zindler illustrations by Chuck Gonzales

by Marya Myers • illustrations by Jessica Lin

ly Fly, Amelia, F

FIRST CAR TO GET THAT FAR

THE

Call a Cab written by Emily Goodson

illustrated by A. Richard Allen

written by Michelle Palmieri . illustrated by Laura Barella

words by Michelle Warner illustrations by Christopher Cyr

FRANK'S ICE POPS

written by Lior Klirs

illustrations by Molly O’Halloran

Ella Sang Back

words by Tree Liberatore illustrations by Eric Puybaret

Scraping the Sky

words by Rachel Hylton illustrations by Nicolás Aznárez

written by Emily Climer illustrations by Juan M. Moreno

The Flag Is Up

STATUE OF LIBERTY

by Linda M. Washington illustrations by Christopher Cyr

SEA TO Shining Sea

written by Melissa Thomson illustrations by Cindy Luu

Cara Sennott

words by

Mary Forbes

WASHINGTON C R O S S I N G T H E D E L AWA R E

by Michelle Palmieri and Emily Climer

Module 3 • Build a Log Cabin

BUILD A LOG CABIN Wit & Wisdom® Grade K Module 3: America, Then and Now Set 1: Homelife, Book 1 Literary Duet Book

Build a

Log Cabin

Fundations® Focus Concept: VC and CVC Words 97% Decodable at Fundations® Level K, Unit 3

by Mamie Goodson · illustrations by Madelyn Goodnight

Book Summary Two fathers and their sons set off to build a log cabin. First, they select a good spot and clear away the bushes.

Next, they chop down trees and lug them to the lot. Then, they cut ruts into each log and stack them to form the sides of the cabin. Using a mud mixture, they fill in the gaps between the logs. Finally, they add a roof to the top.

Teacher Note Note that the books in this module are Duet Books, designed to be read by a child and an adult reader. The first page spread shows a key with two different icons. Before reading, explain to students the visual clues that signal whose turn it is to read: The child-read text is paired with a triangle icon (), while the adult-read part is marked with a circle (). Also note that the text colors match the icon colors. As needed, encourage students to point to the parts they will read throughout the book. With assistance, more advanced students may also read the adult-read text. This book provides an opportunity for students to step into the adult-read parts, either as partners for classmates reading the child-read parts or as independent readers.

For more instructional strategies for Duet Books, see pages 43–46 of this teacher resource.

In addition, note that the decodability score listed above indicates the percentage of words in the child-read text that feature concepts taught up to a given unit in Fundations®. This percentage includes both Fundations® Decodable Words and Fundations® Trick Words. At least 90 percent of the words in the child-read text are either Fundations® Decodable Words or Fundations® Trick Words.

Because of decodability restraints and the aim of easing accessibility for students, some of the books in Modules 3 and 4 include fragments. As students move through the books, they will notice a shift toward complete sentences. In addition, by the end of Module 4, the sentence length will increase as students’ reading stamina increases.

Consider reading the captions in this book as students follow along to provide more context about log cabins.

World Connection Several U.S. presidents were either born in or lived in a log cabin, including James Garfield, Ulysses Grant, and Abraham Lincoln.

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Module 3 • Build a Log Cabin

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 3 ax

fix

let

not

yes

big

gap

log

rut

yet

but

get

lot

sun

Letter: V

cut

in

lug

top

dab

it

mix

up

fit

job

mud

us

Fundations® Trick Words through Level K, Unit 3 a

and

is

Words Not Yet Decodable in Fundations® through Level K, Unit 3 done

Notes:

144

this

the

Module 3 • Build a Log Cabin

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is construct.

This word is construct.

Say it with me: construct.

In this book, the word construct means “to put objects together to make something new.”

Using logs is one way to construct a cabin.

Construct.

Say it with me: construct.

Other Recurring Content Words: accomplish, change, landmark, past

Word Discussion Questions

What does it mean to construct?

To construct means to put objects together to make something new.

In this book, what did the people construct?

Point to an example of people constructing a log cabin in this book.

Here is a picture of people constructing a log cabin (pp. 8–13).

The people constructed a log cabin in this book.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

Let’s talk about another word in this book.

This word is gap.

In this book, the word gap means “the opening found between two things.”

The people put mud in the gap between the logs (p. 10).

This word is cabin.

In this book, the word cabin means “a small, simple house, usually made with wood.”

The people find the right spot to build a log cabin (p. 3).

Additional Child-Read Vocabulary: ax, dab, fix, lot, lug, rut

Additional Adult-Read Vocabulary: build, chop, log, pack, rid, stack, whack

*Note that decodable vocabulary words are underlined.

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Module 3 • Build a Log Cabin

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Who are the characters in this book?

What is the setting?

The setting is a big lot in the sun.

The setting is outside.

What are the major events?

Notes:

146

The characters in this book are two men and their sons.

They make a spot for the cabin.

They cut and lug logs.

They cut ruts in the logs and then stack the logs to make a cabin.

They dab mud in the gaps and make a roof.

Module 3 • Build a Log Cabin

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

8

The logs look like toy logs used to build things.

John Lloyd Wright, son of the famous architect Frank Lloyd Wright, invented the building toys LINCOLN LOGS. John got the idea for the toys while working with his father to design a building that could withstand an earthquake.

10

The boy is pouring water into a tub.

The families mixed together a variety of materials, such as mud, clay, straw, and animal hair, to pack between the logs. This kept cold air out of the cabin during the winter.

12–13

Many people are working together.

After settlers left their home countries and arrived in a new land, many of them had to build new homes. This book features people who moved from the country of Sweden.

14

The house doesn’t have any windows.

Cabins often did not have windows. At that time, glass was hard to get because it had to be sent from Europe. If a cabin did have a window, a board or animal skin was used to cover the opening and keep out the cold.

Notes:

147

Module 3 • Build a Log Cabin

Teachable Moments Fluency | Noticing Punctuation Exclamation points are punctuation marks that appear at the end of sentences or phrases. Authors can use an exclamation point to show excitement.

Ask: “Can you find a sentence or phrase that ends in an exclamation point?”

Encourage students to practice reading the sentences or phrases fluently and with excitement to a partner.

Exclamatory child-read phrases or sentences appear on pages 1, 2, 6, and 14.

Text Structure | Noticing Dashes A dash is a short horizontal line that can appear in the middle of a sentence. Authors use a dash to show a pause in a thought or an idea.

Ask: “Can you find a sentence that has a dash?”

Encourage students to reread the book and locate sentences containing a dash. Examples can be found in the adult-read text on page 7 and the child-read text on page 8.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Tell about something new you learned from this book.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

148

Module 3 • Three Sisters

THREE SISTERS

THREE SISTERS

Wit & Wisdom Grade K Module 3: America, Then and Now Set 1: Homelife, Book 2 Literary Duet Book ®

Fundations® Focus Concept: VC and CVC Words 95% Decodable at Fundations® Level K, Unit 3

by Marya Myers • illustrations by Jessica Lin

Book Summary Corn, beans, and squash are also known as the Three Sisters. When the Pokanoket planted these crops, they dug small pits for the seeds. They put fish in each pit to add nutrients to the soil. First, they planted the corn.

When the corn began to grow, they planted beans and squash. The plants help each other to grow. The corn stalks give the beans a pole to climb, the beans help keep the soil rich, and the squash leaves keep the dirt cool and moist. When the crops are ready, the Three Sisters can be harvested, dried, and stored.

Teacher Note Consider sharing the More section (on the inside back cover) before beginning the book to provide more context about how members of the Pokanoket nation taught English settlers to plant crops in the new land.

Students may benefit from a discussion of text-based vocabulary: beans, corn, and squash. It may also be helpful to explain that the “Three Sisters” featured in the book are these three crops grown together.

In addition, consider noting that this book contains ellipses. An ellipsis is a punctuation mark of three dots that indicates a pause. Students may need additional support to recognize that an ellipsis is different from a period.

World Connection Archaeological evidence shows that many Native American nations have been growing corn, beans, and squash together for about 5,000 years.

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Module 3 • Three Sisters

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 3 bed

dig

log

set

big

get

pat

sun

bud

in

pit

top

cob

it

pod

up

cut

let

rid

zag

Fundations® Trick Words through Level K, Unit 3 a

is

the

Words Not Yet Decodable in Fundations® through Level K, Unit 3 of

Notes:

150

out

squash

zig

Module 3 • Three Sisters

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is past.

This word is past.

Say it with me: past.

In this book, the word past means “a period of time that occurred before now.”

In the past, some members of the Pokanoket nation taught settlers how to plant the Three Sisters.

Past.

Say it with me: past.

Other Recurring Content Words: accomplish, change, construct, landmark

Word Discussion Questions

What is the past?

The past is a period of time that occurred before now.

This book is set in the past. What is an example from this book of something that happened in the past?

Point to a picture that shows something from the past in this book.

Here is a picture of people in the past (p. 13).

Here is a picture of a Pokanoket woman and a settler woman in the past (p. 13).

In this book, something that happened in the past was that the Pokanoket taught settlers how to plant corn, beans, and squash together.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is bud.

In this book, the word bud means “a small part of a plant that grows into a leaf, flower, or branch.”

A bud grew in the sun (p. 1).

Additional Child-Read Vocabulary: bed, cob, pit, pod, rid, zig-zag

Let’s talk about another word in this book.

This word is plant.

In this book, the word plant means “to put seeds into the ground to grow.”

One person is giving another person seeds to plant (p. 1).

Additional Adult-Read Vocabulary: beans, corn, fed, rich, shin, squash

*Note that decodable vocabulary words are underlined.

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Module 3 • Three Sisters

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

What is this book about?

What key details tell you more about this topic?

Notes:

152

This book is about growing plants together.

This book is about how to grow the Three Sisters.

This book is about how the Pokanoket taught the settlers to grow the Three Sisters.

The Three Sisters are corn, beans, and squash.

The Pokanoket gave seeds to the settlers.

Module 3 • Three Sisters

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

front cover

The corn is different colors.

Flint corn is different from the sweet yellow corn that we eat today.

It has various colored kernels—reds, blacks, yellows, and whites— on the same ear. It was usually not eaten fresh from the cob.

2–3

Those small buildings look like homes.

The Pokanoket built dome-shaped homes called wigwams, or wetus. They made curved poles from the trunks of young trees and covered the poles with wide pieces of bark or mats made of cattail reeds. Each home had a hole in the roof where smoke from the fire could escape.

4–5

Fish are sticking out of the dirt.

Adding fish helped to enrich the soil. This method is called spot fertilization because the fertilizer—in this case, fish—was added to each spot where the seeds were planted. The Pokanoket often caught herring from nearby rivers to use for this purpose.

12

The corn and beans are hanging, while the squash has been sliced.

Some beans and squash were eaten fresh, but to have enough food for the winter, the Pokanoket dried and stored much of the food they harvested. For example, they pounded the dried corn kernels into flour.

Notes:

153

Module 3 • Three Sisters

Teachable Moments Text Structure | Noticing Repeated Language Noticing words, phrases, or sentences that are repeated can help you understand the big idea or main topic in books.

Reread pages 6, 8, and 10.

Ask: “What phrase did you hear repeated?”

Encourage students to act out the steps of growing a plant.

Vocabulary | Clarifying Multiple-Meaning Words Some words can be used in different ways. For example, the word rich can be a describing word that means “having a lot of money.” It can also be a describing word that means “to be full of something.” For example, on page 5, the author writes “This makes the dirt rich” to explain that the dirt is full of nutrients.

The word bed can also have different meanings. It can mean “a piece of furniture used for sleeping.” It can also mean “a small area used for planting.”

Ask: “On page 14, what does the word bed mean in the sentence ‘3 in 1 bed … will keep you fed’?”

If students need extra support, encourage them to use the other words and the illustration on page 14 to help them determine the meaning of the word bed.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Tell about something new you learned from this book.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

154

Module 3 • Bath Night

BATH NIGHT Wit & Wisdom® Grade K Module 3: America, Then and Now Set 1: Homelife, Book 3 Literary Duet Book

BATH NIGHT

by Rachel Zindler • pictures by Alex Paterson

Fundations® Focus Concept: VC and CVC Words 93% Decodable at Fundations® Level K, Unit 3

Book Summary A family from long ago gets ready for bath night. First, they gather containers for collecting water from an outside pump. Then, the mom heats the water on the stove and pours it into the tub. Finally, when the water is cooler, the family takes turns hopping into the tub and bathing. After everyone is clean, it is time for bed.

Teacher Note Consider sharing the More section (on the inside back cover) before beginning the book to provide more context about bathing in the past.

It may also be helpful to note that this book uses informal language that may be unfamiliar to students.

Students may benefit from a discussion of the meaning of the phrase “rub a dub dub” and the abbreviation sis.

In addition, students may benefit from a discussion of bathing-related vocabulary: bath, rub, scrub, tub, and water.

This book provides an opportunity for more advanced students to read the adult-read parts with assistance.

World Connection Archaeologists have uncovered evidence that bathtubs and plumbing have existed for at least 6,000 years. A large communal bath, washrooms, and a drainage system were discovered in the ruins of Mohenjo Daro—an ancient city of the Indus River Valley, located in modern-day Pakistan.

155

Module 3 • Bath Night

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 3 bed

get

it

Mom

sit

bit

hop

jug

rub

tub

Dad

hot

let

set

dub

in

lug

sis

Fundations® Trick Words through Level K, Unit 3 a

and

is

the

Words Not Yet Decodable in Fundations® through Level K, Unit 3 all

Notes:

156

me

too

water

to

Module 3 • Bath Night

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is past.

This word is past.

Say it with me: past.

The word past can mean “a period of time that occurred before now.”

In the past, families had to lug and heat the water to take a bath.

Past.

Say it with me: past.

Other Recurring Content Words: accomplish, change, construct, landmark

Word Discussion Questions

What is the past?

The past is a period of time that occurred before now.

This book is set in the past. What is an example from this book of something that happened in the past?

An example of something that happened in the past is that families had to lug and heat the water to take their baths.

Vocabulary Practice: Child-Read Words

Point to a picture that shows something from the past in this book.

Here is a picture of a water pump in the past (p. 2).

Here is a picture of a stove in the past (pp. 3–4).

Here is a picture of people taking a bath in the past (pp. 8–13).

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is lug.

In this book, the word lug means “to carry or pull heavy items.”

The family had to lug water from outside to inside the house (p. 2).

Additional Child-Read Vocabulary: bit, get, hop, jug, sis, sit

Let’s talk about another word in this book.

This word is dip.

In this book, the word dip means “to lower down and bring back up quickly.”

It is Mom’s turn to dip in the tub (pp. 10–11).

Additional Adult-Read Vocabulary: bath, fill, time, tub

*Note that decodable vocabulary words are underlined.

157

Module 3 • Bath Night

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Who are the characters in this book?

What is the setting?

The setting is an apartment.

The setting is a city.

What are the major events?

Notes:

158

The characters in this book are a family.

The characters in this book are a mom, a dad, and two daughters.

The dad and daughters lug the water from outside.

The mom heats up the water on the stove.

The mom pours the warm water into the tub, and everyone takes turns taking a bath.

Module 3 • Bath Night

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

1

The room looks crowded.

This book takes place in a tenement apartment more than 100 years ago. A tenement is a building that has been divided into small living spaces. In the late 1800s, many new immigrants lived in cramped apartments like this one in New York City.

2

Clothes are hanging above the street.

Before people had clothes dryers, they hung their laundry on clotheslines to dry. In the city, people would string clotheslines between buildings and across alleys and streets.

5

They are carrying water up the stairs.

Tenement apartments did not have running water inside. Instead, people had to get water from a communal water pump, which was often in the alley behind the building.

8–13

Everyone is using the same bathtub.

At that time, it took a lot of work to fill a tub with water—so everyone in the family used the same bathwater. Fathers usually bathed first when the water was hot, mothers were next, and the children were last.

Notes:

159

Module 3 • Bath Night

Teachable Moments Style and Conventions | Identifying Verbs Verbs are action words. Many different verbs are used to describe the family’s actions while taking a bath.

One example is the word hop.

Ask: “What other verbs, or action words, are used in this book to describe the family’s actions while taking a bath?”

Examples include dip, fill, rub, and scrub. Encourage students to act out select verbs to demonstrate the meanings.

Vocabulary | Identifying Opposites Opposites are two words that are as different as can be from each other. For example, in this book, the author writes, “Dip in and scrub. Hop out.” In and out are opposites because the words have completely different meanings.

Read aloud page 4 and ask: “What is the opposite of hot?”

Then read aloud page 7 and ask: “What is the opposite of yes?”

If students need extra support, consider providing examples of items that are hot and cold, or when one might answer yes and no.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Use details to describe the main setting of this book.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

160

Module 3 • Ice Harvest

ICE HARVEST Wit & Wisdom® Grade K Module 3: America, Then and Now Set 1: Homelife, Book 4 Literary Duet Book Fundations® Focus Concept: VC and CVC Words 90% Decodable at Fundations® Level K, Unit 3 words by Rachel Zindler illustrations by Chuck Gonzales

Book Summary A narrator describes his father’s job as an ice harvester. First, his dad works with other men to cut large blocks of ice from a frozen lake. Then, they float the blocks down an open channel to store them in an ice house. The ice sits in storage until the warmer weather arrives. Then, the men load the blocks into a cart, and the boy and his father set off to make a delivery. Thanks to the ice men, families’ iceboxes will stay cold and their food will not rot.

Teacher Note Consider sharing the More section (on the inside back cover) before beginning the book to provide more context about iceboxes.

It may also be helpful to explain that the man featured in the book is an ice man, or a person who harvests ice.

Also, note that the compound word icebox is separated into two words within the text to boost accessibility for students.

World Connection More than 200 years ago, Frederic Tudor launched a plan to harvest ice from natural sources. Today, some communities still carry on the ice harvesting tradition. Muster Field Farm in New Hampshire celebrates Ice Day on Kezar Lake each winter, during which volunteers demonstrate the ice harvesting process.

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Module 3 • Ice Harvest

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 3 big

Dad

jab

pop

bit

get

job

set

bob

hit

let

sit

box

in

pad

tip

cut

it

pal

up

Fundations® Trick Words through Level K, Unit 3 a

and

has

the

Words Not Yet Decodable in Fundations® through Level K, Unit 3 by

Notes:

162

cart

ice

onto

to

Module 3 • Ice Harvest

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is accomplish.

This word is accomplish.

Say it with me: accomplish.

The word accomplish can mean “to complete a task or job.”

The ice men accomplish the hard work of harvesting ice.

Accomplish.

Say it with me: accomplish.

Other Recurring Content Words: change, construct, landmark, past

Word Discussion Questions

What does it mean to accomplish something?

To accomplish something means to complete a task or job.

In this book, what did the ice men accomplish?

Point to an example of the ice men accomplishing a task in this book.

Here is a picture of an ice man accomplishing the ice harvest (p. 8).

Here is a picture of an ice man accomplishing a delivery (p. 14).

The ice men accomplished many tasks as they harvested ice.

An ice man accomplished his goal of delivering ice to a family’s icebox.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is jab.

In this book, the word jab means “to push quickly with a sharp object.”

The ice men jab the ice (p. 4).

Additional Child-Read Vocabulary: bit, bob, cart, job, let, pad, pal, pop

Let’s talk about another word in this book.

This word is rot.

In this book, the word rot means “to become damaged or spoiled.”

The food in the icebox will not rot if it is kept cold (p. 14).

Additional Adult-Read Vocabulary: floats, hut, lug, ruts, send, set, splits, steps

*Note that decodable vocabulary words are underlined.

163

Module 3 • Ice Harvest

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Who are the characters in this book?

What is the setting?

The setting is outside near water.

What are the major events?

Notes:

164

The characters in this book are a boy and his dad.

The characters in this book are ice men.

The ice men cut ice from the frozen water and store it in a hut.

The ice sits and sits in the hut until the ice men put it on a cart.

The ice man and his son deliver ice, and the ice man puts it in an icebox.

Module 3 • Ice Harvest

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

3

The horse is walking on the ice, so it must be thick.

To support the weight of a horse, the ice had to be more than 10 inches thick. Horses helped to plow the snow off the ice. They also pulled a saw that cut ruts into the ice.

6–7

The men are passing blocks of ice up the ramp.

Getting the ice into the shed was hard work. Workers floated ice blocks onto a ramp. Then, men or horses used a pulley system to pull the 300-pound blocks up the ramp. Many men wore special cleats on their shoes to keep from slipping into the freezing water.

8

He is putting straw on top of the ice blocks.

In addition to placing a layer of sawdust between the double walls of the ice house, workers packed sawdust and straw on top of the ice to keep it insulated and cold.

13

The boy is pointing to a sign in the window.

When the ice man arrived at a house for a delivery, he would check the ice card in the window. The selected number told him how many pounds of ice to bring inside.

Notes:

165

Module 3 • Ice Harvest

Teachable Moments Text Structure | Using Ordinal Number Words This book outlines a sequence of steps showing how the ice man harvests and delivers ice. One way to read this book is by using number words, such as one, two, three, etc. Another way to read this book is to use ordinal number words: first, second, third, fourth, fifth, sixth, and seventh.

Encourage students to retell the text using ordinal number words.

Style and Conventions | Identifying Verbs Verbs are action words. Many different verbs are used to describe the ice man’s actions as he harvests and delivers ice. One example is the word cut.

Ask: “What other verbs, or action words, are used in this book to describe the ice man’s actions?”

Examples include bob, floats, jab, lug, and splits. Encourage students to act out these verbs to demonstrate the meanings.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Use details to describe a scene from this book.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

166

Module 3 • Call a Cab

CALL A CAB Wit & Wisdom® Grade K Module 3: America, Then and Now Set 2: Transportation, Book 1 Informational Duet Book Fundations® Focus Concept: VC and CVC Words 90% Decodable at Fundations® Level K, Unit 3

Call a Cab written by Emily Goodson

illustrated by A. Richard Allen

Book Summary The taxicab has changed over time. Hansom cabs were first used in New York City in 1869. Horses transported people and goods in these cabs. Horses could only travel so far without tiring, however, and technology was improving. In 1897, the electric hansom cab was introduced. By the 1920s, gas-powered Checker cabs were available to take people to the shops and back. Over time, more cab models were released. Improvements and changes to the taxicab continue through today as these vehicles help people travel from here to there.

Teacher Note Consider pointing out to students that this book describes how taxicabs have changed over time. It may be helpful to note that in the past, horse-drawn carriages functioned as taxicabs. Over time, these cabs were replaced by motorized cars. Also consider pointing out the labels that name each cab type and its corresponding time period on pages 2, 6, 8, and 10–13.

In addition, consider reading aloud the About section on page 14 to show how taxicab design has evolved.

Students may notice the size differences between the car and horse on the front and back covers. This scale is due to the illustrator’s style and not based on actual comparable sizes.

It may also be helpful to note that this book uses descriptive language and words with multiple meanings within the text. Students may benefit from a discussion of the meaning of the phrase “hip, hip, hooray” as well as an explanation of the different meanings of get and back used in this book.

World Connection According to the Guinness Book of World Records, the longest taxicab ride ever recorded was more than 43,000 miles long—which took 15 months and cost about $100,000.

167

Module 3 • Call a Cab

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 3 bag

cab

in

jog

lug

big

get

it

let

on

but

hop

job

lot

run

Fundations® Trick Words through Level K, Unit 3 a

the

to

was

Words Not Yet Decodable in Fundations® through Level K, Unit 3 can

Notes:

168

car

do

your

Module 3 • Call a Cab

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is change.

This word is change.

Say it with me: change.

The word change can mean “to cause something to become different.”

Over time, people saw cabs change from horse-drawn carriages to cars.

Change.

Say it with me: change.

Other Recurring Content Words: accomplish, construct, landmark, past

Word Discussion Questions

What does it mean to change?

To change means to cause something to become different.

In this book, how did cabs change over time?

Cabs changed from being horse-drawn carriages to cars with motors.

Vocabulary Practice: Child-Read Words

Point to a photograph or illustration that shows how cabs have changed over time.

Here is an illustration that shows how cabs have changed over time (front cover).

Here are photographs that show how cabs have changed over time (p. 14).

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is cab.

In this book, the word cab means “a vehicle that carries people and goods to a given location for a fee.”

A cab can take you to a shop (p. 9).

Additional Child-Read Vocabulary: jog, lug

Let’s talk about another word in this book.

This word is cash.

In this book, the word cash means “money.”

You can pay for a cab with cash (p. 11).

Additional Adult-Read Vocabulary: city, taxicab, work

*Note that decodable vocabulary words are underlined.

169

Module 3 • Call a Cab

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

What is this book about?

What key details tell you more about this topic?

Notes:

170

This book is about cabs.

This book is about how cabs have changed.

At first, cabs were carriages pulled by horses.

Later, cars were used for cabs.

Module 3 • Call a Cab

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page

Things to Notice

More to Discuss

title page

The man is raising his hand.

This motion is used to call, or hail, a cab. The man is signaling to the taxi driver that he needs a ride.

4

One man is sitting behind the carriage.

The man is driving a hansom cab. This two-wheeled carriage could carry two passengers. The driver sat behind the cab and communicated with his passengers through a trapdoor in the roof.

6

That is a drawing of a carriage.

This is a sketch of one of the first electric cabs. These cabs used batteries to power the wheels. By 1907, 1,000 electric cabs were in New York City—but when a fire destroyed 300 of them, the company never recovered. Electric cabs did not return to New York City until recent years.

12

The street is filled with yellow taxis.

In 1967, New York City made a law that all official city taxis had to be painted yellow. This made it easier for customers to identify them.

Notes:

171

Module 3 • Call a Cab

Teachable Moments Fluency | Noticing Punctuation Some punctuation marks, such as periods, question marks, and exclamation points, mark the end of a sentence. Authors can use a question mark to ask a question and an exclamation point to show excitement.

Ask: “Can you find a sentence that ends in a question mark?”

Then ask: “Can you find a sentence that ends in an exclamation point?”

Encourage students to reread the book to locate questions and exclamatory sentences.

Design Features | Using Photographs The About section on page 14 includes photographs of different cabs. Each photograph is labeled with a time range, such as the 1920s or the 1970s.

Read the labels as students move their fingers along the dotted line, starting with the earliest time and moving toward a cab used today.

Ask: “Based on the photographs, how have cabs changed over time?”

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Choose an image that taught you something new. Tell about what you learned.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

172

Module 3 • The First Car to Get That Far

THE FIRST CAR TO GET THAT FAR

FIRST CAR TO GET THAT FAR

THE

Wit & Wisdom Grade K Module 3: America, Then and Now Set 2: Transportation, Book 2 Literary Nonfiction Duet Book ®

Fundations® Focus Concept: VC and CVC Words 95% Decodable at Fundations® Level K, Unit 3

words by Michelle Warner illustrations by Christopher Cyr

Book Summary Two men, Horatio Nelson Jackson and Sewall Crocker, set out from San Francisco, California, to be the first people to drive across the United States in a car. They faced many challenges throughout the trip, such as getting a flat tire, driving into a mud pit, and running out of gas. Along the way, they adopted a dog named Bud and met people who helped them. Eventually, they reached their destination, New York City, and achieved their goal.

Teacher Note Consider modeling how to read Bud and U.S. Also note that in this book, U.S. stands for United States.

Also, consider reading the captions in this book as students follow along to provide more information about the men who made the trip across the United States.

In addition, consider mentioning that this book contains ellipses. An ellipsis is a punctuation mark of three dots that indicates a pause. Students may need additional support to recognize that an ellipsis is different from a period.

This book provides an opportunity for more advanced students to read the adult-read parts with assistance.

World Connection The red Winton Touring Car used by Horatio Nelson Jackson and Sewall Crocker on their trip across the country is on exhibit at the National Museum of American History in Washington, DC.

173

Module 3 • The First Car to Get That Far

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 3 Bud

gas

met

pop

did

got

mud

set

dip

in

on

sun

dog

it

pip

zag

fog

men

pit

zig

Fundations® Trick Words through Level K, Unit 3 a

and

the

Words Not Yet Decodable in Fundations® through Level K, Unit 3 flat

Notes:

174

they

was

zip

Module 3 • The First Car to Get That Far

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is accomplish.

This word is accomplish.

Say it with me: accomplish.

The word accomplish can mean “to complete a task or job.”

The men were the first people to accomplish driving a car across the United States.

Accomplish.

Say it with me: accomplish.

Other Recurring Content Words: change, construct, landmark, past

Word Discussion Questions

What does it mean to accomplish something?

To accomplish something means to complete a task or job.

In this book, what did the men accomplish?

Point to an example of the men accomplishing a task in this book.

Here is a picture of the men as they accomplish their wish of driving across the United States (p. 14).

The men accomplished their goal of being the first people to drive a car across the United States.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is flat.

In this book, the word flat means “a tire that suddenly loses too much air.”

The car had a flat (p. 4).

Additional Child-Read Vocabulary: fog, gas, zag, zig

Let’s talk about another word in this book.

This word is wish.

In this book, the word wish means “a feeling of wanting to do something.”

The men had a wish to be the first to cross the United States in a car (p. 1).

Additional Adult-Read Vocabulary: far, helpers, path, quit, rush, tug

*Note that decodable vocabulary words are underlined.

175

Module 3 • The First Car to Get That Far

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Who is this book about?

What is the setting?

The setting is throughout the United States.

What are the major events?

Notes:

176

This book is about two men who drove across the United States.

The men had a wish to cross the United States in a car.

The men had to stop to fix a flat tire, to tug their car out of the mud, and to get gas.

The men met a dog and kept driving through fog, mud, and sun.

They did not quit and drove “the first car to get that far.”

Module 3 • The First Car to Get That Far

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page

Things to Notice

More to Discuss

title page

A dotted line goes across the map.

This dotted line shows the path that Horatio Nelson Jackson and Sewall Crocker drove across the United States. At that time, there were few paved roads. Instead, there were dirt roads for wagons, train tracks to follow, or no roads at all. At times, the two men had to drive across open fields, over steep mountains, and even through rivers.

3

A white tube is on the front of the car.

This white tube was their spare tire. Tires used to be this color because they were mostly made out of white, natural rubber. Later, tire companies discovered that adding black carbon to tires made them more durable so they could last longer.

8

Something is leaking out of the back of the car.

During the cross-country trip, a gas tank leaked and the car also ran out of gas a few times. There were no gas stations in the United States yet, so the men had to purchase gas at the general stores in towns they passed through. They strapped these extra tanks of gas onto the car for emergencies.

10

The dog is wearing goggles.

Since the car did not have a windshield or roof, dirt and dust flew into the men’s eyes along the way. The two men wore goggles to protect their eyes, and Jackson fitted a pair for Bud, too.

Notes:

177

Module 3 • The First Car to Get That Far

Teachable Moments Author’s Craft | Identifying Onomatopoeia Authors use onomatopoeia, or words that represent sounds, to add excitement to their writing. On page 4, the word pop is used to describe the sound of a ripped tire losing air.

Ask: “What other words like pop can you find in this book?”

Encourage students to read aloud the words they find, such as chug and pip.

Text Structure | Noticing Problem and Resolution Authors sometimes include a problem and a resolution in their writing. A problem is something that goes wrong in a story and a resolution is how the problem is fixed. In this book, the author describes several problems that the men faced as they drove across the United States. For example, one problem was a flat tire.

The resolution was that they stopped to fix it.

Ask: “What other examples of problems and resolutions are in this book?”

If students need extra support, consider turning to the pages that highlight the different problems and reading them aloud. Then encourage students to use the words and illustrations to explain the resolution to each problem.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Use details to describe a scene from this book.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

178

Module 3 • The Golden Gate

THE GOLDEN GATE Wit & Wisdom® Grade K Module 3: America, Then and Now Set 2: Transportation, Book 3 Literary Nonfiction Duet Book Fundations® Focus Concept: VC and CVC Words 93% Decodable at Fundations® Level K, Unit 3

written by Lior Klirs

illustrations by Molly O’Halloran

Book Summary Building the Golden Gate Bridge was a big job. Many people were skeptical, but the workers were not discouraged. To build the bridge, the men first blasted rock underwater to lay the foundation. Next, they built up towers from the foundation. Then, they connected the towers with thick wires to hold up the bridge. Lastly, they hung ropes to hold up the road between the towers. Thanks to all this hard work, the Golden Gate Bridge still exists today.

Teacher Note Consider modeling how to read the words Golden Gate Bridge. Students may benefit from the additional practice with this name. It may also be helpful to point out that this book uses a combination of illustrations and photographs to show how workers built the Golden Gate Bridge.

Also, consider noting that this book contains quotation marks. Quotation marks are punctuation marks that authors use to show that a character or person is speaking. Students may need additional support recognizing how to read the text within quotation marks.

World Connection The Golden Gate Bridge gets its name from the strait that it spans. The strait is the narrow entrance between the San Francisco Bay and the Pacific Ocean. Explorer John C. Fremont named the strait the Golden Gate in 1846.

179

Module 3 • The Golden Gate

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 3 at

fog

job

rig

up

big

hop

let

set

us

but

hum

men

sit

wet

did

in

mix

tap

dig

it

not

top

Fundations® Trick Words through Level K, Unit 3 and

is

the

to

Words Not Yet Decodable in Fundations® through Level K, Unit 3 blow

Notes:

180

for

stack

too

Module 3 • The Golden Gate

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is landmark.

This word is landmark.

Say it with me: landmark.

The word landmark can mean “an interesting place to visit that can be a reminder of famous people, events, or ideas.”

The Golden Gate Bridge is a famous landmark.

Landmark.

Say it with me: landmark.

Other Recurring Content Words: accomplish, change, construct, past

Word Discussion Questions

What is a landmark?

A landmark is an interesting place to visit than can be a reminder of famous people, events, or ideas.

Point to a picture of the landmark in this book.

Here is the landmark, the Golden Gate Bridge (front cover, p. 14).

What do you notice about the landmark in this book?

The landmark in this book is a very big bridge called the Golden Gate Bridge.

The landmark in this book was difficult to build.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is fog.

In this book, the word fog means “a cloud close to the ground” The men sit up in the fog building a bridge (p. 1).

Additional Child-Read Vocabulary: blow, hop, hum, rig, stack, tap

Let’s talk about another word in this book.

This word is bridge.

In this book, the word bridge means “a structure built over something to allow people to pass from one side to the other.”

Bit by bit, the men build a bridge (p. 1).

Additional Adult-Read Vocabulary: bit, blast, building, dash, gap, nab, thick, tower

*Note that decodable vocabulary words are underlined.

181

Module 3 • The Golden Gate

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

What is this book about?

What is the setting?

The setting is near water.

The setting is San Francisco, California.

What are the major events?

Notes:

182

This book is about how men built a bridge.

This book is about how the Golden Gate Bridge was built.

The men blast the rock and dig a big pit.

The men stack up the tower.

They rig up thick wires to hold up the bridge.

They build a road and use ropes to hold it up.

Module 3 • The Golden Gate

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

2–3

That looks like a river.

The Golden Gate Bridge was built in California over the water between San Francisco Bay and the Pacific Ocean. It connects the city of San Francisco to Marin County. Before the bridge was built, ferries carried people and cars across to the other side.

7

The men are underwater.

Divers worked deep underwater to smooth out areas of the sea floor that had been blasted with bombs. This was dangerous work—as the water currents were strong, and the men could not see through the cloudy water.

11

There are towers but no road.

The Golden Gate Bridge is a suspension bridge. This means that giant cables are draped from one tower to the other. Then the road is suspended, or hung, from the giant cables with more cables.

13

Nets are sticking out from the bridge.

Joseph Strauss was the lead engineer on the project. He made sure that workers stayed safe by wearing goggles, headlamps, and helmets. The Golden Gate Bridge project was the first to include safety nets in the building process.

Notes:

183

Module 3 • The Golden Gate

Teachable Moments Style and Conventions | Identifying Verbs Verbs are action words. Many different verbs are used to describe the workmen’s actions as they build the bridge. One example is the word tap.

Ask: “What other verbs, or action words, are used in this book to describe the workmen’s actions?”

Examples include blast, blow, dig, hum, mix, rig, and stack. Encourage students to act out these verbs to demonstrate the meanings.

Design Feature | Using Illustrations The text and illustrations in this book work together to show how the Golden Gate Bridge was built. The parts of this book—the text, photographs, and illustrations—give important details about how each part of the bridge was added.

Read aloud page 9 as students point to the illustration. Ask: “What part of the bridge are the workers building?”

Encourage students to name the other parts of the bridge described in this book by using the text, photographs, and illustrations.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Use details to describe the main setting.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

184

Module 3 • Fly, Amelia, Fly

FLY, AMELIA, FLY Wit & Wisdom® Grade K Module 3: America, Then and Now Set 2: Transportation, Book 4 Literary Nonfiction Duet Book Fundations® Focus Concept: VC and CVC Words 92% Decodable at Fundations® Level K, Unit 3

y l F lia, Ame Fly,

words by Tree Liberatore illustrations by Eric Puybaret

Book Summary In 1932, Amelia Earhart set out in her red plane. Her goal was to be the first woman pilot to fly across the Atlantic Ocean. At first, the flight was fun, and Earhart felt like she was on top of the world. Then, the weather changed. Wind and storms rocked the plane. Earhart held on and finally spotted land. She landed her plane and achieved her goal of flying across the Atlantic Ocean.

Teacher Note Consider sharing the More section (on the inside back cover) before beginning this book to provide more context about Amelia Earhart.

Students may also benefit from a discussion of weather-related vocabulary: fog, sun, weather, wet, and wind.

Additional vocabulary practice supports students’ language development, fluency, and comprehension.

This book provides an opportunity for more advanced students to read the adult-read parts with assistance.

World Connection In 1929, Amelia Earhart helped to form the Ninety-Nines, an international organization for women pilots. It still exists today and represents women from 44 different countries.

185

Module 3 • Fly, Amelia, Fly

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 3 big

fog

it

tap

zag

bit

fun

jet

up

zig

but

hop

not

wet

dip

in

sun

yes

Fundations® Trick Words through Level K, Unit 3 a

and

the

was

Words Not Yet Decodable in Fundations® through Level K, Unit 3 day

Notes:

186

of

then

thud

Module 3 • Fly, Amelia, Fly

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is accomplish.

This word is accomplish.

Say it with me: accomplish.

The word accomplish can mean “to complete a task or job.”

Amelia Earhart was able to accomplish the challenge of flying across the Atlantic Ocean in her plane.

Accomplish.

Say it with me: accomplish.

Other Recurring Content Words: change, construct, landmark, past

Word Discussion Questions

What does it mean to accomplish something?

To accomplish something means to complete a task or job.

In this book, what did Amelia Earhart accomplish?

Point to an example of Amelia accomplishing a task in this book.

Here is a picture of Amelia accomplishing her flight across the Atlantic Ocean (p. 14).

Amelia Earhart accomplished flying her plane across the Atlantic Ocean.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is thud.

In this book, the word thud means “a loud, muffled sound.”

Amelia’s plane made a big thud when it landed safely (p. 14).

Additional Child-Read Vocabulary: bit, dip, fog, hop, jet, tap

Let’s talk about another word in this book.

This word is pilot.

In this book, the word pilot means “a person who flies aircraft, such as an airplane.”

Amelia was the pilot of her own plane (p. 3).

Additional Adult-Read Vocabulary: dot, hit, rock, rush, sea, weather

*Note that decodable vocabulary words are underlined.

187

Module 3 • Fly, Amelia, Fly

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Who is this book about?

What is the setting?

The setting is on land and in the sky.

The setting is in a plane.

What are the major events?

Notes:

188

This book is about a pilot.

This book is about Amelia Earhart, who flew across the sea.

Amelia went up in her plane to fly across the sea.

The ride was fun—but it was wet and foggy, and the wind made the plane rock.

Then the sun was up and Amelia landed.

Module 3 • Fly, Amelia, Fly

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page

Things to Notice

More to Discuss

2

That is a small plane.

Amelia Earhart bought this Lockheed 5B Vega propeller plane in 1930. This model was known for being strong, lightweight, and fast.

5

The dotted line goes across the sea.

The map shows the approximate path Earhart flew in 1932. She left Newfoundland, Canada, and planned to land in Paris, France. But she was blown off course by storm winds and ended up landing in a pasture in Northern Ireland. The trip took just under 15 hours.

11

The weather looks stormy.

Earhart encountered many challenges during the flight. In addition to her plane leaking fuel, she went through several thunderstorms.

At one point, she had to send the plane into a nosedive to break up ice that was stuck to the wings.

13

The plane’s shadow is on the cloud.

The illustrator is showing an interesting view, or perspective, on this page. This might be what Earhart would have seen as she looked down from her plane. When lit by the sun, planes can cast shadows on the clouds and the land below.

Notes:

189

Module 3 • Fly, Amelia, Fly

Teachable Moments Author’s Craft | Understanding Figurative Language Authors choose words to add description or detail to a book. Sometimes these descriptive words mean something different from their usual meaning.

On page 7, the author writes, “It was such a rush.” The word rush often means “a quick movement.” In this story, the phrase such a rush means “to have a sudden feeling of excitement.”

Ask: “What is Amelia doing when she feels ‘such a rush’?”

Also consider noting that the next line, “to sit on top of the world,” may have two different meanings as well.

It may mean that Amelia felt like she was on top of the world as she was flying over it. The phrase on top of the world can also mean “feeling happy.” The start of Amelia’s flight was fun, so she may have been happy that her flight was going well.

Vocabulary | Clarifying Multiple-Meaning Words Some words can be used in different ways. For example, the word hit can have different meanings. It can mean “to smack against something.” It can also mean “to happen suddenly.” For example, on page 9, the author writes “She hit bad weather” to explain that the pilot suddenly came upon a bad storm.

The word rock can also have different meanings. It can be a noun that means “the hard, solid material that Earth is made of.” It can also be a verb that means “to move from side to side.”

Ask: “On page 11, what does the word rock mean in the sentence ‘The wind made it rock’?”

If students need extra support, encourage them to use the other words and the illustration on page 11 to help them determine the meaning of the word rock.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Use details to describe the main person, Amelia Earhart.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

190

Module 3 • Lightning Ben

LIGHTNING BEN Wit & Wisdom Grade K Module 3: America, Then and Now Set 3: American Made, Book 1 Literary Nonfiction Duet Book

written by Michelle Palmieri . illustrated by Laura Barella

®

Fundations® Focus Concept: VC and CVC Words 93% Decodable at Fundations® Level K, Unit 3

Book Summary Benjamin Franklin was interested in thunderstorms. He knew lightning could be dangerous. It could strike a house and cause it to catch on fire. Franklin worked in his lab to solve this problem. First, he made a rod out of iron. Then, he put the rod on top of the house. Finally, he attached one end of a long wire to the rod and the other end of the wire to the ground. When lightning struck the rod, the electricity went down the wire and into the ground—preventing the house from catching fire. Franklin’s invention made homes safer during storms.

Teacher Note Consider sharing the More section (on the inside back cover) before reading this book to provide more context about Benjamin Franklin.

Also, consider noting that some content-specific words were modified in the book to keep the text more accessible. For example, the word lab is an abbreviation for laboratory, “a special room or building used for science experiments.” The word ZAP is used in lieu of lightning, and the word mud is used for ground.

World Connection Lightning happens somewhere on Earth almost constantly. On average, between 40 and 50 lightning flashes occur every second around the world.

191

Module 3 • Lightning Ben

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 3 Ben

got

lit

sun

zag

but

hit

not

tap

zap

did

hot

rod

top

zig

fix

it

set

up

Fundations® Trick Words through Level K, Unit 3 a

as

the

was

Words Not Yet Decodable in Fundations® through Level K, Unit 3 house

Notes:

192

made

sky

there

Module 3 • Lightning Ben

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is construct.

This word is construct Say it with me: construct.

The word construct can mean “to put objects together to make something new.”

Ben Franklin had an idea to construct a rod to keep houses safe from lightning.

Construct.

Say it with me: construct.

Other Recurring Content Words: accomplish, change, landmark, past

Word Discussion Questions

What does it mean to construct?

To construct means to put objects together to make something new.

In this book, what did Ben Franklin construct?

Point to an example of Franklin constructing something new in this book

Here is a picture of Ben constructing a lightning rod (pp. 8, 10–11).

Franklin constructed a rod to keep houses safe from lightning.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is fix.

In this book, the word fix means “something that solves a problem.”

Ben Franklin looked for a fix to the lightning problem (p. 6).

Additional Child-Read Vocabulary: hit, lit, rod, zap

Let’s talk about another word in this book.

This word is fan.

In this book, the word fan means “a person who likes something.”

Ben Franklin was a big fan of storms (p. 1).

Additional Adult-Read Vocabulary: bet, iron, lab, mind, storms, worked

*Note that decodable vocabulary words are underlined.

193

Module 3 • Lightning Ben

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Who is this book about?

What is the setting?

A zap of lightning could set a house on fire.

What is the resolution?

Notes:

194

The setting is Ben’s lab.

The setting is outside where Ben put a rod on top of the house.

What is the problem?

This book is about a man who made a rod.

This book is about Ben Franklin.

Ben made a rod to go on top of a house. Lightning would hit the rod, go down the wire, and into the ground instead of into the house. The rod was the fix so the house would not catch on fire.

Module 3 • Lightning Ben

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page

Things to Notice

More to Discuss

opposite page 1

Many buildings are close together.

Ben Franklin lived in the city of Philadelphia in the 1700s.

The building in the background with the tower and dome is Independence Hall. The Declaration of Independence and the U.S. Constitution were both signed in Independence Hall. This building still stands in Philadelphia today.

3

Ben is writing with a feather.

Before the invention of pens and pencils, people used feather quills dipped in ink as writing tools. A knife was used to cut the end of the feather to a point, which could then be dipped in the ink and used for writing.

7

A large ball and jars are on the table.

These tools were used by scientists to experiment with electricity.

The large glass ball on the table helped to create, or generate, energy. As a person ran their hands over the rotating ball, it created static electricity, which traveled through a series of wires into the special jars called Leyden jars.

12

This house looks like the drawing on page 9.

The image on page 9 is based on a drawing by Franklin. It shows how electricity traveled from the lightning rod through the building and into the ground. This page shows a house using a lightning rod designed by Franklin.

Notes:

195

Module 3 • Lightning Ben

Teachable Moments Author’s Craft | Understanding Figurative Language Authors choose words to add description or detail to a book. Sometimes these descriptive words mean something different from their usual meaning.

Often, the word lit means “caused something to light up or shine.” For example, on page 2, the author writes, “A ZAP lit up the sky.” The lightning caused the sky to shine. Have students point to the lightning on page 2.

Then read aloud page 3. Explain that Ben’s mind did not shine the same way as the lightning. The author uses this phrase to show that Ben had an idea. Have students point to Ben’s head on page 3.

Ask: “What was Ben’s idea?”

Encourage students to use the illustrations on pages 3–11 to discuss Ben’s idea.

Text Features | Using Diagrams Diagrams use pictures to show or explain a process. On page 9, the diagram shows the path lightning takes after striking Franklin’s lightning rod.

Reread page 9 as students move their fingers along the path the lightning takes.

Ask: “Where does the lightning’s path start?”

Then ask: “Where does the lightning’s path end?”

Encourage students to use the illustrations and text on pages 9–13 to support their thinking.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Use details to describe the main person, Ben Franklin.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

196

Module 3 • Frank’s Ice Pops

FRANK’S ICE POPS Wit & Wisdom® Grade K Module 3: America, Then and Now Set 3: American Made, Book 2 Literary Nonfiction Duet Book

FRANK'S ICE POPS words by Rachel Hylton illustrations by Nicolás Aznárez

Fundations® Focus Concept: VC and CVC Words 93% Decodable at Fundations® Level K, Unit 3

Book Summary A narrator tells how a lad, Frank Epperson, unintentionally invented a frozen treat when he was young. One day on his porch, the lad was drinking pop, a drink made by mixing powder and water with a stick. Later, he went to play with a friend. He forgot about the cup and left it outside overnight. The next morning, the lad discovered the pop had frozen to the stick. He pulled the frozen pop out of the cup and licked it. It was delicious, so he decided to start making frozen pops for everyone.

Teacher Note Consider sharing the More section (on the inside back cover) before reading this book to provide more context about how water can change from a liquid to a solid.

Also, consider noting that some words in the book were selected to make the text more accessible. For example, the word pop is an abbreviation for soda pop, a flavored drink. The word lad is used instead of boy, and pal is used in lieu of friend.

In addition, consider noting that this book contains ellipses. An ellipsis is a punctuation mark of three dots that indicates a pause. Students may need additional support to recognize that an ellipsis is different from a period.

This book provides an opportunity for more advanced students to read the adult-read parts with assistance.

World Connection Frank Epperson, the inventor featured in this book, was born in 1894 and grew up in the San Francisco Bay area.

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Module 3 • Frank’s Ice Pops

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 3 cup

had

pop

sun

fun

lad

sat

up

got

on

set

yum

Fundations® Trick Words through Level K, Unit 3 a

and

his

Words Not Yet Decodable in Fundations® through Level K, Unit 3 drip

Notes:

198

step

such

the

was

Module 3 • Frank’s Ice Pops

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is change.

This word is change.

Say it with me: change.

The word change can mean “to cause something to become different.”

The cold night caused the cup of pop to change from a liquid into a frozen treat.

Change.

Say it with me: change.

Other Recurring Content Words: accomplish, construct, landmark, past

Word Discussion Questions

What does it mean to change?

To change means to cause something to become different.

In this book, how did the cup of pop change?

Point to an illustration that shows how the cup of pop changed.

Here is an illustration that shows how the cup of pop changed (pp. 6–7, 9–11).

The cup of pop changed from a drink to a frozen treat.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is drip.

In this book, the word drip means “a small drop of liquid.”

The frozen pop made a drip (p. 12).

Additional Child-Read Vocabulary: lad, pop, step, yum

Let’s talk about another word in this book.

This word is stuck.

In this book, the word stuck means “not able to move.”

The stick was stuck in the frozen pop (p. 9).

Additional Adult-Read Vocabulary: froze, mix, pal, set, sip, stick

*Note that decodable vocabulary words are underlined.

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Module 3 • Frank’s Ice Pops

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Who is this book about?

What is the setting?

The setting is Frank’s house.

The setting is outside on the steps.

What are the major events?

Notes:

200

This book is about a boy.

This book is about a boy who made frozen pop.

The boy was drinking pop outside on the steps.

The boy went to play with a pal and left the pop outside.

The pop froze in the cup.

The pop on the stick tasted yummy, so the boy made pop on a stick for everyone.

Module 3 • Frank’s Ice Pops

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page

Things to Notice

More to Discuss

1

A box is next to the cup.

In the early 1900s, some drinks were made by mixing a boxed sweet powder with water.

3

Frank is wearing a cap.

This type of hat, called a flat cap, was worn by boys and men. It also became known as a newsboy cap because young boys who sold newspapers often wore this type of cap.

8

Frank is wearing a nightgown.

Frank is wearing a nightshirt, commonly worn by boys and men at that time. When Frank was a boy, two-piece pajamas were still new to the United States. The pajama trend began after some Europeans and Americans traveled to India and saw the loose-fitting pants style there. The word pajamas comes from a Hindi word meaning “leg clothing.”

14

Frank made more pop on a stick for his friends.

Frank Epperson was just 11 when he made the first pop on a stick.

He made more and began selling them to friends and neighbors.

At first, he called them “Epp-sicles,” combining his name with the word icicle. When he got older, his children called them “Pop’s ’sicles,” and the name stuck.

Notes:

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Module 3 • Frank’s Ice Pops

Teachable Moments Fluency | Noticing Punctuation Some punctuation marks—such as periods, question marks, and exclamation points—mark the end of a sentence. Authors can use a question mark to ask a question and an exclamation point to show excitement.

Ask: “Can you find a sentence that ends in a question mark?”

Then ask: “Can you find a sentence that ends in an exclamation point?”

Encourage students to reread the book to locate questions and exclamatory sentences.

Vocabulary | Clarifying Multiple-Meaning Words Some words can be used in different ways. For example, the word pop can have different meanings. It can mean “to open suddenly with a short, loud noise.” It can also mean “a drink.”

Ask: “On page 1, what does the word pop mean in the sentence ‘The cup had pop to sip’?”

If students need extra support, encourage them to use the other words and the illustration on page 1 to help them determine the meaning of the word pop.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Use details to describe the main person, the lad, Frank Epperson.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

202

Module 3 • Ella Sang Back

ELLA SANG BACK

Ella Sang Back

Wit & Wisdom® Grade K Module 3: America, Then and Now Set 3: American Made, Book 3 Literary Nonfiction Duet Book Fundations® Focus Concept: VC and CVC Words 92% Decodable at Fundations® Level K, Unit 3

written by Emily Climer illustrations by Juan M. Moreno

Book Summary A big band performed at a music hall. A woman, Ella Fitzgerald, sang with them. The band played their instruments, and the woman answered back in song. It was as though they were having a conversation.

Fitzgerald’s singing could make the audience members want to get up and dance or sit down and listen. Ella Fitzgerald and the band were performing jazz, and it was a big hit.

Teacher Note Note that the band featured in the text is Chick Webb’s band, while the band shown in the More section is Duke Ellington’s band.

Also, consider noting the quotation marks used on page 2 and explain that these marks show that Ella is speaking to the band. When she says, “Run it from the top,” she is telling the band to start from the beginning.

This book also includes a few sentence fragments due to the author’s stylistic choice.

In addition, students may benefit from discussion of music-based vocabulary: band, drums, hum, jazz, sax, and song. It may be helpful to point out that sax is an abbreviation for saxophone.

World Connection Ella Fitzgerald was born on April 25, 1917, in Newport News, Virginia.

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Module 3 • Ella Sang Back

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 3 big

hit

jazz

rug

up

bob

hop

let

run

wag

cut

hum

nod

sax

dip

in

on

sit

get

it

rip

top

Fundations® Trick Words through Level K, Unit 3 a

and

the

was

Words Not Yet Decodable in Fundations® through Level K, Unit 3 drums

Notes:

204

from

he

she

Module 3 • Ella Sang Back

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is accomplish.

This word is accomplish.

Say it with me: accomplish.

The word accomplish can mean “to complete a task or job.”

Ella and the band were able to accomplish making great jazz music.

Accomplish.

Say it with me: accomplish.

Other Recurring Content Words: change, construct, landmark, past

Word Discussion Questions

What does it mean to accomplish something?

To accomplish something means to complete a task or job.

In this book, what did Ella and the band accomplish?

Point to an example of Ella and the band accomplishing a task in this book.

Here is a picture of Ella and the band making great jazz music (pp. 4–9, 12–14).

They accomplished their goal of making great jazz music.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is jazz.

In this book, the word jazz means “a type of music that blends African and European sounds and that began in New Orleans.”

Ella and the band made jazz that was a big hit (p. 14).

Additional Child-Read Vocabulary: bob, cut, dip, hop, hum, nod, rip, run, sax, wag

Let’s talk about another word in this book.

This word is band.

In this book, the word band means “people who make music together.”

Ella led a big band in song (p. 3).

Additional Adult-Read Vocabulary: back, chat, dance, gal, hush, led, played, tick

*Note that decodable vocabulary words are underlined.

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Module 3 • Ella Sang Back

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Who is this book about?

What is the setting?

The setting is a stage.

The setting is a music hall.

What are the major events?

Notes:

206

This book is about a singer and a band.

This book is about a singer named Ella and the band she sang with.

Ella sang, the band played, and Ella sang back.

People got up to dance.

Their jazz music was a big hit.

Module 3 • Ella Sang Back

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

title page

That looks like a fancy theater.

The Savoy Ballroom, known as the Home of Happy Feet, was a popular dance hall in Harlem in New York City.

1

A band is on the stage.

This is the Chick Webb Orchestra, led by drummer Chick Webb.

This band played most nights at the Savoy Ballroom in the 1930s.

Ella Fitzgerald was invited to be the singer for the band after she won a talent show.

8–9

Words are in the air around Ella.

The illustrator added words to the illustrations to show how Fitzgerald made up words to sing with the band. She used her voice to make sounds like the instruments. This is called scat singing and is still popular in jazz music today.

10–11

Many people are dancing.

Many new dances were invented on the dance floor at the Savoy Ballroom. The hall was as large as an entire city block, which gave people plenty of room to practice. The most popular dance was called the Lindy Hop, a fast-paced partner dance.

Notes:

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Module 3 • Ella Sang Back

Teachable Moments Vocabulary | Categorizing Words When we sort, or categorize, words or phrases, we group similar words. Many words in this book relate to dancing. One example is the phrase cut a rug. In this story, cut a rug means “to dance.”

Ask: “What other words in this book relate to dancing?”

Examples include bob, dip, hop, nod, and wag. Encourage students to act out select words to demonstrate the meanings.

Author’s Craft | Understanding Figurative Language Authors choose words to add description or detail to a book. Sometimes these descriptive words mean something different from their usual meaning.

On page 7, the author writes, “She had to think it up on the spot.” The word spot often means “a small mark.” In this story, the phrase on the spot means “right away.”

Ask: “What did Ella have to ‘think up on the spot’?”

The author then writes, “She let it rip!” The word rip often means “to tear apart.” In this story, the phrase let it rip means “to do an activity with a lot of energy.”

Ask: “When Ella ‘let it rip,’ what was she doing?”

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Use details to describe the main character, Ella Fitzgerald.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

208

Module 3 • Scraping the Sky

SCRAPING THE SKY Wit & Wisdom® Grade K Module 3: America, Then and Now Set 3: American Made, Book 4 Literary Nonfiction Duet Book

Scraping the Sky

Fundations® Focus Concept: VC and CVC Words 93% Decodable at Fundations® Level K, Unit 3

by Linda M. Washington illustrations by Christopher Cyr

Book Summary The city of Chicago needed more buildings. An architect, William Jenney, had a plan to build upward. Taller buildings could hold more people. To achieve this goal, workers first dug a space for the foundation. Then, one by one, they built 10 stories. When they were finished, men checked to make sure the building was safe.

William Jenney had successfully designed one of the first skyscrapers.

Teacher Note Consider reading aloud page 14 after reading the book to provide more context about the Home Insurance Building. It may also be helpful to explain that each dark brown window in the illustration on page 10 can be counted as one floor, for a total of 10 floors.

In addition, note that in this book, U.S. stands for United States.

World Connection As of 2019, the tallest skyscraper in the world is the Burj Khalifa in Dubai—the capital city of the United Arab Emirates. It is 2,716.5 feet tall and has more than 160 stories.

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Module 3 • Scraping the Sky

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 3 bed

in

mud

U.S.

big

it

set

yes

dig

job

up

Fundations® Trick Words through Level K, Unit 3 a

are

is

and

has

the

Words Not Yet Decodable in Fundations® through Level K, Unit 3 man

Notes:

210

plan

Module 3 • Scraping the Sky

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is construct.

This word is construct.

Say it with me: construct.

The word construct can mean “to put objects together to make something new.”

A man has an idea to construct the first skyscraper.

Construct.

Say it with me: construct.

Other Recurring Content Words: accomplish, change, landmark, past

Word Discussion Questions

What does it mean to construct?

To construct means to put objects together to make something new.

In this book, what did people construct?

Point to an example of people constructing a skyscraper in this book.

Here is a picture of people constructing a skyscraper (pp. 6–7).

People constructed the first skyscraper.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

Let’s talk about another word in this book.

This word is plan.

In this book, the word plan means “steps or actions to reach a goal.”

A man has a plan to build a skyscraper (p. 2).

This word is check.

In this book, the word check means “to look over carefully.”

The men check the building to make sure it is safe (p. 11).

Additional Child-Read Vocabulary: bed, dig, job, set

Additional Adult-Read Vocabulary: build, building, fit, kind, safe, stack

*Note that decodable vocabulary words are underlined.

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Module 3 • Scraping the Sky

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

What is this book about?

What is the setting?

The setting is Chicago, a big city in the United States.

What are the major events?

Notes:

212

This book is about building a tall building.

This book is about building a skyscraper.

A man has a plan to construct a tall building.

Workers build a building with 10 floors on a bed of rock.

The men check to make sure the building is safe.

Module 3 • Scraping the Sky

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

opposite page 1

The street looks crowded.

This is an illustration blended with a photograph of South Water Street in Chicago from more than 100 years ago. This street near the river was famous for its busy outdoor market.

5

The group is pointing to a picture of a building.

Jenney worked with the engineer George Whitney to design a new style of construction. At that time, tall structures needed thick brick or concrete walls to hold up the top floors. Jenney suggested starting with a skeleton of steel, making it possible to add thin walls and larger windows.

6–7

Workers are digging.

The city of Chicago is built along the Chicago River, which has soft, swampy soil around it. To build a strong foundation, engineers had to come up with new ways of preventing the building from sinking in the mud.

8–9

The building is partly done.

The gray steel beams provided the support structure for the stone walls of the building. In 1871, after a giant fire destroyed many wooden buildings in Chicago, people wanted to rebuild the city with materials that would not burn. Steel is very strong and does not catch fire, so it is a good building material.

Notes:

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Module 3 • Scraping the Sky

Teachable Moments Vocabulary | Identifying Opposites Opposites are two words that are as different as can be from each other. For example, in this book, the author writes, “Let us build, up, up, up!” In this sentence, the men want to make a building that goes up in the sky. Up and down are opposites because the words have completely different meanings.

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

Then read aloud page 11 and ask: “What is the opposite of tall?”

If students need extra support, consider providing examples of items that are big and small, and tall and short.

Vocabulary | Clarifying Multiple-Meaning Words Some words can be used in different ways. The word bed can also have different meanings. It can mean “a piece of furniture used for sleeping,” such as in the book Bath Night. It can also mean “a flat, supportive, bottom layer,” such as on pages 6–7 in this book.

The word kind can also have different meanings. It can mean “nice and helpful.” It can also mean “a group of things that are alike.”

Reread page 13 and ask: “What does the word kind mean in the sentence ‘It is one of a kind’?” If needed, remind students that in this sentence the word it refers to the skyscraper.

Encourage students to use the other words and the illustrations on pages 12–13 to help them determine the meaning of the word kind.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Use details to describe the main setting.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

214

Module 3 • The Flag Is Up

THE FLAG IS UP Wit & Wisdom® Grade K Module 3: America, Then and Now Set 4: American Symbols, Book 1 Informational Duet Book Fundations® Focus Concept: VC and CVC Words 97% Decodable at Fundations® Level K, Unit 3

The Flag Is Up Cara Sennott

Book Summary The U.S. flag is a symbol of the United States. Each day, the American flag is displayed in many places, and people can notice it throughout their days. Schools, fire stations, and baseball parks fly flags. Sometimes flags are set out to honor people. Other times, people celebrate by waving flags during parades. Sailors raise the flag on ships, and astronauts have even planted a flag on the moon. While flags may be lowered at the end of the day, they will be back up and waving the next day.

Teacher Note Consider sharing the More section (on the inside back cover) before beginning the book to provide more context about the American flag. It may also be helpful to note that in this book, U.S. stands for United States.

In addition, consider noting the figurative language throughout the text. Students may benefit from a discussion of the meaning of phrases such as “tip a hat” (p. 4) and “sun has set” (p. 14).

World Connection Every year, the United States celebrates Flag Day on June 14. This day is the anniversary of the Flag Act, which established the first flag of the United States of America.

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Module 3 • The Flag Is Up

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 3 at

it

on

set

tug

bob

let

rig

sun

up

hat

nod

rod

tip

wag

Fundations® Trick Words through Level K, Unit 3 a

has

the

and

is

to

Words Not Yet Decodable in Fundations® through Level K, Unit 3 look

Notes:

216

Module 3 • The Flag Is Up

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is landmark.

This word is landmark.

Say it with me: landmark.

The word landmark can mean “an interesting place to visit that can be a reminder of famous people, events, or ideas.”

Often, the U.S. flag will fly next to or on top of a landmark.

Landmark.

Say it with me: landmark.

Other Recurring Content Words: accomplish, change, construct, past

Word Discussion Questions

What is a landmark?

A landmark is an interesting place to visit than can be a reminder of famous people, events, or ideas.

Point to a picture of a landmark in this book.

Here is a landmark, Fenway Park (pp. 4–5).

Here is a landmark, the Boston Latin School (p. 2).

What do you notice about landmarks in this book?

The U.S. flag is often flying next to or on top of landmarks.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is rod.

In this book, the word rod means “a stick or bar that is thin and straight.”

People rig the flag up on the rod (p. 2).

Additional Child-Read Vocabulary: bob, nod, rig, set, tip, tug, wag

Let’s talk about another word in this book.

This word is harbor.

In this book, the word harbor means “a protected spot in a body of water where ships can come and go.”

A ship is in the harbor (pp. 8–9).

Additional Adult-Read Vocabulary: back, moon, ship, station, wave

*Note that decodable vocabulary words are underlined.

217

Module 3 • The Flag Is Up

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

What is this book about?

What key details tell you more about this topic?

Notes:

218

This book is about the U.S. flag.

The U.S. flag is displayed in lots of different places.

The U.S. flag is even on the moon.

Module 3 • The Flag Is Up

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

4–5

The baseball players are standing in a line, facing the big flag.

The U.S. national anthem, “The Star-Spangled Banner,” is played at the beginning of all major sporting events. The song honors the moment when soldiers raised the American flag over Fort McHenry in Baltimore after winning a battle during the War of 1812.

6–7

Lots of flags are in the ground.

Each year for Memorial Day, hundreds of volunteers set out more than 37,000 flags on Boston Common, the oldest public park in the United States. Each flag represents a Massachusetts soldier who died in service.

8–9

That is a big ship.

The USS Constitution was launched more than 200 years ago.

The ship has the nickname Old Ironsides because it was strong enough to survive cannonball fire. The sides are made of oak wood, however, not iron.

13

An astronaut is on the moon.

This is Buzz Aldrin, one of the first two people to walk on the moon.

Between 1969 and 1972, astronauts planted six American flags on the moon.

Notes:

219

Module 3 • The Flag Is Up

Teachable Moments Vocabulary | Identifying Real-Life Connections When we identify real-life connections, we describe how words are related to places, events, or people that are real. For example, in this book the author names different places where the flag is displayed.

Ask: “What words does the author use to name places?”

Examples include harbor, moon, park, school, and station.

Encourage students to discuss who they might find at each of these locations, such as firefighters at the fire station.

Text Features | Identifying Captions Captions are sentences that tell more about a photograph or illustration. In this book, the captions tell more about the places where the U.S. flag is displayed.

Read the caption on page 3 and ask: “Where is the U.S. flag in this photograph?”

Then read the caption on page 13 and ask: “When did astronauts put the first U.S. flag on the moon?”

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Choose an illustration or photograph that taught you something new. Tell about what you learned.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

220

Module 3 • Statue of Liberty

STATUE OF LIBERTY Wit & Wisdom® Grade K Module 3: America, Then and Now Set 4: American Symbols, Book 2 Informational Duet Book Fundations Focus Concept: VC and CVC Words 93% Decodable at Fundations® Level K, Unit 3 ®

STATUE OF LIBERTY written by Melissa Thomson illustrations by Cindy Luu

Book Summary France planned a gift for the United States. It was a statue so large and tall that French workers had to construct it in pieces. First, they made the hand holding a torch. Then, they built a head with a crown. Next, they added scaffolding to support the statue. After the statue was built, it had to be taken apart to ship it to the United States. When the pieces arrived, workers set them up on a pedestal and put them together. Since that time, the Statue of Liberty has welcomed people to the United States.

Teacher Note Consider sharing the More section (on the inside back cover) before beginning the book to provide more context about the Statue of Liberty. It may also be helpful to explain that statue means “a three-dimensional piece of art,” and liberty means “the power to be in charge of one’s self.”

It may also be helpful to point out that this book uses a combination of illustrations and photographs to show how workers built the Statue of Liberty.

Also, consider modeling how to read the words U.S. and France, and pointing out the location of each country on the map on page 1.

World Connection The sculptor of the Statue of Liberty, Frédéric-Auguste Bartholdi, was born in the Alsace region of France in 1834.

221

Module 3 • Statue of Liberty

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 3 box

fix

jot

pad

U.S.

but

had

lit

pat

web

cut

in

men

set

yet

did

it

not

tap

fit

job

on

up

Fundations® Trick Words through Level K, Unit 3 a

as

the

and

has

to

was

Words Not Yet Decodable in Fundations® through Level K, Unit 3 be

Notes:

222

gift

path

tall

Module 3 • Statue of Liberty

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is construct.

This word is construct.

Say it with me: construct.

The word construct can mean “to put objects together to make something new.”

People had to construct the Statue of Liberty.

Construct.

Say it with me: construct.

Other Recurring Content Words: accomplish, change, landmark, past

Word Discussion Questions

What does it mean to construct?

To construct means to put objects together to make something new.

In this book, what did the people construct?

Point to an example of people constructing the Statue of Liberty in this book.

Here is a picture of people constructing the Statue of Liberty (pp. 2–4, 6, 9–10, 12).

The people constructed the Statue of Liberty.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is jot.

In this book, the word jot means “to write or draw quickly.”

People in France jot a plan for the gift (p. 1).

Additional Child-Read Vocabulary: fit, fix, gift, lit, pad, pat, tap, web

Let’s talk about another word in this book.

This word is welcomes.

In this book, the word welcomes means “shows kindness when people arrive.”

The Statue of Liberty welcomes all to the United States (p. 14).

Additional Adult-Read Vocabulary: bit, crown, metal, plan, rods, thin, torch

*Note that decodable vocabulary words are underlined.

223

Module 3 • Statue of Liberty

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

What is this book about?

What key details tell you more about this topic?

Notes:

224

This book is about the Statue of Liberty.

The Statue of Liberty was a gift from France.

It is as tall as 50 people standing on top of one another.

It has a hand with a torch and a head with a crown.

Module 3 • Statue of Liberty

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

2

People are sitting on the sculpture.

In this photograph, the statue’s creator, Frédéric-Auguste Bartholdi, shows the left hand of the Statue of Liberty to a man in a top hat. Workers are building the wooden structure, which was used to create a plaster mold. The worker sitting on top is covered in white plaster.

5

The hand is on top of a small building.

The hand holding the torch was completed earlier than other parts of the statue. This part was sent to the United States to help raise money to build a base. Visitors could buy tickets to climb a ladder up to the top of the torch. The hand and torch were then sent back to France so the full statue could be completed.

11

A crane is moving boxes onto a ship.

The Statue of Liberty was so large that it had to be taken apart and shipped to the United States in pieces. In 1885, the statue arrived in 214 crates on a giant sailing ship.

13–14

The statue on page 13 is brown, but the statue on page 14 is green.

The outside of the Statue of Liberty is made from copper plates.

Over time, the copper turned a greenish color. This pale green coating is called verdigris.

Notes:

225

Module 3 • Statue of Liberty

Teachable Moments Text Structure | Noticing Ellipses An ellipsis is a punctuation mark of three dots. Authors use an ellipsis to show a pause in a thought or an idea.

An ellipsis is different from a period.

Ask: “Can you find a sentence that ends with an ellipsis?”

Encourage students to reread the book and locate sentences with an ellipsis. Examples can be found in the child-read text on pages 4, 6, and 14.

Vocabulary | Clarifying Multiple-Meaning Words Some words can be used in different ways. For example, the word pad can be a word that means “a notebook.”

It can also be a word that means “a base for a statue to be placed on.” For example, on page 12, the author writes “Men set it up on a pad” to explain that men would place the statue on the base featured in the photograph.

The word path can also have different meanings. It can mean “a trail or a place to walk.” It can also mean “a way that takes you to something or somewhere new.”

Ask: “On page 14, what does the word path mean in the sentence ‘It has lit a path to the U.S.’?”

If students need extra support, encourage them to examine the photograph on the title page. Also consider reading the More section to help students determine the meaning of the word path.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Choose an illustration or photograph that taught you something new. Tell about what you learned.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

226

Module 3 • Sea to Shining Sea

SEA TO SHINING SEA Wit & Wisdom® Grade K Module 3: America, Then and Now Set 4: American Symbols, Book 3 Informational Duet Book

SEA TO Shining Sea

Fundations® Focus Concept: VC and CVC Words 93% Decodable at Fundations® Level K, Unit 3 words by

Mary Forbes

Book Summary The United States is a big country with many landmarks. Starting in the East, the Statue of Liberty, a gift from France, stands tall with a torch. In St. Louis, the Gateway Arch has a big bend and windows at the top. Moving toward the West, Mount Rushmore features four presidents carved into rock, while the Hoover Dam holds back a river. The last stop is the Golden Gate Bridge, a way to cross a big gap. “From sea to shining sea,” there is much to see in the United States.

Teacher Note Consider sharing the More section (on the inside back cover) before beginning this book to provide more context about U.S. landmarks. In addition, read aloud the chart on page 14 to share more information about the landmarks featured in this book.

Note that this book includes a few sentence fragments due to the author’s stylistic choice.

World Connection The Department of the Interior designates places that are important to America’s history and heritage as National Historic Landmarks. As of 2019, there are almost 2,600 National Historic Landmarks in the United States.

227

Module 3 • Sea to Shining Sea

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 3 at

fog

map

up

big

in

men

U.S.

cut

job

on

web

dot

lit

top

zip

Fundations® Trick Words through Level K, Unit 3 a

and

is

Words Not Yet Decodable in Fundations® through Level K, Unit 3 bend

Notes:

228

rock

torch

the

to

Module 3 • Sea to Shining Sea

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is landmark.

This word is landmark.

Say it with me: landmark.

The word landmark can mean “an interesting place to visit that can be a reminder of famous people, events, or ideas.”

An example of a U.S. landmark is Mount Rushmore.

Landmark.

Say it with me: landmark.

Other Recurring Content Words: accomplish, change, construct, past

Word Discussion Questions

What is a landmark?

A landmark is an interesting place to visit than can be a reminder of famous people, events, or ideas.

What do you notice about a landmark in this book?

Point to an example of a landmark in this book.

Here is a landmark, the Statue of Liberty (front cover, pp. 2–3, 14).

Here is a landmark, Mount Rushmore (pp. 6–7, 14).

Here is a landmark, the Golden Gate Bridge (front cover, pp. 10–11, 14).

The Gateway Arch is a landmark that has a big bend and is very tall.

Mount Rushmore is a landmark that has four faces cut into the rock.

The Hoover Dam is a landmark that has a big wall that can hold back a river.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is torch.

In this book, the word torch means “a stick with burning material at one end that is used for light.”

The Statue of Liberty’s torch is lit at the top (p. 2).

Additional Child-Read Vocabulary: bend, cut, dot, fog, lit, map, rock, web

Let’s talk about another word in this book.

This word is arch.

In this book, the word arch means “a curved structure.”

Gateway Arch is the gate to the west (p. 5).

Additional Adult-Read Vocabulary: bridge, dam, east, gap, gate, led, west

*Note that decodable vocabulary words are underlined.

229

Module 3 • Sea to Shining Sea

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

What is this book about?

What key details tell you more about this topic?

Notes:

230

This book is about landmarks in the United States.

This book is about the Statue of Liberty, the Gateway Arch, Mount Rushmore, the Hoover Dam, and the Golden Gate Bridge.

There are a lot of landmarks to see all across the United States.

The Statue of Liberty was a gift.

There are four faces cut into Mount Rushmore.

Module 3 • Sea to Shining Sea

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page

Things to Notice

More to Discuss

2

The Statue of Liberty’s torch is gold.

The original torch was damaged more than 100 years ago. It was closed to visitors then and remained closed after a new goldcovered torch was added in 1986.

5

The arch is taller than many buildings.

Rising 630 feet, the Gateway Arch is the tallest monument in the U.S. National Park system. It is more than twice the height of the Statue of Liberty.

6

The faces are so big.

It took hundreds of workers to carve Mount Rushmore. They used chisels, dynamite, and jackhammers to create enormous faces. For example, George Washington’s nose is about 20 feet long.

9

A lot of water is behind the wall.

The Hoover Dam blocks the Colorado River. It also forms Lake Mead, a reservoir that provides drinking water for the states of Arizona, California, and Nevada—and some parts of Mexico.

Notes:

231

Module 3 • Sea to Shining Sea

Teachable Moments Text Features | Identifying Headings Headings are used to organize a book and help readers identify important ideas. Headings often look different from the rest of the book. For example, the words may be in a different color or have bigger letters.

On page 2, the heading is Statue of Liberty.

Ask: “Can you find, or identify, other headings in the text?”

Text Features | Using Maps Maps are pictures or diagrams of specific places, usually drawn or printed on a flat surface. Maps use symbols and words to show where things are located.

On pages 12 and 13, a map shows the location of the landmarks featured in this book. A circle marks the location of each landmark, and an illustration within the circle shows the landmark.

Name each landmark as students move their fingers from dot to dot. Then encourage students to find the landmarks throughout the book.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Tell about something new you learned from this book.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

232

Module 3 • Washington Crossing the Delaware

WASHINGTON CROSSING THE DELAWARE Wit & Wisdom® Grade K Module 3: America, Then and Now Set 4: American Symbols, Book 4 Informational Duet Book Fundations® Focus Concept: VC and CVC Words 90% Decodable at Fundations® Level K, Unit 3

WASHINGTON C R O S S I N G T H E D E L AWA R E

by Michelle Palmieri and Emily Climer

Book Summary An artist painted George Washington leading his troops into battle. The soldiers crossed the Delaware River in boats. The artist used many elements to draw the viewer’s eye toward George Washington. First, he painted Washington standing while the others in the boat sat. He also used light, the color red, and lines from the direction of the oars to draw the viewer’s eye toward Washington leading his soldiers.

Teacher Note Consider sharing the More section (on the inside back cover) before beginning the book to provide more context about George Washington. It may also be helpful to explain that this painting depicts an event that occurred before Washington became president of the United States.

World Connection German-American painter Emanuel Leutze painted Washington Crossing the Delaware in his studio in Germany about 75 years after the battle took place. The painting is currently on display at the Metropolitan Museum of Art in New York City.

233

Module 3 • Washington Crossing the Delaware

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 3 at

him

not

sit

bit

it

on

sun

but

led

quit

tug

dim

men

red

up

Fundations® Trick Words through Level K, Unit 3 a

are

the

and

is

to

Words Not Yet Decodable in Fundations® through Level K, Unit 3 by

Notes:

234

do

flag

look

we

Module 3 • Washington Crossing the Delaware

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is past.

This word is past.

Say it with me: past.

The word past can mean “a period of time that occurred before now.”

This painting shows George Washington leading his soldiers into battle in the past.

Past.

Say it with me: past.

Other Recurring Content Words: accomplish, change, construct, landmark

Word Discussion Questions

What is the past?

The past is a period of time that occurred before now.

What is an example from this book of something that happened in the past?

Point to a painting that shows an event from the past in this book.

Here is a painting that shows an event from the past (pp. 1–13).

An example of something that happened in the past is that George Washington led his men into battle.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is led.

In this book, the word led means “guided and directed.”

The men are led by George Washington (p. 2).

Additional Child-Read Vocabulary: bit, dim, flag, quit, tug

Let’s talk about another word in this book.

This word is dab.

In this book, the word dab means “a little bit.”

There is a dab of red on Washington (p. 9).

Additional Adult-Read Vocabulary: artist, battle, hush, leads, oars, painting, point

*Note that decodable vocabulary words are underlined.

235

Module 3 • Washington Crossing the Delaware

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

What is this book about?

What key details tell you more about this topic?

Notes:

236

This book is about the painting Washington Crossing the Delaware.

The artist painted George Washington standing so we will notice him.

The artist used light, color, and lines to get us to look at Washington in the painting.

Module 3 • Washington Crossing the Delaware

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

title page

The painting is big.

This painting is about 21 feet wide and 12 feet tall. It takes up an entire wall in the Metropolitan Museum of Art in New York City.

2

That looks like George Washington.

Before he was president, George Washington was the commander in chief of the Continental Army. He led his troops through many difficult battles. When the war was over, he was elected as the first president of the United States.

4–5

Many people are in the boat.

Many of the people in the boat are soldiers. The boat looks full, but the boats used to cross the Delaware River on the way to battle would have been much larger than the boats in this painting. The artist imagined or invented some parts of the event shown here.

6

The soldiers are not wearing uniforms.

At the time of this famous attack, the Continental Army did not have regular uniforms. Instead, men from different parts of the country wore different clothing.

Notes:

237

Module 3 • Washington Crossing the Delaware

Teachable Moments Vocabulary | Categorizing Words When we sort, or categorize, words or phrases, we group similar words. Many words in this book have to do with art. One example is painting.

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

Examples include artist, dab, light, lines, and red.

Design Feature | Using Illustrations The parts of this book, including the text and the illustrations, help the reader better understand the painting Washington Crossing the Delaware. Design elements were added to the painting to show what the authors describe in the text.

For example, on pages 6 and 7, horizontal and vertical lines were added, and some of the colors were dimmed.

These design elements highlight that George Washington was standing while his soldiers were sitting.

Encourage students to find other examples of design elements used in this book. Examples can be found on pages 8–11.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Choose an illustration or photograph that taught you something new. Tell about what you learned.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

238

Module 4 The Continents Land of Wonder

, J i l l, a n d J o e y J a ck

by Cate Oliver illustrations by Jordi Solano

by Catherine Schmidt

by Michelle Palmieri

words by Chrystal D. Giles illustrations by Lesley Vamos

IS THAT A CAT? words by Rachel Hylton

HOP AROUND SYDNEY

words by Emily Climer illustrations by Eva Sánchez Gómez

words by Linda M. Washington illustrations by Chuck Gonzales

Floating Market

One-Dot

written by Emily Goodson illustrations by Madelyn Goodnight

Night Climb

written by Sophie Hudson illustrations by Nicolás Aznárez

Brush & Ink written by Melissa Thomson

illustrations by Eric Puybaret

written by Lior Klirs illustrations by John Joven

Sit and Paint Featuring the Art of Marianne North

M AP TO THE PAST

BY CARA SENNOTT I L LU S T R AT E D BY A L E X PAT E R S O N

by Tree Liberatore • illustrations by Madelyn Goodnight

by Mamie Goodson • illustrations by Sarah Green

by Launie Gardner illustrated by Juan M. Moreno

Module 4 • Land of Wonder

LAND OF WONDER Wit & Wisdom® Grade K Module 4: The Continents Set 1: Australia, Book 1 Informational Duet Book

Land of Wonder

Fundations® Focus Concept: VC and CVC Words with Digraphs 90% Decodable at Fundations® Level K, Unit 5

by Michelle Palmieri

Book Summary Australia is a continent with diverse lands. It has sandy beaches, rocky coasts, and blue water as well as hot, dry deserts with large rock formations. The land in Australia also has lush, green rainforests and high, snowcapped mountains.

Teacher Note Note that the texts in this module are Duet Books, designed to be read by a child and an adult reader. Show students the two different icons on the page opposite the first page. Explain the visual cues that signal whose turn it is to read: the child-read text is paired with a triangle icon (), while the adult-read part is marked with a circle (). Note that the text colors match the icon colors. As needed, encourage students to point to the parts they will read throughout the book.

In addition, note that the decodability score listed above indicates the percentage of words in the childread text that feature concepts taught up to a given unit in Fundations®. This percentage includes both Fundations® Decodable Words and Fundations® Trick Words. At least 90 percent of the words in the childread text are either Fundations® Decodable Words or Fundations® Trick Words.

Consider modeling how to read Australia. Students may benefit from practice with this name.

Australia is sometimes considered part of Oceania rather than a continent of its own. In this set of books, Australia refers to both the country and the continent. Additionally, note that the provided definition of continent is general. It may be helpful to add to the meaning of “a very large area of land” by explaining that a continent is bigger than a city and often includes many countries, and that the earth has seven continents. The image on the oral recurring content flashcard only points to the African continent, so consider using a globe or a map to show students the remaining continents.

Also, consider noting the figurative language throughout the text. Students may benefit from a discussion of the meaning of phrases such as “rush of waves” (p. 6) and “cap of white” (p. 10).

World Connection Much of the center of Australia is made up of a large, dry area of land known as the Outback.

241

Module 4 • Land of Wonder

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 5 big

on

rock

sun

cap

red

rush

thick

Fundations® Trick Words through Level K, Unit 5 a

and

of

Words Not Yet Decodable in Fundations® through Level K, Unit 5 blue

Notes:

242

green

waves

white

up

Module 4 • Land of Wonder

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is continent.

This word is continent.

Say it with me: continent.

The word continent can mean “a very large area of land that often includes many countries.”

This book is about the continent of Australia.

Continent.

Say it with me: continent.

Other Recurring Content Words: create, habitat, travel, world

Word Discussion Questions

What is a continent?

A continent is a very large area of land.

Which continent is shown in this book?

Point to the continent of Australia on the map in this book.

Here is the continent of Australia (title page, p. 14).

The continent in this book is Australia.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is thick.

In this book, the word thick means “fat and wide.”

The plants in Australia are thick and green (p. 8).

Additional Child-Read Vocabulary: cap, rush

Let’s talk about another word in this book.

This word is wonder.

In this book, the word wonder means “a feeling of curiosity or amazement.”

Australia is a land full of wonder (p. 13).

Additional Adult-Read Vocabulary: coast, jut, lush, path

*Note that decodable vocabulary words are underlined.

243

Module 4 • Land of Wonder

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

What is this book about?

What key details tell you more about this topic?

Notes:

244

This book is about Australia.

Australia has hot, dry, red land and a rush of waves by the coasts.

Australia also has lush, green forests and cold, snowy mountains.

Module 4 • Land of Wonder

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

1

That rock looks like a mountain.

Uluru Rock is not a mountain but rather one big rock, or monolith.

It is the biggest monolith in the world. It is considered a sacred place to the native Aboriginal people, who have painted and carved artwork into the walls of the caves at the rock’s base.

4

The sand looks red.

Desert sand in Australia can be red for several reasons. One reason is that many of the rocks contain lots of iron. When the iron in the rock is exposed to air, it rusts, breaks down, and turns a reddish color.

6–7

Tall rocks are standing in the water.

These rock stacks were formed by erosion. Over time, the ocean washed away bits of the limestone cliff, creating caves, then arches, then finally rock towers.

8–9

Those trees look like umbrellas.

These trees are grand licuala palm trees, also called ruffled fan palms. They grow in the rainforests of northeastern Australia.

Notes:

245

Module 4 • Land of Wonder

Teachable Moments Text Features | Identifying Maps Maps are pictures or diagrams of specific places, usually drawn or printed on a flat surface. Maps can be used as text features to show the location of a place named in a book. This book has two large maps showing the continent of Australia.

On the title page, a large map of Australia is above the title. The map below the title is a world map. The continent of Australia is a lighter green to show its location in the world.

Ask: “Can you point to the continent of Australia on the world map?”

Then ask: “Can you find, or identify, another map of Australia in this book?”

Encourage students to find the map of Australia on page 14. Note that the page number icon, or folio, is also the outline of Australia.

Vocabulary | Identifying Real-Life Connections When we identify real-life connections, we describe how words are related to places, events, or items that are real. For example, in this book the author describes how places in Australia look and feel in real life.

Ask: “What places in Australia does the author describe?”

Then ask: “What words does she use to describe each place?”

Examples include dry, green, hot, lush, red, thick, and white.

If students need extra support, consider turning to the pages that highlight the different landscapes and then asking students to describe the photographs. Alternatively, read words from the text, such as thick and green, and then ask students to match the adjectives with the photographs they describe.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Tell about something new you learned from this book.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

246

Module 4 • Jack, Jill, and Joey

JACK, JILL, AND JOEY Wit & Wisdom® Grade K Module 4: The Continents Set 1: Australia, Book 2 Literary Duet Book

J a ck

, J i l l, a n d J o e y

by Catherine Schmidt

Fundations® Focus Concept: VC and CVC Words with Digraphs 95% Decodable at Fundations® Level K, Unit 5

Book Summary A young kangaroo, also called a joey, tells about the members of his family and their daily life. Adult male kangaroos are called jacks and can be as big as men. Adult female kangaroos are called jills. A joey can get into a jill’s sack until it is too big to fit. Kangaroos have strong back legs that they use to kick when they box and to hop great distances. They gather in groups, or mobs, to rest in the shade, drink water, and eat plants and grass.

Teacher Note Students may benefit from a discussion of kangaroo-related vocabulary: jack, jill, joey, and mob. Additional vocabulary practice supports students’ language development, fluency, and comprehension.

With assistance, more advanced students might also read the adult-read text. This book provides an opportunity for students to step into the adult-read parts, either as partners for classmates reading the childread parts or as independent readers.

Also, consider reading the captions in this book as students follow along to provide more context about kangaroos.

World Connection The kangaroo is one of the national symbols of Australia. The other symbols include an emu, a large flightless bird native to the continent, and the golden wattle, a small tree with yellow blooms that grows along Australia’s southeast coast. All three symbols appear on Australia’s coat of arms.

247

Module 4 • Jack, Jill, and Joey

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 5 at

fit

kick

sip

when

back

hop

mob

sun

with

big

hot

mom

then

zzzzzz

bit

in

nap

this

box

it

pick

tuck

Dad

jab

quick

up

dash

jack

sack

us

Fundations® Trick Words through Level K, Unit 5 a

as

is

the

and

has

my

they

are

I

of

to

Words Not Yet Decodable in Fundations® through Level K, Unit 5 grass

Notes:

248

hops

man

pals

we

Module 4 • Jack, Jill, and Joey

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is habitat.

This word is habitat.

Say it with me: habitat.

The word habitat can mean “a place where an animal lives.”

Many red kangaroos live in a desert habitat.

Habitat.

Say it with me: habitat.

Other Recurring Content Words: continent, create, travel, world

Word Discussion Questions

What is a habitat?

A habitat is a place where an animal lives.

What do you notice about the habitat in this book?

Point to a picture of a habitat in this book.

Here is a habitat where kangaroos live (pp. 1, 2, 7, 8, 10–11, 12–13).

The habitat in this book has grass.

The habitat in this book has reddish dirt or sand.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is pals.

In this book, the word pals means “friends.”

The pals play together (p. 6).

Additional Child-Read Vocabulary: box, dash, jab, mob, sack, tuck

Let’s talk about another word in this book.

This word is pouch.

In this book, the word pouch means “a pocket-like body part used for carrying.”

The joey sits in his mom’s pouch (p. 5).

Additional Adult-Read Vocabulary: path, shade

*Note that decodable vocabulary words are underlined.

249

Module 4 • Jack, Jill, and Joey

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

What is this book about?

What is the setting?

The setting is a field.

The setting is Australia.

What actions happen in this text?

Notes:

250

This book is about a family of kangaroos.

The joey and his mom hop on the path.

The joey’s pals box.

The mob of kangaroos drinks from a pond and eats grass together.

Module 4 • Jack, Jill, and Joey

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

2

Kangaroos are in the middle of a field.

Australia is the only place on Earth where kangaroos live in the wild. In fact, there are more kangaroos in Australia than there are humans.

4

The baby kangaroo is growing in the mom’s pouch.

When it is born, a baby kangaroo is about the size of a peanut. Blind and hairless, a newborn joey crawls into its mother’s pouch where it continues to grow for several months.

7

The kangaroos look like they are fighting.

Young male kangaroos play fight for fun, while adult males may fight to impress a female or become the leader of the group.

12–13

A group of kangaroos is sipping water.

A group of kangaroos is called a mob. Some mobs have just a few kangaroos, and some have more than 100.

Notes:

251

Module 4 • Jack, Jill, and Joey

Teachable Moments Text Structure | Identifying the Narrator A narrator tells a story. Sometimes the narrator is a character in the story but not always.

Ask: “Who is telling the story in Jack, Jill, and Joey?”

Encourage students to return to the book to support their thinking with details.

Style and Conventions | Identifying Verbs Verbs are action words. Many different verbs are used to describe the kangaroos’ movements in this book. One example is the word hop.

Ask: “What other verbs, or action words, are used in this book to describe the kangaroos’ movements?”

Examples include box, dash, jab, kick, nap, pick, sip, stand, and tuck. Encourage students to act out select verbs to demonstrate the meanings.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Tell about something new you learned from this book.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

252

Module 4 • The Great Reef

THE GREAT REEF Wit & Wisdom® Grade K Module 4: The Continents Set 1: Australia, Book 3 Literary Duet Book

by Cate Oliver illustrations by Jordi Solano

Fundations® Focus Concept: VC and CVC Words with Digraphs 97% Decodable at Fundations® Level K, Unit 5

Book Summary A scuba diver explores the Great Barrier Reef and sees many different fish. As she mixes with the fish, she notices how some fish swim together and how others chew on the coral. She observes how some sharks move and what others look like. The diver achieves her wish to swim with a colorful collection of fish.

Teacher Note Consider sharing the More section (on the inside back cover) before beginning the book to provide more context about the Great Barrier Reef. It may also be helpful to explain that the woman featured in the book is a scuba diver.

Also, note that this book provides an opportunity for more advanced students to read the adult-read parts with assistance.

In addition, after reading the book, students may benefit from discussing how the fish form “a rainbow web” (p. 13) and sharing their responses to the question on page 14.

World Connection The Great Barrier Reef is so large that astronauts can see it from outer space. It is also considered one of the Seven Wonders of the Natural World.

253

Module 4 • The Great Reef

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 5 deck

hop

peck

thin

fish

hug

pick

this

gal

kick

rush

up

gash

mash

that

whop

got

mix

thick

wish

Fundations® Trick Words through Level K, Unit 5 a

do

the

and

has

to

Words Not Yet Decodable in Fundations® through Level K, Unit 5 her

Notes:

254

spit

you

with

Module 4 • The Great Reef

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is habitat.

This word is habitat.

Say it with me: habitat.

The word habitat can mean “a place where an animal lives.”

The Great Barrier Reef is a habitat for many sea animals.

Habitat.

Say it with me: habitat.

Other Recurring Content Words: continent, create, travel, world

Word Discussion Questions

What is a habitat?

A habitat is a place where an animal lives.

What do you notice about the habitat in this book?

Point to an illustration of a habitat in this book.

Here is an illustration showing the habitat of the great reef (pp. 1–5, 8–13).

The habitat in this book is the ocean.

The habitat is a big reef.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is mix.

In this book, the word mix means “to join together in a friendly way.”

The scuba diver wishes to mix with fish (p. 2).

Additional Child-Read Vocabulary: gal, gash, mash, peck, rush, spit, whop

Let’s talk about another word in this book.

This word is reef.

In this book, the word reef means “a line of rocks and coral found in warm, shallow water.”

The scuba diver sees fish near a big reef (p. 3).

Additional Adult-Read Vocabulary: bits, cod, grit, mob, nip, pop, zip

*Note that decodable vocabulary words are underlined.

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Module 4 • The Great Reef

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

What is this book about?

What is the setting?

The setting is the ocean.

The setting is underwater in a big reef.

The setting is the Great Barrier Reef in Australia.

What actions happen in this text?

Notes:

256

This book is about a diver.

This book is about sea animals who live in the reef.

The diver sees different fish.

She sees sharks.

She sees an old ship.

Module 4 • The Great Reef

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page

Things to Notice

More to Discuss

title page

An arrow is pointing to a top part of the map.

The arrow is pointing to the Great Barrier Reef. It is a coral reef off the coast of Australia that it is more than 1,000 miles long.

4

It looks like that fish is eating the rock.

This is a parrotfish. They eat algae, simple marine plants that grow on rocks and coral. They bite off bits of coral and grind it up in their stomach. It comes out the other end as fine white sand, or grit.

7

The shark’s head is T-shaped.

This is a hammerhead shark. Wide-set eyes help these sharks see better, making them good hunters.

11

The small fish is swimming into the large fish's mouth.

These fish have a kind of symbiotic relationship in which they help each other. The smaller cleaning fish called a wrasse sets up a “cleaning station” where large fish like this potato cod come to get their mouths cleaned. The wrasse helps to clean the cod’s mouth.

Notes:

257

Module 4 • The Great Reef

Teachable Moments Style and Conventions | Identifying Verbs Verbs are action words. Many different verbs are used to describe how the fish move in this book. One example is kick.

Ask: “What other verbs are used in this book to describe how the fish move and eat?”

Examples include hop, hug, peck, pick, rush, whop, zag, zig, and zip. Encourage students to act out select verbs to demonstrate the meanings.

Author’s Craft | Understanding Figurative Language Authors choose words to add description or detail to a book. Sometimes these descriptive words mean something different from their usual meaning.

Often, the word hug means “to put one’s arms around another person to show love or friendship.” On page 10, the author writes, “Fish that hug the deck.” Fish do not have arms, so the phrase “hug the deck” means something different.

Ask: “What does the phrase ‘hug the deck’ mean in this sentence?”

Encourage students to use the illustrations on pages 10–11 to determine the meaning of the phrase “hug the deck.”

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Choose an illustration from this book that taught you something new. Tell about what you learned.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

258

Module 4 • Hop around Sydney

HOP AROUND SYDNEY Wit & Wisdom® Grade K Module 4: The Continents Set 1: Australia, Book 4 Literary Duet Book

HOP AROUND SYDNEY

Fundations® Focus Concept: VC and CVC Words with Digraphs 96% Decodable at Fundations® Level K, Unit 5 words by Chrystal D. Giles illustrations by Lesley Vamos

Book Summary The narrator and her mom spend a day touring Sydney. First, they go to El Alamein Memorial Fountain and cool off from the heat. Then, their bus drives by the Sydney Harbor, and the characters notice the different ships. Next, they visit the Sydney Opera House. Finally, they explore the Royal Botanic Garden. The characters finish their day at the Sydney Conservatorium of Music and look forward to coming back.

Teacher Note Consider modeling how to read Sydney and pointing out the city’s location marked with a dot on the top map on the title page.

Also, consider noting the figurative language in this book. Students may benefit from discussing the meaning of phrases such as “a flower of water” (p. 5) and “the top of it is like a sail” (p. 9).

World Connection Sydney is Australia’s largest city and is the capital of New South Wales, a state on the east coast of the country.

259

Module 4 • Hop around Sydney

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 5 bus

map

path

sit

zag

check

mom

pick

sun

zig

fun

neck

quick

that

hop

off

run

top

hot

on

ship

up

Fundations® Trick Words through Level K, Unit 5 a

by

is

the

was

and

I

my

to

we

Words Not Yet Decodable in Fundations® through Level K, Unit 5 see

Notes:

260

wave

zips

Module 4 • Hop around Sydney

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is travel.

This word is travel.

Say it with me: travel.

The word travel can mean “to go from one place to another, sometimes close by and other times far away.”

The girl and her mom travel around Sydney on a bus.

Travel.

Say it with me: travel.

Other Recurring Content Words: continent, create, habitat, world

Word Discussion Questions

What does it mean to travel?

To travel means to go from one place to another.

In this book, where do the characters travel?

The characters travel around Sydney.

Vocabulary Practice: Child-Read Words

Point to an example of the characters traveling around Sydney in this book.

Here are the characters traveling around Sydney (pp. 1, 6).

This map shows where the mom and her daughter travel around Sydney (pp. 2–3).

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is path.

In this book, the word path means “a trail made for walking.”

The girl and her mom choose a path to explore the park (p. 12).

Additional Child-Read Vocabulary: check, map, zig-zag, zips

Let’s talk about another word in this book.

This word is mist.

In this book, the word mist means “a spray made of very small drops of water.”

The girl plays in the mist made by the fountain (p. 5).

Additional Adult-Read Vocabulary: hall, lush, sail

*Note that decodable vocabulary words are underlined.

261

Module 4 • Hop around Sydney

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Who are the characters in this book?

What is the setting?

The setting is a city.

The setting is Sydney, Australia.

What are the major events?

Notes:

262

The characters in this book are a girl and her mom.

A girl and her mom go on a bus tour of Sydney.

They go to a fountain, see a ship, and run to a music hall.

They also see a bridge and visit a park.

Module 4 • Hop around Sydney

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

2–3

Dotted lines are on the map.

The dotted lines show the bus path. Each number shows a location where the bus will stop on the tour of Sydney.

5

The fountain looks like a dandelion.

This fountain was built to remember Australian soldiers. As the wind blows, the sprayed water changes shape, giving it a different look throughout the day.

10–11

That is a big bridge.

The Sydney Harbour Bridge is the largest steel-arch bridge in the world. It is known to locals as the “Coat Hanger” because of its arched shape.

14

That building looks like a castle.

This is the Sydney Conservatorium of Music, one of the oldest and most famous music schools in Australia. The building was originally designed to be used as horse stables but was converted into a school more than 100 years ago.

Notes:

263

Module 4 • Hop around Sydney

Teachable Moments Vocabulary | Clarifying Multiple-Meaning Words Some words can be used in different ways. The word wave can have different meanings. It can be a noun that means “a moving edge of water on the surface of a pond, lake, or ocean.” The word wave can also be a verb that means “to move one’s arm or hand, or an item in a-back-and-forth motion.”

Ask: “On page 14, what does the word wave mean in the sentence ‘We wave to the bus’?”

Encourage students to use the other words on the page and the illustration to determine the meaning of wave.

Text Features | Using Maps Maps are pictures or diagrams of specific places, usually drawn or printed on a flat surface. Maps use symbols and words to show where things are located.

On pages 2 and 3, a map shows the path the tour bus takes through Sydney. A number marks each spot, and a label in the key names the landmark.

Read aloud the numbers as students move their fingers along the bus path. After reading each number, pause to read aloud the name of the landmark from the key on the left-hand side. Then, encourage students to find the landmarks throughout the book by looking for the red numbers in the illustrations.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Tell about something new you learned in this book.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

264

Module 4 • Is That a Cat?

IS THAT A CAT? Wit & Wisdom® Grade K Module 4: The Continents Set 2: Africa, Book 1 Informational Duet Book Fundations® Focus Concept: VC and CVC Words with Digraphs 95% Decodable at Fundations® Level K, Unit 5

IS THAT A CAT? words by Rachel Hylton

Book Summary Cheetahs and leopards are large cats that live in Africa. They may look similar, but by paying close attention, people can see their differences. Both animals have spotted fur, but the cheetahs’ dots are black spots while leopards have brown spots surrounded by black dots. In addition, cheetahs have distinct black lines running from their eyes to their chins. Cheetahs and leopards have other differences, too. For example, cheetahs are known for their speed, and leopards are strong climbers.

Teacher Note Consider sharing that this book is about animals that live on the continent of Africa and pointing out the continent’s location on the title page map. Showing students the map will help them identify which continent is the setting for this set of books.

Also, consider noting that this book contains ellipses. An ellipsis is a punctuation mark of three dots that indicates a pause. Students may need additional support to recognize that an ellipsis is different from a period.

In addition, students may benefit from reviewing the chart on page 14 to learn more about the differences between cheetahs and leopards.

World Connection The continent of Africa is home to many wild cats, such as leopards and cheetahs. Other wild cats are lions, tigers, and jaguars. All of these animals are members of the feline family, which also includes the common house cat. All cats are predators, or animals that hunt other animals for food.

265

Module 4 • Is That a Cat?

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 5 back

check

hop

quick

up

big

dash

in

that

which

but

dot

neck

this

whip

cat

gap

on

top

zip

Fundations® Trick Words through Level K, Unit 5 a

have

is

and

his

we

Words Not Yet Decodable in Fundations® through Level K, Unit 5 can

Notes:

266

grin

Module 4 • Is That a Cat?

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is continent.

This word is continent.

Say it with me: continent.

The word continent can mean “a very large area of land that often includes many countries.”

The setting for this book is the continent of Africa.

Continent.

Say it with me: continent.

Other Recurring Content Words: create, habitat, travel, world

Word Discussion Questions

What is a continent?

A continent is a very large area of land.

Which continent is shown in this book?

Point to the continent of Africa on the map in this book.

Here is the continent of Africa (title page).

The continent in this book is Africa.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is gap.

In this book, the word gap means “an opening between items.”

The leopard hides in the gap (pp. 6–7).

Additional Child-Read Vocabulary: check, dash, grin, neck, whip, zip

Let’s talk about another word in this book.

This word is whiz.

In this book, the word whiz means “one who knows a lot about a topic.”

Are you a leopard or cheetah whiz? (p. 13) Additional Adult-Read Vocabulary: bit, dish, grabs, quiz, swift, tan, thin, trip

*Note that decodable vocabulary words are underlined.

267

Module 4 • Is That a Cat?

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

What is this book about?

What key details tell you more about this topic?

Notes:

268

This book is about cheetahs and leopards.

This book tells about the differences between cheetahs and leopards.

One key detail is that cheetahs and leopards both have spots on their fur, but the spots look different.

Cheetahs are quick runners, and leopards are good climbers.

Module 4 • Is That a Cat?

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page

Things to Notice

More to Discuss

2

It looks like the cat is running fast.

The cheetah is the fastest land mammal on Earth. It can run as fast as a typical car drives on a highway, but it gets tired quickly and can sprint for only about 20 seconds at a time.

5

The cheetah has black lines on its face.

The black stripes on a cheetah’s face are sometimes called “tear lines.” Similar to why football players dab black paint under their eyes, scientists think that these lines help cheetahs see and hunt better in the bright sun.

8

The cat is climbing a tree.

The leopard is a very good climber. When the leopard wants to eat, it drags its food up into the tree branches to keep it safe from other animals.

11

The leopard has a different pattern on its fur.

The spots on the leopard’s fur are called rosettes because of their rose shape. Spotted patterns help to hide, or camouflage, large cats as they move through tall grasses.

Notes:

269

Module 4 • Is That a Cat?

Teachable Moments Text Structure | Pausing for Questions There are many different types of questions in the books we read. Sometimes a character asks another character a question, and sometimes the author asks the reader a question.

In this book, the author asks the reader many questions. When you read a question like the one on page 1, it is fine to stop and think about your answer before continuing to read.

Encourage students to reread the book and pause to think about how they would answer the questions on pages 1, 4, 7, 10, and 13.

Vocabulary | Clarifying Multiple-Meaning Words Some words can be used in different ways. For example, the word drop can be a noun that means “a small, round bit of liquid.” It can also be a verb that means “to fall.” For example, on page 9, the author writes, “He will not drop” to explain that the leopard will not fall from the tree while climbing.

The word dish can also have different meanings. It can be a noun that means “a container for holding food, such as a plate or bowl.” It can also be a noun that means “food.”

Ask: “On page 3, what does the word dish mean in the sentence ‘He grabs his dish in one swift trip’?”

If students need extra support, encourage them to use the other words and the illustrations on pages 2 and 3 to help them determine the meaning of the word dish.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Choose an illustration or photograph that taught you something new. Tell about what you learned.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

270

Module 4 • Ladi’s Pots

LADI’S POTS Wit & Wisdom® Grade K Module 4: The Continents Set 2: Africa, Book 2 Informational Duet Book Fundations® Focus Concept: VC and CVC Words with Digraphs 92% Decodable at Fundations® Level K, Unit 5 words by Emily Climer illustrations by Eva Sánchez Gómez

Book Summary Ladi Kwali was a potter from Nigeria, a country in Africa. She made clay pots, jugs, and other vessels. To do this, Ladi first made a base for each pot with wet mud she dug from the ground. Then, she rolled long, fat coils of clay and stacked them on top of each other. She pinched the coils together to form a pot shape, including a neck and a rim. As she worked, Ladi wet the mud and smoothed it with a rib. Ladi finished the pot by using a sharp tool to draw animals and designs on it.

Teacher Note Consider modeling how to read the name Ladi. Also, consider highlighting the additional knowledge in the captions on pages 2, 9, and 13 as you read them aloud to students.

It may also be helpful to note that this book uses complex descriptive language that may be unfamiliar to students. Students may benefit from a discussion of the meaning of phrases such as “rich, wet mud” (p. 2) and “as she went” (p. 8). For example, in the first phrase, the word rich is not tied to money but rather describes the mud as being of good quality for making pottery.

World Connection Women in African countries have been making pottery for thousands of years. The clay pots are recognized as beautiful art but are also often used for storage, cooking, and other practical purposes.

271

Module 4 • Ladi’s Pots

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 5 at

dug

not

rich

wet

big

had

on

set

with

but

jug

pat

them

dig

mud

pen

top

dish

neck

pot

up

Fundations® Trick Words through Level K, Unit 5 a

as

for

one

the

and

by

of

she

to

Words Not Yet Decodable in Fundations® through Level K, Unit 5 drew

Notes:

272

made

pinch

went

Module 4 • Ladi’s Pots

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is create.

This word is create.

Say it with me: create.

The word create can mean “to make something new.”

Ladi Kwali used to create pots with clay.

Create.

Say it with me: create.

Other Recurring Content Words: continent, habitat, travel, world

Word Discussion Questions

What does it mean to create?

To create means to make something new.

In this book, what did Ladi create?

Point to an example of Ladi creating a pot in this book.

Here is a picture of Ladi creating a pot (front cover, pp. 2–6, 8–9, 12).

Ladi created pots in this book.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is set.

In this book, the word set means “to put in place.”

Ladi set the coils on top of one another (p. 4).

Additional Child-Read Vocabulary: dish, jug, neck, one, pinch, wet

Let’s talk about another word in this book.

This word is smooth.

In this book, the word smooth means “to make flat and even.”

Ladi used a rib to smooth the sides of each pot (p. 9).

Additional Adult-Read Vocabulary: base, chip, clay, coils, dry, lines, pinched, rib, rim, sag, shape, tip-top, walls

*Note that decodable vocabulary words are underlined.

273

Module 4 • Ladi’s Pots

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Who is this book about?

What key details tell you more about this person?

Ladi made pots and jugs with wet, rich mud.

Ladi decorated the sides of her pots by using a stick to draw pictures of animals.

What actions happen in this text?

Notes:

274

This book is about a woman and how she made pots.

This book is about a potter named Ladi.

Ladi dug for wet mud.

Ladi made a base and added coils to create a pot.

Ladi drew designs on the pot.

Module 4 • Ladi’s Pots

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page

Things to Notice

More to Discuss

title page

The arrow is pointing to a darker section on the map.

The big map at the top shows the continent of Africa. Africa has more than 50 countries. The arrow is pointing to the country of Nigeria.

2

Ladi is digging in the mud.

The mud Ladi Kwali used is called clay. Clay is made up of tiny pieces of rock. When it is first dug up, the mud may be in solid chunks. These chunks can be pounded with a tool, such as a hammer, and then mixed with water to soften into moldable clay.

3

Ladi is rolling clay between her hands.

Potters set these long coils around the edge of a rounded piece of clay, or base, building it up with more coils. Later, Kwali would use a spoon or other tool to beat the inside of the pot smooth, removing any cracks so it would not leak.

7

The pot looks dry.

After shaping the wet clay, a potter must heat it, or fire it, to dry it out and make it stronger. Kwali fired some pots on an open bonfire and others in a special oven called a kiln.

Notes:

275

Module 4 • Ladi’s Pots

Teachable Moments Text Features | Using Labels Labels are words or phrases on a drawing or photograph that name, or identify, the parts of something.

On page 11, the labels identify some parts of the pot.

Read aloud each label on page 11. After reading each label, ask students to point to the corresponding parts of the pot.

Ask: “What is at the tip-top of the pot?”

Style and Conventions | Identifying Verbs Verbs are action words. Many different verbs are used to describe how Ladi made pots in this book. One example is dug.

Ask: “What other verbs are used in this book to describe how Ladi made pots?”

Examples include drew, made, pat, pinch(ed), set, shape, smooth, and wet. Encourage students to act out select verbs in order to demonstrate the meanings.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Tell about something new you learned from this book.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

276

Module 4 • Made of Mud

MADE OF MUD Wit & Wisdom® Grade K Module 4: The Continents Set 2: Africa, Book 3 Literary Nonfiction Duet Book Fundations® Focus Concept: VC and CVC Words with Digraphs 96% Decodable at Fundations® Level K, Unit 5

words by Linda M. Washington illustrations by Chuck Gonzales

Book Summary Each spring, the people of Mali come together to re-cover the Great Mosque in mud. Working in teams, neighborhoods compete to see who can work the fastest. Boys race to mud pits to gather mud while girls collect water to mix with the mud. Men climb the mosque, dabbing the wet mud on the walls. Each team hopes to win, but everyone has fun fixing up the mosque they love.

Teacher Note Consider sharing the More section (on the inside back cover) before beginning this book to provide more context about the Great Mosque in Djenné.

Also, consider sharing the map on the title page. It may be beneficial to point out that this book is set in Mali, a country on the continent of Africa.

World Connection About two billion people in the world practice the religion of Islam. People who practice Islam are called Muslims.

277

Module 4 • Made of Mud

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 5 at

get

not

set

up

back

job

on

sun

whop

dab

mash

pit

this

dash

men

run

thud

fun

mud

rush

top

Fundations® Trick Words through Level K, Unit 5 a

have

the

for

is

to

Words Not Yet Decodable in Fundations® through Level K, Unit 5 just

Notes:

278

walls

we

Module 4 • Made of Mud

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is create.

This word is create.

Say it with me: create.

The word create can mean “to make something new.”

The men create a new layer of mud on the mosque’s walls.

Create.

Say it with me: create.

Other Recurring Content Words: continent, habitat, travel, world

Word Discussion Questions

What does it mean to create?

To create means to make something new.

In this book, what do the men create?

Point to an example of men creating a new layer of mud on the mosque’s walls.

Here is a picture of the men creating a new layer of mud on the mosque’s walls (pp. 6–9).

The men create a new layer of mud on the mosque’s walls.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is dab.

In this book, the word dab means “to press gently.”

Men dab mud on the walls of the mosque (p. 6).

Additional Child-Read Vocabulary: mash, mud, pit, rush, set, thud, whop

Let’s talk about another word in this book.

This word is mosque.

In this book, the word mosque means “a building where Muslims gather to pray.”

The people of Mali fix up the mosque they love (p. 14).

Additional Adult-Read Vocabulary: fight, fix, front, need, pack, spring, team

*Note that decodable vocabulary words are underlined.

279

Module 4 • Made of Mud

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Who are the people in this book?

What is the setting?

The setting is Mali.

The story in this book takes place at a mosque.

What are the major events?

Notes:

280

The people in this book are the boys, girls, women, and men from Mali.

The people in this book are people in Mali who fix the mosque.

The boys race to get mud, and the girls collect water to mix the mud.

The men climb the mosque and dab mud on the walls.

The boys have a mud fight.

Module 4 • Made of Mud

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

2–3

Boys are running to and from a mud pit with baskets on their heads.

In the weeks before the event, people bring mud from the river to the mosque using trucks and carts. Then they mix the mud with water and rice husks in several large pits. Boys bring the mud to the mosque in baskets during the ceremony.

6–7

Wood is sticking out of the side of the building.

The walls of the mosque are built out of mud bricks. The roof is held up by wooden planks. Planks also stick out of the sides of the building so that workers can use them as they fix the walls.

8–9

There are a lot of men on ladders.

Men who plan the job are called masons. The boys and young men they teach are apprentices. It can take up to 10 years for apprentices to become full masons.

12–13

Boys are in the mud pit.

Boys must mix the mud in the pits to keep the mud from drying up.

They also have fun playing in the pit and painting themselves with mud.

Notes:

281

Module 4 • Made of Mud

Teachable Moments Text Features | Identifying Captions Captions are sentences that tell more about a photograph or illustration. On page 3, the caption tells more about the race to fix up the mosque.

Read the caption on page 9 and ask: “What do the men from the neighborhood teams compete to do?”

Vocabulary | Identifying Opposites Opposites are two words that are as different as can be from one another. For example, in this book, the author writes, “Mud on the front, mud on the back.” In this sentence, front and back are opposites because they have completely different meanings.

Read aloud page 11 and ask: “What is the opposite of tall?”

If students need extra support, consider providing examples of tall and short items.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Use details to describe the main setting of this book.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

282

Module 4 • Anansi and His Legs

ANANSI AND HIS LEGS Wit & Wisdom® Grade K Module 4: The Continents Set 2: Africa, Book 4 Literary Duet Book Fundations® Focus Concept: VC and CVC Words with Digraphs 93% Decodable at Fundations® Level K, Unit 5

Book Summary Anansi, a mischievous spider of West African folktales, is hungry but does not want to fix his lunch. Instead, he visits his friends. First, he asks the hare for a bit of his lunch, but the food is not yet ready. Instead of helping, Anansi uses a string from his web to connect his leg to the pot and asks the hare to tug when it is time to eat. Next, Anansi sees the hog and repeats his request to be alerted when the food is ready. He continues visiting other animals and asking for food until each of his eight legs is attached to a different friend’s pot.

When all the meals are ready at the same time, the animals tug on Anansi’s pieces of web, pulling his eight legs in different directions. In the end, Anansi does not get his wish for lunch, but he does get eight long, thin legs.

Teacher Note Consider noting that this book is a retelling of an African folktale, a story that people tell to entertain and to teach lessons.

Also, consider sharing the More section (on the inside back cover) before beginning this book to provide additional context about how real spiders spin webs.

Note that Anansi also appears as the main character in Anansi and the Pot of Beans, a book in Geodes Level 1, Module 1.

World Connection Anansi is a trickster in many folktales told by the Asante people of Ghana, a country in West Africa.

283

Module 4 • Anansi and His Legs

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 5 ack

get

mix

sit

web

big

had

not

such

when

bit

hot

off

that

wish

but

job

on

thick

chop

lick

pal

this

did

luck

pot

tug

Fundations® Trick Words through Level K, Unit 5 a

for

I

my

and

from

is

the

do

he

me

to

Words Not Yet Decodable in Fundations® through Level K, Unit 5 can

Notes:

284

help

legs

lunch

Module 4 • Anansi and His Legs

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is habitat.

This word is habitat.

Say it with me: habitat.

The word habitat can mean “a place where an animal lives.”

Anansi visits some animals whose habitat is a grassland, or savanna.

Habitat.

Say it with me: habitat.

Other Recurring Content Words: continent, create, travel, world

Word Discussion Questions

What is a habitat?

A habitat is a place where an animal lives.

What do you notice about the habitat in this book?

Point to a picture of a habitat in this book.

Here is a habitat with tall grass (pp. 2–3, 6–7).

The habitat has tall grass.

The habitat has trees.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is lick.

In this book, the word lick means “a taste using the tongue.”

Anansi asked his pal if he could have a lick of her lunch (p. 2).

Additional Child-Read Vocabulary: chop, help, job, luck, lunch, pal, tug

Let’s talk about another word in this book.

This word is tug.

In this book, the word tug means “to pull with strength.”

The animals tug on Anansi’s web at the same time (pp. 10–11).

Additional Adult-Read Vocabulary: fix, long, lunch, now, splash, story, yam

*Note that decodable vocabulary words are underlined.

285

Module 4 • Anansi and His Legs

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Who are the characters in this book?

What is the setting?

The problem is that Anansi wants to eat a big lunch, but he doesn’t want to make it.

The problem is that Anansi tries to take a bit of lunch from all his pals.

What is the resolution?

Notes:

286

The setting is a grassland near a waterfall.

The setting is Africa.

What is the problem?

The characters in this book are Anansi and his animal pals.

The characters in this book are a spider, a hare, and a hog.

The resolution is that Anasi’s legs get stretched and become long and thin.

Module 4 • Anansi and His Legs

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page

Things to Notice

More to Discuss

title page

An arrow is pointing to a country in Africa.

Folktales about Anansi originally came from Ghana and other countries in West Africa, but today they are told all around the world.

opposite page 1

A woman is telling a story to children.

This book begins and ends with a Ghanaian storyteller telling a folktale to a group of children. The middle pages show what happens in the folktale.

4

Anansi has lots of dots on his head.

The dots are eyes. Most spiders have four pairs of eyes, for a total of eight eyes. Each pair does a different job to help spiders catch prey and protect themselves from danger.

8

The web is tied to Anansi’s leg and the pot.

Spiders produce a silk thread from a part on the back of their body called a spinneret. In this story, however, Anansi spins separate threads and attaches them to his legs and to the pots of the different animals.

Notes:

287

Module 4 • Anansi and His Legs

Teachable Moments Text Structure | Noticing Repeated Language Noticing words, phrases, or sentences that are repeated can help you understand the big idea or main topic in books. On pages 4 and 8, Anansi says, “That is not a job for me!”

Ask: “What does this sentence tell us about Anansi?”

Then ask: “What lesson does this story teach us about being greedy and lazy?”

If students need extra support, consider pointing out the illustrations and words from the text on pages 12–14 to highlight the moral of this folktale.

Fluency | Noticing Punctuation Some punctuation marks, such as periods and exclamation points, mark the end of a sentence. Authors can use an exclamation point to show excitement.

Ask: “Can you find a sentence that ends in an exclamation point?”

Encourage students to practice reading the sentence fluently and with excitement to a partner. Exclamatory child-read sentences appear on pages 2, 4, 6, 8, 10, and 12.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Use details to describe the main character, Anansi.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

288

Module 4 • One-Dot

ONE-DOT Wit & Wisdom® Grade K Module 4: The Continents Set 3: Asia, Book 1 Duet Book

One-Dot written by Sophie Hudson illustrations by Nicolás Aznárez

Fundations® Focus Concept: VC and CVC Words with Digraphs 93% Decodable at Fundations® Level K, Unit 5

Book Summary A narrator introduces one of her family’s animals named One-Dot. He is a Tibetan ox, or yak. One-Dot’s features make him fit for life in Tibet. He is very big, so he can carry items and people up the mountains. Also, One-Dot has horns to help him dig for food in the Tibetan snow. His fat, skin, and thick hair keep him warm.

His hair can also be used to make hats, sacks, and rugs. Last, the animal has two toes on his hooves so he can grip rocks and follow paths up the mountains.

Teacher Note Consider modeling how to read the words One-Dot and Tibet. Students may benefit from the additional practice with these names.

Also, consider sharing the map on the title page. It may be beneficial to point out that this book is set in Tibet, a region on the continent of Asia. Showing students the map will help them identify which continent is the setting for this set of books.

World Connection Domesticated yaks can be found in Asia wherever people live at higher elevations, mainly in Central Asia, China, Mongolia, Nepal, and Tibet. Many families in these areas keep domesticated yaks as working animals.

289

Module 4 • One-Dot

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 5 back

fit

path

top

big

lot

sit

up

dot

on

thick

zag

fat

ox

this

zig

Fundations® Trick Words through Level K, Unit 5 a

he

is

one

and

his

my

the

has

I

of

to

Words Not Yet Decodable in Fundations® through Level K, Unit 5 hair

Notes:

290

horns

skin

Module 4 • One-Dot

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is continent.

This word is continent.

Say it with me: continent.

The word continent can mean “a very large area of land that often includes many countries.”

The family lives on the continent of Asia.

Continent.

Say it with me: continent.

Other Recurring Content Words: create, habitat, travel, world

Word Discussion Questions

What is a continent?

A continent is a very large area of land.

Which continent is the setting for this book?

Point to the continent of Asia on the map in this book.

Here is the continent of Asia (title page).

The setting for this book is the continent of Asia.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is fit.

In this book, the word fit means “right for certain work or activities.”

One-Dot is fit for life in Tibet (pp. 2–3).

Additional Child-Read Vocabulary: hair, horns, ox, path, skin, zag, zig

Let’s talk about another word in this book.

This word is lug.

In this book, the word lug means “to carry or pull heavy items or people.”

The ox’s job is to lug the pack up the mountain (p. 5).

Additional Adult-Read Vocabulary: fat, grip, job, life, pack, sack, skin, warm

*Note that decodable vocabulary words are underlined.

291

Module 4 • One-Dot

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Who are the characters in this book?

What is the setting?

The setting is cold, snowy mountains.

The setting is Tibet, a place in Asia.

What actions happen in this text?

Notes:

292

The characters in this book are a girl and One-Dot.

One-Dot lugs the girl up the mountain.

One-Dot digs for grass.

He zigs and zags up the path.

Module 4 • One-Dot

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

title page

Asia looks big.

Asia is the largest continent on Earth. It is also home to the most people. More than half the people on Earth live in Asia.

opposite page 1

One-Dot has a spot on his face.

Tibetan families often have large herds of Tibetan oxen, or yaks.

To keep track of them, families name their yaks based on what the animals look like. The names vary, but some may be based on the yak’s spots, tail length, or hoof color.

6–7

One-Dot has long horns.

Yak horns can be from about one to three feet long. The horns help yaks dig through deep snow so they can eat the grass and plants buried below.

11

She is standing on a rug made from One-Dot’s hair.

Yaks have several layers of hair to keep them warm. People collect the hair yaks shed and use it to make different items. They use the strong outer layer of hair to make ropes and rugs.

Notes:

293

Module 4 • One-Dot

Teachable Moments Vocabulary | Expanding Vocabulary When we expand our vocabulary, we learn new words. This book describes how One-Dot is “fit for life in Tibet.” The word fit means “made for specific work.” One-Dot’s body is right for working and living in cold, snowy mountains.

Point out the illustration and reread pages 4 and 5. Ask: “How does One-Dot’s size make him a good fit for Tibet?”

Then ask: “What other body parts did you learn about? How do these body parts make One-Dot a good fit for Tibet?”

Encourage students to use the illustrations and text on pages 6–9 and 12–13 to support their thinking.

Vocabulary | Identifying Opposites Opposites are two words that are as different as can be from one another. For example, in this book, the author writes, “His job is to lug the pack up, up, up.” In this sentence, One-Dot is going up. Up and down are opposites because the words have completely different meanings.

Read aloud page 7 and ask: “What is the opposite of strong?”

Then read aloud page 10 and ask: “What is the opposite of thick?”

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

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Use details to describe the main character, One-Dot. Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

294

Module 4 • Brush & Ink

BRUSH & INK Wit & Wisdom® Grade K Module 4: The Continents Set 3: Asia, Book 2 Literary Duet Book Fundations® Focus Concept: VC and CVC Words with Digraphs 94% Decodable at Fundations® Level K, Unit 5

Brush & Ink written by Melissa Thomson

illustrations by Eric Puybaret

Book Summary A narrator practices Chinese calligraphy, a special type of writing. Getting the strokes right is difficult, and he makes mistakes. His grandmother teaches him the steps and encourages him to work carefully and slowly. She also gives him a set of calligraphy tools that has been in their family for generations. To thank her, the narrator uses his new set to create a 10-stroke character that means “family.”

Teacher Note Consider sharing the More section (on the inside back cover) before beginning the book to provide more context about calligraphy. In Chinese calligraphy, many characters stand for whole words. For example, on page 5, a picture of a sun is placed underneath the calligraphy character for sun to support students in making this connection.

It may also be helpful to model how to read grandma and family. Students may benefit from practice with these words.

Also, note that this book uses onomatopoeia to represent the calligraphy brush strokes in an accessible way for students. In addition, in this book, the words wish and whish are homophones, words that sound the same but are spelled differently and have different meanings.

World Connection In ancient China, young men were expected to learn the four arts: music (qin), chess (qi), calligraphy (shu), and painting (hua).

295

Module 4 • Brush & Ink

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 5 box

gob

quick

this

wish

dab

had

rub

us

yuck

dip

it

rush

whip

dot

not

thick

whish

Fundations® Trick Words through Level K, Unit 5 a

as

for

is

one

and

do

I

me

you

Words Not Yet Decodable in Fundations® through Level K, Unit 5 am

Notes:

296

gift

her

Module 4 • Brush & Ink

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is create.

This word is create.

Say it with me: create.

The word create can mean “to make something new.”

The boy works hard to create a gift for his grandma.

Create.

Say it with me: create.

Other Recurring Content Words: continent, habitat, travel, world

Word Discussion Questions

What does it mean to create?

In this book, to create means to make something new.

In this book, what does the boy create?

Point to an example of the boy creating calligraphy in this book.

Here is a picture of the boy creating a gift (pp. 10–13).

In this book, the boy creates a gift for his grandma.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is dip.

In this book, the word dip means “to lower down and bring back up quickly.”

The boy needs to dip the brush on the paper (p. 4).

Additional Child-Read Vocabulary: dab, gob, rush, yuck

Let’s talk about another word in this book.

This word is jab.

In this book, the word jab means “to push or poke quickly.”

At first, he starts to jab his brush (p. 1).

Additional Adult-Read Vocabulary: art, dash, job, nod, plan, set

*Note that decodable vocabulary words are underlined.

297

Module 4 • Brush & Ink

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Who are the characters in this book?

What is the setting?

The problem is that the boy is learning calligraphy and it is hard.

The problem is that the boy is rushing and making mistakes.

What is the resolution?

Notes:

298

The setting is a house.

The setting is China.

What is the problem?

The characters in this book are a boy and his grandmother.

The resolution is that the boy works carefully to improve his calligraphy.

Module 4 • Brush & Ink

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page

Things to Notice

More to Discuss

opposite page 1

Brushes and paint are on the table.

Each item has a label to tell us what it is. An ink stone is a small stone bowl. Traditionally, calligraphers made their own ink by mixing dried ink and water on the ink stone. Today, some calligraphers pour small amounts of bottled ink onto the ink stone.

3

The boy and his grandma are holding the brush together.

The grandmother is helping the boy hold the brush in the correct position. It is important to hold the brush upright, or vertically, when writing Chinese calligraphy.

7

No ink bottle is in the gift box.

The grandmother gives the boy a very old box of calligraphy tools.

Instead of ink in a bottle, traditional calligraphers used a solid ink stick. They would rub this stick on the rough part of the ink stone and combine it with water to make ink.

14

The word family has only one letter.

In English, most words have more than one letter, and the letters stand for different sounds. In Chinese, a single character can stand for a whole word. This character means both “family” and “home.”

Notes:

299

Module 4 • Brush & Ink

Teachable Moments Fluency | Noticing Quotation Marks Quotation marks are punctuation marks that authors use to show that a character is speaking. In this book, the characters are a boy and his grandma. When you see the first quotation mark, you know that a character is beginning to speak. When you see the second quotation mark, you know the character is finished talking.

Reread page 3 and point out the quotation marks. Ask: “Who is speaking on this page?”

Then ask: “Can you find other examples of quotation marks in this book?”

Examples of quotations marks can be found on pages 5, 7, and 14.

Text Features | Using Diagrams Diagrams use pictures to show a process or the parts of something.

On pages 10–13, the diagram shows the steps for making a calligraphy character. The numbers tell the order, or sequence, of each mark being made.

Ask: “Can you point to the first mark the boy makes?”

Then ask: “How many steps does the boy take to create this calligraphy character?”

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Use details to describe the main character, the boy.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

300

Module 4 • Floating Market

FLOATING MARKET Wit & Wisdom® Grade K Module 4: The Continents Set 3: Asia, Book 3 Literary Duet Book

Floating Market written by Emily Goodson illustrations by Madelyn Goodnight

Fundations® Focus Concept: VC and CVC Words with Digraphs 93% Decodable at Fundations® Level K, Unit 5

Book Summary The narrator and his mom shop at a floating market in Thailand. As they walk around the market, they see vendors in their boats, bobbing in the water and selling their goods. The characters first buy fish and lemongrass. Then, the narrator chooses a bun while his mom selects a crab. They also buy a bag of shrimp.

Next, they pick out fresh fruit and eat some hot soup. Finally, the characters walk home with all their goods.

Teacher Note Students may benefit from discussion of text-based vocabulary: crab, lemongrass, shrimp, and tom yum soup.

Additional vocabulary practice supports students’ language development, fluency, and comprehension.

Note that this book provides an opportunity for more advanced students to read the adult-read parts with assistance.

Also, consider sharing the More section (on the inside back cover) before reading this book to provide more context about the floating markets of Bangkok, Thailand.

World Connection Markets are common throughout the continent of Asia. There are street markets and floating markets.

Some markets are open during the day, and others are only open at night. The market featured in this book is modeled after the Amphawa Floating Market near Bangkok, Thailand.

301

Module 4 • Floating Market

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 5 at

chop

hot

pop

up

back

cut

in

pot

zag

big

dish

it

shop

zig

bob

dock

men

sun

bun

fish

Mom

them

check

get

pick

then

Fundations® Trick Words through Level K, Unit 5 a

for

is

the

and

from

of

they

are

I

one

we

Words Not Yet Decodable in Fundations® through Level K, Unit 5 crab

Notes:

302

grab

picks

yells

Module 4 • Floating Market

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is travel.

This word is travel.

Say it with me: travel.

The word travel can mean “to go from one place to another, sometimes close by and other times far away.”

The boy and his mom travel back home after they finish shopping.

Travel.

Say it with me: travel.

Other Recurring Content Words: continent, create, habitat, world

Word Discussion Questions

What does it mean to travel?

To travel means to go from one place to another.

In this book, where do the boy and his mom travel?

Point to an example of the characters traveling in this book.

Here, the boy and his mom are traveling by walking across a bridge (front cover, p. 14).

The boy and his mom travel around the market.

They travel back home after they finish shopping.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is dock.

In this book, the word dock means “a place in the water where boats can be tied up.”

The boy and his mom shop at the dock (p. 1).

Additional Child-Read Vocabulary: bun, check, dish, pop, shop, zig-zag

Let’s talk about another word in this book.

This word is bob.

In this book, the word bob means “to make an up and down movement.”

The boats bob in the water (p. 2).

Additional Adult-Read Vocabulary: boats, bunch, cash, dab, dash, deck, dock, fresh, pop, sack, shrimp

*Note that decodable vocabulary words are underlined.

303

Module 4 • Floating Market

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Who are the characters in this book?

What is the setting?

The setting is a dock.

The setting is a floating market.

The setting is Asia.

What are the major events?

Notes:

304

The characters in this book are a boy and his mom.

The characters in this book are the people in boats selling food.

The boy and his mom go to the dock to shop at the floating market.

They buy fish, lemongrass, a bun, a crab, a bag of shrimp, and fresh fruit.

The boy and his mom eat tom yum soup and walk home with their food.

Module 4 • Floating Market

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page

Things to Notice

More to Discuss

5

That must be lemongrass.

Lemongrass is tall, thick grass. The thick bottom part is used in many Thai foods. It is an ingredient in tom yum soup and is used to flavor tea and other dishes.

6

The boy is holding a bun.

Many desserts are sold at the floating market, such as buns filled with sweet bean paste, grilled bananas, and sticky rice with mango.

8

That fruit is a reddishorange color.

Gấc fruit grows in southeastern Asia. It has a very mild flavor similar to a squash. The intense red inside of the fruit can be used to flavor and add color to a sweet coconut rice dish.

10

The pot looks steaming hot.

Many vendors prepare and cook their food in hot pots or on grills right on their boats.

Notes:

305

Module 4 • Floating Market

Teachable Moments Vocabulary | Categorizing Words When we sort, or categorize, words or phrases, we group similar words. Many words in this book have to do with boats. One example is dock.

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

Examples include bob, deck, and wet.

Style and Conventions | Identifying Adjectives Adjectives are words that describe people, places, or things.

On page 6, the adjective big is used to describe a crab.

Reread page 9 and ask: “What adjectives are used to describe the fruit?” Examples include fresh and red.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Use details to describe the setting of this book.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

306

Module 4 • Night Climb

NIGHT CLIMB Wit & Wisdom® Grade K Module 4: The Continents Set 3: Asia, Book 4 Literary Duet Book Fundations® Focus Concept: VC and CVC Words with Digraphs 100% Decodable at Fundations® Level K, Unit 5

Night Climb

written by Lior Klirs illustrations by John Joven

Book Summary The narrator and her father set out to climb Mount Fuji in Japan. They pick up their packs and hike up the path, sometimes stopping to rest. When the sun sets, they stop at a hut to nap, and the narrator dreams of reaching the top of Mount Fuji. It is still dark when the father and daughter wake up to finish their journey.

Zig-zagging up the mountain through thick fog, they make it to the top just in time to see the sunrise.

Teacher Note Consider modeling how to read the title Night Climb and explaining that another word for climbing is hiking.

Also, consider sharing the More section (on the inside back cover) before beginning this book to provide more context about Mount Fuji.

Note that this book provides an opportunity for more advanced students to read the adult-read parts with assistance.

It may also be helpful to note that this book uses descriptive language that may be unfamiliar to students.

Students may benefit from a discussion of the meaning of phrases such as “the air is thin” and “a thick fog begins to lift” on page 11.

World Connection While Mount Fuji is the tallest mountain in Japan, the tallest mountain in the world, Mount Everest, is also on the continent of Asia.

307

Module 4 • Night Climb

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 5 bag

get

lug

rock

top

bit

hush

nap

set

up

Dad

hut

pack

sun

zag

dash

in

path

tap

zig

did

it

quick

then

Fundations® Trick Words through Level K, Unit 5 a

for

has

my

to

and

from

I

the

we

Words Not Yet Decodable in Fundations® through Level K, Unit 5 not applicable in this text

Notes:

308

Module 4 • Night Climb

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is travel.

This word is travel.

Say it with me: travel.

The word travel can mean “to go from one place to another, sometimes close by and other times far away.”

The girl and her father travel up Mount Fuji.

Travel.

Say it with me: travel.

Other Recurring Content Words: continent, create, habitat, world

Word Discussion Questions

What does it mean to travel?

To travel means to go from one place to another.

In this book, where do the girl and her father travel?

Point to an example of the characters traveling in this book.

Here, the characters are hiking (pp. 2, 4).

This picture shows all the hikers traveling to the top of the mountain (pp. 10–11).

The girl and her father travel to the top of Mount Fuji by hiking.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is hut.

In this book, the word hut means “a building used for shelter or storage.”

The girl and her father dash to the hut to sleep when the sun sets (p. 5).

Additional Child-Read Vocabulary: bit, dash, hush, lug, zag, zig

Let’s talk about another word in this book.

This word is dim.

In this book, the word dim means “having very little light.”

The sky is dim at the top of the mountain before the sun rises (pp. 10–11).

Additional Adult-Read Vocabulary: air, ash, begins, cot, dream, fog, lift, melted, pack, yuck

*Note that decodable vocabulary words are underlined.

309

Module 4 • Night Climb

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Who are the characters in this book?

What is the setting?

The problem is the girl and her father have to climb a big mountain.

What is the resolution?

Notes:

310

The setting is a mountain.

The setting is Mount Fuji.

The setting is Asia.

What is the problem?

The characters in this book are a girl and her father.

The characters in this book are people climbing a mountain.

The resolution is they make it to the top of the mountain.

After taking a few breaks, they keep climbing and make it to the top of Mount Fuji.

Module 4 • Night Climb

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

title page

The red part of the map is separate from the blue part.

The reddish area on the map is the country of Japan. It is made of four large islands and many small islands. An island is an area of land surrounded by water.

3

A building is on the mountain.

These buildings provide snacks, shelter, and places to sleep for people who are hiking up Mount Fuji. Climbing Mount Fuji can take five to seven hours, depending on where you begin.

10–11

It is dark out.

To see the sunrise from the summit, hikers must wake up in the middle of the night. They try to get to the top by about 4 a.m. The Japanese have a special name for the sunrise as seen from the top of a mountain such as Mount Fuji: goraiko.

12–13

They are looking out at the sun and clouds.

Because Mount Fuji is so tall, hikers can often look down on clouds below when they arrive at the top.

Notes:

311

Module 4 • Night Climb

Teachable Moments Fluency | Noticing Punctuation Exclamation points are punctuation marks that appear at the end of sentences or phrases. Authors can use exclamation points to show excitement.

Ask: “Can you find a sentence or phrase that ends in an exclamation point?”

Encourage students to practice reading the phrases or sentences fluently and with excitement to a partner.

Exclamatory child-read phrases or sentences appear on pages 1–2, 4, 10, and 14.

Vocabulary | Categorizing Words When we sort, or categorize, words or phrases, we group similar words. Many words in this book have to do with hiking or climbing mountains. One example is the word path.

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

Examples include bag, cot, hat, hut, and pack. It may be helpful to note that bag in this book refers to a sleeping bag.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Use details to describe the main character, the girl.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

312

Module 4 • Map to the Past

MAP TO THE PAST Wit & Wisdom® Grade K Module 4: The Continents Set 4: Exploring, Book 1 Informational Duet Book Fundations® Focus Concept: VC and CVC Words with Digraphs 92% Decodable at Fundations® Level K, Unit 5

MAP TO T HE PAST

BY CARA SENNOTT I L LU S T R AT E D BY A L E X PAT E R S O N

Book Summary Maps show us how the world looks. People have made maps of the whole world and maps of continents and countries. A map of North America includes the United States. State maps have dots that represent cities.

A map of the state of Minnesota shows the location of specific places, like the city of Minneapolis. Lines on a Minneapolis map show roads through the city. University maps show roads, too, and also how to find important buildings, including libraries. Inside libraries, there are even more maps. Some, like the Carta Marina, are from long ago and can teach us about the past.

Teacher Note Consider modeling how to read city, state, and U.S. Also note that in this book, U.S. stands for United States.

For more information on the map from the past featured on pages 12–14, consider sharing the More section (on the inside back cover). In addition, students may benefit from pausing to think about how they would respond to the question on page 14 after reading this book.

World Connection Cartography is the science of making maps. Mapmakers are known as cartographers. One of the oldest world maps still in existence is the Imago Mundi. It was carved on clay tablets by ancient Babylonians and shows their understanding of the world at the time it was created, about 2,600 years ago.

313

Module 4 • Map to the Past

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 5 it

map

path

this

which

lot

on

pick

U.S.

with

you

Fundations® Trick Words through Level K, Unit 5 a

do

is

one

and

has

of

the

Words Not Yet Decodable in Fundations® through Level K, Unit 5 city

Notes:

314

paths

see

state

what

Module 4 • Map to the Past

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is world.

This word is world.

Say it with me: world.

The word world can mean “the earth and all it contains.”

The world is round, but maps are flat.

World.

Say it with me: world.

Other Recurring Content Words: create, continent, habitat, travel

Word Discussion Questions

What is the world?

The world is the earth and all it contains.

Point to the world map in this book.

Here is the map of the world (title page, p. 1).

Vocabulary Practice: Child-Read Words

What continents do you see on the world map, and what do you know about those places?

I see Australia. I know that the Great Barrier Reef is near there.

I see Africa. I know that cheetahs and leopards live there.

I see Asia. I know that Mount Fuji is there.

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is map.

In this book, the word map means “a picture or diagram of a specific place, usually drawn or printed on a flat surface.”

The world is round, but the map is flat (p. 1).

Additional Child-Read Vocabulary: city, state

Let’s talk about another word in this book.

This word is past.

In this book, the word past means “a time before now.”

There are maps from back in the past (p. 13).

Additional Adult-Read Vocabulary: back, buildings, cities, flat, library, round, shape, ship

*Note that decodable vocabulary words are underlined.

315

Module 4 • Map to the Past

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

What is this book about?

What key details tell you more about this topic?

There are maps of all different types of places, like the world or states and cities.

The dots on state maps are cities, and the lines on city maps are roads.

There are maps from back in the past.

What actions happen in this text?

Notes:

316

This book is about maps.

The girl looks at different maps.

The girl uses a map to find a library.

The girl studies a map from the past.

Module 4 • Map to the Past

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

2–3

She is pointing to the map.

This is a map showing parts of North America. It shows the United States, Canada, and Mexico. She is pointing to Minnesota because this book features a map of the state and also a map of Minneapolis, a city in the state.

4–5

The map has a key, like the one on the first page of this book.

A key is a chart that shows what different symbols stand for. On this map, a dot stands for a city, and a blue line stands for a river. In this book’s key, a triangle stands for child-read text, and a circle stands for adult-read text.

10–11

That building must be the library on the map.

This is the Andersen Library on the campus of the University of Minnesota. Another library called the Bell Library is on the ground floor of this building. The Bell Library has a special collection of very old books and maps.

12–13

The map has a lot of details.

This map, called the Carta Marina, was lost for many years—but a copy was found in 1886, and a second copy was found about 75 years later. The copy shown here was made in 1949. It was colored by hand.

Notes:

317

Module 4 • Map to the Past

Teachable Moments Text Structure | Noticing Repeated Language Noticing words, phrases, or sentences that are repeated can help you understand the big idea or main topic in books.

Reread pages 2, 4, 6, 8, and 13. Ask: “What phrase did you hear repeated?”

Encourage students to discuss how the maps in this book are the same and how they are different.

If students need extra support, consider turning to the pages that highlight the different types of maps and then asking students to describe the illustrations.

Text Features | Using Maps Maps are pictures or diagrams of specific places, usually drawn or printed on a flat surface. Maps use symbols and words to show where things are located.

On pages 2 and 3, there is a map showing the U.S., or the United States. It is a map of a country, and it shows the shape of states.

Reread pages 4 and 5 and point out the illustration of the state map. Ask: “What are the dots on this map?”

Reread pages 6 and 7 and point out the illustration of the city map. Ask: “What are the lines on this map?”

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Choose an illustration that taught you something new. Tell what you learned.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

318

Module 4 • Sit and Paint

SIT AND PAINT Wit & Wisdom Grade K Module 4: The Continents Set 4: Exploring, Book 2 Literary Nonfiction Duet Book

Sit and Paint Featuring the Art of Marianne North

®

Fundations® Focus Concept: VC and CVC Words with Digraphs 95% Decodable at Fundations® Level K, Unit 5

by Tree Liberatore • illustrations by Madelyn Goodnight

Book Summary A painter, Marianne North, wished to travel the world and paint what she saw. Back then, North had to take slow ships to travel from place to place. Once she arrived, she would set up her supplies and begin to paint. She painted the plants, flowers, and landmarks, adding rich colors to her work. In place after place, North repeated this process to create a collection of paintings from around the world.

Teacher Note Consider modeling how to read the title, Sit and Paint.

Note that this book provides an opportunity for more advanced students to read the adult-read parts with assistance.

Also, consider sharing the More section (on the inside back cover) before reading this book to provide more context about Marianne North.

World Connection A botanist is a scientist who studies flowers and plants. Marianne North did not study botany formally, but some of her paintings helped botanists discover new plants.

319

Module 4 • Sit and Paint

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 5 back

dot

map

pod

sit

bug

get

mix

pop

tap

dab

hop

not

quick

that

dash

hot

on

red

this

did

it

pad

rich

up

dip

jet

pick

shot

Fundations® Trick Words through Level K, Unit 5 a

by

of

the

and

is

she

to

Words Not Yet Decodable in Fundations® through Level K, Unit 5 lily

Notes:

320

paint

pink

Module 4 • Sit and Paint

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is world.

This word is world.

Say it with me: world.

The word world can mean “the earth and all it contains.”

Marianne North traveled the world to paint.

World.

Say it with me: world.

Other Recurring Content Words: create, continent, habitat, travel

Word Discussion Questions

What is the world?

The world is the earth and all it contains.

Point to the world map in this book.

Here is the map of the world (title page).

Which part of the world is the setting for this book?

The setting for this book is all over the world.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

Let’s talk about another word in this book.

This word is pad.

In this book, the word pad means “the leaf of a water plant.”

The bug was near the pad (p. 10).

This word is rich.

In this book, the word rich means “having a deep quality.”

She painted plants with rich colors (p. 7).

Additional Child-Read Vocabulary: dab, dip, jet, lily, paint, pod, pop, shot

Additional Adult-Read Vocabulary: lit, plant, slow, spot, trap

*Note that decodable vocabulary words are underlined.

321

Module 4 • Sit and Paint

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Who is this book about?

What is the setting?

The settings are jungles and forests all over the world.

What are the major events?

Notes:

322

This book is about a painter.

The painter traveled the world on a ship.

She went to different spots to paint plants and flowers.

Module 4 • Sit and Paint

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

4

Paint is on the plate.

This is a painter’s palette. Artists use palettes to mix and hold their paints.

8–9

Men with red hats are on one side of the painting.

The men in red hats are carrying Marianne North in a chair. She was often sick and needed to be carried during her travels.

13

That plant looks like it has a mouth.

This plant is called Nementhes northiana, or “Miss North’s pitcher plant.” It survives by capturing insects inside the cup-shaped leaf. It was named after Marianne North because she was the first person to illustrate this plant.

14

A mountain is in the clouds.

This is a painting of Mount Fuji in Japan. This is the same mountain the girl and her father climb in the book Night Climb.

Notes:

323

Module 4 • Sit and Paint

Teachable Moments Text Features | Identifying Labels Labels are words or sentences that name, or identify, something in a photograph or illustration. The labels in this book tell where the painter painted each picture.

Read aloud the label on page 6 as students point to the picture. Ask: “Where did she paint this picture?”

Encourage students to locate other labels in this book. Read aloud each label as it is identified.

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

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

Examples include color, dab, dash, mix, pink, and red.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Use details to describe the main person, painter Marianne North.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

324

Module 4 • Tap-Tap to Tuk-Tuk

TAP-TAP TO TUK-TUK Wit & Wisdom® Grade K Module 4: The Continents Set 4: Exploring, Book 3 Informational Duet Book Fundations® Focus Concept: VC and CVC Words with Digraphs 93% Decodable at Fundations® Level K, Unit 5

by Mamie Goodson • illustrations by Sarah Green

Book Summary People use many different modes of transportation to travel. In Haiti, some people take buses called tap-taps to move about the city. Sometimes dog sleds carry people and goods in Alaska, while people in Costa Rica may use zip lines. In Thailand, cabs called tuk-tuks transport people and their belongings.

Teacher Note Students may benefit from discussion of text-based vocabulary: cab, bus, dog sled, jet, tap-tap, tuk-tuk, van, and zip line. Note that tuk-tuk is not an English word so the final /k/ sound is made with a k instead of ck.

Also, consider mentioning that this book contains ellipses. An ellipsis is a punctuation mark of three dots that indicates a pause. Students may need additional support to recognize that an ellipsis is different from a period.

In addition, students may benefit from pausing to think about how they would respond to the question on page 13 after reading this book.

World Connection Transportation is the way people, goods, and other items move from place to place. Unique modes of transportation can be found all over the world. The environment or landscape often influences the type of transportation used. For example, in Venice, Italy, a city filled with canals, some people use water taxis to get around—while in New York City, some people take a ferry to get to and from the city.

325

Module 4 • Tap-Tap to Tuk-Tuk

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 5 bus

hop

lug

tap

zag

but

hummm

not

that

zig

cab

in

on

this

zip

check

it

pack

tuk

dog

job

pick

up

get

lock

run

whish

hat

lot

shop

whiz

Fundations® Trick Words through Level K, Unit 5 a

from

or

they

and

is

the

to

you

Words Not Yet Decodable in Fundations® through Level K, Unit 5 all

Notes:

326

can

dogs

line

sled

Module 4 • Tap-Tap to Tuk-Tuk

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is travel.

This word is travel.

Say it with me: travel.

The word travel can mean “to go from one place to another, sometimes close by and other times far away.”

People around the globe travel in different ways.

Travel.

Say it with me: travel.

Other Recurring Content Words: continent, create, habitat, world

Word Discussion Questions

What does it mean to travel?

To travel means to go from one place to another.

In this book, how do people travel?

Some people in Haiti travel on buses called tap-taps.

People in Alaska can travel on dog sleds.

People in Costa Rica may travel by zip lines.

Some people in Thailand travel in tuk-tuks.

Vocabulary Practice: Child-Read Words

Point to an example of people traveling in this book.

Here is a person traveling on a dog sled (p. 7).

In this illustration, a person is traveling on a zip line (pp. 8–9).

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is hop.

In this book, the word hop means “to go quickly.”

You can hop in a cab, on a bus, in a van, or on a jet to travel to places (p. 1).

Additional Child-Read Vocabulary: cab, check, job, lug, pack, sled, zag, zig

Let’s talk about another word in this book.

This word is lush.

In this book, the word lush means “thick, full, and healthy.”

The zip line goes over the lush forest top (p. 9).

Additional Adult-Read Vocabulary: bud, fit, lit, rich, sack, sloth, spot, zip

*Note that decodable vocabulary words are underlined.

327

Module 4 • Tap-Tap to Tuk-Tuk

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

What is this book about?

What key details tell you more about this topic?

A tap-tap is a bus and a piece of art.

Tuk-tuks are small cabs that can pack a lot.

What actions happen in this text?

Notes:

328

This book is about how people travel in different places.

The book is about tap-taps, dog sleds, zip lines, and tuk-tuks.

People in Haiti take a tap-tap to go to their jobs.

A dog pack pulls a sled across the snow in Alaska.

A woman rides a zip line through the forest in Costa Rica.

Module 4 • Tap-Tap to Tuk-Tuk

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page(s)

Things to Notice

More to Discuss

2–3

This is a map of the whole world.

This map is similar to the map on the title page. The lines and labels highlight the locations featured in this book.

5

That bus is very colorful.

In Haiti, few people own cars, so many take shared buses like this tap-tap from place to place. Tap-tap translates to “quick-quick.” But because bus drivers wait until the tap-taps are completely full to leave each stop, the buses do not get around town very fast.

6–7

Dogs are pulling a person on a sled.

The Arctic is covered with snow for much of the year. Dog sleds have been used to transport people and goods in the Arctic for more than 1,000 years. Today, dog sledding, or “mushing,” is also a popular sport.

8–9

That zip line looks like it would be fun to ride.

Scientists sometimes use zip lines to explore the animal and plant life at the top layer, or canopy, of the rain forest.

Notes:

329

Module 4 • Tap-Tap to Tuk-Tuk

Teachable Moments Vocabulary | Clarifying Multiple-Meaning Words Some words can be used in different ways. The word fit can have different meanings. It can mean “made for specific work,” such as in the book One-Dot or on page 7 in this book. Fit can also mean “to be the correct size or shape for a space,” such as on page 11 in this book.

The word pack can also have different meanings. It can be a noun that means “a group of similar animals, people, or items.” It can also be a verb that means “to fill a space with a lot of people or objects.”

Reread page 7 and ask: “What does the word pack mean in the sentence ‘But the pack is fit and quick’?”

Then reread page 11 and ask: “What does the word pack mean in the sentence ‘This cab is not big, but it can pack a lot’?”

Encourage students to use the other words and the illustrations to determine the meanings of pack.

Text Features | Using Maps Maps are pictures or diagrams of specific places, usually drawn or printed on a flat surface. Maps use symbols and words to show where things are located.

On pages 12 and 13, a map shows the places where each type of transportation is used. Each location is labeled and has a photograph of a type of transportation that is used there.

Read aloud the names of each location as students follow along. After reading each name, encourage students to find the corresponding type of transportation in the book by looking for an illustration that matches each photograph.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Choose an illustration that taught you something new. Tell what you learned.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

330

Module 4 • Sky Laps

SKY LAPS Wit & Wisdom® Grade K Module 4: The Continents Set 4: Exploring, Book 4 Literary Nonfiction Duet Book Fundations® Focus Concept: VC and CVC Words with Digraphs 90% Decodable at Fundations® Level K, Unit 5

by Launie Gardner illustrated by Juan M. Moreno

Book Summary The narrator, astronaut John Glenn, prepares to launch into space in his rocket ship. During his first lap, he sees the sun set and a lightning storm. During his second lap, a problem makes the ship hard to steer. After lap three, the narrator returns home and lands safely in the ocean.

Teacher Note Students may benefit from discussion of text-based vocabulary: liftoff, pad, and ship. Additional vocabulary practice supports students’ language development, fluency, and comprehension.

Consider sharing the More section (on the inside back cover) before reading this book to provide more context about John Glenn’s voyage on the Friendship 7. Also, consider noting that the word astronaut means “a person who travels into space.” Some content-specific words such as astronaut were not included in the book to keep the text more accessible. In addition, the “snag” mentioned on page 9 was due to a mechanical problem, which resulted in Glenn’s having to use a different steering system.

World Connection On February 20, 1962, John Glenn, at age 40, became the first American astronaut to orbit Earth. On October 29, 1998, at age 77, he became the oldest human to travel in space.

331

Module 4 • Sky Laps

Fundations® Alignment | Featured in Child-Read Text Fundations® Decodable Words through Level K, Unit 5 ack

lap

quick

up

back

lid

set

whip

bit

lit

ship

whiz

get

on

sit

with

in

pad

that

zap

zip

Fundations® Trick Words through Level K, Unit 5 a

for

I

my

to

as

from

is

the

was

sky

trip

Words Not Yet Decodable in Fundations® through Level K, Unit 5 am

Notes:

332

go

last

Module 4 • Sky Laps

Oral Recurring Content Words Discussion Guide Word Routine One of the words important to the ideas in this book is travel.

This word is travel.

Say it with me: travel.

The word travel can mean “to go from one place to another, sometimes close by and other times far away.”

John Glenn was the first American astronaut to travel around Earth in space.

Travel.

Say it with me: travel.

Other Recurring Content Words: continent, create, habitat, world

Word Discussion Questions

What does it mean to travel?

To travel means to go from one place to another.

In this book, how did John Glenn travel?

Point to an example of a person traveling in this book.

Here Glenn is traveling in outer space (pp. 2, 5, 9, 11).

John Glenn traveled in a rocket ship.

Vocabulary Practice: Child-Read Words

Vocabulary Practice: Adult-Read Words

Using your knowledge of students’ vocabulary, select a limited number of words to introduce within the context of the book. If the word is decodable,* have students first read the word aloud.

Let’s talk about one of the words in this book.

This word is ship.

In this book, the word ship means “a large craft for carrying people and goods.”

The ship lifts off (p. 1).

Additional Child-Read Vocabulary: bit, lap, lid, lit, pad, whiz, zap, zip

Let’s talk about another word in this book.

This word is snag.

In this book, the word snag means “a sudden problem.”

The second lap hit a snag (p. 9).

Additional Adult-Read Vocabulary: bob, jet, less, liftoff

*Note that decodable vocabulary words are underlined.

333

Module 4 • Sky Laps

Comprehension Discussion Guide To support students in retelling, consider discussing the following questions:

Who is this book about?

What is the setting?

The setting is a rocket ship in outer space.

What are the major events?

Notes:

334

This book is about a person who travels into space on a rocket ship.

This book is about an astronaut named John Glenn.

The astronaut goes to outer space in a rocket ship to fly around Earth.

He has a problem during the second lap.

He makes it around Earth three times and then goes back home.

Module 4 • Sky Laps

Image Discussion Guide Possible Opening Questions What do you notice about the images? What do you wonder?

What can you learn from the images? How do the images build your knowledge?

Page

Things to Notice

More to Discuss

1

The top of the rocket has a blue outline next to it.

The blue outline shows the Friendship 7, the capsule in which Glenn orbited Earth. The rocket below helped to launch the capsule into orbit.

3

Three people are looking at a big screen.

This is an illustration of NASA’s Mercury Control Center. The front wall had a large map showing all the tracking stations around the world. Special equipment allowed scientists to track the path of the capsule and keep in touch with Glenn while he was in orbit.

11

The brown box has a lot of numbers on it.

This shows the elapsed time, or how long Glenn was in orbit. It took 4 hours, 55 minutes, and 23 seconds for him to circle Earth three times.

12

The water by the capsule looks green.

When the capsule landed in the ocean, water mixed with dyes inside a bag attached to the capsule. The green dye helped the air searchers spot the capsule while the black dye repelled sharks.

Notes:

335

Module 4 • Sky Laps

Teachable Moments Vocabulary | Clarifying Multiple-Meaning Words Some words can be used in different ways. The word jet can have different meanings. It can mean “a fast airplane,” such as in the book Tap-Tap to Tuk-Tuk. Jet can also mean “to move very quickly,” such as on page 5 in this book.

The word hit can also have different meanings. It can mean “to smack against something.” It can also mean “to happen suddenly.”

Reread page 9 and ask: “What does the word hit mean in the sentence ‘The lap has hit a snag’?” If needed, remind students that in this sentence the word snag means “a problem.”

Encourage students to use the other words and the illustrations to determine the meaning of hit.

Text Features | Using Diagrams Diagrams use pictures to show a process or the parts of something. On pages 4, 8, and 10, the diagrams show the astronaut’s laps around Earth.

Reread pages 4, 8, and 10 as students move their fingers along the path of the astronaut’s rocket ship.

Ask: “How many laps did the astronaut make?”

Then ask: “What happened on each lap?”

Encourage students to use the illustrations and text on pages 4–5 and 8–11 to support their thinking.

Response Journal Ideas Depending on students’ readiness, they may draw, dictate, label, or write their responses.

Use details to describe the main character, astronaut John Glenn.

Choose a word you learned from this book. Draw a picture to show what it means. Write the word to label your drawing.

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Geodes Resources

Glossary of Terms About section: An account of the illustrated story.

Book Notes: A section of Inside Geodes that offers flexible teaching opportunities for each book.

Context paragraph: A paragraph that orients students to the characters and setting portrayed in the illustrations throughout the Sound Search Books. Each page spread includes one Context paragraph.

Duet Books: Books designed to be read by a child and an adult reader. The child-read text is marked with a triangle icon, while the adult-read text is marked with a circle icon. These are the book types featured in Modules 3 and 4.

Focus Concept: The phonetic concept that corresponds to a unit in the Fundations® scope and sequence.

Focus Letter Sound(s): The letter sound(s) that correspond(s) to a unit in the Fundations® scope and sequence.

Note that in the Sound Search Books, Focus Letter Sounds are listed rather than Focus Concepts.

Fundations® Decodable Word: A word students can sound out based on their current knowledge of phonics. In Geodes, words are considered decodable if they contain phonetic concepts that correspond to the taught skills in the Fundations® scope and sequence.

Fundations® Trick Word: A high-frequency word that commonly appears in written English. module: In Geodes, a module refers to a collection of books that share a connected topic. In Wit & Wisdom, a module refers to a unit of study.

More section: A short, informational selection that expands on and enhances the content in the Geodes. This section is on the inside back cover of each book.

My Geodes: A take-home, markable book that includes all four books in a set. Each module has four My Geodes.

Oral Recurring Content Words: A small collection of content-based words aligned with the topic of a module.

While these words are beyond students’ current decoding abilities, students are encouraged to use this vocabulary when discussing ideas in a module or synthesizing their knowledge on a topic. These words are included in the Book Notes for Modules 3 and 4. page spread: A pair of pages to be viewed together. For example, in Sound Search books, pages 2–3 would be one page spread. set: A collection of books that share a common subtopic related to the module’s topic.

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Sound Search Books: Books that assist students in boosting their letter-sound recognition skills by having students find pictures associated with the sound of a given letter. This is one of the book types featured in Modules 1 and 2.

Sound Search section: A page spread at the beginning of the Sound Search Books that lists select illustrations and corresponding words that begin or end with the Focus Letter Sounds featured in the book.

Task paragraph: A paragraph that sets the purpose for students’ letter sound search. Each page spread within the Sound Search Books includes one Task paragraph. teaser: A text excerpt plus a question placed on the back cover of each Geodes book to develop student curiosity.

Wordless Picture Books: Illustrated, wordless, story-based books that build students’ understanding of basic narrative sequence. This is one of the book types featured in Modules 1 and 2.

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Genre Regardless of genre, every book in Geodes Level K builds student knowledge. Each book has been carefully researched and fact-checked. The genre for each title is listed in the top, left-hand corner of each Book Note.

Both content and structure were considered in creating the genre guidelines used to categorize the books in the collection. See the chart below for examples.

Genre Category

Sample Guidelines

Literary

Literary Nonfiction

Informational

An original story that may be realistic, historical fiction, or fantasy

A sequenced telling of a real event or a person’s life that may include some invented dialogue, thoughts, and/or feelings

Factual accounts or analysis of events, concepts, or works of art

A retelling of a fable or a legend An assumed point of view Anthropomorphization

Biography Literary presentation of facts

How-to book No invented dialogue or attributed sentiments Text features often included

A literary interpretation of a scientific or historical topic

Titles

American Gothic

Clay Army

Call a Cab

Anansi and His Legs

Ella Sang Back

Is That a Cat?

Bath Night

The First Car to Get That Far

The Flag Is Up

Brush & Ink

Fly, Amelia, Fly

Ladi’s Pots

Build a Log Cabin

Frank’s Ice Pops

Land of Wonder

A Day at the Market

The Golden Gate

Map to the Past

Fabric of the Andes

Lightning Ben

Sea to Shining Sea

Farm Work

Made of Mud

Statue of Liberty

Farmers Market

Pelé

Tap-Tap to Tuk-Tuk

Floating Market

Scraping the Sky

Washington Crossing the Delaware

Galápagos Adventure

Sit and Paint

Garden Party

Sky Laps

The Great Reef Hop around Sydney Ice Harvest Jack, Jill, and Joey Lei Harvest Museum Cat Night Climb One-Dot Peach Picking Red Barn Farm Sheepdog Three Sisters Treasures of King Tut Visit the Art Museum

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Geodes Flash Card Overview Teachers can use these optional flash cards to provide additional support when introducing the Oral Recurring Content Words for Modules 3 and 4. The words should be read aloud by the teacher. To support students, each word is paired with an image to help students better understand the meaning of the word and its connection to the module content. Teachers can copy these flash cards and distribute them for classroom use. For more information on Oral Recurring Content Words, see page 29 of this teacher resource.

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Module 3

Geodes Resources

Geodes Flash Cards

past landmark construct

Geodes Resources

Geodes Flash Cards

change

accomplish

Geodes Resources

Module 4

Geodes Resources

Geodes Flash Cards

continent create

habitat

Geodes Resources

Geodes Flash Cards

travel world

Geodes Family Tip Sheets

Family Tip Sheet LEVEL K MODULE 1: THE FIVE SENSES As children’s literacy skills increase, Level K Geodes are designed to align with their growth. Three different types of books allow your child to learn how illustrations develop a story; to practice identifying letter sounds; and, eventually, to apply their knowledge to reading accessible words in phrases and sentences. After students have been introduced to letter names and sounds, they will begin reading words in the third module of the year.

These books also build knowledge of topics in science, history, and the arts. In this module, students explore sensory experiences in South America and in museums around the world.

BOOK TYPES Module 1 includes two book types: Wordless Picture Books and Sound Search Books. Wordless Picture Books introduce students to parts of a story such as the setting and events and encourage them to practice retelling the book based on the illustrations they see. Sound Search Books allow students to apply their knowledge of letters and their corresponding sounds.

SAMPLE ROUTINE FOR WORDLESS PICTURE BOOKS 1. Read the title aloud. Then direct your child to the back of the book and read the teaser aloud.

2. Ask your child to look closely at each picture, beginning on page 1. Then your child can share what they think is happening. When your child can no longer think of anything else to say about the images, they should turn the page.

3. Repeat step 2 for each page or spread of images until they reach the About section.

4. Beginning on page 28, read the About section aloud as your child listens. Then encourage your child to explore the images through page 30.

5. Direct your child to return to the beginning of the book and slowly retell the story again, adding details learned from hearing the About section read aloud.

It is important that your child base their retelling on information gathered through close examination of the images.

If your child needs support with interpreting specific scenes from the book, ask prompting questions, such as “What is the character or main person doing here? What is the setting in this image? What happened right before this image? Then what happened?”

Geodes® Family Tip Sheet

SAMPLE ROUTINE FOR SOUND SEARCH BOOKS 1. Read the title aloud. Then direct your child to the back of the book and read the teaser aloud.

2. Turn to the title page. Point to each encircled letter as you say the letter and corresponding sound. Then have your child repeat the letter sound.

3. Turn to the Sound Search section on the next two pages. Use your knowledge of your child’s vocabulary to preview illustrations and words as needed.

4. Read aloud the text on page 1. Have your child search for the specific items listed, naming each item and saying the corresponding sound.

5. Use the following routine to explore pages 2–11.

Read aloud the Context paragraph. (This first paragraph helps introduce your child to the characters and setting portrayed in the illustrations throughout the book.)

Direct your child to study the illustrations. Encourage them to point out the details described in the text.

Then read the Task paragraph, beginning with, “Find things that begin with the sound of …” Prompt your child to repeat the corresponding letter sound prior to searching.

Instruct your child to search for items that begin with the Focus Letter Sound(s), one sound at a time.

6. Direct your child to return to the Sound Search section. Ask: “What illustrations did you find to match the sounds?”

7. Challenge your child to return to the book to find additional items with the Focus Letter Sounds.

If your child needs support in identifying items with the Focus Letter Sound(s), redirect them to the Focus Letter(s) on the page and have your child repeat the Focus Letter Sound(s). Consult the Sound Search section for a sampling of illustrations that feature the Focus Letter Sounds. Then provide a hint to an example in the illustrations before asking your child to resume searching.

OUR CLASS WILL READ THESE BOOKS Set 1: Explore South America These books explore sensory experiences on the South American continent.

Pelé (Wordless Picture Book) Fabric of the Andes (Sound Search Book) Galápagos Adventure (Sound Search Book) A Day at the Market (Sound Search Book)

Set 2: Experience Museums These books introduce the range of treasures that museums have to offer.

Clay Army (Wordless Picture Book) Visit the Art Museum (Sound Search Book) Museum Cat (Sound Search Book) Treasures of King Tut (Sound Search Book)

THESE FUNDATIONS® FOCUS LETTER SOUNDS APPEAR IN THE BOOKS • the sounds of the letters t, b, f, n, m, i, u, c, o, a, g, d, s To learn more about Geodes, please visit the Great Minds® website: greatminds.org.

To learn more about Fundations®, please visit the Wilson Language Training website: wilsonlanguage.com/fundations.

Consejos para familias NIVEL K MÓDULO 1: LOS CINCO SENTIDOS A medida que los niños adquieren más destrezas de lectoescritura, Geodes Nivel K está diseñado para alinearse con su desarrollo. Hay tres tipos de libros diferentes que le permiten a su niño/a aprender cómo las ilustraciones desarrollan un cuento; también le permitirán practicar la identificación de letras con sus sonidos correspondientes y, eventualmente, aplicar su conocimiento a la lectura de palabras accesibles en frases y oraciones. Una vez que se les hayan presentado los nombres de las letras y sus sonidos correspondientes, los estudiantes comenzarán a leer palabras en el tercer módulo del año.

Estos libros también desarrollan el conocimiento de temas de ciencias, historia y arte. En este módulo, los estudiantes exploran experiencias sensoriales en América del Sur y en museos de distintas partes del mundo.

TIPOS DE LIBROS El Módulo 1 incluye dos tipos de libros: Libros Ilustrados sin Palabras y Libros de Búsqueda de Sonidos. Los Libros Ilustrados sin Palabras les presentan a los estudiantes partes de un cuento, tales como el escenario y los sucesos, y los anima a practicar una nueva narración del cuento basándose en las ilustraciones que ven. Los Libros de Búsqueda de Sonidos les permiten a los estudiantes aplicar sus conocimientos de las letras y sus sonidos correspondientes.

EJEMPLO DE RUTINA PARA LOS LIBROS ILUSTRADOS SIN PALABRAS 1. Lea el título en voz alta. Luego, muestre a su niño/a la parte de atrás del libro y lea el adelanto en voz alta.

2. Pídale a su niño/a que mire detenidamente cada ilustración a partir de la primera página. Su niño/a puede compartir lo que piense que está ocurriendo. Cuando a su niño/a ya no se le ocurra nada más que decir sobre las imágenes, debe pasar a la siguiente página.

3. Repita el paso 2 para cada página o grupo de imágenes hasta llegar a la sección “Acerca de...”.

4. A partir de la página 28, lea en voz alta la sección “Acerca de...” mientras su niño/a escucha. Luego anime a su niño/a a explorar las imágenes hasta la página 30.

5. Pídale a su niño/a que regrese al principio del libro y que vuelva a narrar el cuento lentamente con detalles que haya aprendido cuando escuchó la lectura en voz alta de la sección “Acerca de...”.

Es importante que su niño/a haga su narración basándose en información obtenida mediante el examen minucioso de las imágenes. Si su niño/a necesita ayuda para interpretar escenas específicas de este libro, guíelo/a con preguntas, como por ejemplo: “¿Qué está haciendo el personaje o la persona principal aquí? ¿Cuál es el escenario de esta imagen? ¿Qué pasó justo antes de esta imagen? ¿Y luego qué ocurrió?”

Geodes® Family Tip Sheet

EJEMPLO DE RUTINA PARA LOS LIBROS DE BÚSQUEDA DE SONIDOS 1. Lea el título en voz alta. Luego, muestre a su niño/a la parte de atrás del libro y lea el adelanto en voz alta.

2. Pase a la página del título. Señale cada letra encerrada en un círculo mientras pronuncia la letra y el sonido correspondiente. Luego pídale a su niño/a que repita el sonido de la letra.

3. Pase a la sección de Búsqueda de Sonidos en las dos páginas siguientes. Basándose en su conocimiento sobre el vocabulario de su niño/a, haga un repaso preliminar de las ilustraciones y palabras según sea necesario.

4. Lea en voz alta el texto que figura en la página 1. Pídale a su hijo que busque cada objeto detallado en la lista, y que dé el nombre de cada uno y diga su sonido correspondiente.

5. Siga la siguiente rutina para explorar las páginas 2–11.

Lea en voz alta el Párrafo de Contexto. (El primer párrafo es útil para presentarle a su niño/a los personajes y el escenario representados en las ilustraciones de todo el libro.)

Pídale a su niño/a que estudie las ilustraciones. Anímelo a que señale los detalles descritos en el texto.

Luego, lea el Párrafo de Actividad. Comience con: “Encuentra cosas que comiencen con el sonido de...”.

Estimule a su niño/a para que repita el sonido correspondiente a la letra antes de buscar.

Pídale a su niño/a que busque objetos que comiencen con el sonido de la Letra de Enfoque. Trabajen con un sonido a la vez.

6. Pídale a su hijo que regrese a la sección de Búsqueda de Sonidos. Pregunte: “¿Qué ilustraciones encontraste que coinciden con los sonidos?” .

7. Desafíe a su niño/a a que vuelva a mirar el libro y que encuentre más objetos con los sonidos de la Letra de Enfoque.

Si su niño/a necesita ayuda para identificar los objetos con los sonidos de la Letra de Enfoque, muéstrele la(s) Letra(s) de Enfoque en la página y pídale que repita los sonidos de esas letras. Consulte la sección de Búsqueda de Sonidos donde se muestran ilustraciones que contienen los sonidos de las Letras de Enfoque. Luego dé a su niño/a una pista de un ejemplo de las ilustraciones antes de pedirle que siga buscando.

NUESTRA CLASE LEERÁ ESTOS LIBROS 1.a serie: Explora América del Sur Estos libros exploran experiencias sensoriales en el continente sudamericano.

Pelé (Libro Ilustrado sin Palabras) Fabric of the Andes (Libro de Búsqueda de Sonidos) Galápagos Adventure (Libro de Búsqueda de Sonidos) A Day at the Market (Libro de Búsqueda de Sonidos)

2.a serie: Explora museos Estos libros presentan la variedad de tesoros que ofrecen los museos.

Clay Army (Libro Ilustrado sin Palabras) Visit the Art Museum (Libro de Búsqueda de Sonidos) Museum Cat (Libro de Búsqueda de Sonidos) Treasures of King Tut (Libro de Búsqueda de Sonidos)

Geodes® Family Tip Sheet

SONIDOS DE LETRA DE ENFOQUE DE FUNDATIONS® QUE APARECEN EN LOS LIBROS • los sonidos de las letras t, b, f, n, m, i, u, c, o, a, g, d, s Para obtener más información sobre Geodes, visite el sitio web de Great Minds®: greatminds.org.

Para obtener más información sobre Fundations®, visite el sitio web de Wilson Language Training: wilsonlanguage.com/ fundations.

Family Tip Sheet LEVEL K MODULE 2: ONCE UPON A FARM As children’s literacy skills increase, Level K Geodes are designed to align with their growth. Three different types of books allow your child to learn how illustrations develop a story; to practice identifying letter sounds; and, eventually, to apply their knowledge to reading accessible words in phrases and sentences. After students have been introduced to letter names and sounds, they will begin reading words in the third module of the year.

These books also build knowledge of topics in science, history, and the arts. In this module, students explore farm life across the United States.

BOOK TYPES Module 2 includes two book types: Wordless Picture Books and Sound Search Books. Wordless Picture Books introduce students to parts of a story such as the setting and events and encourage them to practice retelling the book based on the illustrations they see. Sound Search Books allow students to apply their knowledge of letters and their corresponding sounds.

SAMPLE ROUTINE FOR WORDLESS PICTURE BOOKS 1. Read the title aloud. Then direct your child to the back of the book and read the teaser aloud.

2. Ask your child to look closely at each picture, beginning on page 1. Then your child can share what they think is happening. When your child can no longer think of anything else to say about the images, they should turn the page.

3. Repeat step 2 for each page or spread of images until they reach the About section.

4. Beginning on page 28, read the About section aloud as your child listens. Then encourage your child to explore the images through page 30.

5. Direct your child to return to the beginning of the book and slowly retell the story again, adding details learned from hearing the About section read aloud.

It is important that your child base their retelling on information gathered through close examination of the images. If your child needs support with interpreting specific scenes from the book, ask prompting questions, such as “What is the character doing here? What is the setting in this image? What happened right before this image.

Then what happened?”

SAMPLE ROUTINE FOR SOUND SEARCH BOOKS 1. Read the title aloud. Then direct your child to the back of the book and read the teaser aloud.

2. Turn to the title page. Point to each encircled letter as you say the letter and corresponding sound. Then have your child repeat the letter sound.

Geodes® Family Tip Sheet

3. Turn to the Sound Search section on the next two pages. Use your knowledge of your child’s vocabulary to preview illustrations and words as needed.

4. Read aloud the text on page 1. Have your child search for the specific items listed, naming each item and saying the corresponding sound.

5. Use the following routine to explore pages 2–11.

Read aloud the Context paragraph. (This first paragraph helps introduce your child to the characters and setting portrayed in the illustrations throughout the book.)

Direct your child to study the illustrations. Encourage them to point out the details described in the text.

Then read the Task paragraph, beginning with, “Find things that begin with the sound of …” Prompt your child to repeat the corresponding letter sound prior to searching.

Instruct your child to search for items that begin with the Focus Letter Sound(s), one sound at a time.

6. Direct your child to return to the Sound Search section. Ask: “What illustrations did you find to match the sounds?”

7. Challenge your child to return to the book to find additional items with the Focus Letter Sounds.

If your child needs support in identifying items with the Focus Letter Sound(s), redirect them to the Focus Letter(s) on the page and have your child repeat the Focus Letter Sound(s). Consult the Sound Search section for a sampling of illustrations that feature the Focus Letter Sounds. Then provide a hint to an example in the illustrations before asking your child to resume searching.

Note that two Module 2 books with the letter x feature items that end with the Focus Letter Sound. When your child should be directed to focus on the final sound, an underscore will precede the letter: _x.

OUR CLASS WILL READ THESE BOOKS Set 1: A Day’s Work These books feature farms across the United States.

American Gothic (Wordless Picture Book) Red Barn Farm (Sound Search Book) Peach Picking (Sound Search Book) Lei Harvest (Sound Search Book)

Set 2: Working the Land These books highlight the various jobs that people and animals do on the farm.

Garden Party (Wordless Picture Book) Farm Work (Sound Search Book) Farmers Market (Sound Search Book) Sheepdog (Sound Search Book)

THESE FUNDATIONS® FOCUS LETTER SOUNDS APPEAR IN THE BOOKS • the sounds of the letters e, r, p, j, l, h, k, v, w, y, x, z, q To learn more about Geodes, please visit the Great Minds® website: greatminds.org.

To learn more about Fundations®, please visit the Wilson Language Training website: wilsonlanguage.com/fundations.

Consejos para familias NIVEL K MÓDULO 2: HABÍA UNA VEZ UNA GRANJA A medida que los niños adquieren más destrezas de lectoescritura, Geodes Nivel K está diseñado para alinearse con su desarrollo. Hay tres tipos de libros diferentes que le permiten a su niño/a aprender cómo las ilustraciones desarrollan un cuento; también le permitirán practicar la identificación de letras con sus sonidos correspondientes y, eventualmente, aplicar su conocimiento a la lectura de palabras accesibles en frases y oraciones. Una vez que se les hayan presentado los nombres de las letras y sus sonidos correspondientes, los estudiantes comenzarán a leer palabras en el tercer módulo del año.

Estos libros también desarrollan el conocimiento de temas de ciencias, historia y arte. En este módulo, los estudiantes exploran cómo es la vida en las granjas de distintas partes de Estados Unidos.

TIPOS DE LIBROS El Módulo 2 incluye dos tipos de libros: Libros Ilustrados sin Palabras y Libros de Búsqueda de Sonidos. Los Libros Ilustrados sin Palabras les presentan a los estudiantes partes de un cuento, tales como el escenario y los sucesos, y los anima a practicar una nueva narración del cuento basándose en las ilustraciones que ven. Los Libros de Búsqueda de Sonidos les permiten a los estudiantes aplicar sus conocimientos de las letras y sus sonidos correspondientes.

EJEMPLO DE RUTINA PARA LOS LIBROS ILUSTRADOS SIN PALABRAS 1. Lea el título en voz alta. Luego, muestre a su niño/a la parte de atrás del libro y lea el adelanto en voz alta.

2. Pídale a su niño/a que mire detenidamente cada ilustración a partir de la primera página. Su niño/a puede compartir lo que piense que está ocurriendo. Cuando a su niño/a ya no se le ocurra nada más que decir sobre las imágenes, debe pasar a la siguiente página.

3. Repita el paso 2 para cada página o grupo de imágenes hasta llegar a la sección “Acerca de...”.

4. A partir de la página 28, lea en voz alta la sección “Acerca de...” mientras su niño/a escucha. Luego anime a su niño/a a explorar las imágenes hasta la página 30.

5. Pídale a su niño/a que regrese al principio del libro y que vuelva a narrar el cuento lentamente con detalles que haya aprendido cuando escuchó la lectura en voz alta de la sección “Acerca de...”.

Es importante que su niño/a haga su narración basándose en información obtenida mediante el examen minucioso de las imágenes. Si su niño/a necesita ayuda para interpretar escenas específicas de este libro, guíelo/a con preguntas, como por ejemplo: “¿Qué está haciendo el personaje aquí? ¿Cuál es el escenario de esta imagen? ¿Qué pasó justo antes de esta imagen? ¿Y luego qué ocurrió?”

Geodes® Family Tip Sheet

EJEMPLO DE RUTINA PARA LOS LIBROS DE BÚSQUEDA DE SONIDOS 1. Lea el título en voz alta. Luego, muestre a su niño/a la parte de atrás del libro y lea el adelanto en voz alta.

2. Pase a la página del título. Señale cada letra encerrada en un círculo mientras pronuncia la letra y el sonido correspondiente. Luego pídale a su niño/a que repita el sonido de la letra.

3. Pase a la sección de Búsqueda de Sonidos en las dos páginas siguientes. Basándose en su conocimiento sobre el vocabulario de su niño/a, haga un repaso preliminar de las ilustraciones y palabras según sea necesario.

4. Lea en voz alta el texto que figura en la página 1. Pídale a su hijo que busque cada objeto detallado en la lista, y que dé el nombre de cada uno y diga su sonido correspondiente.

5. Siga la siguiente rutina para explorar las páginas 2–11.

Lea en voz alta el Párrafo de Contexto. (El primer párrafo es útil para presentarle a su niño/a los personajes y el escenario representados en las ilustraciones de todo el libro.)

Pídale a su niño/a que estudie las ilustraciones. Anímelo a que señale los detalles descritos en el texto.

Luego, lea el Párrafo de Actividad. Comience con: “Encuentra cosas que comiencen con el sonido de...”.

Estimule a su niño/a para que repita el sonido correspondiente a la letra antes de buscar.

Pídale a su niño/a que busque objetos que comiencen con el sonido de la Letra de Enfoque. Trabajen con un sonido a la vez.

6. Pídale a su hijo que regrese a la sección de Búsqueda de Sonidos. Pregunte: “¿Qué ilustraciones encontraste que coinciden con los sonidos?” .

7. Desafíe a su niño/a a que vuelva a mirar el libro y que encuentre más objetos con los sonidos de la Letra de Enfoque.

Si su niño/a necesita ayuda para identificar los objetos con los Sonidos de la Letra de Enfoque, muéstrele la(s) Letra(s) de Enfoque en la página y pídale que repita los sonidos de esas letras. Consulte la sección de Búsqueda de Sonidos donde se muestran ilustraciones que contienen los sonidos de las Letras de Enfoque. Luego dé a su niño/a una pista de un ejemplo de las ilustraciones antes de pedirle que siga buscando.

Tenga en cuenta que dos libros del Módulo 2 con la letra x presentan elementos que terminan con el Sonido de la Letra de Enfoque. Cuando se le pida a su hijo que se concentre en el sonido final, la letra estará precedida por un guión bajo: _x.

NUESTRA CLASE LEERÁ ESTOS LIBROS 1.a serie: Las tareas del día Estos libros describen granjas de distintos lugares de Estados Unidos.

American Gothic (Libro Ilustrado sin Palabras) Red Barn Farm (Libro de Búsqueda de Sonidos) Peach Picking (Libro de Búsqueda de Sonidos) Lei Harvest (Libro de Búsqueda de Sonidos)

2.a serie: El cultivo de la tierra Estos libros resaltan las diversas tareas que realizan las personas y los animales en las granjas.

Garden Party (Libro Ilustrado sin Palabras) Farm Work (Libro de Búsqueda de Sonidos) Farmers Market (Libro de Búsqueda de Sonidos) Sheepdog (Libro de Búsqueda de Sonidos)

Geodes® Family Tip Sheet

SONIDOS DE LETRA DE ENFOQUE DE FUNDATIONS® QUE APARECEN EN LOS LIBROS • los sonidos de las letras e, r, p, j, l, h, k, v, w, y, x, z, q

Para obtener más información sobre Geodes, visite el sitio web de Great Minds®: greatminds.org.

Para obtener más información sobre Fundations®, visite el sitio web de Wilson Language Training: wilsonlanguage.com/ fundations.

Family Tip Sheet LEVEL K MODULE 3: AMERICA, THEN AND NOW As children’s literacy skills increase, Level K Geodes are designed to align with their growth. Three different types of books allow your child to learn how illustrations develop a story; to practice identifying letter sounds; and, eventually, to apply their knowledge to reading accessible words in phrases and sentences. After students have been introduced to letter names and sounds, they will begin reading words in the third module of the year.

In this module, students explore changes over time in American life and culture. To develop their knowledge around this topic, students study content-related vocabulary words. These words are accomplish, change, construct, landmark, and past. Consider encouraging your child to use these words to discuss new learning.

BOOK TYPE After building their retelling and letter-sound recognition abilities with Module 1 and 2 books, students are ready to transition into decoding words, phrases, and simple sentences with Duet Books. These books are designed to be read by an emerging reader with the support of an adult, or more advanced, reader. The child-read parts are marked by a triangle icon, while the adult-read parts are marked with a circle icon.

SAMPLE ROUTINE FOR DUET BOOKS 1. Read the title aloud. Then direct your child to the back of the book and read the teaser aloud.

2. On page 1, have your child read the text marked with a triangle icon.

3. Then read the adult text marked with a circle icon and any text features, including captions and labels, as your child follows along in their book.

4. Repeat steps 2–3 for the remaining pages.

CONSIDER ASKING THESE QUESTIONS AT HOME

What is something in this book that surprised you?

What is something new you learned from this book?

After reading this book, what would you like to learn more about?

Point to your favorite illustration or photograph. Why is it your favorite?

Geodes® Family Tip Sheet

OUR CLASS WILL READ THESE BOOKS Set 1: Homelife These Duet Books detail homelife experiences in early America.

Build a Log Cabin Three Sisters Bath Night Ice Harvest

Set 3: American Made These Duet Books explore discoveries, inventions, and creations that are a part of American history.

Lightning Ben Frank’s Ice Pops Ella Sang Back Scraping the Sky

Set 2: Transportation These Duet Books highlight important moments and changes in transportation in America.

Call a Cab The First Car to Get That Far The Golden Gate Fly, Amelia, Fly

Set 4: American Symbols These Duet Books introduce American symbols.

The Flag Is Up Statue of Liberty Sea to Shining Sea Washington Crossing the Delaware

THESE FUNDATIONS® FOCUS CONCEPTS APPEAR IN THE BOOKS

Vowel-Consonant words. Examples include in, it, and up.

Consonant-Vowel-Consonant words. Examples include box, job, and sun.

THESE FUNDATIONS® TRICK WORDS APPEAR IN THE BOOKS

a, and, are, as, has, his, is, the, to, was

To learn more about Geodes, please visit the Great Minds® website: greatminds.org.

To learn more about Fundations®, please visit the Wilson Language Training website: wilsonlanguage.com/fundations.

Consejos para familias NIVEL K MÓDULO 3: ESTADOS UNIDOS, ANTES Y AHORA A medida que los niños adquieren más destrezas de lectoescritura, Geodes Nivel K está diseñado para alinearse con su desarrollo. Hay tres tipos de libros diferentes que les permiten a sus niño/a aprender cómo las ilustraciones desarrollan un cuento; también les permitirán practicar la identificación de letras con sus sonidos correspondientes y, eventualmente, aplicar su conocimiento a la lectura de palabras accesibles en frases y oraciones. Una vez que se hayan presentado los nombres de las letras y sus sonidos correspondientes, los estudiantes comenzarán a leer palabras en el tercer módulo del año.

En este módulo, los estudiantes exploran los cambios que han ocurrido con el correr del tiempo en la vida y cultura de Estados Unidos. Para desarrollar el conocimiento sobre este tema, los estudiantes analizan vocabulario relacionado con el contenido. Estas palabras son accomplish (lograr), change (cambiar), construct (construir), landmark (hito) y past (pasado). Considere motivar a su niño/a para que utilice estas palabras a la hora de hablar sobre el nuevo aprendizaje.

TIPO DE LIBRO Luego de desarrollar su capacidad de narración y reconocimiento de los sonidos correspondients a las letras con los libros de los Módulos 1 y 2, los estudiantes están listos para pasar a decodificar palabras, frases y oraciones simples con los Libros a Dúo. Estos libros están diseñados para ser leídos por un lector emergente con la ayuda de un adulto o un lector más avanzado. El ícono del triángulo indica las partes que lee el niño/a, y el ícono del círculo indica las partes que lee el adulto.

EJEMPLO DE RUTINA PARA LOS LIBROS A DÚO 1. Lea el título en voz alta. Luego, muestre a su niño/a la parte de atrás del libro y lea el adelanto en voz alta.

2. En la página 1, pídale a su niño/a que lea el texto donde figura el ícono de un triángulo.

3. A continuación, lea el texto del adulto que aparece indicado con el ícono de un círculo. Lea también otro tipo de texto, como leyendas y etiquetas, mientras su niño/a lo sigue con la lectura del libro.

4. Repita los pasos 2–3 en las páginas restantes.

CONSIDERE HACER ESTAS PREGUNTAS EN CASA

¿Qué te sorprendió en este libro?

¿Qué fue lo nuevo que aprendiste en este libro?

Después de leer este libro: ¿Sobre qué te gustaría aprender más?

Indica cuál es tu ilustración o fotografía favorita. ¿Por qué es tu favorita?

Geodes® Family Tip Sheet

NUESTRA CLASE LEERÁ ESTOS LIBROS 1.a serie: La vida en el hogar Estos Libros a Dúo describen la vida en el hogar en los principios de Estados Unidos.

Build a Log Cabin Three Sisters Bath Night Ice Harvest

3.a serie: Hecho en Estados Unidos Estos Libros a Dúo exploran descubrimientos, inventos y creaciones que son parte de la historia estadounidense.

Lightning Ben Frank’s Ice Pops Ella Sang Back Scraping the Sky

2.a serie: Transporte Estos Libros a Dúo destacan momentos y cambios importantes en el transporte de Estados Unidos.

Call a Cab The First Car to Get That Far The Golden Gate Fly, Amelia, Fly

4.a serie: Símbolos de los Estados Unidos Estos Libros a Dúo presentan símbolos de los estados unidos.

The Flag Is Up Statue of Liberty Sea to Shining Sea Washington Crossing the Delaware

CONCEPTOS DEL ENFOQUE DE FUNDATIONS® QUE APARECEN EN LOS LIBROS

Palabras con una vocal seguida de consonante; por ejemplo, in, it, up.

Palabras con una vocal precedida y seguida de consonante; por ejemplo, box, job, sun.

PALABRAS ENGAÑOSAS DE FUNDATIONS® QUE APARECEN EN LOS LIBROS

a, and, are, as, has, his, is, the, to, was

Para obtener más información sobre Geodes, visite el sitio web de Great Minds®: greatminds.org.

Para obtener más información sobre Fundations®, visite el sitio web de Wilson Language Training: wilsonlanguage.com/ fundations.

Family Tip Sheet LEVEL K MODULE 4: THE CONTINENTS As children’s literacy skills increase, Level K Geodes are designed to align with their growth. Three different types of books allow your child to learn how illustrations develop a story; to practice identifying letter sounds; and, eventually, to apply their knowledge to reading accessible words in phrases and sentences. After students had been introduced to letter names and sounds, they began reading words in the third module of the year.

In this module, students explore the world through art, geography, animals, landmarks, and traditions. To develop their knowledge around these topics, students study content-related vocabulary words. These words are continent, create, habitat, travel, and world. Consider encouraging your child to use these words to discuss new learning.

BOOK TYPE After building their retelling and letter-sound recognition abilities with Module 1 and 2 books, students are ready to transition into decoding words, phrases, and simple sentences with Duet Books. These books are designed to be read by an emerging reader with the support of an adult, or more advanced, reader. The child-read parts are marked by a triangle icon, while the adult-read parts are marked with a circle icon.

SAMPLE ROUTINE FOR DUET BOOKS 1. Read the title aloud. Then direct your child to the back of the book and read the teaser aloud.

2. On page 1, have your child read the text marked with a triangle icon.

3. Then read the adult text marked with a circle icon and any text features, including captions and labels, as your child follows along in their book.

4. Repeat steps 2–3 for the remaining pages.

CONSIDER ASKING THESE QUESTIONS AT HOME

What is something in this book that surprised you?

What is something new you learned from this book?

After reading this book, what would you like to learn more about?

Point to your favorite illustration or photograph. Why is it your favorite?

Geodes® Family Tip Sheet

OUR CLASS WILL READ THESE BOOKS Set 1: Australia These Duet Books explore the Australian continent through geography, landmarks, and animals.

Land of Wonder Jack, Jill, and Joey The Great Reef Hop around Sydney

Set 3: Asia These Duet Books explore the Asian continent through animals, traditions, experiences, and landmarks.

One-Dot Brush & Ink Floating Market Night Climb

Set 2: Africa These Duet Books explore the African continent through animals, art forms, traditions, and literature.

Is That a Cat? Ladi’s Pots Made of Mud Anansi and His Legs

Set 4: Exploring These Duet Books travel the world to develop a sense of place and build a foundation for understanding maps and geography.

Map to the Past Sit and Paint Tap-Tap to Tuk-Tuk Sky Laps

THESE FUNDATIONS® FOCUS CONCEPTS APPEAR IN THE BOOKS

Consonant-Vowel Consonant Words with digraphs (wh, ch, sh, th, ck). Examples include when, which, check, rush, shop, and thick.

THESE FUNDATIONS® TRICK WORDS APPEAR IN THE BOOKS

a, and, are, as, by, do, for, from, has, have, he, his, I, is, me, my, of, one, or, she, the, they, to, was, we, you

To learn more about Geodes, please visit the Great Minds® website: greatminds.org.

To learn more about Fundations®, please visit the Wilson Language Training website: wilsonlanguage.com/fundations.

Consejos para familias NIVEL K MÓDULO 4: LOS CONTINENTES A medida que los niños adquieren más destrezas de lectoescritura, Geodes Nivel K está diseñado para alinearse con su desarrollo. Hay tres tipos de libros diferentes que le permiten a su niño/a aprender cómo las ilustraciones desarrollan un cuento; también le permitirán practicar la identificación de letras con sus sonidos correspondientes y, eventualmente, aplicar su conocimiento a la lectura de palabras accesibles en frases y oraciones. Una vez que se les hayan presentado los nombres de las letras y sus sonidos correspondientes, los estudiantes comenzarán a leer palabras en el tercer módulo del año.

En este módulo, los estudiantes exploran el mundo a través del arte, la geografía, animales, puntos de referencia y tradiciones. Para desarrollar el conocimiento sobre estos temas, los estudiantes analizan vocabulario relacionado con el contenido. Estas palabras son continent (continente), create (crear), travel (viajar) y world (mundo).

Considere motivar a su niño/a para que utilice estas palabras a la hora de hablar sobre el nuevo aprendizaje.

TIPO DE LIBRO Luego de desarrollar su capacidad de narración y reconocimiento de los sonidos correspondients a las letras con los libros de los Módulos 1 y 2, los estudiantes están listos para pasar a decodificar palabras, frases y oraciones simples con los Libros a Dúo. Estos libros están diseñados para ser leídos por un lector emergente con la ayuda de un adulto o un lector más avanzado. El ícono del triángulo indica las partes que lee el niño, y el ícono del círculo indica las partes que lee el adulto.

EJEMPLO DE RUTINA PARA LOS LIBROS A DÚO 1. Lea el título en voz alta. Luego, muestre a su niño/a la parte de atrás del libro y lea el adelanto en voz alta.

2. En la página 1, pídale a su niño/a que lea el texto donde figura el ícono de un triángulo.

3. Luego, lea el texto del adulto que aparece indicado con el ícono de un círculo. Lea también otro tipo de texto, como leyendas y etiquetas, mientras su niño/a lo sigue con la lectura del libro.

4. Repita los pasos 2–3 en las páginas restantes.

CONSIDERE HACER ESTAS PREGUNTAS EN CASA

¿Qué te sorprendió en este libro?

¿Qué fue lo nuevo que aprendiste en este libro?

Después de leer este libro: ¿Sobre qué te gustaría aprender más?

Indica cuál es tu ilustración o fotografía favorita. ¿Por qué es tu favorita?

Geodes® Family Tip Sheet

NUESTRA CLASE LEERÁ ESTOS LIBROS 1.a serie: Australia Estos Libros a Dúo exploran el continente australiano a través de la geografía, puntos de referencia y animales.

Land of Wonder Jack, Jill, and Joey The Great Reef Hop around Sydney

3.a serie: Asia Estos Libros a Dúo exploran el continente asiático a través de animales, tradiciones, experiencias y puntos de referencia.

One-Dot Brush & Ink Floating Market Night Climb

2.a serie: África Estos Libros a Dúo exploran el continente africano a través de animales, arte, tradiciones y literatura.

Is That a Cat? Ladi’s Pots Made of Mud Anansi and His Legs

4.a serie: Exploración Con estos Libros a Dúo viajamos por el mundo para desarrollar un sentido de lugar y sentar las bases para entender los mapas y la geografía.

Map to the Past Sit and Paint Tap-Tap to Tuk-Tuk Sky Laps

CONCEPTOS DEL ENFOQUE DE FUNDATIONS® QUE APARECEN EN LOS LIBROS

Palabras con una vocal precedida y/o seguida de consonante dígrafa (wh, ch, sh, th, ck); por ejemplo, when, which, check, rush, shop, thick.

PALABRAS ENGAÑOSAS DE FUNDATIONS® QUE APARECEN EN LOS LIBROS

a, and, are, as, by, do, for, from, has, have, he, his, I, is, me, my, of, one, or, she, the, they, to, was, we, you

Para obtener más información sobre Geodes, visite el sitio web de Great Minds®: greatminds.org.

Para obtener más información sobre Fundations®, visite el sitio web de Wilson Language Training: wilsonlanguage.com/ fundations.

Works Cited Adams, Marilyn Jager. “Decodable Text: Why, When, and How?” Finding the Right Texts: What Works for Beginning and Struggling Readers, edited by Elfrieda H. Hiebert and Misty Sailors, The Guilford Press, 2009, pp. 23–46.

Beck, Isabel L., et al. Bringing Words to Life: Robust Vocabulary Instruction. The Guilford Press, 2002.

Biemiller, Andrew. “Teaching Vocabulary in the Primary Grades: Vocabulary Instruction Needed.” Vocabulary Instruction Research to Practice, edited by James Baumann and Edward Kame’enui, The Guilford Press, 2004, pp. 28–40.

Castles, Anne, et al. “Ending the Reading Wars.” Psychological Science in the Public Interest, vol. 9, no. 1, 2018, pp. 5–51.

Cervetti, Gina N., and Elfrieda H. Hiebert. “Knowledge at the Center of English Language Arts Instruction.” The Reading Teacher, vol. 72, no. 4, 2019, pp. 499–507.

Claessens, Amy, et al. “Academic Content, Student Learning, and the Persistence of Preschool Effects.”American Educational Research Journal, vol. 51, no. 2, 2014, pp. 403–434.

Coleman, David, and Susan Pimentel. “Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades K–2.” https://www.cgcs.org/cms/lib/DC00001581/Centricity/Domain/25/ Publishers_Criteria_for_Literacy_for_Grades_K-2.pdf. Accessed 11 Nov. 2019.

“Definition of Dyslexia.” International Dyslexia Association, www.dyslexiaida.org/definition-of-dyslexia/. Accessed 14 Aug. 2018.

Grossen, Bonita. “30 years of research: What we now know about how children learn to read: A synthesis of research on reading from the National Institute of Child Health and Human Development.” The Center for the Future of Teaching and Learning, 1997.

Johnston, Francine. “Word Learning in Predictable Text.” Journal of Educational Psychology, vol. 92, no. 2, 2000, pp. 248–255.

Juel, Connie, and Diane Roper/Schneider. “The Influence of Basal Readers on First Grade Reading.” Reading Research Quarterly, vol. 20, no. 2, 1985, pp. 134–152.

Kilpatrick, David. Essentials of Assessing, Preventing, and Overcoming Reading Difficulties, John Wiley & Sons, 2015.

Liben, David, and Meredith Liben. “‘Both and’ Literacy Instruction K–5: A Proposed Paradigm Shift for the Common Core State Standards ELA Classroom,” Achieve the Core, 9 September 2013, www.achievethecore.org/content/ upload/Both%20And%20Literacy%20Instruction%20K-5%20%20A%20Proposed%20Paradigm%20Shift%20 for%20CCSS%20ELA%20and%20Literacy.pdf.

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Works Cited

Liberman, Isabelle Y., and Alvin M. Liberman. “Whole Language vs. Code Emphasis: Understanding Assumptions and Their Implications for Reading Instruction.” Annals of Dyslexia, vol. 40, no. 1, 1990, pp. 51–76.

Paris, Scott G. “Reinterpreting the Development of Reading Skills.” Reading Research Quarterly, vol. 40, no. 2, 2005, pp. 184–202.

Selecting and Using Decodable Text: Guidance for Teachers. Wilson Language Training, 2017.

Snow, Catherine E., and Timothy J. Matthews. “Reading and Language in the Early Grades.” The Future of Children, vol. 26, no. 2, 2016, pp. 57–74.

Strickland, Dorothy S., and Lesley M. Morrow. “Emerging Readers & Writers: Oral Language Development: Children as Storytellers.” The Reading Teacher, vol. 43, no. 3, 1989, pp. 260–261.

Student Achievement Partners. “Foundational Skills Guidance Documents: Grades K–2.” Achieve the Core, December 2017, www.achievethecore.org/content/upload/Foundational%20Skills%20Guidance%20 Document%20Dec.%202017.pdf.

Wagner, Richard K. and Joseph K. Torgesen. “The Nature of Phonological Processing and its Causal Role in the Acquisition of Reading Skills.” Psychological Bulletin, vol. 101, no. 2, 1987, pp. 192–212.

Willingham, Daniel T. “How to Get Your Mind to Read.” New York Times, 25 November 2017, https://www.nytimes. com/2017/11/25/opinion/sunday/how-to-get-your-mind-to-read.html.

Wilson, Barbara A. Fundations® Level K. 2nd ed., Wilson Language Training, 2012.

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Credits Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this teacher resource guide.

Front and back covers, (top), The Terracotta Army, 246–206 BCE, terracotta clay sculptures, Xi’an, China. Image credit: Bernard Roussel/The Image Bank/Getty Images, (second from top), Grant Wood, American Gothic, 1930, oil paint on beaverboard, 3 ​ 0 3/4 in × ​25 3/4 in, © 2019 Figge Art Museum, successors to the Estate of Nan Wood Graham/Licensed by VAGA at Artists Rights Society (ARS), NY. Image credit: The Art Institute of Chicago/Art Resource, NY, (third from top), Emanuel Leutze, Washington Crossing the Delaware, 1851, oil paint on canvas, 149 in × 255 in, Image © The Metropolitan Museum of Art. Image credit: Art Resource, NY, (bottom), Olaus Magnus, Carta Marina, 1539, printed map from woodblocks, 48 x 60 inches, James Ford Bell Library, University of Minnesota, Minneapolis, USA. sImage courtesy the James Ford Bell Library, University of Minnesota

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Acknowledgments GREAT MINDS® STAFF, COLLEAGUES, AND CONTRIBUTORS The following designers, editors, reviewers, support staff, and writers contributed to the development of this library.

David Blair, Thomas Brasdefer, Adam Cardais, Emily Climer, Christina Cooper, Julia Dantchev, Jen Forbus, Sarah Francis, Diana Ghazzawi, Nina Goffi, Laurie Gonsoulin, Mamie Goodson, Lorraine Griffith, Emily Gula, Brenna Haffner, Sarah Henchey, Libby Howard, Trish Huerster, Rachel Hylton, Drew Krepp, Diana Leddy, David Liben, Farren Liben, Crystal Love, Whitney Lyle, Maya Marquez, Siena Mazero, Cathy McGath, Cindy Medici, Tricia Mickelberry, Pam Moffat, Lynne Munson, Marya Myers Parr, Mary-Lise Nazaire, Michelle Palmieri, Judy Plazyk, Kristen Riedel, Michelle Schaut, Catherine Schmidt, Amy Schoon, Aaron Shields, Ed Six, Rachel Stack, Melissa Thomson, Sarah Turnage, Todd Ware, Michelle Warner, Amy Wierzbicki, Nicole Williams, and Rachel Zindler

WILSON LANGUAGE TRAINING® STAFF, COLLEAGUES, AND CONTRIBUTORS Maria Baldarelli, Heidi Dunham, Kimberly Gillingham, Mary Janet McCafferty, Cara O’Connor Collymore, Jay LaRoche, Angela Penfold, Cristina Urquhart, Barbara Wilson, and Edward Wilson

Project management support, production design, and copyediting services provided by ScribeConcepts.com.

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I N S I D E G E O D E S®

Geodes® invite students to delve into rich knowledge and language through stories and informational texts.

Inside Geodes introduces you to this library and its flexible teaching opportunities, including comprehension and image discussion guides, phonetic word lists, and teachable moments.

The Terracotta Army, 246–206 BCE, terracotta clay sculptures, Xi’an, China.

Image credit: Bernard Roussel/The Image Bank/Getty Images

G E O D E S Geodes are a unique type of text that offers an authentic reading experience in which students practice phonetic skills while building knowledge about the five senses, farming, America past and present, the continents, and more. Four modules of accessible books support young students as they develop foundational reading skills, build reading confidence, and spark intellectual curiosity.

Grant Wood, American Gothic, 1930, oil paint on beaver board, 30 ¾ x 25 ¾ inches, The Art Institute of Chicago, Chicago, USA. © 2019 Figge Art Museum, successors to the Estate of Nan Wood Graham/Licensed by VAGA at Artists Rights Society (ARS), NY Image credit: The Art Institute of Chicago/Art Resource, NY

LEVEL K MODULES 1. The Five Senses 2. Once Upon a Farm 3. America, Then and Now 4. The Continents Emanuel Leutze, Washington Crossing the Delaware, 1851, oil paint on canvas, 149 x 255 inches, The Metropolitan Museum of Art, New York, USA. Image © The Metropolitan Museum of Art. Image source: Art Resource, NY

G R E AT M I N D S

®

The uncompromising curricula from Great Minds assume that every child is capable of greatness. We bring teachers and scholars together to craft exemplary instructional materials that inspire joy in teaching and learning. Our curricula—Wit & Wisdom®, Eureka Math®, and PhD Science™—give schoolteachers what they need to take students beyond rote learning to provide a deeper, more complete understanding of the humanities, mathematics, and the sciences. Great Minds, in collaboration with Wilson Language Training®, provides emerging and developing readers an engaging, knowledge-building reading experience through readable books called Geodes.

Olaus Magnus, Carta Marina, 1539, printed map from woodblocks, 48 x 60 inches, James Ford Bell Library, University of Minnesota, Minneapolis, USA. Image courtesy the James Ford Bell Library, University of Minnesota