A&L_NL_LK_M1_Prologue_PS_PP_112342

Prologue | Kindergarten | Module 1

The Five Senses

How do people use their senses to experience the world?

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

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ISBN 979-8-88811-234-2

Contents

Prologue Module Overview

Prologue Module Focus

Prologue Texts

Knowledge Threads

Prologue Materials and Preparation

Prologue English Language Development Standards

Prologue Language Connections

Module Plan

3

4

6

9

Arc A | “Nature’s Treasures”

Prologue to L3

• Learning Goal | Identify things found in nature.

• Language Progress | Share ideas with a partner.

Prologue to L4

• Learning Goal | Identify objects seen in nature.

• Language Progress | Participate in the Think–Pair–Share instructional routine.

Prologue to L5

• Learning Goal | Determine what the child hears in “Nature’s Treasures.”

• Language Progress | Share an idea connected to the topic.

Arc B | My Five Senses

Prologue to L8

• Learning Goal | Identify the body part associated with each sense.

• Language Progress | Share an idea connected to the topic.

Prologue to L9

• Learning Goal | Determine what senses are used in the chart in My Five Senses.

• Language Progress | Share an idea connected to the topic.

Prologue to L10

• Learning Goal | Identify the senses that are used in My Five Senses

• Language Progress | Speak loudly enough for others to hear you.

12

18

24

Arc C | Last Stop on Market Street

Prologue to L13

• Learning Goal | Discuss how CJ uses his sense of sight in Last Stop on Market Street

• Language Progress | Share an idea connected to the topic.

Prologue to L14

• Learning Goal | Determine the sounds CJ experiences through his sense of hearing in Last Stop on Market Street

• Language Progress | Share an idea connected to the topic.

28

Prologue to L15

• Learning Goal | Describe how CJ feels in Last Stop on Market Street.

• Language Progress | Share an idea connected to the topic.

Arc D | Rap a Tap Tap

Prologue to L18

• Learning Goal | Discuss the sights and sounds in Rap a Tap Tap

• Language Progress | Share an idea connected to the topic.

Prologue to L19 

• Learning Goal | Determine whether sounds repeat and have rhythm.

• Language Progress | Share an idea connected to the topic.

Prologue to L20

• Learning Goal | Categorize pictures as showing or not showing joy.

• Language Progress | Share an idea connected to the topic.

Arc E | “Smelly” Kelly and His Super Senses

Prologue to L25

• Learning Goal | Identify how senses can be used in the subway.

• Language Progress | Share an idea connected to the topic.

Prologue to L26

• Learning Goal | Identify how the subway can be unsafe.

• Language Progress | Share an idea connected to the topic.

60

66

72

76

Prologue to L27

• Learning Goal | Describe Smelly Kelly’s actions in “Smelly” Kelly and His Super Senses.

• Language Progress | Speak loudly enough for others to hear you.

94

82

88

Arc F | Fry Bread

Prologue to L30

• Learning Goal | Understand the steps to make fry bread.

• Language Progress | Share an idea connected to the topic.

Prologue to L31

• Learning Goal | Identify examples of heritage in Fry Bread

• Language Progress | Share an idea connected to the topic.

Prologue to L32

• Learning Goal | Identify symbols and what they represent.

• Language Progress | Share an idea connected to the topic.

Appendices

Prologue Vocabulary

Prologue Reference Charts

Prologue Student Resource

100

Acknowledgments

112

How do people use their senses to experience the world?

PROLOGUE MODULE FOCUS

In module 1, Arts & Letters Prologue™ lessons focus on helping students deepen their understanding of how people can use their senses independently or together to experience the world.

• Prologue lessons support reading development by helping students identify story elements such as character, setting, and main topic. Students develop an understanding of the five senses by engaging with the “Five Senses Song,” the book My Five Senses, and the poem “Nature’s Treasures.” They explore how characters use their senses in Last Stop on Market Street, Rap a Tap Tap, “Smelly” Kelly and His Super Senses, and Fry Bread.

• Prologue lessons support writing development by helping students use details from the text to understand the senses. This support prepares students to demonstrate an understanding of the senses in the module tasks.

• Prologue lessons support speaking and listening development by providing more instruction and practice for the module’s speaking and listening goals: Speak loudly enough for others to hear you and share an idea connected to the topic. Use the Module 1 Speaking and Listening Goal Tracker to track progress toward these goals.

• Prologue lessons support language development by helping students use content vocabulary in context. Students also practice staying on topic during discussions.

PROLOGUE TEXTS

Books

Literary

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

Literary Nonfiction

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

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

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

Informational

• My Five Senses, Aliki

Poetry

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

Videos

• “Five Senses Song,” The Kiboomers

• “Subway Smells,” Great Minds®

KNOWLEDGE THREADS

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

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

• People experience joy through their senses.

• People can use their senses to accomplish extraordinary things.

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

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

PROLOGUE MATERIALS AND PREPARATION

Prepare the following materials for use throughout the module.

• Determine how to access module texts.

• Determine how to display Prologue reference charts, Prologue student resources, and select Learn book pages. These are listed in the Materials section of each lesson.

• Print or copy student resources from the Prologue Student Resources appendix. These are listed in the Materials section of each lesson.

• Make one set of story stones by cutting out the story element images from the page in the Prologue Reference Charts appendix. Alternatively, cut out the images and paste them onto real stones. Save all story stones for future use.

• Determine how to access the Module 1 Speaking and Listening Goal Tracker from the Great Minds® Digital Platform.

• Ensure access to the module 1 Knowledge Cards.

• Ensure students have paper for short responses. They can use their journals or other paper.

• For a comprehensive list of all materials used in the module, see the digital platform.

PROLOGUE ENGLISH LANGUAGE DEVELOPMENT STANDARDS

Arts & Letters Prologue lessons for module 1 provide additional language support to develop the following English Language Development (ELD) standards. Educators should consult their state’s ELD standards and proficiency descriptors to identify the best ways to help multilingual learners reach the module’s learning goals. See the Great Minds® Digital Platform for a lesson-by-lesson breakdown of ELD standards.

WIDA Standards

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

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

• Connect stories with images and representations to add meaning

• Recount and restate ideas

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

• Define and classify objects or concepts

• Describe characteristics, patterns, or behavior

• Sort, clarify, and summarize ideas

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

• Share initial thinking with others

• Follow and describe cycles in diagrams, steps in procedures, or causes and effects

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

• Identifying characters, settings, and major events

• Asking and answering questions about unknown words in a text

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

• Asking and answering questions about descriptions of familiar attributes and characteristics

ELP Standards

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

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

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

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

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

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

PROLOGUE LANGUAGE CONNECTIONS

Students’ home languages and cultures are assets that everyone in the school setting should value and celebrate. Teachers can support the strategic use of home language to facilitate activating background knowledge, acquiring ELA knowledge and world knowledge, and engaging with grade-level content. This can happen individually or in groups. Teachers should encourage students to draw explicit metalinguistic connections between English and their home language through cognates and morphological awareness.

Multilingual learners in the United States speak a variety of languages, but an increasing majority speak Spanish at home. In 2019, more than 75 percent of students who were identified as “English learners” spoke Spanish as a home language (National Center for Education Statistics). For this reason, we offer a number of supports for the Spanish language.

Contrastive Analysis

This module focuses on helping students clearly express their ideas about the topic. Prologue lessons help students understand how to share ideas in complete sentences. For students who also speak other language(s), the grammatical rules of English may be confusing. Here are some grammatical differences for which students may need extra explanation and modeling of this structure. In addition to Spanish, we compare English to Arabic and Chinese, the second and third most common languages spoken among multilingual learners in the United States (National Center for Education Statistics).

Language Similarity Difference

Spanish Sentences often follow a subject and predicate format, but it is more flexible.

There are both present and present progressive forms.

Arabic Sentences may follow a subject and predicate format.

Chinese Sentences often follow a subject and predicate format.

The subject of a sentence can be omitted.

There is no present progressive form.

The predicate does not need to have a verb. A sentence such as “she busy” is complete in Mandarin.

Spanish Cognates

Here are Spanish cognates for terms taught in module 1 Prologue lessons. Teacher notes in the lessons draw attention to Spanish language cognates. Use an online Spanish dictionary for pronunciation guidance or to play a recording of the Spanish cognate for students.

Term Cognate

imagine imaginar ingredients ingredientes

nature naturaleza

repeat repetir

rhythm ritmo

symbol símbolo

treasure tesoro

MODULE PLAN KEY

Essential

Question

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

Arc A | “Nature’s Treasures”

Lesson 1

Opening Bookend

Lesson 2

Wonder “Nature’s Treasures” Apples

Lesson 3

Organize “Nature’s Treasures” Apples

Lesson 4

Reveal “Nature’s Treasures” Apples

Lesson 5

Distill “Nature’s Treasures” Apples

Arc B | My Five Senses

Lesson 7

Wonder My Five Senses Children’s Games

Lesson 8

Organize My Five Senses Children’s Games

Lesson 9

Reveal My Five Senses Children’s Games

Lesson 10

Distill My Five Senses Children’s Games Lesson 11

Know My Five Senses Children’s Games

Lesson 6

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

= assessment = Prologue lesson

Arc C | Last Stop on Market Street

Lesson 12

Wonder Last Stop on Market Street

Lesson 13

Organize Last Stop on Market Street

Lesson 14

Reveal Last Stop on Market Street

Lesson 15

Distill Last Stop on Market Street

Module Task 1 completed

Arc D | Rap a Tap Tap

Lesson 17

Wonder

Rap a Tap Tap

“Bill Robinson, the Inimitable”

Lesson 18

Organize Rap a Tap Tap

“Bill Robinson, the Inimitable”

Lesson 19

Reveal Rap a Tap Tap

“Bill Robinson, the Inimitable”

Lesson 20

Distill Rap a Tap Tap

Module Task 2 completed

Lesson 16

Know Last Stop on Market Street

Lesson 21

Know Rap a Tap Tap

Arc E | “Smelly” Kelly and His Super Senses

Lesson 24

Wonder

“Smelly” Kelly and His Super Senses Lesson 25

Organize “Smelly” Kelly and His Super Senses Lesson 26

Reveal

“Smelly” Kelly and His Super Senses Lesson 27

Distill

“Smelly” Kelly and His Super Senses

Module Task 3 completed Lesson 28

Know

“Smelly” Kelly and His Super Senses

Lesson 22

Listening Comprehension Assessment 1

Lesson 23

Responsive Teaching

Arc F | Fry Bread

Module Finale

End-of-Module Task completed

Prologue to Lesson 3

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

OVERVIEW Preview

Students determine whether objects are found in nature. As they discuss objects found in nature, students practice sharing ideas with a partner. This work prepares students to discuss what is happening in “Nature’s Treasures” in lesson 3.

Learning Goal

Identify things found in nature.

LEARNING TASK: Share with a partner your ideas about things found in nature.

Language Progress

In this lesson, students share ideas with a partner. Peer discussion is used frequently throughout the kindergarten modules. The interaction with peers is an important opportunity for students to develop language skills.

To support students with beginning English proficiency, add images of an outdoor and indoor setting to the Nature Chart. To support students with intermediate English proficiency, encourage students to answer in complete sentences (e.g., bees are a part of nature).

Vocabulary

nature (n.)

Materials

TEACHER

• “Nature’s Treasures” (digital platform)

• Nature photograph (digital platform)

• Nature Chart

• Nature or Not Nature Images (Prologue Reference Charts appendix)

STUDENTS

• none

Preparation

• Determine how to display the Nature photograph. See the Launch section for details.

• Make a Nature Chart. See the Learn section for details.

• Cut apart the images from Nature or Not Nature Images in the Prologue Reference Charts appendix and determine how to display them. See the Learn section for details.

LAUNCH 5

minutes

Discuss Prior Knowledge

1. Display the poem “Nature’s Treasures.” Ask this question:

What is this poem about?

2. Use responses to emphasize that the poem is about what a girl experiences outside, or in nature.

3. Introduce the vocabulary term nature by displaying the term. Explain that the Vocabulary Exploration routine has three parts. First, you say the term and simultaneously clap once for each syllable. Then, students copy the action by repeating the term and clapping once for each syllable. Finally, you read aloud the definition.

4. Practice this routine with the term nature.

Teacher Note

The term nature has a Spanish cognate: naturaleza. Share this language connection with students whose home language is Spanish.

5. Display the Nature photograph. Facilitate a brief discussion by asking this question:

What do you see in the image?

Key Ideas

• rocks

• trees

• water

Teacher Note

Invite multilingual learners to share related vocabulary in their home languages.

Definition nature (n.): things that can be found outside

by Jane Morris Udovic illustrations by Jill Dubin

Nature's Treasures

6. Tell students that they will talk about what other things are found in nature.

LEARN

20 minutes

Discuss Things Found in Nature

1. Display the Nature Chart. Explain that when you read aloud and then students say or read aloud the same text after you, they are Echo Reading. Practice this routine by reading aloud the labels of the two columns and instructing students to echo you.

2. Explain that students will be sorting pictures of things into two categories: things that belong in nature and things that do not belong in nature.

3. Display the image of a bee. Ask this question: Are bees a part of nature?

Language Support For students with beginning English proficiency, ask this question to prompt students to think about bees: Where do bees usually live?

4. Think aloud to model how to decide whether a bee is a part of nature.

5. Instruct students to echo the correct response: Bees are a part of nature. Place the image of the bee in the Nature column of the chart.

Sample Think Aloud Bees live outside. Sometimes I see them flying around and landing on flowers that grow outdoors. I think bees are a part of nature.

6. Display the image of a desk. Facilitate a brief discussion about this question:

Are desks a part of nature?

Language Expansion

For students with intermediate English proficiency, prompt them to explain their answers.

7. Reinforce the correct response: Desks are not a part of nature. Instruct students to echo the correct response, and place the desk image in the Not Nature column of the chart.

8. Tell students that they are going to share ideas with a partner. Invite a student to practice with you.

9. Display the image of a porcupine. Model taking turns answering this question:

Are porcupines a part of nature?

10. Pair students and instruct them to answer the question.

11. Reinforce the correct response: Porcupines are a part of nature. Place the porcupine image in the Nature column of the chart.

12. Display the images of a television, a rainbow, a tree, and a bed, one at a time. For each item, instruct students to discuss this question with a partner:

Is this a part of nature?

Teacher Note

Listen closely to students’ discussions and encourage pairs to take turns. Depending on your students’ needs, practice having more conversations as time permits.

13. For each image, invite a few students to share their responses as you add the image to the appropriate column of the chart.

LAND

5 minutes

Demonstrate Learning

1. Introduce the learning task. Instruct students to discuss this question with a partner:

What things are a part of nature?

Analyze Student Progress

Monitor: Do students share things that are a part of nature?

Offer Immediate Support: If students need additional support naming something that is a part of nature, direct them to the things in the Nature column of the Nature Chart.

2. Invite a few students to share their responses.

Key Ideas

• trees

• animals

• flowers

3. Summarize that understanding what can be found in nature will help readers understand the poem “Nature’s Treasures.”

Prologue to Lesson 4

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

OVERVIEW Preview

Students use their sense of sight to explore the illustrations in the poem “Nature’s Treasures.” As they discuss their observations, students practice the Think–Pair–Share instructional routine. This work prepares students to discuss what is happening in “Nature’s Treasures” in lesson 4.

Learning Goal

Identify objects seen in nature.

LEARNING TASK: Share one treasure that is seen in nature.

Language Progress

In this lesson, students participate in the Think–Pair–Share instructional routine. This routine is used frequently throughout the kindergarten modules. The interaction with peers is an important opportunity for students to develop language skills.

To support students with beginning English proficiency, pair those who speak the same home language and provide a visual to accompany the prompt. To support students with intermediate English proficiency, instruct them to ask their partners for additional details or items seen during the Pair stage to prompt further conversation.

Vocabulary

sight (n.)

treasure (n.)

Materials

TEACHER

• “Nature’s Treasures” (digital platform)

• Playground photograph (digital platform)

• Treasure Box photograph (digital platform)

• Knowledge Card: sight

STUDENTS

• none

Preparation

• Determine how to display the Playground photograph. See the Launch section for details.

• Determine how to display the Treasure Box photograph. See the Learn section for details.

LAUNCH

5 minutes

Discuss Prior Knowledge

1. Display the Playground photograph. Facilitate a brief discussion about this question:

What do you see in this image?

Key Ideas

• a playground

• a slide

• a tree Teacher Note

Use this opportunity to introduce new vocabulary terms represented in the image.

2. Use responses to emphasize that the image shows a slide, a tree, a bike, and other playground equipment. Tell students that they just used their sense of sight.

3. Introduce the vocabulary term sight by displaying the Knowledge Card. Engage students in Vocabulary Exploration. Demonstrate the term’s meaning by using a gesture (e.g., form glasses over your eyes with your fingers).

4. Ask this question:

What things in our classroom can you see by using your sense of sight?

5. Tell students that they will use their sense of sight to explore the poem “Nature’s Treasures.”

Definition sight (n.): the sense people experience with their eyes

LEARN 20 minutes

Observe Illustrations

1. Display “Nature’s Treasures.”

2. Direct attention to the first illustration of the child outside in the dirt. Model identifying objects in the illustration by using this sentence frame: I see (e.g., I see a girl playing in the dirt).

3. Instruct each student to identify something in the illustration by using this sentence frame: I see .

Key Ideas

• I see a child playing with leaves.

• I see bees and plants.

• I see a bucket and a shovel.

4. Direct attention to the second illustration of the child in the window. Ask this question: What do you see in this illustration?

Language Support

For students with beginning English proficiency, continue to model the sentence frame, and prompt them to repeat it.

Key Ideas

• a child in the window

• a cat • rain

by Jane Morris Udovic illustrations by Jill Dubin

Nature's Treasures

5. Direct attention to the third illustration of the child holding the porcupine. Tell students that they will follow the instructional routine Think–Pair–Share to answer this question:

What do you see in this illustration?

6. Tell students that the first step is to think. Point to your head and tell students to think about their answer independently.

7. Tell students that the second step is to discuss their idea with a partner. Instruct them to discuss the question with a partner.

8. Tell students that the last step is to share their idea with the whole group. Explain that sometimes all students get to share and sometimes just one or two students get to share. Invite all students to share their response to the question. Prompt them to use this sentence frame: I see .

Key Ideas

• I see a child holding a porcupine.

• I see ants.

• I see trees and grass.

Teacher Note

This lesson includes two more opportunities for Think–Pair–Share. Decide whether students need to be guided through each step of the routine or whether they are ready for more independence. This is an important routine for students to understand.

9. Direct attention to the fourth, fifth, and sixth illustrations in “Nature’s Treasures.” Instruct students to Think–Pair–Share to answer this question:

What do you see in these illustrations?

Language Expansion

For students with intermediate English proficiency, prompt them to add additional details (e.g., the color of the objects that they list).

Key Ideas

• a child

• a rainbow

• rain • bees

• ants

10. Direct attention to the title of the poem. Remind students that the child in the poem describes treasures in nature and that nature includes things that can be found outside, such as plants. If possible, instruct students to look outside.

11. Review the vocabulary term treasure by displaying the term. Engage students in Vocabulary Exploration. Display the Treasure Box photograph to reinforce the meaning of treasure.

Language Support

The term treasure has a Spanish cognate: tesoro. Share this language connection with students whose home language is Spanish.

Definition

treasure (n.): something that is very special

LAND 5 minutes

Demonstrate Learning

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

What treasures, or special things, can you see in nature?

Language Support

For students with beginning English proficiency, refer them to the illustrations in the poem or have them look outside to reinforce the idea of nature.

Analyze Student Progress

Monitor: Do students identify at least one object that can be found in nature?

Offer Immediate Support: If students need additional support sharing one object that is found in nature, instruct students to first point to something that is outside and then guide students to think of the name for that object.

Key Ideas

• birds

• flowers

• rainbows

2. Summarize that students can use their senses to experience nature, just like the child does in the poem “Nature’s Treasures.”

Prologue to Lesson 5

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

OVERVIEW Preview

Students explore what the child hears in the poem “Nature’s Treasures.” As they discuss the sense of hearing, students practice the language goal of sharing an idea connected to the topic. This work prepares students to discuss the words and illustrations of “Nature’s Treasures” in lesson 5.

Learning Goal

Determine what the child hears in “Nature’s Treasures.”

LEARNING TASK: Draw something that the child hears in “Nature’s Treasures.”

Language Progress

In this lesson, students work on this module speaking and listening goal: Share an idea connected to the topic.

To support students with beginning English proficiency, reinforce the concept of hearing by playing audio clips of buzzing bees, falling rain, and chirping birds. To support students with intermediate English proficiency, encourage them to share other sounds the child might hear or similar sounds in nature.

Vocabulary

hearing (n.)

treasure (n.)

Materials

TEACHER

• “Nature’s Treasures” (digital platform)

• Sound of the Lion video (digital platform)

• Knowledge Card: hearing

• Treasure Box photograph (digital platform)

STUDENTS

• coloring utensils

Preparation

• Determine how to display the Treasure Box photograph. See the Learn section for details.

LAUNCH 5 minutes

Practice Vocabulary

1. Play the Sound of the Lion video. Prompt students to answer this question by using the sentence frame: I hear . What do you hear in this video?

2. Reinforce the correct response: a lion roar. Tell students that they use their sense of hearing to observe the lion’s roar.

3. Introduce the vocabulary term hearing by displaying the Knowledge Card. Engage students in Vocabulary Exploration. Demonstrate the term’s meaning by using a gesture (e.g., holding your palm to your ear).

4. Ask this question:

What other sounds can you hear animals make?

5. Tell students that they will talk about what the child in “Nature’s Treasures” hears in nature.

LEARN 20 minutes

Identify Sounds

1. Display “Nature’s Treasures.”

2. Remind students that nature includes things that can be found outside, such as plants. Direct students to an illustration in “Nature’s Treasures” to help them understand the meaning of nature.

Definition hearing (n.): the sense people experience with their ears

3. Read aloud the first sentence of “Nature’s Treasures,” starting with “I know by.” Ask this question while making the nonverbal signal for hearing:

What does the child hear?

4. Reinforce the correct response: The child hears bees buzzing. Invite students to make buzzing noises.

5. Instruct students to continue listening and to make the nonverbal signal for hearing when they hear a sound detail. Read aloud the second sentence of the poem, starting with “And when it.”

6. Ask this question:

What does the child hear?

7. Reinforce the correct response: The child hears rain. Invite students to make raindrop noises.

Language Support

For students with beginning English proficiency, explain that the person in this illustration is indoors, but they can hear the rain that is falling outdoors.

Language Expansion

For students with intermediate English proficiency, encourage them to answer in a complete sentence by using the sentence frame: The child hears .

8. Instruct students to continue listening and to make the nonverbal signal for hearing when they hear a sound detail. Read aloud the fourth sentence of the poem, starting with “I imitate the.”

9. Ask this question:

What does the child hear?

10. Reinforce the correct response: The child hears birds chirping. Invite the class to make chirping noises.

11. Point to each illustration of the poem and instruct students to echo these sentences and to make the corresponding sounds:

• The child hears bees buzzing.

• The child hears rain falling.

• The child hears birds chirping.

12. Direct attention to the title of the poem. Remind students that the child in the poem describes treasures in nature.

13. Review the vocabulary term treasure by displaying the term. Engage students in Vocabulary Exploration. Display the Treasure Box photograph to reinforce the meaning of treasure.

Teacher Note

The term treasure has a Spanish cognate: tesoro. Share this language connection with students whose home language is Spanish.

LAND 5 minutes

Demonstrate Learning

1. Distribute blank paper and coloring utensils.

2. Introduce the learning task. Instruct students to draw a treasure, or special thing, the child in the poem hears in nature.

Analyze Student Progress

Monitor: Do students draw bees, birds, or rain?

Offer Immediate Support: If students need additional support identifying a treasure from the poem, direct their attention to the illustrations and encourage them to point to what makes noise.

3. Invite a few students to share their drawings and explain what the child heard.

4. Instruct students to draw an ear on their papers to represent hearing.

5. Summarize that noticing what the child hears helps readers better understand the poem.

Definition

treasure (n.): something that is very special

Prologue to Lesson 8

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

OVERVIEW Preview

Students explore the five senses. As they identify and use their senses, students practice the language goal of sharing an idea connected to a topic. This work prepares students to discuss what is happening in My Five Senses in lesson 8.

Learning Goal

Identify the body part associated with each sense.

LEARNING TASK: Describe the body part associated with each sense.

Language Progress

In this lesson, students work on this module speaking and listening goal: Share an idea connected to the topic. To support students with beginning English proficiency, consistently model and prompt students to use this sentence frame: I use my to . To support students with intermediate English proficiency, encourage them to expand their sentences by adding a detail such as “I use my eyes to see trees outside.”

Vocabulary

senses (n.)

Materials

TEACHER

• “Five Senses Song” (digital platform)

• Knowledge Card: senses

• My Five Senses Chart

STUDENTS

• drawing paper labeled with a sense

Preparation

• Make a My Five Senses Chart. See the Learn section for details.

• Label sheets of drawing paper (one for each student) with one of these senses: smell, touch, hear, and taste.

• Determine how to display the sentence frame. See the Learn section for details.

LAUNCH 5 minutes

Practice Vocabulary

1. Play the “Five Senses Song.” and ask this question:

What is this song about?

2. Reinforce the correct response: the five senses.

3. Review the vocabulary term senses by displaying the Knowledge Card. Engage students in Vocabulary Exploration. Point to each body part on the Knowledge Card as you say each sense.

4. Ask this question:

What are the five senses?

5. Reinforce the correct response: sight, smell, taste, touch, and hearing. Point to each body part on the Knowledge Card as you say each sense.

Teacher Note

Invite multilingual learners to share the names of the body parts and senses in their home language.

6. Tell students that they will talk about the five senses and the different body part used for each sense.

LEARN 20

minutes

Identify Senses

1. Play the “Five Senses Song.” Pause the video at 1:04.

2. Ask this question:

What body part do you use to see?

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

3. Reinforce the correct response: eyes. Instruct students to point to their eyes.

4. As you play the rest of the video, model how to point to the body part for the sense mentioned. Instruct students to mimic your actions.

5. Display the My Five Senses Chart.

6. Direct attention to the See column of the chart. Ask this question: What body part do you use to see?

7. Reinforce the correct response: eyes. Draw a picture of eyes below the word See on the chart.

8. Explain that students will draw the body part used for a different sense.

9. Distribute the labeled drawing paper. Read aloud each sense as you direct attention to the labels. Instruct students to draw the body part used for the sense on their paper.

Language Support

For students with beginning English proficiency, play the “Five Senses Song” while students are drawing, as a reminder of the body part used for each sense.

10. Tell students that they will now tell a partner about their sense and the body part used for that sense.

11. Display and read aloud the sentence frame: I use my to . Model how to complete the sentence frame for the sense of sight. Instruct students to repeat the sentence.

Language Expansion

For students with intermediate English proficiency, prompt them to add to the sentence frame by sharing what they see (e.g., I use my eyes to see friends).

12. Pair students and instruct them to complete the sentence frame to describe their drawings.

My Five Senses

13. Complete the My Five Senses Chart by affixing a few student drawings to the chart or by inviting a few students to draw corresponding body parts directly on the chart.

14. Lead students in using the sentence frame to describe the body part used for each sense:

• I use my eyes to see.

• I use my ears to hear.

• I use my nose to smell.

• I use my tongue to taste.

• I use my fingers to touch.

LAND 5 minutes

Demonstrate Learning

1. Introduce the learning task. Instruct students to answer these questions with a partner:

What do you use to see?

What do you use to hear?

What do you use to smell?

What do you use to taste?

What do you use to touch?

Language Support

To support students with beginning English proficiency, continue to model using the sentence frame: I use my to

Analyze Student Progress

Monitor: Do students share the correct body part used for the specified sense?

Offer Immediate Support: If students need additional support recalling the body parts used for the specified senses, direct attention to the My Five Senses Chart.

2. Invite a few students to share their responses, and reinforce the correct responses:

• see—eyes

• hear—ears

• smell—nose

• taste—tongue

• touch—fingers

3. Summarize that understanding the senses will help students explore their surroundings.

Prologue to Lesson 9

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

OVERVIEW Preview

Students explore some items listed in the opening chart of My Five Senses. As they identify which item belongs to which sense, students practice the language goal of sharing an idea connected to a topic. This work prepares students to examine the chart in My Five Senses in lesson 9.

Learning Goal

Determine what senses are used in the chart in My Five Senses.

LEARNING TASK: Describe a sense used to experience the objects from the My Five Senses Chart.

Language Progress

In this lesson, students work on this module speaking and listening goal: Share an idea connected to the topic.

To support students with beginning English proficiency, collect tangible items for students to experience with senses and sort. To support students with intermediate English proficiency, prompt students to add more details to explain what they know about each object.

Vocabulary

senses (n.)

Materials

TEACHER

• My Five Senses

• Knowledge Card: senses

• My Five Senses Chart

• My Five Senses Images

(Prologue Reference Charts appendix)

• Ice Cream video (digital platform)

• Clock video (digital platform)

• Skunk video (digital platform)

• Feather video (digital platform)

• Lemonade video (digital platform)

• Sailboat video (digital platform)

STUDENTS

• none

Preparation

• Make a My Five Senses Chart. See the Learn section for details.

• Cut apart the images from My Five Senses Images in the Prologue Reference Charts appendix and determine how to display them. See the Learn section for details.

• Determine how to display the sentence frame. See the Learn section for details.

LAUNCH

5 minutes

Discuss Prior Knowledge

1. Review the vocabulary term senses by displaying the Knowledge Card. Engage students in Vocabulary Exploration.

2. Play the Ice Cream video. Instruct students to think about the senses used in the video. Ask this question:

What senses is the girl using to enjoy the ice cream?

3. Reinforce the correct responses: smell, taste, sight, touch. Explain that even though people may use more than one sense to enjoy ice cream, there is usually a sense that is used the most to enjoy ice cream.

4. Ask this question:

What sense do you use the most to enjoy ice cream?

5. Reinforce the correct response: taste.

6. Tell students that they will practice identifying which sense is used the most to experience different objects.

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

LEARN 20 minutes

Identify the Senses

1. Display the My Five Senses Chart. Echo Read each sense.

2. Tell students that they will practice sorting objects based on which sense they use the most for each object.

Teacher Note

These items are also found on page 1 of My Five Senses. These items were selected to provide students with an opportunity to discuss lesser-known objects related to some of the senses.

3. Display the clock from the My Five Senses Images. Tell students to repeat the term clock.

Language Support

For students with beginning English proficiency, provide more practice with pronouncing and identifying the terms for the images.

4. Play the Clock video. Explain that a clock is a tool that people use to tell time. Ask this question: What sense do you use to listen to the sound of the clock?

5. Reinforce the correct response: hearing.

6. Display and read aloud the sentence frame: I can the . Model using the sentence frame: I can hear the clock. Instruct students to repeat this sentence to a partner.

7. Add the image of the clock to the Hear column of the chart.

My Five Senses

Five Senses Images

8. Display the skunk image. Tell students to repeat the term skunk.

9. Play the Skunk video. Explain that a skunk, an animal with white and black fur, sprays when it is scared.

10. Ask this question:

What sense do you use to notice the stinky spray of the skunk?

11. Reinforce the correct response: smell.

12. Direct attention to the sentence frame: I can the . Instruct students to repeat the sentence: I can smell the skunk. Invite a student to add the picture of the skunk to the Smell column of the chart.

Language Expansion

For students with intermediate English proficiency, instruct them to complete the sentence frame independently.

13. Display the feather image. Tell students to repeat the term feather.

14. Play the Feather video. Explain that a feather is something that is often found on animals, such as ducks. Instruct students to Think–Pair–Share to answer this question:

What sense do you use to notice the soft feel of the feather?

15. Reinforce the correct response: touch.

16. Direct attention to the sentence frame: I can the . Instruct students to repeat the sentence: I can touch the feather. Invite a student to add the picture of the feather to the Touch column of the chart.

17. Display the lemonade image. Tell students to repeat the term lemonade.

18. Play the Lemonade video. Tell students that lemonade is a sour drink that comes from lemons. Instruct them to Think–Pair–Share to answer this question: What sense do you use when you drink lemonade?

19. Reinforce the correct response: taste.

20. Direct attention to the sentence frame: I can the . Instruct students to repeat the sentence: I can taste the lemonade. Invite a student to add the picture of the lemonade to the Taste column of the chart.

21. Display the sailboat image. Tell students to repeat the term sailboat.

22. Play the Sailboat video. Tell students that a sailboat is something people ride to move across water, but many people enjoy watching sailboats too. Instruct students to Think–Pair–Share to answer this question: What sense do you use to watch the sailboat?

23. Reinforce the correct response: sight.

24. Direct attention to the sentence frame: I can the . Instruct students to repeat the sentence: I can see the sailboat. Invite a student to add the picture of the sailboat to the See column of the chart. Clarify that sight is the name of the sense, but the action word is see.

LAND 5 minutes

Demonstrate Learning

1. Introduce the learning task. Pair students and instruct them to answer these questions, posed one at a time:

What sense do you use to listen to the sound of the clock?

What sense do you use to notice the stinky spray of the skunk?

What sense do you use to notice the soft feel of the feather?

What sense do you use to drink lemonade?

What sense do you use to watch the sailboat?

Language Support

To support students with beginning English proficiency, continue to model using the sentence frame: I can  the

Analyze Student Progress

Monitor: Do students correctly identify the sense to experience each of the objects from the chart?

Offer Immediate Support: If students need additional support identifying the correct sense for each object, replay the video to review each object and the sense used to experience each object.

2. Invite a few students to share their responses.

3. Reinforce the correct responses:

• clock—hearing

• skunk—smell

• feather—touch

• lemonade—taste

• sailboat—sight

4. Summarize that identifying which sense is used the most will help students understand how to use the chart in My Five Senses.

Prologue to Lesson 10

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

OVERVIEW Preview

Students identify the senses that the boy uses in My Five Senses. As they discuss the senses, students practice speaking loudly enough for others to hear them. This work prepares students to discuss the central idea of My Five Senses in lesson 10.

Learning Goal

Identify the senses that are used in My Five Senses.

LEARNING TASK: Share ways the boy in My Five Senses can use his senses.

Language Progress

In this lesson, students work on this module speaking and listening goal: Speak loudly enough for others to hear you.

To support students with beginning English proficiency, pair students with intermediate English speakers to assist them in conversation. To support students with intermediate English proficiency, invite students to model appropriate voice volume for class discussions.

Vocabulary

senses (n.)

Materials TEACHER

• My Five Senses

• Knowledge Card: senses

• Child Eating a Cookie photograph (digital platform)

STUDENTS

• Identify Senses for My Five Senses (Prologue Student Resource appendix)

Preparation

• Determine how to display Identify Senses for My Five Senses. See the Learn section for details.

LAUNCH

5 minutes

Discuss Prior Knowledge

1. Review the vocabulary term senses by displaying the Knowledge Card. Engage students in Vocabulary Exploration.

2. Remind students that people often use more than one sense to explore.

3. Display the Child Eating a Cookie photograph. Instruct students to Think–Pair–Share to answer this question:

What senses is the child using to enjoy the cookie? Key Ideas

• taste

• touch

• smell

4. Explain that students will practice identifying multiple senses that the character uses in My Five Senses.

LEARN 20 minutes

Discuss My Five Senses

1. Display Identify Senses for My Five Senses. Distribute copies to students.

2. Tell students that you will ask a question about each icon on the resource and they will answer by using the sentence frame: I use my to . Direct attention to each icon and ask this question:

What sense do you use with this body part?

Definition

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

3. Reinforce the correct responses:

• I use my eyes to see.

• I use my ears to hear.

• I use my nose to smell.

• I use my mouth to taste.

• I use my hand to touch.

Language Support

For students with beginning English proficiency, repeat steps 2 and 3 for additional modeling and practice.

4. Tell students that they will use this chart to identify the sense that the character is using in different parts of the book. Read aloud pages 14–15 of My Five Senses. Ask this question:

What sense does the boy use?

5. Reinforce the correct response: sight. Clarify that sight is the name of the sense, but the action word is see. Direct attention to the chart and tell students to point to the body part used to see.

6. Instruct students to Think–Pair–Share and point to the corresponding body part on their chart to answer this question:

What other senses can the boy use while playing with his baby sister?

Language Expansion

For students with intermediate English proficiency, encourage them to share detailed explanations (e.g., the boy can use the sense of touch while giving his baby sister a hug).

Key Ideas • hearing

touch

smell

7. Read aloud page 16 of My Five Senses. Ask this question:

What sense does the boy use?

8. Reinforce the correct response: hearing. Instruct students to point to the corresponding body part on their chart.

9. Instruct students to Think–Pair–Share and to point to the corresponding body part on their chart to answer this question:

What other senses can the boy use while playing a drum?

10. Reinforce the correct responses: sight and touch.

11. Read aloud page 17 of My Five Senses. Ask this question:

What sense does the boy use?

12. Reinforce the correct response: smell. Instruct students to point to the corresponding body part on their chart.

13. Instruct students to Think–Pair–Share and to point to the corresponding body part on their chart to answer this question:

What other senses can the boy use to experience a cookie?

14. Reinforce the correct responses: sight, touch, and taste.

15. Read aloud pages 18–19. Ask this question:

What senses is the boy using on these pages?

16. Reinforce the correct responses: taste and touch.

LAND

5 minutes

Demonstrate Learning

1. Introduce the learning task. Tell students to discuss this question with a partner:

How can the boy use another of his senses to interact with something on page 19?

Prompt students to speak loudly enough to be heard.

Analyze Student Progress

Monitor: Do students share a way that the boy can use a sense other than touch to interact with the kitten, the water, or the balloon?

Offer Immediate Support: If students need additional support identifying another sense, point to another icon for each sense on Identify Senses for My Five Senses and instruct them to imagine how they could use that sense to play with water.

2. Invite a few students to share their responses.

Key Ideas

• The boy can hear the balloon pop.

• The boy can touch the kitten.

• The boy can taste the water.

3. Summarize that thinking about how the character uses all his senses helps students better understand the story.

Prologue to Lesson 13

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

OVERVIEW Preview

Students discuss what CJ sees on his trip in Last Stop on Market Street. As they discuss what CJ sees, students practice sharing an idea connected to the topic. This work prepares students to identify the characters and collect evidence about CJ’s bus ride in Last Stop on Market Street in lesson 13.

Learning Goal

Discuss how CJ uses his sense of sight in Last Stop on Market Street.

LEARNING TASK: Use a sentence frame to state what CJ sees during his day in Last Stop on Market Street.

Language Progress

In this lesson, students work on this module speaking and listening goal: Share an idea connected to the topic.

To support students with beginning English proficiency, frequently direct attention to the Knowledge Card for sight to emphasize the topic. To support students with intermediate English proficiency, prompt them to add details to their responses by asking where? questions (e.g., Where did CJ see his friends?).

Vocabulary

sight (n.)

Materials

TEACHER

• Last Stop on Market Street

• character story stone (Prologue Reference Charts appendix)

• Knowledge Card: sight

• sticky notes

STUDENTS

• none

Preparation

• Last Stop on Market Street is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.

• Make a character story stone by cutting out the story element image from the page in the Prologue Reference Charts appendix. Alternatively, cut out the image and paste it onto a real stone.

LAUNCH

5 minutes

Discuss Prior Knowledge

1. Display Last Stop on Market Street. Assess and activate prior knowledge by asking this question:

Who is this book about?

Key Ideas

• CJ

• Nana

• bus passengers

2. Remind students that a person or creature in a story is called a character. Display the story stones character symbol to help students understand the term’s meaning.

3. Explain that students will discuss how the character CJ uses his sense of sight on his bus ride.

4. Review the vocabulary term sight by displaying the Knowledge Card. Engage students in Vocabulary Exploration. Demonstrate the term’s meaning by using a gesture for sight (e.g., forming glasses with your fingers).

Definition

sight (n.): the sense people experience with their eyes

LEARN 20 minutes

Discuss Sights

1. Tell students that they will read to find out what CJ sees while he waits for the bus. Read aloud page 8, starting with “From the bus.”

Language Support

For students with beginning English proficiency, explain that a bus stop is where a bus picks up passengers. Point to the bus sign in the illustration on page 8 to reinforce understanding.

2. Instruct students to use a nonverbal signal for sight (e.g., forming glasses with their fingers) as they look more closely at pages 8–9.

3. Ask this question: What does CJ see?

To help students share an idea connected to the topic, provide this sentence frame: CJ sees .

Key Ideas

• CJ sees rain.

• CJ sees a car.

• CJ sees his friend.

4. Add responses to sticky notes and invite a few students to place labels (e.g., car or friend) on pages 8–9.

Language Expansion

For students with intermediate English proficiency, invite them to assist with the creation of the labels by identifying the sounds heard in the words.

5. Tell students that they will now find out what CJ sees when he gets on the bus. Read aloud pages 12–13, starting with “What’s that I.”

6. Instruct students to use the nonverbal signal for sight (e.g., forming glasses with their fingers) as they look more closely at pages 12–13.

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

What does CJ see?

Key Ideas

• bus driver

• passengers

• bus

8. Add responses to sticky notes and invite a few students to place labels (e.g., bus driver and passengers) on pages 12–13.

9. Direct attention to CJ on page 23. Explain that CJ is getting off the bus, which means that he is close to his destination, or where he is going.

Language Support

For students with beginning English proficiency, explain that a “last stop” is the end of a bus route. Guide students to notice the connection to the title of the text.

10. Tell students that they will now determine what CJ sees when he arrives at his destination. Read aloud page 28, starting with “He thought his.”

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

What does CJ see?

Key Ideas

• people

• food

• a soup kitchen

12. Add responses to sticky notes and invite a few students to place labels (e.g., food and people) on pages 28–29.

LAND 5 minutes

Demonstrate Learning

1. Introduce the learning task. Pair students with new partners, and instruct them to discuss what CJ sees while traveling on the bus by using this sentence frame: CJ sees .

Analyze Student Progress

Monitor: Do students use textual evidence to share what CJ sees in Last Stop on Market Street?

Offer Immediate Support: If students need additional support identifying something CJ sees, provide students with your copy of Last Stop on Market Street and review the labels created during the lesson.

2. Invite a few students to share their responses.

Key Ideas

• CJ sees people.

• CJ sees food.

• CJ sees a soup kitchen.

3. Summarize that examining how CJ uses his sense of sight can help readers better understand Last Stop on Market Street.

Prologue to Lesson 14

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

OVERVIEW Preview

Students discuss what CJ hears and imagines in Last Stop on Market Street. As they discuss CJ’s experience, students practice sharing an idea connected to the topic. This work prepares students to discuss how characters experience the bus ride in Last Stop on Market Street in lesson 14.

Learning Goal

Determine the sounds CJ experiences through his sense of hearing in Last Stop on Market Street.

LEARNING TASK: Use a sentence frame to state what CJ hears during his day in Last Stop on Market Street.

Language Progress

In this lesson, students work on this module speaking and listening goal: Share an idea connected to the topic.

To support students with beginning English proficiency, frequently direct attention to the Knowledge Card for hearing to emphasize the topic. To support students with intermediate English proficiency, prompt them to add details to their responses by asking who? and where? questions.

Vocabulary

hearing (n.)

imagine (v.)

Materials

TEACHER

• Last Stop on Market Street

• “Best Friends” audio clip (digital platform)

• Knowledge Card: hearing

STUDENTS

• none

Preparation

• Last Stop on Market Street is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.

LAUNCH

5 minutes

Discuss Prior Knowledge

1. Play the “Best Friends” audio clip.

2. Ask this question: What sense do you use to listen to the song?

3. Reinforce the correct response: hearing.

4. Review the vocabulary term hearing by displaying the Knowledge Card. Engage students in Vocabulary Exploration. Demonstrate the term’s meaning by using a gesture (e.g., cupping your hand next to your ear).

5. Tell students that they will discuss what CJ hears in Last Stop on Market Street.

LEARN 20 minutes

Discuss Sounds

Definition hearing (n.): the sense people experience with their ears

1. Tell students that they will read to find out what CJ hears during his trip with Nana. Instruct students to make the nonverbal signal for hearing. Read aloud page 10, starting with “Boy, what do.”

2. Ask this question: What does CJ hear?

3. Think aloud to model sharing an idea connected to the topic by using this sentence frame: CJ hears .

Language Support

For students with beginning English proficiency, demonstrate the noises the text suggests by using media or by exaggerating those sounds during the reading.

Sample Think Aloud

The text says the bus creaked, sighed, and sagged. I can say, “CJ hears the bus.”

4. Emphasize that CJ is using his sense of hearing to hear the bus making noises.

5. Tell students that they will now find out what else CJ hears once he is on the bus. Instruct students to make the nonverbal signal for hearing. Read aloud page 12, starting with “What’s that I.”

6. Instruct students to answer this question with a partner: What does CJ hear?

7. Invite a few students to share their responses, and reinforce the correct response: Nana laughing. Invite students to laugh like Nana.

8. Read aloud page 14, starting with “The bus lurched.”

9. Instruct students to answer this question with a partner: What does CJ hear?

10. Invite a few students to share their responses, and reinforce the correct response: Nana humming. Invite students to hum like Nana.

11. Read aloud the portion of page 19 from “CJ didn’t have” to “beginning to sing.”

12. Instruct students to answer this question with a partner: What does CJ hear?

13. Invite a few students to share their responses, and reinforce the correct response: a guitar.

Language Expansion

For students with intermediate English proficiency, instruct them to form a complete sentence that includes several things that CJ hears.

14. Explain that students will now find out what CJ does as he uses his sense of hearing to listen to the guitar. Continue reading from page 19, starting with “To feel the” and ending with “the spotted dog.”

15. Direct attention to CJ’s closed eyes in the illustration. Tell students that CJ closes his eyes to better feel the music. Explain that some people create pictures in their mind when they listen to music.

16. Tell students that just like people can see with their eyes, they can also see by imagining. Introduce the vocabulary term imagine by displaying the term. Engage students in Vocabulary Exploration.

Language Support

The term imagine has a Spanish cognate: imaginar. Share this language connection with students whose home language is Spanish.

17. Explain that students will now listen to music and imagine. Play the “Best Friends” audio clip. Instruct students to close their eyes while you play the audio clip. When the clip ends, tell students to open their eyes.

18. Facilitate a brief discussion about this question: What did you imagine while listening to the guitar?

Language Support

If possible, invite multilingual learners to discuss this question with a partner who speaks the same home language.

Definition imagine (v.): to think or create something in your mind

LAND 5

minutes

Demonstrate Learning

1. Introduce the learning task. Pair students with new partners, and instruct them to discuss what CJ hears while traveling on the bus by using this sentence frame: CJ hears .

Analyze Student Progress

Monitor: Do students use textual evidence to share what CJ hears in Last Stop on Market Street?

Offer Immediate Support: If students need additional support identifying something CJ hears, direct them to the illustrations on page 19 and ask what CJ is listening to.

2. Invite a few students to share their responses.

Key Ideas

• CJ hears the bus.

• CJ hears laughing.

• CJ hears humming.

• CJ hears the guitar.

3. Summarize that examining what CJ hears can help readers better understand Last Stop on Market Street.

Prologue to Lesson 15

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

OVERVIEW Preview

Students discuss how CJ might feel in Last Stop on Market Street. As they discuss CJ’s feelings, students practice the language goal of sharing an idea connected to a topic. This work prepares students to discuss the central idea of Last Stop on Market Street in lesson 15.

Learning Goal

Describe how CJ feels in Last Stop on Market Street. LEARNING TASK: Use a sentence frame to explain one reason why CJ might feel grumpy during the bus ride.

Language Progress

In this lesson, students work on this module speaking and listening goal: Share an idea connected to the topic.

To support students with beginning English proficiency, provide additional examples of the two meanings of feel. To support students with intermediate English proficiency, encourage them to identify other feelings that could describe CJ besides happy and grumpy.

Vocabulary

grumpy (adj.)

Materials TEACHER

• Last Stop on Market Street

• Knowledge Card: touch

• Feeling Words (Prologue Reference Charts appendix)

STUDENTS

• none

Preparation

• Last Stop on Market Street is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.

• Determine how to display Feeling Words. See the Launch section for details.

• Determine how to display the sentence frame. See the Learn section for details.

LAUNCH

5 minutes

Practice Vocabulary

1. Display the Knowledge Card for touch. Ask this question:

What sense is this?

2. Instruct students to touch the desk. Explain that the term feel can be used like touch. Instruct students to repeat the sentences “I touch the desk. I feel the desk.”

3. Instruct students to touch and feel other items in the classroom.

4. Explain that the word feel can also be used to describe how we feel inside, or emotionally. Display Feeling Words. Review some of the feelings.

5. Ask this question:

How do you feel when you are at recess?

6. Tell students that they will discuss how CJ feels in Last Stop on Market Street.

LEARN

20 minutes

Discuss CJ’s Feelings

1. Tell students that people sometimes use facial expressions to show how they feel inside, or emotionally.

2. Direct attention to the happy face on Feeling Words. Instruct students to make a happy face and say, “I feel happy.”

3. Repeat step 2 with several other feelings from the chart.

4. Explain that words in the text can also provide clues about how the character feels inside. Tell students that they will look at details in the illustrations and words in the text to determine how CJ feels.

5. To help share an idea connected to the topic, provide this sentence frame: CJ feels .

6. Display Last Stop on Market Street and read aloud page 4. Exaggerate your expression to help students understand CJ’s emotions.

7. Ask this question:

How do you think CJ feels?

8. Think aloud to model how to use details from the illustrations and words from the text to determine that CJ feels happy.

9. Explain that students will now listen for details that explain why CJ might feel happy. Read aloud pages 4–5 from “CJ pushed through” to “smelled like freedom.”

Language Support

For students with beginning English proficiency, explain that freedom means being able to do what you want.

10. Facilitate a discussion about this question:

Why do you think CJ feels happy?

Key Ideas

• He is leaving church.

• He is free.

Sample Think Aloud

The text says that CJ “skipped down the steps,” and I see that he has a big smile on his face. I think that he is excited. My sentence is, “CJ feels happy.”

11. Display and read aloud this sentence frame: CJ feels because . Explain that students can use this sentence frame to explain how CJ feels and why he feels that way. Model how to use the sentence frame to explain how CJ feels.

12. Instruct pairs to take turns using the sentence frame to explain how CJ feels and why.

Language Expansion

For students with intermediate English proficiency, instruct students to create a more complex sentence that includes both reasons.

13. Tell students that they will now discuss how CJ feels in a different part of the text. Read aloud page 14, starting with “The bus lurched.”

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

How do you think CJ feels?

Prompt students to refer to the Feeling Words resource.

Language Support

For students with beginning English proficiency, direct them to the first line: “How come we always gotta go here after church?” Ask this question: How do you think CJ sounds when he says that?

Key Ideas

• sad

• disappointed

• angry

15. Explain that grumpy is another word that describes CJ. Introduce the vocabulary term grumpy by displaying the term. Engage students in Vocabulary Exploration. Make a grumpy face and tell students to make a grumpy face.

Definition grumpy (adj.): having a bad temper or complaining often

16. Facilitate a brief discussion about these questions:

When do you feel grumpy?

How do you act when you are grumpy?

17. Use responses to reinforce that people often complain when they feel grumpy. Ask this question:

What is CJ complaining about?

Key Ideas

• having to go on a trip with Nana

• having to go somewhere when his friends do not have to go

18. Explain that students will work with a partner to explain why CJ feels grumpy.

LAND 5 minutes

Demonstrate Learning

1. Introduce the learning task. Instruct students to use the sentence frame with a partner to discuss why CJ feels grumpy.

CJ feels grumpy because .

Analyze Student Progress

Monitor: Do students provide textual evidence for why CJ feels grumpy?

Offer Immediate Support: If students need additional support identifying why CJ feels grumpy, reread the last two sentences on page 14 and instruct students to determine whether CJ wants to go on this trip with Nana.

2. Invite a few students to share their responses.

Key Ideas

• CJ feels grumpy because he has to go to the soup kitchen with Nana.

• CJ feels grumpy because he has to go somewhere when his friends do not have to go.

3. Summarize that discussing how a character feels helps readers understand what is happening in a story.

Prologue to Lesson 18

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

OVERVIEW Preview

Students discuss what sights and sounds they might experience in Rap a Tap Tap. As they discuss the illustrations, they practice sharing an idea connected to the topic. This work prepares students to identify settings in Rap a Tap Tap in lesson 18.

Learning Goal

Discuss the sights and sounds in Rap a Tap Tap.

LEARNING TASK: Share one thing that you might hear from Bojangles on page 25.

Language Progress

In this lesson, students work on this module speaking and listening goal: Share an idea connected to the topic.

To support students with beginning English proficiency, direct attention to the Knowledge Cards for hearing or sight to emphasize the topic. To support students with intermediate English proficiency, help them add more specific details to their responses by introducing vocabulary such as “the bus squeaks and rumbles” rather than “the bus makes noise.”

Vocabulary

none

Materials TEACHER

• Rap a Tap Tap

• Knowledge Cards: sight, hearing

• Fred Astaire Tap Dancing video (digital platform)

STUDENTS

• none

Preparation

• Rap a Tap Tap is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.

LAUNCH

5 minutes

Discuss Prior Knowledge

1. Display the Knowledge Card for sight. Tell students that they will watch a video and think about what they see. Instruct students to activate their sense of sight by using a nonverbal signal for sight (e.g., putting on glasses).

2. Play the Fred Astaire Tap Dancing video with the sound muted. Ask students this question:

What do you see?

3. Reinforce the correct response: people dancing. Explain that the people in the video are tap dancers. Remind students that they are learning about Bojangles, who was also a tap dancer.

4. Display the Knowledge Card for hearing. Tell students that they will watch the video again and think about what they hear. Instruct students to use the nonverbal signal for hearing (e.g., cupping an ear).

5. Instruct students to close their eyes. Replay the video with sound. Ask this question:

What do you hear?

6. Reinforce the correct responses: music and tapping.

7. Tell students that they will discuss what they see and hear in Rap a Tap Tap.

LEARN

20 minutes

Discuss Sights and Sounds

1. Display Rap a Tap Tap. Assess and activate prior knowledge by asking this question:

What is this story about?

2. Use responses to emphasize that Rap a Tap Tap is about a man named Bojangles who lived in a place where there were many things to see and hear.

3. Tell students that they will take a closer look at the illustrations to think about what they see and hear.

4. Direct attention to the image of the bus on page 24. Ask this question:

What do you see?

5. Reinforce the correct response: a bus. Ask this question:

If you were next to the bus, what might you hear?

6. Think aloud to model how to imagine what you might hear if you were next to the bus.

7. Invite a few students to share other things they might hear if they were next to the bus.

Language Support

For students with beginning English proficiency, play audio of bus sounds to assist with comprehension.

Key Ideas

• doors opening and closing

• engine rumbling

• brakes squeaking

Sample Think Aloud

I have heard a bus honk its horn. If I were next to the bus, I might hear it honk its horn and make the honk, honk sound.

8. Direct attention to the image of the people on page 24. Ask this question:

What do you see?

9. Reinforce the correct response: people.

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

If you were next to the people, what might you hear?

Encourage students to stay on topic by using the sentence frame: I might hear .

Key Ideas

• laughing

• talking

11. Direct attention to the image of Bojangles on page 25. Ask this question:

What do you see?

12. Reinforce the correct response: Bojangles.

Language Expansion

For students with intermediate English proficiency, ask this question: What do you know about Bojangles?

13. Remind students that Bojangles was a tap dancer like the tap dancers they saw in the video at the beginning of the lesson.

LAND

5 minutes

Demonstrate Learning

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

If you were next to Bojangles, what might you hear?

Encourage students to stay on topic by using this sentence frame: I might hear .

Analyze Student Progress

Monitor: Do students share one thing they might hear?

Offer Immediate Support: If students need additional support identifying what they would hear, tell students to think back to the video in Launch and to connect the sounds and images of the video to what is happening in this part of the illustration on page 25.

2. Reinforce the correct response: I might hear tapping.

3. Summarize that discussing the illustrations and imagining sounds people might hear can help readers better understand what is happening in a story.

Prologue to Lesson 19

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

OVERVIEW Preview

Students develop an understanding of repeated sounds and rhythm. As they experiment with rhythms, students practice sharing an idea connected to the topic. This work prepares students to examine the use of repeated words and sounds in Rap a Tap Tap in lesson 19.

Learning Goal

Determine whether sounds repeat and have rhythm.

LEARNING TASK: Create a dance including repeated movements to the Clap audio clip.

Language Progress

In this lesson, students work on this module speaking and listening goal: Share an idea connected to the topic.

To support students with beginning English proficiency, narrate your actions, emphasizing the terms repeat and rhythm as much as possible. To support students with intermediate English proficiency, encourage them to use the terms repeat and rhythm to describe their own actions.

Vocabulary

repeat (v.)

rhythm (n.)

Materials

TEACHER

• Rap a Tap Tap

• Beep audio clip (digital platform)

• Playground audio clip (digital platform)

• Robot audio clip (digital platform)

• Knowledge Card: rhythm

• Clap audio clip (digital platform)

STUDENTS

• none

Preparation

• Rap a Tap Tap is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.

LAUNCH 5 minutes

Practice Vocabulary

1. Explain that students can use their sense of hearing to notice and wonder about different sounds.

2. Play the Beep audio clip. Invite a few students to share what they notice and wonder about the sound.

3. Use responses to emphasize that the Beep sound is repeating.

4. Introduce the vocabulary term repeat by displaying the term. Engage students in Vocabulary Exploration.

Language Support

The term repeat has a Spanish cognate: repetir. Share this language connection with students whose home language is Spanish.

5. Invite students to repeat different sounds you make to reinforce their understanding of repetition.

6. Tell students that they will learn more about repeated sounds.

LEARN 20

minutes

Discuss Repetition and Rhythm

1. Play the Playground audio clip. Ask this question:

Do you hear any sounds that repeat?

2. Reinforce the correct response: no.

3. Play the Robot audio clip. Ask this question:

Do you hear any sounds that repeat?

Definition repeat (v.): to make or do something again

4. Reinforce the correct response: yes.

5. Explain that music has several different sounds that repeat.

6. Introduce the vocabulary term rhythm by displaying the Knowledge Card. Engage students in Vocabulary Exploration.

Language Support

The term rhythm has a Spanish cognate: ritmo. Share this language connection with students whose home language is Spanish.

7. Tell students that many sounds, such as music, have a rhythm.

8. Model creating a rhythm by using your hands (e.g., clap, clap, snap). Instruct students to repeat the rhythm.

9. Explain that dancers like Bojangles often have a rhythm to their dancing.

Language Support

For students with beginning English proficiency, show a video of dancers to demonstrate rhythm.

10. Model how to dance to the Robot audio clip by using repeated movements (e.g., tapping your head and then tapping your shoulders). Instruct students to repeat the movements.

11. Invite a few students to provide new dance movements for the sound.

12. Play the Clap audio clip. Ask this question:

Do you hear any sounds that repeat?

Definition

rhythm (n.): a regular, repeated pattern of sounds or movements

13. Reinforce the correct response: yes.

Language Expansion

For students with intermediate English proficiency, prompt them to explain how they know.

14. Tell students that they will create a dance, or rhythm, to the Clap audio clip, using repeated movement.

LAND 5 minutes

Demonstrate Learning

1. Introduce the learning task. Instruct students to work with a partner to create a dance, or rhythm, to the repeated sounds in the Clap audio clip.

Analyze Student Progress

Monitor: Do students create a series of movements that repeat to the sound?

Offer Immediate Support: If students need additional support creating a new movement for the audio clip, suggest different movements such as hopping, crouching, or rocking side to side as the sound repeats.

2. Invite a few students to share their dances.

3. Summarize that understanding rhythm and repetition will help students better understand Rap a Tap Tap.

Prologue to Lesson 20

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

OVERVIEW Preview

Students analyze feelings in Rap a Tap Tap. As they discuss the feeling of joy, students practice sharing an idea connected to the topic. This work prepares students to consider other people’s experiences with Bojangles in lesson 20.

Learning Goal

Categorize pictures as showing or not showing joy.

LEARNING TASK: Determine whether Bojangles might be showing joy on the cover of Rap a Tap Tap.

Language Progress

In this lesson, students work on this module speaking and listening goal: Share an idea connected to the topic.

To support students with beginning English proficiency, prompt them to repeat important ideas (e.g., the child feels joy). To support students with intermediate English proficiency, distribute the images and prompt students to sort and discuss them with a partner.

Vocabulary

joy (n.)

Materials

TEACHER

• Rap a Tap Tap

• Feeling Words (Prologue Reference Charts appendix)

• Mother and Baby video (digital platform)

• Joy Chart

• Joy Images (Prologue Reference Charts appendix)

STUDENTS

• none

Preparation

• Rap a Tap Tap is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.

• Determine how to display Feeling Words. See the Launch section for details.

• Make a Joy Chart. See the Learn section for details.

• Cut apart the images from Joy Images in the Prologue Reference Charts appendix and determine how to display them. See the Learn section for details.

LAUNCH 5 minutes

Practice Vocabulary

1. Display Feeling Words. Remind students that these feelings are what we feel inside, or emotionally. This is different from things we can actually feel or touch with our hands.

2. Play the Mother and Baby video. Ask this question: How do you think the mom and baby feel?

Key Ideas

happy • loving

3. Explain that joy is another feeling word that can be used to describe how the mom and the baby feel.

4. Introduce the vocabulary term joy by displaying the term. Engage students in Vocabulary Exploration.

5. Replay the video and pause to direct attention to details in the video (e.g., smiling, eyes, bouncing) that demonstrate the mom and baby might be feeling joy.

6. Tell students that they will discuss other situations that could make people feel joy.

Definition joy (n.): a feeling of great happiness

LEARN

20 minutes

Discuss the Feeling of Joy

1. Display the Joy Chart and read aloud the column titles. Add a smiley face above the Joy column and a sad face above the Not Joy column. Explain that students will be sorting pictures based on whether the people in the pictures might feel joy.

2. Display the picture of the children disagreeing.

3. Invite a few students to share what they notice in the picture.

Key Ideas

• children fighting

• a child crying

4. Explain that people can use details from the picture to determine whether the subjects in the picture might feel joy.

5. Think aloud to model how to use image details to determine whether the people might feel joy.

6. Add the picture to the Not Joy side of the Joy Chart.

7. Display the picture of the child with the puppy. Instruct students to Think–Pair–Share to answer this question: Do you think the child in this picture feels joy?

8. Reinforce the correct response: yes. Add the picture to the Joy column.

Sample Think Aloud

I see two children grabbing a toy.

One of the children is crying and the other looks unhappy. I don’t think that the people in the picture feel joy.

9. Ask this question:

What details in the picture show that the child is feeling joy?

Language Support

For students with beginning English proficiency, prompt them to point to details in the image and then provide vocabulary to help them express their ideas.

10. Reinforce the correct response: The child is smiling and has an arm wrapped around the puppy.

11. Display the picture of the lost child. Instruct students to Think–Pair–Share to answer this question:

Do you think the child in this picture feels joy?

12. Reinforce the correct response: no. Add the picture to the Not Joy column.

13. Ask this question:

What details in the picture show that the child does not feel joy?

Language Expansion

For students with intermediate English proficiency, prompt them to compare the two images of the children.

14. Reinforce the correct response: The child is alone and crying.

15. Tell students that they have just identified pictures that show people who feel joy and people who do not feel joy. Explain that students will now take a closer look at the character Bojangles from Rap a Tap Tap to discuss whether he feels joy.

LAND

5 minutes

Demonstrate Learning

1. Display the front cover of Rap a Tap Tap and direct attention to Bojangles.

2. Introduce the learning task. Instruct students to Think–Pair–Share to answer these questions: What details do you notice in the illustration?

Do you think Bojangles feels joy?

Analyze Student Progress

Monitor: Do students identify details that suggest that Bojangles feels joy?

Offer Immediate Support: If students need additional support identifying joy, ask these questions: How does his face look? What is he doing? How do you feel when you dance?

3. Reinforce the correct response: I think Bojangles shows joy because he is smiling. Instruct students to echo the correct response. Then place the image of the cover in the Joy column.

4. Summarize that identifying how characters feel helps readers understand stories better.

Prologue to Lesson 25

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

OVERVIEW Preview

Students discuss senses associated with being underground in the subway. As they discuss senses, students practice sharing an idea connected to a topic. This work prepares students to organize story elements by using a story map in lesson 25.

Learning Goal

Identify how senses can be used in the subway.

LEARNING TASK: Discuss something you might experience in the subway by using one of your senses.

Language Progress

In this lesson, students work on this module speaking and listening goal: Share an idea connected to the topic.

To support students with beginning English proficiency, use the previously created My Five Senses Chart to provide students with visual reminders of the sense being discussed. To support students with intermediate English proficiency, prompt them to provide additional details in their responses by using other adjectives to describe what might be experienced in the subway.

Vocabulary

subway (n.)

underground (adj.)

Materials TEACHER

• “Subway Smells” (digital platform)

• “Smelly” Kelly and His Super Senses

STUDENTS

• none

Preparation

• “Smelly” Kelly and His Super Senses is an unpaginated text. Number your text; begin with the title page—which includes the book title, author, and illustrator—as page 1. Pages on the left will be even, and pages on the right will be odd.

LAUNCH 5 minutes

Practice Vocabulary

1. Introduce the vocabulary term subway by displaying the term. Engage students in Vocabulary Exploration.

2. Play “Subway Smells” and instruct students to listen for details about senses used in the subway.

Language Support

For students whose home language is Spanish, play the Spanish version of the video.

3. Ask this question:

What sense was mentioned in the video?

4. Reinforce the correct response: smell.

5. Tell students that they will identify other senses people use in the subway.

LEARN 20 minutes

Discuss Experiences in the Subway

1. Remind students that the video says a subway is an underground train system.

Teacher Note

Students may require additional visuals of train systems and cities where subways operate to understand this mode of transportation.

2. Review the vocabulary term underground by displaying the term. Engage students in Vocabulary Exploration.

Definition subway (n.): a system of underground trains in a city

Definition underground (adj.): located below the surface of the earth

3. Tell students to think about the video, and ask this question:

How did it smell in the underground subway station?

4. Reinforce the correct response: smelly. Explain that stinky also describes something with a bad smell. Use a gesture (e.g., waving your hand in front of your nose) to illustrate the meaning of smelly or stinky.

5. Tell students that there are many things that might make the subway smelly. Ask this question:

What things in the video made the subway smelly? Key Ideas

trash

dust

other small particles

6. Display “Smelly” Kelly and His Super Senses, and direct attention to pages 6–7. Tell students that they will read about what makes the subway smelly in this story.

7. Read aloud the portion of page 7 from “an underground world” to “mains, and sewers.” Ask this question:

What makes the subway smelly?

8. Think aloud to model using details from the text to explain what makes the subway smelly.

9. Tell students that the steam lines and gas pipes might also make the subway smelly. Explain that many cars use gas to run.

Sample Think Aloud

The text says that there are sewers underground in the subway. I know that sewers contain dirty water that smells, so I think the sewers make the subway smelly.

10. Tell students that they will now discuss what they might experience in the subway with their sense of sight. Instruct students to use a nonverbal signal (e.g., forming glasses around their eyes) to demonstrate activating their sense of sight.

11. Direct attention to pages 6–7 of “Smelly” Kelly and His Super Senses. Instruct students to silently observe the illustrations. Read aloud the portion of page 7 from “The subway—yes!” to “the third rail.” Ask this question:

What might you see in the subway?

Language Support

For students with beginning English proficiency, instruct them to point to details in the illustration, such as the gas pipes and steam lines, to assist with forming a response.

Key Ideas

• rails

• electricity

• darkness

• tunnels

• pipes

12. Tell students that they will now use the text and illustrations to discuss what they might hear in the subway. Instruct students to use a nonverbal signal (e.g., cupping their ears) to demonstrate activating their sense of hearing.

13. Read aloud the portion of page 7 from “Where trains rushed” to “could wreak havoc.” Instruct students to Think–Pair–Share to answer this question: What might you hear in the subway?

Language Expansion

For students with intermediate English proficiency, instruct them to provide additional examples from the video or personal experience.

Key Ideas

• trains

• sizzling electricity

• sparks

14. Remind students that the third rail provides electricity to trains in the subway. Explain that this electricity can sometimes make a sound like sizzling. Invite students to make the sizzle sound.

LAND

5 minutes

Demonstrate Learning

1. Introduce the learning task. Tell students that they will follow the instructional routine Mix and Mingle to discuss something they might experience in the subway using one of their senses. Explain how this routine works. First, you pose a prompt and students silently think about their response. Next, students find a partner and share their response. On your cue, they find a new partner and share their response. This process repeats until you end the routine. Tell students that for their first practice they will discuss their response with three partners.

To help students answer by staying on topic, provide these sentence frames:

I can see .

I can smell .

I can hear .

Analyze Student Progress

Monitor: Do students provide one example of something in the subway they could experience using their senses?

Offer Immediate Support: If students need additional support identifying how they would use their senses, provide pictures of the subway to support a discussion of things to see, smell, or hear.

2. Invite a few students to share their responses.

Key Ideas

• I can see sparks.

• I can smell trash.

• I can hear trains.

3. Remind students that noticing details helps readers understand the story. Tell them that they can use their senses to notice details from the text.

Prologue to Lesson 26

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

OVERVIEW Preview

Students discuss how the subway is unsafe in “Smelly” Kelly and His Super Senses. As they discuss unsafe conditions, students practice the language goal of sharing an idea connected to the topic. This work prepares students to examine the details of illustrations in lesson 26.

Learning Goal

Identify how the subway can be unsafe.

LEARNING TASK: Identify unsafe conditions in “Smelly” Kelly and His Super Senses.

Language Progress

In this lesson, students work on this module speaking and listening goal: Share an idea connected to the topic.

To support students with beginning English proficiency, use the safe and unsafe images as visual cues. To support students with intermediate English proficiency, use sentence frames that prompt students to share with more detail, first with a partner and then to the class.

Vocabulary

fumes (n.)

safe (adj.)

unsafe (adj.)

Materials

TEACHER

• “Smelly” Kelly and His Super Senses

• “Subway Smells” (digital platform)

• Safe photograph (digital platform)

• Unsafe photograph (digital platform)

STUDENTS

• “Smelly” Kelly and His Super Senses

• sticky notes

Preparation

• “Smelly” Kelly and His Super Senses is an unpaginated text. Number your text; begin with the title page—which includes the book title, author, and illustrator—as page 1. Pages on the left will be even, and pages on the right will be odd.

• Determine how to display side by side the Safe and Unsafe photographs. If unable to simultaneously display the images, display them one at a time. See the Launch section for details.

LAUNCH 5

minutes

Practice Vocabulary

1. Display the Safe and Unsafe photographs. Ask this question:

What do you notice?

Language Support

If possible, pair students who speak the same home language, and instruct them to discuss this question.

2. Tell students that these photographs show stairs that are safe and stairs that are unsafe.

3. Introduce the vocabulary terms safe and unsafe by displaying the terms. Engage students in Vocabulary Exploration.

4. Direct attention to the Safe and Unsafe photographs. Ask these questions:

Which stairway is unsafe?

What is unsafe about these stairs?

5. Reinforce the correct responses: The stairs with the snow are unsafe; they are slippery and don’t have a railing.

6. Display “Smelly” Kelly and His Super Senses. Tell students that they will discuss what was unsafe in this story.

Definitions

(adj.): free from danger unsafe (adj.): not safe

LEARN 20

minutes

Discuss Unsafe Conditions

1. Ask this question: Where does the story take place?

2. Reinforce the correct response: the subway.

3. Play “Subway Smells.”

Language Support

For students whose home language is Spanish, play the Spanish version of the video.

4. Ask this question: What do you think might be unsafe in the subway?

Language Support

For students with beginning English proficiency, provide examples of unsafe conditions to assist students with their responses.

Key Ideas

• It may be dark and hard to see.

• Someone might slip going down the steps.

• Someone could fall on the tracks.

5. Explain to students that many things can go wrong and become unsafe in the subway. Remind students that Smelly Kelly is trying to make sure the subway is safe.

Language Expansion

For students with intermediate English proficiency, invite them to give additional details about why it is important to keep places like the subway safe.

6. Instruct students to listen for details about what Smelly Kelly finds that is unsafe. Read aloud page 8, starting with “Kelly’s nose twitched.” Ask this question:

What does Smelly Kelly find that is unsafe?

7. Reinforce the correct response: leaks.

8. Direct attention to the green fumes at the top of the illustration.

9. Introduce the vocabulary term fumes by displaying the term. Engage students in Vocabulary Exploration.

10. Ask this question:

Where are the fumes coming from?

Teacher Note

Read aloud page 8, emphasizing the last half of the sentence, “discovered leaks lurking out of sight,” if students are unable to connect the leaks to the fumes.

11. Reinforce the correct response: leaks.

12. Tell students that a leak happens when something breaks. Direct attention to the water leak on page 8. Explain that leaks can come from pipes that carry water as well as other materials.

Definition fumes (n.): smoke or gas that smells bad

13. Direct attention to the illustration on pages 6–7. Instruct students to Think–Pair–Share to answer this question:

What else in the subway can leak?

Key Ideas

• gas pipes

• steam lines

• sewers Teacher Note

Read aloud page 7 to help students respond to this question.

14. Tell students that they will now discuss why leaks and fumes may be unsafe. Think aloud to model how to use details from the text and illustrations to explain why leaks and fumes are unsafe.

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

Why do you think the leaks and fumes are unsafe?

Key Ideas

• Fumes can make breathing hard.

• Fumes can be poisonous.

• Leaks can cause problems for the train.

Sample Think Aloud

I know that fumes are smoke or gas that smells bad. I think that breathing gas fumes is unsafe because the fumes could make people sick.

LAND 5 minutes

Demonstrate Learning

1. Introduce the learning task. Pair students. Distribute “Smelly” Kelly and His Super Senses and sticky notes to each pair. Instruct pairs to place sticky notes on parts of illustrations on pages 6–9 that show something that is unsafe in the subway.

Analyze Student Progress

Monitor: Do students place their sticky notes on unsafe conditions in the illustrations, such as the fumes or dripping water?

Offer Immediate Support: If students need additional support identifying what is unsafe, direct attention to a detail in one of the illustrations that shows an unsafe condition. Instruct students to first identify what is happening in the illustration and then explain what is unsafe.

2. Invite a few students to share their responses.

Key Ideas

• darkness

• leaks

• fumes

3. Summarize that by noticing what is unsafe, readers can understand why Smelly Kelly’s job is important.

Prologue to Lesson 27

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

OVERVIEW Preview

Students discuss how Smelly Kelly uses his senses to keep the subway safe in “Smelly” Kelly and His Super Senses. As they discuss how Smelly Kelly uses his senses, they practice speaking loudly enough for others to hear them. This work prepares students to determine how Smelly Kelly uses his senses to help others in lesson 27.

Learning Goal

Describe Smelly Kelly’s actions in “Smelly” Kelly and His Super Senses.

LEARNING TASK: Discuss how Smelly Kelly keeps the subway safe.

Language Progress

In this lesson, students work on this module speaking and listening goal: Speak loudly enough for others to hear you.

To support students with beginning English proficiency, practice determining which voice volumes are appropriate for specific scenarios. To support students with intermediate English proficiency, invite students to share their responses with the class using an appropriate volume.

Vocabulary

character (n.)

setting (n.)

Materials

TEACHER

• “Smelly” Kelly and His Super Senses

• character story stone

• setting story stone

STUDENTS

• none

Preparation

• “Smelly” Kelly and His Super Senses is an unpaginated text. Number your text; begin with the title page—which includes the book title, author, and illustrator—as page 1. Pages on the left will be even, and pages on the right will be odd.

• Make character and setting story stones by cutting out the story element images from the page in the Prologue Reference Charts appendix. Alternatively, cut out the images and paste them onto real stones.

• Determine how to display the sentence frame. See the Learn section for details.

LAUNCH 5 minutes

Discuss Prior Knowledge

1. Review the vocabulary terms character and setting by displaying the terms. Engage students in Vocabulary Exploration. Display the character and setting story stones to help students understand the terms’ meanings.

2. Display “Smelly” Kelly and His Super Senses, and ask these questions:

Who is the main character in this story?

Where does this story take place?

3. Reinforce the correct responses:

• character—Smelly Kelly

• setting—subway

4. Tell students that they will discuss important events that happen in the subway.

LEARN 20

minutes

Discuss Events in “Smelly” Kelly and His Super Senses

1. Remind students that Smelly Kelly uses his super senses to keep the subway safe. Tell students that they will take a closer look at how he uses his senses to keep the subway safe at the end of the story.

2. Direct attention to pages 28–29. Ask this question:

What is happening on these pages?

Language Expansion

For students with intermediate English proficiency, prompt them to use the term fumes in their response.

Definitions

character (n.): a person or creature in a story

setting (n.): when and where a story takes place

3. Reinforce the correct response: Smelly Kelly is smelling fumes.

4. Read aloud the portion of page 28 from “But when the” to “Kelly stepped out.” Explain that colossal means “really large” and that nauseating means “something that makes a person’s stomach hurt.”

5. Direct attention to the phrase “had met its match” on page 28. Explain that this means people think that Smelly Kelly will not find out what the fumes are or where they come from.

6. Ask this question:

Why do people think that Smelly Kelly’s nose has met its match?

Language Support

For students with beginning English proficiency, rephrase the question to avoid the idiom.

• Why is this time different for Kelly?

• Why is Kelly’s nose struggling?

7. Reinforce the correct response: The fumes are unlike any fumes that Kelly, or anyone else, has smelled.

8. Read aloud the portion of page 28 from “The odor nearly” to “He was certain.” Ask this question:

What does Smelly Kelly think?

9. Reinforce the correct response: Elephants made the fumes.

10. Ask these questions:

What sense does Smelly Kelly use to help him find out what made the fumes?

What body part does he use?

11. Reinforce the correct responses: his sense of smell and his nose.

12. Tell students that they will explain how Smelly Kelly keeps the subway safe. Display and read aloud this sentence frame: Smelly Kelly uses his to .

13. Think aloud to model how to use the sentence frame.

14. Instruct students to work with a partner and take turns repeating the sentence. Prompt students to speak loudly enough for others to hear them.

15. Direct attention to Smelly Kelly in the illustration on page 30. Instruct students to Think–Pair–Share to answer this question:

What is Smelly Kelly doing?

Key Ideas

• going to the street

• listening to a fire hydrant

• trying to find what is making the fumes

16. Tell students that they will listen to find out how Smelly Kelly learns where the fumes are coming from. Read aloud the portion of pages 30–31 from “Kelly held his” to “saved the day!” Instruct students to Think–Pair–Share to answer this question:

How does Smelly Kelly find out where the fumes are coming from?

17. Reinforce the correct response: Smelly Kelly listens to a fire hydrant, where he hears a hiss. He follows the hiss to a broken water main.

18. Ask these questions:

What sense does Smelly Kelly use to find out where the fumes are coming from?

What body part does he use to help him?

19. Reinforce the correct responses: his sense of hearing and his ears.

Sample Think Aloud Smelly Kelly uses his nose to find out that the fumes smell like elephants. My sentence is: Smelly Kelly uses his nose to find out what is making the fumes.

LAND

5 minutes

Demonstrate Learning

1. Introduce the learning task. Instruct students to answer the following question with a partner. To help them organize their ideas, provide this sentence frame: Smelly Kelly uses his to .

How does Smelly Kelly use his senses to keep the subway safe?

Analyze Student Progress

Monitor: Do students explain that Smelly Kelly uses his nose and ears to find the source of the fumes?

Offer Immediate Support: If students need additional support explaining how Smelly Kelly uses his sense of hearing, direct attention to the illustration on page 31.

2. Invite a few students to share their responses.

Key Ideas

• Smelly Kelly uses his nose to find out that the fumes smell like elephants.

• Smelly Kelly uses his ears to find out where the fumes are coming from.

• Smelly Kelly uses his ears to find out that the water main is broken.

3. Summarize that identifying what happens throughout the story will help students understand the central idea of “Smelly” Kelly and His Super Senses.

Prologue to Lesson 30

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

OVERVIEW

Preview

Students discuss the steps to make fry bread. As they discuss the steps to make fry bread, they practice the language goal of sharing an idea connected to the topic. This work prepares students to organize the text in lesson 30.

Learning Goal

Understand the steps to make fry bread.

LEARNING TASK: Share how to use one sense to experience fry bread.

Language Progress

In this lesson, students work on this module speaking and listening goal: Share an idea connected to the topic.

To support students with beginning English proficiency, use the previously created My Five Senses Chart to support students with describing the sense and associated body part. To support students with intermediate English proficiency, prompt them to extend their responses by describing multiple senses that they might use to make fry bread.

Vocabulary

ingredients (n.)

Materials TEACHER

• Fry Bread

• Cheeseburger Ingredients image (digital platform)

• Cheeseburger image (digital platform)

STUDENTS

• none

Preparation

• Fry Bread is an unpaginated text. Number your text; begin with the title page—which includes the book title, author, and illustrator—as page 1. Pages on the left will be even, and pages on the right will be odd.

• Determine how to display the sentence frames. See the Learn section for details.

LAUNCH 5 minutes

Practice Vocabulary

1. Display the Cheeseburger Ingredients image. Ask this question: What do you notice and wonder about the image?

2. Tell students that the image shows ingredients.

3. Introduce the vocabulary term ingredients by displaying the term. Engage students in Vocabulary Exploration.

Language Support

The term ingredients has a Spanish cognate: ingredientes. Share this language connection with students whose home language is Spanish.

4. Ask this question:

What can we make with these ingredients?

5. Reinforce the correct response: a cheeseburger.

6. Display the Cheeseburger image. Direct attention to each ingredient to support students’ understanding of how ingredients are used to make the final product.

7. Display Fry Bread. Tell students that they will discuss the ingredients and the steps to make fry bread.

Definition ingredients (n.): the things that are used to make a food, product, etc.

LEARN 20 minutes

Discuss Steps to Make Fry Bread

1. Read aloud page 2, starting with “Fry bread is.” Ask this question: What are the ingredients in fry bread?

2. Reinforce the correct response: flour, salt, water, cornmeal, baking powder, milk, sugar.

3. Invite students to act out gathering the ingredients.

4. Direct attention to the illustration on pages 4–5. Ask this question:

What do you think we should do after we have all the ingredients?

5. Reinforce the correct response: Mix the ingredients in a bowl.

6. Invite students to act out mixing ingredients in a bowl.

7. Explain that when a person mixes the ingredients together, they form a dough. Direct attention to the dough in the illustration.

8. Invite students to share other foods that they have made using a dough. Ask this question: What happens after you make a dough? Language Support

If possible, pair students who speak the same home language, and instruct them to discuss this question.

9. Reinforce the correct response: You roll and shape the dough. Direct attention to these actions in the illustration.

10. Model rolling and shaping the dough. Invite students to act out rolling and shaping the dough. Ask these questions:

What sense are you using while you roll and shape the dough?

What body part are you using?

Language Support

For students with beginning English proficiency, display the Knowledge Cards for the senses to help students identify the sense.

11. Reinforce the correct responses: touch and hands.

12. Display and read aloud these sentence frames: I the fry bread. I use my . Model how to use the sentence frames.

13. Instruct students to take turns saying these sentences with a partner.

14. Direct attention to the illustration on page 7. Explain that the next step is to fry the dough in oil.

Language Expansion

For students with intermediate English proficiency, instruct them to think about the connection between this step and the title of the book.

15. Ask this question:

What might we hear when we place the dough in the oil?

Key Ideas

• sizzling

• popping

16. Invite students to act out placing the dough in the oil making sizzling and popping sounds as they do. Instruct students to Think–Pair–Share to answer these questions:

What sense are you using when the dough is sizzling and popping?

What body part are you using?

17. Reinforce the correct responses: hearing and ears.

18. Instruct pairs to explain the sense and body part they use during this step. Prompt students to use these sentence frames: I the fry bread. I use my .

19. Invite a student to share their response.

20. Direct attention to the illustration on pages 8–9. Tell students that the fry bread is now ready to eat. Invite students to act out eating their fry bread.

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

What sense are you using when you eat the fry bread?

What body parts are you using?

Language Expansion

For students with intermediate English proficiency, instruct them to include both parts that they use to taste the fry bread.

22. Reinforce the correct responses: taste, mouth, and tongue.

23. Instruct pairs to explain the sense and body part they use during this step. Prompt students to use these sentence frames: I the fry bread. I use my .

24. Invite students to share their responses.

LAND 5 minutes

Demonstrate Learning

1. Introduce the learning task. Tell students that they will Mix and Mingle to share how they use one of their senses to experience fry bread. To help students answer by staying on topic, provide these sentence frames: I the fry bread. I use my .

Lead students through a Mix and Mingle.

Analyze Student Progress

Monitor: Do students choose one sense and explain how they use it to experience fry bread?

Offer Immediate Support: If students need additional support explaining how they use a sense to experience fry bread, instruct them to first select a sense and then explain how they used that sense when pretending to make fry bread.

2. Invite a few students to share their responses.

Key Ideas

• I taste the fry bread. I use my mouth.

• I touch the fry bread. I use my hands.

• I hear the fry bread. I use my ears.

3. Summarize that readers can act out what is happening in a story to help understand important details about how the characters use their senses.

Prologue to Lesson 31

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

OVERVIEW

Preview

Students identify examples of the people’s heritage in Fry Bread. As they discuss heritage, they practice sharing an idea connected to the topic. This work prepares students to understand the connection between fry bread and Native American heritage in lesson 31.

Learning Goal

Identify examples of heritage in Fry Bread.

LEARNING TASK: Share an example of the people’s heritage in Fry Bread.

Language Progress

In this lesson, students work on this module speaking and listening goal: Share an idea connected to the topic.

To support students with beginning English proficiency, use sentence frames to assist them with staying on topic. To support students with intermediate English proficiency, prompt them to include the specific aspect of heritage being discussed in their response.

Vocabulary

heritage (n.)

Materials

TEACHER

• Fry Bread

• Heritage Chart (Prologue Reference Charts appendix)

STUDENTS

• Fry Bread

• sticky notes

Preparation

• Fry Bread is an unpaginated text. Number your text; begin with the title page—which includes the book title, author, and illustrator—as page 1. Pages on the left will be even, and pages on the right will be odd.

• Make a class Heritage Chart. See the Learn section for details and the Prologue Reference Charts appendix for a sample.

LAUNCH 5 minutes

Practice Vocabulary

1. Display Fry Bread. Tell students that Fry Bread is a book about heritage.

2. Introduce the vocabulary term heritage by displaying the term. Engage students in Vocabulary Exploration.

3. Explain that everyone has a heritage. Tell students that heritage may include special foods, clothing, art, and traditions.

4. Think aloud to provide an example of heritage.

5. Invite students to share examples of their heritage.

Language Support

For students with beginning English proficiency, invite them to share parts of their heritage with a partner who speaks the same home language.

6. Tell students that they will find examples of the people’s heritage in Fry Bread

LEARN 20 minutes

Discuss Heritage

1. Display the Heritage Chart. Tell students that they will use this chart to share examples of heritage. Review the titles of each column.

Definition

heritage (n.): beliefs, stories, or skills that come from a person’s background or culture

Sample Think Aloud

My grandmother taught me how to make sweet potato pie. My family makes this pie for special celebrations, such as birthday parties.

2. Direct attention to the Food column. Explain that some people eat special foods to celebrate special occasions as part of their heritage. Ask this question:

What foods do you eat to celebrate special occasions?

3. Direct attention to Fry Bread. Ask this question:

What food is part of the heritage in this story?

4. Reinforce the correct response: fry bread.

5. Tell students that sometimes there are special traditions for making food. Explain that traditions are ways that a particular group or family has done things for a long time.

6. Direct attention to the illustration on pages 4–5. Ask this question:

What special tradition do you think the people in the book may have for making fry bread?

Language Expansion

For students with intermediate English proficiency, instruct them to make connections with other parts of heritage shown in this illustration (e.g., the bowls may be artwork created by one of the people in the book).

Key Ideas

• Making it together may be part of their tradition.

• The recipe may be part of their tradition.

• The bowls and cooking utensils may be part of their tradition.

7. Ask this question:

Are there any special traditions that your family has for making food?

8. Direct attention to the Heritage Chart. Remind students that heritage may include food, clothing, art, and traditions.

9. Tell students that they will work with a partner to find other examples of heritage in Fry Bread. Think aloud to model how to find an example.

10. Distribute Fry Bread and sticky notes to pairs. Instruct students to place sticky notes on pages that they think may show parts of the people’s heritage.

Language Support

For students with beginning English proficiency, pair them with a partner who speaks the same home language.

11. Invite a few students to share their responses. Prompt them to identify which column they think each example should be placed in.

Key Ideas

• Food: fry bread

• Clothing: patterns on clothes

• Art: making baskets or dolls

• Traditions: storytelling

Sample Think Aloud

On page 16, I see the kids listening to the adults tell stories. I think that this could be a tradition or a part of the people’s heritage, so I will put a sticky note on this page.

LAND 5 minutes

Demonstrate Learning

1. Introduce the learning task. Pair students with new partners. Instruct pairs to take turns sharing an example of the people’s heritage in Fry Bread. To help students stay on topic, provide this sentence frame: is part of the people’s heritage.

Analyze Student Progress

Monitor: Do students provide examples (e.g., food, art, storytelling) that show heritage?

Offer Immediate Support: If students need additional support identifying an example of the people’s heritage, instruct them to find one of their sticky notes in the text. Then instruct students to explain what is in the illustration they marked.

2. Invite a few students to share their responses.

Key Ideas

• Making fry bread is part of the people’s heritage.

• Storytelling is part of the people’s heritage.

• Making baskets is part of the people’s heritage.

3. Summarize that discussing heritage helps readers understand the meaning of Fry Bread.

Prologue to Lesson 32

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

OVERVIEW

Preview

Students discuss symbols and what they mean. As they discuss symbols, students practice sharing an idea connected to the topic. This work prepares students to determine how fry bread is a special symbol in lesson 32.

Learning Goal

Identify symbols and what they represent.

LEARNING TASK: Create a symbol that represents the idea of working together.

Language Progress

In this lesson, students work on this module speaking and listening goal: Share an idea connected to the topic.

To support students with beginning English proficiency, model how to have an on-topic conversation. To support students with intermediate English proficiency, encourage students to provide their partners with feedback about their ideas.

Vocabulary symbol (n.)

Materials TEACHER

• Stop Sign image (digital platform)

• three symbol webs

• Symbols Images (Prologue Reference Charts appendix)

STUDENTS

• coloring utensils

Preparation

• Make three symbol webs. See the Learn section for details.

• Find an image of a symbol that students are familiar with (e.g., a popular television show logo, a superhero logo, a logo for a local amusement park). See the Learn section for details.

• Cut apart the images from Symbols Images in the Prologue Reference Charts appendix to display in the symbol webs. See the Learn section for details.

LAUNCH 5 minutes

Practice Vocabulary

1. Display the Stop Sign image. Instruct students to use a nonverbal signal (e.g., a raised hand) if they have seen this image before.

2. Ask students this question:

What does this image mean?

3. Reinforce the correct response: stop.

4. Tell students that this is a symbol for stop. Introduce the vocabulary term symbol by displaying the term. Engage students in Vocabulary Exploration.

Language Support

The term symbol has a Spanish cognate: símbolo. Share this language connection with students whose home language is Spanish.

5. Ask this question:

What other symbols do you know?

6. Tell students that they will look at other symbols to identify what those symbols represent, or mean.

Definition symbol (n.): an object or picture that represents (shows) an idea

LEARN 20

minutes

Discuss Symbols

1. Display one of the symbol webs. Tell students that they will use this chart to look at a symbol and share what they think that symbol means. Explain to students that you will write or draw their responses in the circles around the symbol.

2. Add a familiar symbol to the middle of the web. Ask this question:

What does this symbol mean?

3. Reinforce the correct response that provides the name of the symbol. Add this response to the web.

What else do you think of when you see this symbol?

Teacher Note

This question is intended to elicit responses about additional details related to the symbol. For example, students may identify popular characters, settings, or catchphrases associated with a symbol for a popular television show.

4. Add reasonable responses to the web.

5. Tell students that they will now look at a new symbol that may be unfamiliar. Add the Hands Around the World image to the middle of a new symbol web. Ask this question:

What do you notice and wonder about this symbol?

6. Add responses (e.g., people together, the world) to the web.

7. Explain that some symbols can also represent ideas and messages. Ask this question:

What do you think this symbol means?

8. Think aloud to model how to use details from the image to answer this question.

9. Add the response to the web.

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

What else might this symbol mean?

Key Ideas

• people around the world working together

• many people live in the world

• people around the world supporting each other

11. Add reasonable responses to the web.

12. Tell students that they will discuss the idea or message of a new symbol.

Sample Think Aloud I see hands around the world. I think the message for this symbol means coming together.

13. Add the Working Together image to a new symbol web. Instruct students to Think–Pair–Share to answer this question:

What do you think this symbol means?

Language Support

For students with beginning English proficiency, ask these questions: What does this symbol make you think of? What are the people in this symbol doing?

Key Ideas

• fixing a problem

• working together

• playing together

14. Add reasonable responses to the symbol web.

15. Direct attention to the Hands Around the World and Working Together images. Explain that both symbols represent people working together.

Language Expansion

For students with intermediate English proficiency, instruct them to think of other messages that these two symbols might represent.

16. Tell students that they will create their own symbol for working together.

LAND 5 minutes

Demonstrate Learning

1. Introduce the learning task. Distribute blank paper and coloring utensils. Instruct students to draw a symbol that represents working together.

Analyze Student Progress

Monitor: Do students draw a symbol that represents working together?

Offer Immediate Support: If students need additional support creating a symbol for working together, direct attention to the two symbols and instruct students to identify similarities in the symbols. Then instruct students to include some of these elements in their drawings.

2. Invite a few students to share their symbols.

3. Summarize that discussing symbols and what they mean helps readers understand the symbols in Fry Bread.

Prologue Vocabulary

character (n.)

a person or creature in a story to lesson 27 | lesson 13

fumes (n.)

smoke or gas that smells bad to lesson 26 | lesson 26

grumpy (adj.)

having a bad temper or complaining often to lesson 15

imagine (v.)

to think or create something in your mind to lesson 14 | lesson 14

ingredients (n.)

the things that are used to make a food, product, etc.

to lesson 30

joy (n.)

a feeling of great happiness to lesson 20 | lesson 20

hearing (n.)

the sense people experience with their ears

to lessons 5 and 14 | lesson 17

heritage (n.)

beliefs, stories, or skills that come from a person’s background or culture

to lesson 31 | lesson 31

nature (n.)

things that can be found outside to lesson 3

rhythm (n.)

a regular, repeated pattern of sounds or movements to lesson 19 | lesson 19

safe (adj.) free from danger to lesson 26

senses (n.)

the ways through which the body receives information about the world around you, such as touch, taste, smell, sight, and hearing to lessons 8, 9, and 10 | lesson 1

repeat (v.)

to make or do something again to lesson 19 | lesson 19

setting (n.)

when and where a story takes place to lesson 27 | lesson 18

sight (n.)

the sense people experience with their eyes to lessons 4 and 13 | lesson 12

subway (n.)

a system of underground trains in a city to lesson 25 | lesson 25

symbol (n.)

an object or picture that represents (shows) an idea to lesson 32 | lesson 32

treasure (n.)

something that is very special to lessons 4 and 5 | lesson 3

underground (adj.) located below the surface of the earth to lesson 25 | lesson 25

unsafe (adj.) not safe to lesson 26

Prologue Reference Charts

Nature or Not Nature Images

My Five Senses Images

Story Stones

Feeling Words

Joy Images

Heritage Chart

A four-column chart with headings Food, Clothing, Art, and Traditions.

Food Clothing

Traditions

Symbols Images

Hands Around the World image Working Together image

Prologue Student Resource

L10 | Identify Senses

My Five Senses | Point to the body part the character uses.

This page may be reproduced for classroom

ArTs & LeTTers | © Great Minds

Works Cited

Aliki. My Five Senses. Rev. ed., Harper, 2015.

Anderson, Beth. “Smelly” Kelly and His Super Senses: How James Kelly’s Nose Saved the New York City Subway. Illustrated by Jenn Harney, Calkins Creek, 2020.

Dillon, Leo, and Diane Dillon. Rap a Tap Tap: Here’s Bojangles—Think of That! Blue Sky Press, 2002.

Kiboomers. “Five Senses Song.” Kids Music Channel, 31 Dec. 2019, https://app.boclips.com/videos/5e32d20b50234c271c00dd57?refere r=ce123192-b7e1-4b69-827f-b0c322ab0b17.

La Peña, Matt de. Last Stop on Market Street. Illustrated by Christian Robinson, G. P. Putnam’s Sons, 2015.

Maillard, Kevin Noble. Fry Bread: A Native American Family Story Illustrated by Juana Martinez-Neal, Roaring Brook Press, 2019.

Morris Udovic, Jane. “Nature’s Treasures.” Illustrated by Jill Dubin, Ladybug, Apr. 2015, pp. 8–11, https://cricketmedia.widencollective.com/details/ asset/w4dxrarie6.

National Center for Education Statistics. “English Learners in Public Schools.” Condition of Education, US Department of Education, Institute of Education Sciences, 2022, https://nces.ed.gov/programs/ coe/indicator/cgf.

WIDA. WIDA English Language Development Standards Framework 2020 Edition: Kindergarten–Grade 12. Board of Regents of the University of Wisconsin System, https://wida.wisc.edu/sites/default/files/resource/ WIDA-ELD-Standards-Framework-2020.pdf.

Credits

Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this module.

Cover, Apples, 1878–79, Paul Cézanne (1839–1906), Oil on canvas, 9 × 13 in., The Mr. and Mrs. Henry Ittleson Jr., Purchase Fund, 1961. Courtesy the Metropolitan Museum of Art; page 7, Bridgeman Images; Chris Mulhern/Shutterstock.com; page 8, Last Stop Market Street book cover, text © 2015 Matt de la Pena, illustrations © 2015 Christian Robinson (page 129), Nature’s Treasures by Jane Morris Udovic, Ladybug Magazine, April 2021. Copyright © 2021 by Carus Publishing Company. Reproduced with permission. All Cricket Media material is copyrighted by Carus Publishing Company, d/b/a Cricket Media, and/or various authors and illustrators. Any commercial use or distribution of material without permission is strictly prohibited., Rap a Tap Tap book cover © Leo and Diane Dillon; The Kiboomers/Boclips, My Five Senses book cover © 1962, 1989 Aliki Brandenberg; page 9, KBYC photography/Shutterstock.com (pages 80 and 124), OlesyaSH/Shutterstock.com, HQuality/Shutterstock.com; pages 18, 24, 30, Still

Acknowledgments

Karen Aleo, Trevor Barnes, Allie Beman, Madison Bonsignore, Kelsey Bordelon, Sarah Brenner, Mairin Broadwell, Jan Busey, Catherine Cafferty, LeighAnne Cheeseman, Melissa Chung, Emily Climer, Ashley Cook, Julia Dantchev, Camille Daum, Laurie Delgatto-Whitten, Enaka Enyong, Angelica Escalante, Jen Forbus, Nina Goffi, Caroline Goyette, Lorraine Griffith, Emily Gula, Brenna Haffner, Shelley Hampe, Elizabeth Haydel, Robin Hegner, Sarah Henchey, Patricia Huerster, Holli Jessee, Stephanie Kane-Mainier, Lior Klirs, Liana Krissoff, Karen Latchana Kenney, Karen Leavitt, Farren Liben, Brittany Lowe, Whitney Lyle, Liz Manolis, Meredith McAndrew, Cathy McGath, Emily McKean, Maia Merin, Patricia Mickelberry, Julie Mickler, Andrea Minich, Lynne Munson, Katie Muson, Gabrielle Nebeker, Amy Ng, Vivian Nourse, Carol Paiva, Catherine Paladino, Michelle Palmieri, Marya Parr, Katie Pierson, Eden Plantz, Natalie Rebentisch, Rachel Rooney, Miguel Salcedo, Lori Sappington, Amy Schoon, Carolyn Scott, Nicole Shivers, Danae Smith, Rachel Stack, Susan Stark, Sarah Turnage-Deklewa, Kati Valle, Kara Waite, Keenan Walsh, Katie Waters, Sarah Webb, Erika Wentworth, Margaret Wilson, Eleanor Wolf

Life with Apples and Pears, Paul Cézanne, Bequest of Stephen C. Clark, 1960, photo courtesy the Met; pages 34, 40, 48, 133, Funerary Mask courtesy W. Moses Willner Fund; pages, 54, 60, 66, Soleil, tour, aeroplane, 1913, Robert Delaunay, Collection Buffalo AKG Art Museum, Conger Goodyear Fund, 1962; pages, 72, 78, 82, Samuel Johnson Woolf, National Portrait Gallery, Smithsonian Institution: gift of the artist’s daughters, Muriel Woolf Hobson and Dorothy Woolf Ahern; pages 88, 94, 100, Arrival of the Normandy Train, Gare Saint-Lazare, Claude Monet, Mr. and Mrs. Martin A. Ryerson Collection; pages 106, 112, 118, Mary Tecuyas (American, Tübatulabal, 1760, California–Bakersfield, CA, 1916); page 126, Daniel Prudek/Shutterstock. com; montego/Shutterstock.com; Eric Isselee/Shutterstock.com; Nikki Zalewski/ Shutterstock.com; PitukTV/Shutterstock.com; Jan Martin Will/Shutterstock.com; Room27/Shutterstock.com; page 129, Zabavna/Shutterstock.com; ANURAK PONGPATIMET/Shutterstock.com; MR.Yanukit/Shutterstock.com; page 130, xpixel/ Shutterstock.com; page 131, Matej Kastelic/Shutterstock.com; David Grossman/ Alamy Stock Photo; I and S Walker/Shutterstock.com; Dragon Images/Shutterstock. com; page 132, Master1305/Shutterstock.com.

All other images are the property of Great Minds.

Ana Alvarez, Lynne Askin-Roush, Stephanie Bandrowsky, Mariel Bard, Rebeca Barroso, Brianna Bemel, David Blair, Charles Blake, Lynn Brennan, Adam Cardais, Dawn Cavalieri, Tatyana Chapin, Christina Cooper, Gary Crespo, Lisa Crowe, David Cummings, Cherry dela Victoria, Sandy Engelman, Tamara Estrada Del Campo, Ubaldo Feliciano-Hernandez, Soudea Forbes, Diana Ghazzawi, Laurie Gonsoulin, Kristen Hayes, Marcela Hernandez, Sary Hernandez, Abbi Hoerst, Ashley Kelley, Lisa King, Sarah Kopec, Drew Krepp, Jennifer Loomis, Christina Martire, Siena Mazero, Alicia McCarthy, Thomas McNeely, Cindy Medici, Ivonne Mercado, Brian Methe, Sara Miller, Christine Myaskovsky, Mary-Lise Nazaire, Tara O’Hare, Tamara Otto, Christine Palmtag, Katie Prince, Jeff Robinson, Gilbert Rodriguez, Karen Rollhauser, Richesh Ruchir, Isabel Saraiva, Gina Schenck, Leigh Sterten, Mary Sudul, Deanna Thomann, Tracy Vigliotti, Bruce Vogel, Dave White, Charmaine Whitman, Nicole Williams, Glenda Wisenburn-Burke, Samantha Wofford, Howard Yaffe

MORE MEANINGFUL ENGLISH FOR ALL

Prologue lessons support students’ vocabulary acquisition, and oral language development. Through this research-based instructional approach, students—including multilingual learners and those with language-based disabilities—gain confidence and are better prepared to build enduring knowledge.

Prologue prepares every student to succeed.

ON THE COVER

Apples, 1878–79

Paul Cézanne (1839–1906)

Oil on canvas, 9 × 13 in

GRADE K MODULES

Module 1 | The Five Senses

Module 2 | Once Upon a Farm

Module 3 | America, Then and Now

Module 4 | The Continents

ISBN 979-8-88811-234-2

The Mr. and Mrs. Henry Ittleson Jr. Purchase Fund, 1961

Courtesy of the Metropolitan Museum of Art