2017-05-25 G1_TeacherPal

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TEACHING PAL GRADE 1

Navigating the Teaching Pal The Teaching Pal is a companion to the main Teacher’s Guide, offering point‑of‑use instructional notes for using the student texts for different purposes.

Blue Notes READ FOR UNDERSTANDING During a first reading of the complete text, use these notes to guide collaborative discussion about the gist of the selection.

Purple Notes TARGETED CLOSE READ

YellowNotes

Green Notes WRITINGWORKSHOP

During a second reading, use these notes to take a closer look at sections of the text to apply a reading skill.

Use these notes for additional teaching support on the pre- and post-reading activity pages.

These notes send you to Writing Workshop pages referring to this selection as a writing mentor text.

READ FOR UNDERSTANDING

TARGETED CLOSE READ

WRITINGWORKSHOP

Academic Discussion Use the Turn and Talk Routine . Tell children to listen carefully to their partner and build upon the others’ ideas. Possible responses: • It is light during the daytime. The sun brings us light. At night, it is dark. DOK 1 • The sun will disappear at night and the moon will come out. DOK 1 TEKS xxx, xxx, xx

DescribingWords Have children reread pages 14-15 to analyze the text for describing words. ASK: Which words tell what the city feels and sounds like? (loud and hot) FOLLOW-UP: How do these words help you understand the story? (They help readers imagine what it’s like to be in the scene on a hot summer night, hearing the city’s noises.) TEKS xxx DOK 2

Use Blackout as a mentor text for Writing a Story on Writing Workshop pages W2–W3.

ASK: What is the boy in the story trying to do? (He’s trying to find someone to play a board game with him.) FOLLOW-UP: How do the different people respond to the boy? (They tell him they can’t play because they are busy doing other things.) What evidence helps you know? (The sister says “Get out!” The dad says “Sorry…” The boy looks sad after talking to the mom.)

TEKS xxx, xxx, xx

DOK 2

MODULE 5

MODULE 5

Now You See It, Now You Don’t

Introduce the Topic

Read aloud the module title, Now You See It, Now You Don’t . Tell children that in this module they will be reading texts about

the topic of light and dark. Have children share prior

knowledge about the topic or word associations for light and dark. Record their ideas in a web.

TEKS xxx, xxx, xx

6

6

Module 5

Discuss the Quotation

Read aloud the quotation by Helen Keller. Lead a discussion in which

“Keep your face to the sunshine

and you cannot see a shadow.”

Academic Discussion Use the TURN AND TALK routine . Tell children to listen carefully to their partner and build upon the others’ ideas. Possible responses: • It is light during the daytime. The sun brings us light. At night, it is dark. DOK 1 • The sun will disappear at night and the moon will come out. DOK 1 TEKS xxx, xxx, xx children try to explain the quote in their own words. Explain the meaning, as needed: If you focus on the bright side of things, you won’t see the bad or dark things. ASK: When have you thought about the bright side of things? (Accept reasonable responses.) TEKS xxx, xxx, xx

—Helen Keller

Look at the picture. Talk with a partner about these questions. • What do you know about day and night?

• What in the picture might disappear at night?

7

7

Module 5

Words About Light and Dark Use the highlighted words to talk about the photo.

Big IdeaWords Use the VOCABULARY routine to introduce the Big Idea Words. 1. Say the Big Idea Word. 2. Read the meaning. 3. Talk about examples.

When you observe something, you watch it closely.

Something that is bright is filled with light.

When things appear, they come into your view.

5

8

8

Module 5

Essential Question

Introduce the Essential Question • Read aloud the Essential Question. • Explain that in this module children will gather and think about information fromwhat they read to help them answer the question. TEKS xxx, xxx, xx

Why do light and dark come and go?

As you read, look for information and ideas to help you answer the question.

Get Curious Video: Now You See It, Now You Don’t

View and Respond to a Video

Use the ACTIVE VIEWING routine with the Get Curious Video: Now You See It, Now You Don’t . TEKS xxx, xxx, xx

9

9

Module 5

READ FOR UNDERSTANDING

sun

The sun shines and makes light. Light goes through clear things, like windows. But light can’t go through things that are solid, like you! When a solid thing blocks light, it makes a dark shape. Sh a dows! sun rays What is a shadow?

Introduce the Text • Read aloud the title, Super

Shadows! Tell children that it is an informational text. Ask them to recall what they know about informational texts. (They contain facts about a topic.) • Guide children to set a purpose . • Read the text with children. TEKS xx, xx

DOK 3

READ FOR UNDERSTANDING

Text Features • ASK: What does the diagram show? (how a building's shadow is formed) • FOLLOW-UP: What information do the labels give? (where the light comes from, where the shadow is) • Read the text with children. TEKS xx, xx

DOK 2

shadow

10

10 Module 5

READ FOR UNDERSTANDING

Text Features ASK: What special information does the fact box give? (that shadows can be in front or behind the object) FOLLOW-UP: Where do you think the sun is shining from in each photo? (Guide children to recognize that the sun is shining from the side of the object that is opposite the shadow, which can be in front or behind the object.) TEKS xx, xx

DOK 3

Your shadow can be in front. Sometimes it is behind you! Fun Fact

11

11 Super Shadows!

READ FOR UNDERSTANDING

Prepare to Read

Introduce the Text • Read aloud and discuss the information about the genre. •  Guide children to set a purpose for reading to practice making inferences. •  Provide information about the author and illustrator, John Rocco. •  Tell children to look for and think about the Power Words as they read. TEKS xxx, xxx, xx

GENRE STUDY Realistic fiction stories are made up but could happen in real life. Look for: • characters who act like real people • events that could really happen • places that seem real

POWER WORDS

blackout normal busy idea still huddled

SET A PURPOSE Read to make smart guesses, or inferences , about things the author does not say. Use clues in the text and pictures to help you.

WRITINGWORKSHOP

Use Blackout as a mentor text for Writing a Story on Writing Workshop pages W6–W7.

Meet John Rocco.

12

12 Module 5

READ FOR UNDERSTANDING

Make Predictions •  Page through the beginning of Blackout with children. • Have them use prior knowledge and the pictures to predict what the story will be about. Discuss some of their predictions. • Tell children they will return to their predictions after they finish reading the story. TEKS xxx, xxx, xx

BY JOHN ROCCO

DOK 2

WRITINGWORKSHOP

Writing a Story, p. W8

13

13 Blackout

I t started out as a normal summer nIght .

READ FOR UNDERSTANDING

Make Inferences ASK: Why do you think the author started the story the way he did? (to make the readers pay attention and want to keep reading) FOLLOW-UP: What evidence lets you know? (The words “started out” and “normal” hint that things will be different later. This makes readers want to read to find out how things will change!) TEKS xxx DOK 3

t he cIty was loud and hot .

14

14 Module 5

a nd then he saId …

READ FOR UNDERSTANDING

ASK: What kind of place do you see in this story? (It’s a busy city with apartment buildings, stores, and cars.) FOLLOW-UP: What are the people doing inside? (playing, talking on the phone, working, cooking) TEKS xxx, xxx, xx DOK 1

15

15 Blackout

READ FOR UNDERSTANDING

Make Inferences ASK: What is the boy in the story trying to do? (He's trying to find someone to play a board game with him.) FOLLOW-UP: What evidence lets you know? (The board game box says “2 or more players,” and at the bottom of the page he carries it to someone who might be his sister.) TEKS xxx DOK 2

I nsIde , eVeryone was Busy . ! GET OUT

16

16 Module 5

m uch

sorry…

READ FOR UNDERSTANDING

ASK: How do the different people respond to the boy? (They tell him they can’t play because they are busy doing other things.) What evidence helps you know? (The sister says “Get out!” The dad says “Sorry…” The mom says “busy.”) FOLLOW-UP: How do you think the boy feels? (The boy feels sad.) How can you tell? (He looks sad in the pictures.) TEKS xxx DOK 2

Busy .

too

Busy .

17

17 Blackout

TARGETED CLOSE READ

Story Structure Have children reread pages 18–24 to analyze the story’s structure. ASK: What is the main problem? (The power went out in the city.) FOLLOW-UP: How do the characters react to the problem? (They are upset and bored.) TEKS xxx, xxx, xx

a nd then …

DOK 3

WRITINGWORKSHOP

Writing a Story, p. W9

18

18 Module 5

READ FOR UNDERSTANDING

Make Inferences ASK: What big change has happened in the story? (The boy gives up and goes upstairs to play video games and then all the lights in the city go out!) FOLLOW-UP: What do you think is going to happen? (The characters in the story are not going to be able to be on the computer, play video games, and cook because they have no power or lights.) TEKS xxx, xxx, xx

the lIghts

DOK 2

went

out .

19

19 Blackout

MOM ! ALL OF THEM.

READ FOR UNDERSTANDING

Make Inferences ASK: Why do you think the letters are so BIG here? (The big letters mean that the boy is screaming for his mom!) TEKS xxx, xxx, xx

DOK 2

20

20 Module 5

READ FOR UNDERSTANDING

ASK: How have the pictures changed since the beginning of the story? What do you notice about the colors? How about the expressions on the characters’ faces? (The pictures are dark because the lights went out. Everyone looks upset because their things aren’t working.) TEKS xxx, xxx, xx

n othIng worKed at all .

DOK 2

21

21 Blackout

t he cIty was darK and QuIet …

and stIll .

22

22 Module 5

w e huddled around FlashlIghts and candles …

READ FOR UNDERSTANDING

Make Inferences ASK: What time did the blackout happen? (at 8:30 at night) FOLLOW-UP: How do you know? (The electric clock on the wall stopped working at 8:30 and it is dark outside and inside, so it must be 8:30 at night.) TEKS xxx, xxx, xx

DOK 3

23

23 Blackout

READ FOR UNDERSTANDING

Quick TeachWords As needed to support

comprehension, briefly explain the meaning of sticky and rooftop in this context. • Sticky can be used to describe the feeling when the air is too warm and moist to be comfortable. • If you are on a rooftop, you are standing on top of a building. TEKS xxx, xxx, xx

… untIl It was too hot and stIcKy to sIt InsIde .

24

24 Module 5

TO THE ROOFTOP AND FOUND…

AND UP

TARGETED CLOSE READ

AND UP

Story Structure Have children reread pages 25–31 to analyze the story’s structure. ASK: How can you use the word first to state the story's problem? (First, the lights went out and nothing worked.) FOLLOW-UP: Now use next and last to discuss how the characters resolved the problem. (Next, the family spent time with their neighbors. Last, they spent time with each other even after the lights came back on.) TEKS xxx, xxx, xx

UP

s o we went

DOK 3

25

25 Blackout

READ FOR UNDERSTANDING

Make Inferences ASK: What does the author mean when he says “it was a block party in the sky”? (Everyone is on the roof having fun, so it looks like a party in

the sky.) TEKS xxx

DOK 3

THE LIGHTS. a nd PeoPle ! I t was a BlocK Party In the sKy . w e waVed to eVeryone , then heard other sounds Below .

26

26 Module 5

s o we went down

AND DOWN

WRITINGWORKSHOP

Writing a Story, p. W9

AND DOWN

27

27 Blackout

TO THE STREET.

READ FOR UNDERSTANDING

COME ON !

Phonics/Decoding in Context Have children point to the word street . Review how the letters str can be said close together so that they almost make one sound. Model blending the sounds in the word: /s/ /t/ /r/ /ē/ /t/, street . Have children repeat. TEKS xxx, xxx, xx

28

28 Module 5

a Party was goIng on there , too .

READ FOR UNDERSTANDING

ASK: What does the family find on the street? (There is a party going on there, too!) FOLLOW-UP: How can you tell? (The picture shows people doing fun things like playing in the water, eating ice cream, and singing.) TEKS xxx, xxx, xx

FREE!

DOK 2

y IPPee !

29

29 Blackout

a nd no one was Busy at all .

READ FOR UNDERSTANDING

Make Inferences ASK: How is the family different from how they were before the lights went out? (They are not busy doing different things that use power. They are spending time together.) FOLLOW-UP: How can you tell? (The words say they are not busy, and the picture shows the family sitting together and relaxing.) TEKS xxx, xxx, xx

DOK 3

30

30 Module 5

READ FOR UNDERSTANDING

ASK: What important thing has happened? (The lights came back on.) FOLLOW-UP: What do you think the family is going to do? (Encourage children to back up their responses with evidence from earlier in the story.) TEKS xxx, xxx, xx

DOK 2

w hen the lIghts came BacK on ,

31

31 Blackout

READ FOR UNDERSTANDING

Make Inferences ASK: What does the author mean by saying “everything went back to normal”? (Everyone goes back to doing the things they were doing before the lights went out. They are looking at electronics and turning on the computer.) TEKS xxx

DOK 3

EVERYTHING WENT BACK TO NORMAL...

32

32 Module 5

READ FOR UNDERSTANDING

ASK: What happens after the boy turns the lights back off? (The family decides to play a game and do something they don’t normally do.) TEKS xxx, xxx, xx

DOK 2

…BUT NOT EVERYONE LIKES NORMAL.

G OOD IDEA, BUDDY!

I GOTTA GO!

WRITINGWORKSHOP

Writing a Story, p. W10

33

33 Blackout

READ FOR UNDERSTANDING

Make Inferences ASK: What does the family learn from the night of the blackout? What evidence from the story helped you? (They learn that it can be fun to do things that don’t need electricity, like using the computer.) TEKS xxx, xxx, xx

DOK 3

READ FOR UNDERSTANDING

Wrap Up  Revisit the predictions children made before reading. Have them confirm or correct their predictions using evidence from the text and pictures. TEKS xxx, xxx, xx

DOK 2

THE END

34 34

34 Module 5

Academic Discussion Use the TURN AND TALK routine. Remind children to follow agreed- upon rules for discussion, such as taking turns speaking and building on others’ ideas. Possible responses: 1. Yes, they do. I can tell because the pictures show they are spending time together at the end, and I know people do that when they like and care about one another. DOK 3 2. The boy is lonely and bored at the beginning of the story, he is nervous and scared in the middle, and happy to be spending time with his family at the end. TEKS xxx, xxx, xx DOK 3

Use details from Blackout to answer these questions with a partner. Make Inferences Do the characters care about each other? How can you tell? Describe how a character’s feelings change as the night passes. 1. 2.

Talking Tip

Complete the sentence to add your own idea to what others say. My idea is .

35

Blackout

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