Week 30, Day 1---Day 2
Cinderella
Develop or Activate Background Knowledge:
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Meaning Vocabulary
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
Marcia Brown’s Cinderella most resembles the Disney version of Cinderella that many students know.
This is a translation from the French version by Charles Perrault and some of the words don’t translate perfectly so quick scaffolds may be necessary. You want to have a map available to point out where France is located.
This book won the 1962 Caldecott Medal.

Week 17, Day 3
Cloudy with a Chance of Meatballs---fiction---Judi Barrett, illustrated by Ron Barrett
Develop or Activate Background Knowledge
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Meaning Vocabulary
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
The fact that a movie was made of this book presents opportunities for examining YouTube clips after the book has been read aloud. The children can compare their own mental images of characters and actions with the way the director imagined them.

Week 4, Day 3---Day 5
Cracking Up: A Story about Erosion by Jacqui Bailey, illustrated by Matthew Lilly
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
Having on hand a comic book, or even the comics section of the newspaper, will be useful in pointing out the text structure used in Cracking Up.
Bring to class some smooth pebbles if you can find some.
Note that guidance for this read-aloud ends on page 23. The remainder of the book provides additional information and suggests follow-up activities.

Week 8, Day 1
Creatures Yesterday and Today by Karen Patkau
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Chart of animals (yesterday and today)
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
Notice that inside the back cover is a glossary of some of the terms used in this book. You may want to review it in advance so that you can scaffold the meanings of these terms as you encounter them while reading.
Note that vocabulary words are introduced in the chart, which also signals the text structure.

Week 22, Day 3---Day 4
This book is called Dad, Jackie, and Me. The author is Myron Uhlberg and the illustrator is Colin Bootman. It is about the first black man to play baseball in the major leagues. His name was Jackie Robinson.
Develop or Activate Background Knowledge:
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Meaning Vocabulary
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
The author’s note at the end of the book is important. He describes the connection between Jackie Robinson and Uhlberg’s deaf father. Read it for background yourself, and consider reading portions aloud.

Week 29, Day 1---Day 5
D is for Dancing Dragon: A China Alphabet
"This book is called D is for Dancing Dragon: A China Alphabet. It was written by Carol Crane and illustrated by Zong-Zhou Wang.
You might think that an alphabet book is for kindergartners, but this is no ordinary alphabet book. That’s because it also teaches us about China. On the first page, you can see a map of China, which is a country on the other side of the world."
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
visual: comparison chart
Review and Share Written Responses
*Planning Notes
This is an unconventional alphabet book because of the extensive background information about the word that is given for each letter. We have chosen to use the first 5 days for instruction. If you have extra time, you could read additional segments.

Week 8, Day 1 - Day 5
Earthquakes by Seymour Simon
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
Planning Notes
Have a rubber band handy for a quick demonstration on Day 1.
Maps on display of North America will be helpful to quickly point out the places mentioned, such as Mexico City and California.
The book is partially paginated. Number the pages of the book in advance, with page 5 being the first page with text. This lesson plan will refer to those numbers.
Bring two square dinner plates if possible to illustrate the action of one “plate” against another.

Week 5 (4 days)
The book we will begin today is called Freedom on the Menu. It was written by Carole Boston Weatherford and illustrated by Jerome Lagarrigue. This book has a subtitle, The Greensboro Sit-ins. It is based on true events that happened in Greensboro, North Carolina, in 1960.
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
You many want to use primary sources to build your knowledge. Here are two examples:
Preview this New York Times interview with Franklin McCain, one of the Greensboro Four, http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?article=f011810_McCain
This NPR audio story also provides great background information. http://www.npr.org/templates/story/story.php?storyId=18615556

The book is Go Straight to the Source. It was written by Kristin Fontichiaro, and it tells us how to find the facts we need and to make sure they’re right.
Week 9, Days 1-5
WEEK 9, DAY 1
Go Straight to the Source: Chapter 1- "Learning from Primary Sources"
WEEK 9, DAY 2
Go Straight to the Source: Chapter 2- "A Picture Is Worth a Thousand Words"
WEEK 9, DAY 3
Go Straight to the Source: Chapter 3- "If These Things Could Talk"
WEEK 9, DAY 4
Go Straight to the Source: Chapter 4- "Words Can Teach"
Week 9, Day 5
Go Straight to the Source: Chapter 5- “Putting It All Together”
Outline:
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
It would be helpful to project the photos in the second chapter. A document camera would be useful. In the case of the photo on page 13, a URL is given where you can capture the image. For the writing activity for Day 2, you will need to print a photograph from history related to a topic you are teaching or have already taught. For the writing activity for Day 3, you will need to print a photograph of an artifact, preferably one related to a social studies topic you are studying.
We suggest building two diagrams as you read the first chapter rather than before you read. They will visually organize key terms.

Week 8, Day 2---Day 3
Going Home: The Mystery of Animal Migration by Marianne Berkes, illustrated by Jennifer DiRubbio
Introduce Book and Preview Technical Vocabulary
Chart: Land, Air, Sea
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
The rhyming verses that are told through the voices of the animals are fiction, but the information given in the prose section is nonfiction. This is a blended genre.
The key terms are names of animals.
A world map would be useful.
After Day 2, consider sharing the poem, “Something Told the Wild Geese,” by Rachel Field.

Week 8, Day 4---Day 5
Gooney Bird Greene--fiction--Lois Lowry
Develop or Activate Background Knowledge:
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Meaning Vocabulary
---admiration, provided, tidied, absolutely, suspense
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses

Introduce Book and Preview Technical Vocabulary
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Meaning Vocabulary
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
Planning Notes:
Be prepared to refer to a globe or world map.
Though this book is nonfiction, there are few technical terms, so the focus is on Tier 2 words.

Introduce Book and Preview Technical Vocabulary: This book is a biography about the life of Cesar Chavez.
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
Although this book is a biography, it contains few content-specific words. For this reason, a Tier 2 approach to vocabulary is used in these lessons.
The timeline does not include dates but simply records the order of a few key events. Add to it as you move through the book.
A map of California would be useful for showing the route of the march.

Week 16, Day 1 - Day 4
Develop or Activate Background Knowledge:
Today we’ll begin a new book, and I think you’ll find it exciting. It’s about how one boy, Brian Robeson, survived all alone in the wilderness. The title is Hatchet, which is the only tool he had, and it was written by Gary Paulsen. This is the same author who wrote My Life in Dog Years.
Develop or Activate Background Knowledge:
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Meaning Vocabulary
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
Keep in mind that this 1987 Newbery Medal book is now the first in a series. Students who show an especially keen interest can be directed to these.

Week 19, Day 1---Day 3
Helen Keller: Break Down the Walls!---nonfiction---biography--Margaret Fetty
Introduce Book and Preview Technical Vocabulary
diagram
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
This biography is organized sequentially, and the timeline at the end is an excellent resource for review. There are many YouTube clips available about Helen Keller. They include recordings of her speech, which was always halting and hard to understand. We recommend clips from the movie, The Miracle Worker, especially the breakthrough scene involving water (6:11 minutes long):
http://www.youtube.com/watch?v=lUV65sV8nu0
Narrated clips from the silent movie, Deliverance, mentioned on page 22, are also available in a single short video (4:34 minutes long). This video includes comments by Anne Sullivan:
http://www.youtube.com/watch?v=75bMtjVv3yc
An example of Braille to pass around would be a plus.
Finally, many of the bolded words in this book are Tier 2 general words. We suggest that you fast-scaffold them. This lesson plan focuses on the terms related to her disability.

Week 31, Day 5--nonfiction
Hello Ocean
The book is called Hello Ocean and was written by Pam Muñoz Ryan. It was illustrated by Mark Astrella. The book tells the story of what one little girl saw, heard, touched, smelled, and tasted while she was there.
Introduce Book and Preview Technical Vocabulary
diagram
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
Although this book is written in rhyming couplets, it is in many ways an information book in disguise! A girl’s visit to the beach is a vehicle for reviewing each of the five senses. For this reason we focus on the names of the senses as vocabulary words.
However, because the text is rich in Tier 2 words, consider reading the book several times if you can, each time fast scaffolding different words. During the first read, though, you will need to fast scaffold some of Tier 2 words to make the gist clear.
Note that a Spanish language version of this book is available, Hola Mar.

Week 34, Day 4-5
How Do You Raise a Raisin? written by Pam Muñoz Ryan illustrated by Craig Brown.
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
This is a mixed-genre book, with a poetry strand that parallels information text. One approach to reading it aloud would be to read the poetry and prose during separate sessions, but it seems wiser to take advantage of the humorous verse while making sure that students acquire the substance of the text.
A world map or globe will be useful in indicating other countries where raisins are grown.
Note that the last page contains recipes. These would make a delicious finale to the book. Another idea is to bring a cluster of different kinds of grapes for a grape tasting party. Just make sure you have one of each type for all your students.
Bringing actual raisins in boxes would also provide an excellent prop as well as a reward. These activities could take place later in the day.
Note that the verse that appears on each page is fanciful and fun, but there is also a slight risk that by saying aloud the incorrect information it contains you run the risk of students coming away with misinformation. (For example, the verse asks whether raisins are wrinkled because they are placed in bathtubs.) Simply be careful that the correct information is made clear on each page.

Week 34, Day 1---Day 3
How a Plant Grows written by Bobbie Kalman and illustrated by Barbara Bedell.
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
This book contains many excellent diagrams that explain the process of plant growth. These diagrams also contain technical words. Because of their number, we do not attempt to preview all of these words at the beginning of the read-aloud. Instead, this lesson plan discusses the new words as each diagram is encountered.
This lesson plan does not include the activities at the end of the book, but any of these would make a good follow-up.
A short time-lapse YouTube video (1:43) showing a bean developing over 18 days could be useful: http://www.youtube.com/watch?v=fYY9X5Lw1V4
Bring the following: a green leaf, a dried brown leaf, an apple, a paring knife.

Develop or Activate Background Knowledge
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Meaning Vocabulary
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses

Week 4, Day 1---Day 2
Magnets Push, Magnets Pull by Mark Weakland
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
Make sure you have at least one magnet and some thumbtacks or other small objects that contain iron.
If iron filings are available, you’ll be able to demonstrate the lines of energy on pages 8-9.
If you have several magnets, children could actually experiment as they complete their charts during the writing activity at the end of Day 1.