"eal Read-aloud Materials In this lesson, the students: + Curious George Gaes Camping + Begin working with new partners Hear and discuss a story + Answer questions about key details, characters, and events in the story + Learn a procedure for selecting “just-right" books ] + Read independently for 10-15 minutes ABOUT READING LEVELED BOOKS DURING IDR Beginning in this unit, 1 students read in books at thelr independent reading h | levels during IDR. In order for students to grow as readers, they must be | | reading books they can comprehend and read fluently with few miscues (accuracy errors). In Unit 2, the students chose books based solely on their interests. In this unit, they learn that itis also important to choose books they can read and understand (ie, they know what most of the words mean and are able to make sense of the text). As the year progresses, the students will learn self-monitoring strategies to help them think about how well they understand i what they are reading, For more information, see “Reading Appropriately Leveled Texts" inthe Introduction Teacher Note Assign New Partners and Get Ready to Ir you are teaching oes programs Work Together from Developmental Studies Center, the students can work within parneships alveaty established, or you may asian Gather the class with partners sitting together, facing you. Explain that |) new partners forthe Making Meaning the students will work in these pairs for the next three weeks. Tell the lessons, students that during the next few weeks, they will listen to stories and then retell them in their own words. Explain that it is important for the — students to speak clearly so that their partners and the class can bear | Teacher Note and understand what they are saying. Let the students know that you necessary, explain that speaking will check in with them later to see how they did speaking clearly Randomly assign partners and make sure they know each other's names. i Jealy seas taking loudly enough to |) Met beata peraee oc Introduce Curious George Goes Camping to be heard and then speaking Show the cover of Curious George Goes Camping and read the title aloud. Explain that the main character in this story is a monkey named Curious George and that there are many stories about Curious George and his | 3 ‘Making Meaning” Teacher's Manual, Grade 1@ Uv adventures, Point out that curious means things.” Ask wanting to find out about Q What do you think might happen to George in this story? Have one or two volunteers share their ideas with the class. Explain that J ‘you will stop during the reading so that partners can talk about what is = eo) happening in the story u Read Aloud g Read the story aloud slowly and clearly, showing the illustrations and stopping as described below: Clarify vocabulary as you read. vu ~_ Suggested Vocabulary a bag, food, and supplies (p. 4) ag marshmallows: soft, fluffy candies (p. 6) =a} creek: small stream (p. 16). a forest (p.20) 3 ranger: person whose job it is to take cars u 4 ELL Vocabulary 3 ‘campsite: outdoor spot where you set up your tent and sleep when, pump: handle that you move up and down to get water out of the ground a (@.6:referto the illustration on p, 8 5 ~ campfire: smal fire you build outdoors when camping (p. 6 sa? i aad P.7 "He was aeady gone. =} Ask: i GEAQ What do you know about Curious George so far? Turn to your partner. - Without discussing as a class, reread the last sentence on page 7 and continue reading. Stop after: i 1.1 “Too bad he could not take a bath inthe w ~ Ask Q Q What happened in the part of the story you just hea partner. d? Turn to your Have one or two volunteers share their thinking with the class, Reread the last sentence on page 15 and continue reading, Stop after: pat ‘George; he asked, ‘what is that smell?” Retelling “ Unit3 » Week1» Day? | 89Ask: - o (QQ What happened in he par ofthe story you just heard? Turn to your porn. ‘a Have one or two volunteers share their thinking with the class. Reread the last sentence on page 21 and continue reading to the w end of the story. Teacher Note Discuss the Story ~ ‘The purpose of this discussion is to. 7 BIE ie ais bas ator At the end of the book, facilitate a brief class discussion about the 7 story. Ask: & level understanding of the story. They red this bas before they etl the Q What happens to Curious George on his camping trip? = story nthe nex lesson. necessary, o Peer issiny ta det oap As the students offer their ideas, turn to the text that supports their thinking and read it aloud (for example, ifa student says that Curious confusion o George puts out a forest fire, turn to page 20 and read that part aloud). Explain that in the next lesson the students will talk more about Curious. George Goes Camping. a Reflect on Speaking Clearly Z . Remind the students that one goal for the class today was to talk in voices that others could hear and understand. Ask questions such as: ts Q What did you do to make sure others could hear you? 7 Q Why isie important for you and your partner to hear one another? 7 INDIVIDUALIZED DAILY READING 4 Teacher Note @ Introduce Selecting “Just-right” Books . For aditional support helping students fave the students get their book bags and gather on the r “ Srahe ngjay —_‘ovethe students eters and ater on he ug. Remind eesti them that they have been choosing books from the classroom library to ‘ ere eae enh read quietly during IDR. Tell them that they will continue to have time each day to read independently and that beginning today, they are going to focus on reading books that are just right for them. Explain that a : “just-right” book is not too hard and not too easy. Ithhas words they can . read and understand and a story or topic that is interesting to them. x Explain that reading books that are just right will help them become , stronger readers ~ 90 | Making Meaning’ Teacher's Manual, Grade 1