Interactive Read-Alouds

Kindergarten

Fourth Nine Weeks

2 Days 3 Days 2 Days 2 Days

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2 Days

Grandfather’s WrinklesKathryn EnglandLexile: 730Grade Level Band: 2-3Days: 2 (not including 1 for rereading)Kindergarten

Planning Note We suggest that you introduce the book by having the children compare the cover

illustration with the illustrator’s photograph. If you do not have the dust jacket, you can easily locate a picture of McFarland online.

Day 1Develop or Activate Background Knowledge

Today’s book was written by Kathryn England and illustrated by Richard McFarland. Raise your hand if you have a grandmother or grandfather or an aunt or an uncle whose skin is old and wrinkled. That's just a part of getting older, isn't it? But did you ever wonder where those wrinkles came from? They don't just happen overnight. They slowly appear over time. This book tells how one grandfather got his wrinkles. Or at least how he says he got them. He explains it to his granddaughter, Lucy. The illustrator is Richard McFarland, and here you can see his photograph. To me, it looks very much like the illustration he drew for the cover. Do you think he looked in the mirror when he drew that picture?

Ask Questions During Reading and Model Comprehension StrategiesPay attention to the details as I read. Later I’ll ask you write about what Lucy’s grandmother looked like.

[After reading first page, crumple up piece of paper.]Is old, wrinkled skin really like this? [Prompt that it resembles such skin a little bit.]The author is telling us what his skin is like, but that doesn't mean it's exactly like this paper. He is comparing his skin to the paper. He is making a comparison.

[Next page]So that's where wrinkles come from! Talk to your partner about whether you think that is true. Maybe Granddad is just having fun.

[Next page]Hmm, one wrinkle in one day. Is that possible?

[Before showing next page]This next page doesn't have any words on it. It's just a picture. I want to see how good you are at making a picture in your mind. That's what good readers do when there are only words and no pictures. I will tell you what I see in the picture, and you must try to make a picture in your head. Close your eyes and listen carefully. Here’s what’s in the picture. Two people have just gotten married and they are walking down the steps. The woman has on a white wedding dress and she is holding flowers. The man has on a black coat with a white flower in it. There is also a big car that is decorated with ribbons. It is parked by the curb and is ready to take them away. Now, I didn't tell you every little

thing about the picture, but I think I told you enough for you to make a mental picture of your own. Are you ready to open your eyes and compare?[Discuss the picture and their mental images.]

[Page with wagon]Do you think Lucy believes him? How can you tell?

The next page doesn't have any words, but this time I will just show you. Who is the baby in the picture?

Do you believe Lucy’s grandfather about where wrinkles come from? Why?Discussion

Let’s summarize what’s happened in our story so far.Teach Tier 2 Words

One word from our book today is crumple. What word? If something is crumpled, it is full of lines and wrinkles. It is not smooth. I crumpled this piece of paper. If I don't iron my clothes they might look crumpled. In the book it says, "His skin was like a scrunched-up piece of paper, all crumpled." If something is crumpled, it is not smooth. It is full of lines and wrinkles. What word?

Another word from our book is crease. What word? A crease is a line we make by folding something. I can put a crease in this paper – like this. There is also a crease in my … [slacks, coat, etc.] Here is how we heard that word in the book. “‘What’s this wrinkle from?’ she asked, pointing to a deep crease in the corner of Granddad’s right eye.” Skin can have creases too. But a crease is usually a line we make by folding something. What word?

Sentence ComposingExpandLucy giggled.

CombineLucy climbed onto her grandfather’s lap. She stared at his smiling face.[Prompt use of the word after.]

Written ResponseDraw a picture of what Lucy’s grandmother might look like. Write about your picture.

Day 2Review and Share Written Responses

[Ask partners to share their pictures of the grandmother. Review the story so far.]Ask Questions During Reading and Model Comprehension Strategies

[Page about toy box]I can make a connection here. This story reminds me of ... [Share an anecdote about your own life] Good readers try to think about their own lives when they read. That's called making connections. And it helps us understand what we read.

[Page about goat]Why didn't Lucy’s mother think it was funny? What if it happened to you?

[Page depicting the incident]That is what goats do. But they are not mean.Who is the woman in this picture?

[Page about the Lucy’s mom as a baby]Why was her grandfather happy?

[Page with the biggest wrinkles]How does Lucy feel when she hears this? Think about how you would feel. Tell your partner what you think.

Discussion[A story map is inappropriate for this book because there is really no problem.]Help me summarize this book. When we summarize we think about the most important events that happened. I will start. It began with Lucy asking her grandfather how his face became wrinkled. Then what?

Teach Tier 2 Word[Just one today] One word from our book today is trace. Trace means to move your finger along the edge of something. I can trace my finger along the edge of the desk. In our book, it says that Lucy was "tracing a long wrinkle near her grandfather’s nose."

Sentence ComposingImitateThose are the most important of all._______ are the most important of all.Those are the most _______ of all._______ are the most ________ of all.

UnscrambleI got – those two – extra special – wrinkles the – day you – were born

Written ResponseDraw a picture of yourself now, and beside it draw a picture of what you might look like when you are very old. Write about each picture.

Make Way for DucklingsRobert McCloskeyLexile: 630 (Adult Directed)Grade Level Band: N/ADays: 3 (not including 1 day for rereading)Kindergarten

Planning Notes This book is based on the true story of a Boston policeman who stopped traffic to

allow a gaggle of ducklings to reach the Public Garden. We have captured two photos for a discussion after Day 3.

A U.S. map would be useful for indicating the location of Boston. There is a short (5:51) YouTube video of this book being read aloud. It is not

interactive but could be used at a listening center for a rereading: http://www.youtube.com/watch?v=N0fQpliJJQI

Day 1Develop or Activate Background Knowledge

Today’s book is called Make Way for Ducklings. It is a very famous book and was written and illustrated by Robert McCloskey. This is the story of some baby ducks, which are called ducklings, in a big city. Is that a good place for ducklings? No, it is a very dangerous place. Make way means get out of the way so we can get through. But we will see in this book that people in the city are not used to seeing ducklings. Or making way for them. Pay attention to the details as I read. Later, I’ll ask you to draw a picture of their nest and write about it.

Ask Questions During Reading and Model Comprehension Strategies[Flying over land]Why does Mrs. Mallard not want to live near foxes and turtles?

[Boston]Why is an island a good place for ducks to spend the night?

[Looking for breakfast]What do you think they want to find for breakfast?

[Swan boat]Why do you think the big bird did not answer when Mr. Mallard said good morning to him?

[Almost getting run over]Why do you think the boy on the bike didn’t slow down?

[Big buildings]Why would ducks not want to live in a tall building?

[Louisburg Square]What kind of place are the Mallards looking for?

[Charles River]Do you think this is a good place to hatch ducklings? Talk it over with your partner. Tell your partner why or why not.

[Bushes near the river]How do you think the ducklings feel about not being able to fly?

[Policeman]How do you think Michael feels about the ducks? Why do the ducks call on him every day?

DiscussionLet’s summarize what’s happened so far. When we summarize a story, we think of the most important events. Summarizing helps us remember and understand. I will start. In this story a mother and father duck are looking for a place to live. They had trouble finding a safe place in the city. What should we say next?

Teach Tier 2 WordsOne word from our book is waddle. What word? Waddle means to walk slowly, swaying back and forth. Ducks waddle. Penguins waddle. A seal waddles. Waddling is what many animals do when they aren’t very good at walking. In our book, this is what I read: “‘I like this place,’” said Mrs. Mallard as they climbed out on the bank and waddled along.” Waddle means to walk slowly, swaying back and forth. What word? Let’s waddle. Waddle with me.

Another word today is horrid. What word? Horrid means really bad, terrible. Sometimes the traffic is horrid. Sometimes the weather is horrid. Once my friend bought a dress that I thought was horrid, but I didn’t say anything. That would not have been polite. When the ducklings were almost hit by a bicycle, Mrs. Mallard says, “This is no place for babies, with all those horrid things rushing about.” Horrid means really bad, terrible. What word?

Sentence ComposingImitateBut they didn’t find much.But they didn’t find _______.But they didn’t _______ much.

Unscramblejust as they – were getting – ready to start – on their way – a strange enormous – bird came by

Written ResponseDraw a picture of what their nest might look like. Write about your picture.

Day 2Review and Share Written Responses

[Ask children to share their drawings. The nests should be on the ground, not in a tree or on a building. Then review the story to this point.]

Ask Questions During Reading and Model Comprehension StrategiesPay attention to the details as I read. Later, I’ll ask you to draw a picture predicting what you think will happen next.

[Eggs]Do you think Mrs. Mallard gets tired of sitting on the eggs?

[Eggs hatch]What did you notice about the baby ducklings’ names? What if Mr. and Mrs. Mallard had one more duckling? What might they call it? Tell your partner.

[Mr. Mallard takes a trip]Why do you think Mr. Mallard is going on a trip? What do you think he will see?

[Teaching baby ducklings to swim]Do you think it is hard to teach baby ducklings to swim? How do their feet help them?

[Walking in a line]Can you think of anything else Mrs. Mallard should teach the ducklings?

[Swimming in line]How do you think Mrs. Mallard feels about her ducklings?

[Highway]Do you think Mrs. Mallard should take her baby ducklings near cars? Why or why not? Talk it over with your partner.

[On curb]How do you think the ducklings feel as the cars go by?

I would like to make a prediction here. When we predict, we think about what we know and try to figure out what will happen next. But sometimes we don’t know enough to predict. I know Mrs. Mallard wants to get her babies across the street. I know how dangerous the cars are for ducklings. I would like to predict that they’ll get across, but I’m not sure they will. What about you? Do you think they will be able to get across the street? [Discuss possible outcomes.]

DiscussionLet’s map our story so far…

Teach Tier 2 WordsOne word from our book is responsibility. What word? A responsibility is something others depend on you to do. It is your responsibility to follow directions. I am depending

on you to do that. When the ducklings hatched, this is what I read: “It was a great responsibility taking care of so many ducklings, and it kept them very busy.” The ducklings are depending on their mother and father. A responsibility is something others depend on you to do. What word?

Another word from today is satisfied. What word? Satisfied means you are happy something has happened. When you do your best in school, I am satisfied. In Make Way for Ducklings, Mrs. Mallard wants to make sure her babies can swim. This is what I read: “When at last she felt perfectly satisfied with them, she said one morning, ‘Come along, children. Follow me.’” She was happy they had learned to swim. Satisfied means you are happy something has happened. What word?

Sentence ComposingExpandShe taught them how to swim and dive.

CombineShe taught them to walk in a line. She taught them to come when they were called.[Prompt creating a series and using the words and and then.]

Written ResponseDraw a picture of what you think will happen next. Write about your picture.

Day 3Review and Share Written Responses

[Ask partners to share their pictures predicting what will happen next. Review the events of Day 2.]

Ask Questions During Reading and Model Comprehension StrategiesToday, we’ll finish our book. Later, I’ll ask you to draw a picture of your favorite part and write about it.

[Policeman running]Where have you seen a policeman directing traffic? Do you think the cars will stop for the policeman?

[Policeman directing traffic]How do the people in the cars feel about having to stop to let a family of ducks cross the street?

[Policeman at booth]Why do you think he wants Clancy to send a police car?

[Man and woman watching ducks]What would you say if you saw a family of ducks walking down the street?

[Policemen stopping traffic]How do you think the policemen knew to go to that corner?

[Policemen waving to ducks]Do you think the policemen liked helping the ducks cross the street?

[Mr. Mallard waiting for them]Do you think the ducklings will tell him about their walk? What do you think they will say?

[Last page]Do you think they made a good decision to live there? Why or why not?

DiscussionMany stories are fantasies. In a fantasy, we read about things that couldn’t really happen. We know that ducks can’t really talk, so when we hear Mrs. Mallard talking, we know the story is a fantasy. But think about it. Do you think the rest of this story could really happen? Could the police help ducklings walk safely through a city? Talk to your partner. [After discussing] Well, it just so happens that rest of this story is true! Many years ago, a real-life policeman stopped traffic so that a group of ducklings and their mother could

reach the Public Garden, which is a large, beautiful park in Boston. Here is a picture of the park with one of the swan boats. And here are statues of the mother duck and her babies. Visitors to the park can still see them today.

Teach Tier 2 WordsOne word from our story is booth. What word? One kind of booth is a table in a restaurant with benches to sit on. When I eat out, I like to sit in a booth. Another kind of booth is a small room used by a policeman. In our book, when Michael sees the danger the ducks are in, “he rushed back to his police booth.” So, one kind of booth is a table in a restaurant with benches to sit on. Another kind of booth is a small room used by a policeman. What word?

Another word today is headquarters. What word? Headquarters is a place where bosses work. Where is the headquarters of our school? That’s right, it’s the principal’s office. When Michael goes to the police booth, I read that “He called Clancy at headquarters and said, “‘There’s a family of ducks walkin’ down the street.’” Headquarters is a place where bosses work. What word?

Sentence ComposingUnscramblethe policemen – held back – the traffic – so Mrs. Mallard – and the ducklings – could march – across the street

ImitateThe policemen smiled and waved goodbye.The _________ smiled and waved goodbye.The policemen ________ and waved goodbye.The policemen smiled and ________ goodbye.

Written ResponseDraw a picture of your favorite part of the book. Write about your picture.

Giggle, Giggle, QuackDoreen CroninLexile: 330Grade Level Band: N/ADays: 2 (not including 1 day for rereading)Kindergarten

Planning Note This book is a follow-up to Click, Clack, Moo: Cows That Type. Consider reading

that book before or after Giggle, Giggle, Quack. One book may prompt some inferential thinking about the other because a similar formula is used. It would give the children a chance to compare and contrast two texts.

However, there is a brief comparison with Make Way for Ducklings. Note that you will finish the book in a day. Day 2 is reserved for comparing and

contrasting it with the other “duck book,” Make Way for Ducklings.Introduce Book and Develop or Activate Background Knowledge

Do you think animals are smarter than people? Raise your hand if you do. Today’s book is called Giggle, Giggle, Quack. That's a silly title, isn't it? This book is lots of fun. It was written by Doreen Cronin and illustrated by Betsy Lewin, and it tells the story of how some clever farm animals outsmart a man who is left in charge of the farm while the farmer is gone.

Ask Questions During Reading and Model Comprehension StrategiesAs I read, I want you to be thinking about another way the animals might trick Bob. You can write about your idea for a trick later.

[Farmer Brown and Bob]What kinds of animals might Farmer Brown have on his farm?

[Farmer Brown in car]What kind of trouble could a duck cause?

[Tuesday’s note]Do you think Farmer Brown really feeds his animals pizza?

[Chickens and duck in window] [Project picture or walk about to provide a close-up view.]What does not belong in this picture?

[Wednesday’s note]Do you think Bob should use Farmer Brown’s bubble bath and favorite towels to bathe the pigs?

[Bob with pig]Why do you think the author wrote, “Giggle, Giggle, Oink” on this page?

[Farmer Brown calls home]Do you think Farmer Brown is worried about his animals?

[Duck sharpening pencil]I think I can infer something here. When I infer, I think about what I know and try to figure out something new. I know that the animals are getting exactly what they want. I know that Farmer Brown would not want them to eat pizza and have bubble baths. I also know that ducks do not use pencils. So I will infer that the duck is writing the notes. Raise your hand if you think so too. We will soon see if I'm right.

[Farmer Brown on vacation]Why are all the animals giggling?

[Thursday’s note]What movie would a cow choose to watch? Tell your partner.

[Watching TV]Who do you think is calling on the phone?

[Farmer Brown on phone]How do you think Farmer Brown feels when he hears all of the animals giggling?

[It’s for you, Bob]What do you think Farmer Brown will say to Bob?

[Farmer Brown running] [Show picture for close inspection.]Where do you think Farmer Brown is going? Why?

DiscussionThis book is really about a trick that the animals played on a human. How did Duck trick Bob?[Prompt the conclusion that Duck has been substituting notes of his own.]

Teach Tier 2 WordsOne word from our book today is instructions. What word? Instructions are a list of things you are supposed to do. When I cook something new, I am careful to follow the instructions. When Farmer Brown leaves, he says to Bob, “Just follow my instructions and everything will be fine.” Instructions are a list of things you are supposed to do. What word?

Another word from this book is sensitive. What word? If part of your body sensitive, it means you had better be careful or you might make it hurt. I have a tooth that is sensitive when I drink something really cold. So I have to be careful. One of the notes to Bob said, “Remember, they have sensitive skin.” If part of your body sensitive, it means you had better be careful or you might make it hurt. What word?

Sentence ComposingUnscrambleBob / checked on / the animals / before he / went to / bed

ExpandKeep an eye on Duck.

Written ResponseDraw a picture of another way the animals might trick Bob. Think about what else Duck might write for Bob to do. Then draw it and write about it.

Day 2Review and Share Written Responses

[Ask partners to share their ideas for other ways Duck might trick Bob. Review the plot.]Compare and Contrast Giggle, Giggle, Quack and Make Way for Ducklings

Not long ago we read another book about ducks. It was called Make Way for Ducklings. [Hold up the book.] How many of you remember it? Let’s compare the duck in this book [hold up Giggle, Giggle, Quack] with the mother duck in this book. When we compare two things we tell how they are alike. Who can tell me one way that these two ducks were alike? Let’s make a diagram to help us. I will draw two circles. One is for the Giggle, Giggle, Quack and one is for Make Way for Ducklings. If we think of something that is the same for both books, I’ll write it here, so it will be I both circles. [Prompt that both books are about ducks and that both books are fantasies. Add to the diagram below as the children offer suggestions.]

Now let’s contrast the books. Contrast means to tell how they are different. We can add these things to our diagram. If we think of something that is only about Make Way for Ducklings but not about Giggle, Giggle, Quack, I’ll write it here. [Indicate left-hand crescent.] If something is only about Giggle, Giggle, Quack but not about Make Way for Ducklings, I’ll right it here. [Indicate right-hand crescent.]

[Be very explicit by thinking aloud about each suggestion. For instance, if a child says that Giggle, Giggle, Quack has lots of tricks, say, “Yes, but before I write anything, were there tricks in Make Way for Ducklings? When the children agree that there weren’t, say, “Well, that means that tricks go in the Giggle, Giggle, Quack circle but not in the Make Way for Ducklings circle. [Trace each circle.] So I will need to write it here [in the crescent]. Add to the diagram below as the children offer suggestions.]

Written ResponseI want you draw two new circles today. Write the word Cats next to the left circle and the word Dogs next to the right circle. Like this. Then write all the characteristics you can think of that describe dogs and cats. Write each one where it belongs. I will get us started. How many legs does a dog have? How many legs does a cat have? So where should I write “4 legs”?

[Don’t shy away from the word characteristics! You can define it on the fly. If you wish, you can make this classification activity more constrained by providing a list of characteristics: fur, pet, purr, meow, bark, claws, puppies, kittens, etc.]

Tikki Tikki TemboArlene MoselLexile: 1090 (Adult Directed)Grade Level Band: N/ADays: 2 (Not including 1 day for rereading)Kindergarten

Planning Notes You may need to practice saying the name of the elder son. It is odd but rhythmical,

and it rhymes. If a classroom globe is available, you’ll be able to point out the location of China.

Day 1Develop or Activate Background Knowledge

Today’s book is a very old story, retold by Arlene Mosel and illustrated by Blair Lent. The title is Tikki Tikki Tembo. That’s a funny title, isn’t it? It’s also a funny name for somebody. And that’s just part of the name for one of the two boys in this story. It takes place in China, which is a country on the other side of the world. [It would be helpful to point out China on a classroom globe or world map, if possible.] So China is the setting of this story. The setting is where the story takes place.

Ask Questions During Reading and Model Comprehension StrategiesPay close attention to details as I read. You’ll be writing about the story later, especially about an old man that we’ll meet.

[First page]Which name would you rather have? How do you think Chang felt about his name?

[Washing clothes near the well]Do you think the boys will obey their mother and not go near the well? Let’s vote!

[Chang in the well]What do you think Tikki Tikki Tembo will do?

[Telling mother]Does the mother seem worried about Chang?

[Man with ladder]Do you think the Old Man With the Ladder will save Chang?

[Getting Chang out of well]Make a prediction. What do you think will happen next? When we predict, we must have a reason or we’re just guessing. So don’t raise your hand unless you can give me a reason.

[Pumping water out of Chang]How do you think the mother feels now that her son is safe?

[Before showing next page]There are no words on this next page, but I will tell you what I see. I will not show you the picture until after I read. That's because I want you to try to picture what happens in your mind. That is what good readers do when there are no pictures. You have to listen carefully. Are you ready? I see five children dancing. The ground is brown and there are blue and yellow flowers. Each child is holding up a stick and at the end of the stick is a long dragon puppet. Their sticks help keep it up in the air. In their other hand they each hold something shorter. I see a bird puppet, an umbrella, a butterfly puppet, some yellow flowers, and what looks like a flag. High in the air there are yellow Chinese lanterns. It looks like the children are celebrating. Do you have the picture in your mind? Now let's see how Blair Lent drew this picture. Does it look like the picture in your mind?

DiscussionHelp me summarize what has happened so far. When we summarize a story, we think about the most important people and events. I would start by saying that there were two brothers who lived in China long ago. One had a long name and the other had a short name. What’s next?

Teach Tier 2 WordsOne word from our book is chattering. What word? Chattering means talking a lot about things that aren’t very important. When we have lunch, I hear lots of people chattering while they eat. In the book, near the well, it says, “The two boys always went chattering along with her.” Chattering means talking a lot about things that aren’t very important. What word? Chatter to your partner for a minute!

Another word is troublesome. What word? Troublesome means bothering people. It means being a pest. I’m happy there are no troublesome students in my class! When Tikki tells his mother about his little brother falling into the well, she answers, “That troublesome boy.” Troublesome means being a pest and bothering people. What word?

Sentence ComposingUnscramblestep over step – step over step – he went – into the well – picked up – little Chang – and step over step – step over step – brought him out – of the well

ImitateChang has fallen into the well.______ has fallen into the well.______ has fallen into the _______.

Written ResponseDraw a picture of the old man when he is inside the well. Write about your picture.

Day 2Review and Share Written Responses

[Ask partners to share their pictures of the man inside the well. Review events of Day 1.]Ask Questions During Reading and Model Comprehension Strategies

Today we’ll finish Tikki Tikki Tembo. As I read, think about your favorite event in the whole book. You can write about it later.

[Eating rice cakes]Uh-oh! I think these boys are forgetting what their mother warned them about. Especially the older boy, who is walking on the edge of the well. I am going to make a prediction here. Remember that when I predict, I think about what I know and try to figure out what will happen next. I know that the mother has told the boys not to play near the well. I know that the younger brother already fell in once. And I know that right now the older brother is walking on the edge. I will predict that the older brother is going to fall in. Raise your hand if you agree with my prediction.

[Tikki in well]What do you think Chang will do?

[Chang telling mother]Why do you think the mother does not stop to listen to her son? Tell your partner.

[Chang struggling over name]Why do you think Chang is struggling to say his brother’s name?

[Chang slowly explains]Remember when Chang fell in the well? His mother called him a troublesome boy.Why is he acting differently this time?

[Chang tells Old Man]Do you think Old Man will rescue Tikki Tikki Tembo?

[Chang repeats]The Old Man calls Chang a miserable child. Miserable means the same as troublesome. Raise your hand if you think Chang is a miserable child?

[Chang getting ladder]Why do you think the Old Man called Tikki Tikki Tembo his “mother’s Precious Pearl”?

[Getting Tikki Tikki Tembo from well]How do you think the mother feels now that her favorite son is safe?

[Tikki Tikki Tembo recovers]Do you think short names are better than long names? Why?

DiscussionDo you think the Chinese mother really liked Tikki better than Chang? [Prompt the fact that she ordered the same action in both cases.][Note that a story map is inappropriate for this story.]

Teach Tier 2 WordsOne word from our book is reverence. What word? Reverence means really thinking a lot of someone. We think of George Washington with reverence. We think he was a great man. In the book, when Chang has a hard time saying his brother’s name, his mother says, “Speak your brother’s name with reverence.” Reverence means really thinking a lot of someone. What word?

Another word from today is miserable. What word? Miserable can mean being a bother. It can mean the same as troublesome, a word from last time. Chang’s mother called him troublesome. Now the Old Man calls him miserable. “Miserable child, you disturb my dream,” the Old Man said. Poor Chang! He doesn’t mean to bother people. He doesn’t want to be a troublesome, miserable little boy. Miserable can mean being a bother. It can mean the same as troublesome. What word?

Sentence ComposingCombineHe pumped the water out of him. He pushed the air into him.[Prompt use of the word after.]

ExpandBut then he thought of his brother in the well.

Written ResponseDraw a picture of your favorite thing that happened in this book. Write about your picture.

Building with DadCarol NeviusLexile: 540 (Adult Directed)Readability: N/ADays: 2 (not including 1 day for rereading)Kindergarten

Planning Notes This is an unusual book because of its lengthwise orientation. This format is helpful

in illustrating how the various machines operate. The topic is male-oriented by tradition, but there is a subtle reference to a female

mechanic although she is never seen. This is a good opportunity to point out that these careers are open to women.

Although technically fiction, this book presents the names of large types of building equipment; rather than focusing on Tier 2 words, we have chosen to use a basic semantic feature analysis in listing and comparing the types.

Day 1Introduce Book and Develop or Activate Background Knowledge

How many of you have seen workers busy making a new building? They use giant machines, don't they? This book tells us about those machines. Because they can move from place to place, these machines are called vehicles. A car is a vehicle and so is a bicycle. But lots of vehicles do work. Those are the ones this book is about. It is called Building with Dad. It was written by Carol Nevius and illustrated by Bill Thomson. The story is told by a boy whose father is a builder. He and the other workers are building a new school. So the setting of the book is the place where they are building the school. The two main characters are the boy and his father.

Preview Technical VocabularyWhen you build a big new building like a school, you have to move plenty of dirt. Giant vehicles can help. As I read I will make a list of them. You can help me decide which ones move dirt and which ones do something else. We can make a chart together.

[Don’t begin with a completely filled in chart. Add to it as you come to each vehicle. Get a consensus each time about whether to place a plus or minus in the second column.]

Text StructureThe author, Carol Nevius, starts at the beginning, when workers are getting ready to build the school. She will tell us which machines are needed from start to finish.

Ask Questions During Reading and Model Comprehension StrategiesAs we read about the different kinds of vehicles, try to decide which one is your favorite. You can write about that one later.

[On Dad’s shoulders]The word site can mean a place. This story happens at the site where they are constructing the new school. What do you think the boy will see at the construction site?

[Bulldozer]So, do you think it is noisy at the construction site? What other sounds might you hear?

[Dump truck]You can make a connection with the boy by putting yourself in his place. How do you think the boy felt when he pushed the button to make the truck dump out the rocks? Think about how you would feel.

[Backhoe]Were you surprised that the mechanic is a woman? Talk to your partner.

[Earthmover]Do you think the boy is scared to be up so high?

[Giant Grader]Would you like to ride in a giant grader? Tell your partner why or why not.

[Cement Mixer]Do you think it would be ok to play in the cement?

[Boy looking up]What do you think the boy sees?

[Man on the roof]How do you think the man on the roof stays safe?

Discussion[Review the chart so far.]

Sentence ComposingUnscrambleI will – show you –the spot where – your new – school – will be

ImitateWe ride in the dump truck that’s bringing in fill.We ride in the ________ that’s bringing ________.

Written ResponseWhich vehicle was your favorite today? Draw a picture of that vehicle at work and write about it.

Day 2Review and Share Written Responses

[Ask partners to share their drawings of their favorite vehicle. Review the chart so far.]Ask Questions During Reading and Model Comprehension Strategies

Today I’ll read the rest of Building with Dad. As I read, think about a new kind of vehicle, one you invent all by yourself. Later you can write and tell me about it.

[Frames]Think about what you a know about our school. What other rooms might you find in the school they are building?

[Working inside]What would happen if one of the team members did not do a good job?

[Waxing floors]Why do you think the workers are in a rush?

[Putting up sign]How do you think Dad feels now that the job is finished?

[Children at school]How do the children feel about going to a new school?

Discussion[Review the completed chart. Aim for simple conclusions, such as the fact that all of the dirt moving is in the early stages of the process.]

Sentence ComposingCombineThe team welds pipes. The team seals windows. The team runs cables and wires.[Prompt creating a series and using the word and before the last item.]

ExpandI spell out each letter.

Written ResponseToday I want you to create a new kind of work vehicle. Draw a picture of your vehicle and write about it. You can make it do whatever you want. But make sure your picture shows what the vehicle can do.

Michael RecycleEllie BethelLexile: N/A (Poetry)Grade Level Band: N/ADays: 2 (not including 1 day for rereading)Kindergarten

Planning Notes Although the lessons conveyed through this book are related to science and social

studies, we treat the book as fiction in this lesson plan. (Actually, it’s a narrative poem.) This means that our approach to vocabulary is to use the book as a source of Tier 2 words.

Bring examples of items in the list below. The list is very basic but a good introduction to the topic.

Day 1Introduce Book and Build Background Knowledge

This book is called Michael Recycle and it was written by Ellie Bethel and illustrated by Alexandra Colombo. When we recycle the things we use, we can use the same materials again and the earth will be a cleaner place.When we recycle, we don’t throw things away in the trash. We put them in special places where they are picked up and used again. We can make a list of some of the things we can recycle.

GlassPaperPlastic

Aluminum cansSteel cans

Ask Questions During Reading and Model Comprehension StrategiesAs I read, I want you to imagine trash reaching all the way to the moon. Soon I’ll ask you write about that much trash!

[They got lazy]Do you think the people minded the smell? Talk to your partner about why or why not?

[Green-Caped Crusader]Why is green a good color for his cape?

[Michael Recycle]I will infer something here. When I infer I think about what I know and try to figure out something new. Now I know there’s no such thing as a fifty-foot bug. That would be as long as from here to ___! And I know that Michael really wants them to start recycling. So I can infer that he is trying to get their attention so they will act. Raise your hand if you agree.

[You’ve got to recycle]Do you think the trash could really reach the moon?

[Clean up and recycle]Let’s vote. How many of you predict that the people will clean up and recycle?

[They recycled]Your prediction was right! What things can you help recycle? Talk to your partner.

[Be Green campaign]How do you think they saved up the rain? How can you save water?

[A grand celebration]Do you think everyone helped clean?

Discussion[Review the book to this point.]How do you help clean at home or at school?

Teach Tier 2 WordsOne word from our book today is vanished. What word? Vanish means to disappear. At the magic show, I once saw a magician make a rabbit vanish. When I bake cookies at home, they soon vanish. In our book, Michael Recycle “vanished from sight before they could blink.” Vanish means to disappear. What word?

Another word from today is exclaimed. What word? Exclaim means to cry out and say something loudly. Here’s an example. A pirate was digging for treasure on an island. Suddenly his shovel struck something hard. “I found it!” he exclaimed. In the book, “Mrs. Moonkotch exclaimed to her friend Mr. Crew, “Did you happen to hear what that boy said to do?” Exclaim means to cry out and say something loudly. What word?

Sentence ComposingImitateThe air was all hazy.The ________ was all hazy.The air was all _______.The ________ was all _______.

CombineSome folks think that’s yucky. Some folks don’t agree.[Prompt use of the words although and after.]

Written ResponseDraw a picture of trash reaching up to the moon. Write about your picture.

Day 2Review and Share Written Responses

[Ask partners to share their moon pictures. Review Day 1.]Ask Questions During Reading and Model Comprehension Strategies

Today, we’ll finish reading Michael Recycle. As I read, think about the very same town before the people decide to recycle and after they decide to recycle. Think about the differences. You can write about them later.

[When Michael came back]Compare these two pages with the first two pages. What do you notice that is the same or different? [Flip back and forth a few times.]

[Look at our town]How do you think the people feel about their town now?

[The planet’s new savior]Who do you think really saved the town?

[Boy waving out window]Do you think our town will be on Michael’s list to visit, or do you think people in our town do a good job keeping the town clean and recycling their junk? Talk with your partner.

[Michael Recycle’s Tips]

[Recycle]Let’s take another look at the list we made yesterday.

[Turn it off]What things should be turned off when not being used?

[Don’t be a drip]How can you ask your parents to make repairs without being bossy?

[Quick and clean]Why is it better to take a short shower than a bath?

[No running, when brushing]When can you turn off the water for a minute?

[Take a stroll]How can walking or riding a bike be a good choice?

Discussion[Review Day 2, particularly the “Go Green” tips. Ask if the children can suggest any more ideas.]

Teach Tier 2 WordsOne word from our book is despair. What word? Despair means to be sad and give up hope. Here’s an example. A woman’s stove catches on fire, so she calls 9-1-1. That’s the number we call in emergencies. The person at 9-1-1 said, “Don’t despair. Help is on the way. Now run outside where you’ll be safe. In our book, when Michael came back, the book says, “He didn’t despair, get angry, or frown.” Despair means to be sad and give up hope. What word?Another word from today is silhouette. What word? A silhouette is the dark shape of someone or something. [Print or project the silhouette at right.] Here is a silhouette of George Washington. In a silhouette, you can only see the edges. In our book, it says, “So if you should see a green silhouette streaking the skies please don’t get upset.” A silhouette is the dark shape of someone or something. What word?

Sentence ComposingExpandThey recycled their paper.

Unscramblethey – covered their – town in – green toilet – paper

Written ResponseDraw two pictures of the same town. Draw the first picture before the people decide to recycle. Draw the second picture after they start recycling. Write about your picture.

Career DayAnne RockwellLexile: 430 (Adult Directed)Grade Level Band: N/ADays: 2 (not including 1 day for rereading)Kindergarten

Planning Notes This book deliberately challenges some of the gender stereotypes children may harbor

about careers. There is a dual-purpose – presenting the careers themselves and showing that they are open to men and women alike.

Technically, this book is fiction, but there are very few Tier 2 words, and the career names are important. Therefore, we have chosen the names of careers as the vocabulary for this book and present them in a simple feature analysis chart, which you will build as you read.

Day 1Introduce Book and Preview Technical Vocabulary

Our book today is called Career Day. It was written by Anne Rockwell and illustrated by Lizzy Rockwell. Who can tell me what a career is? A career is what you do for your work. There are lots of different careers, and as you go through school you will have a chance to think about which career is best for you. Teaching is my career. But there are many other careers, like being a truck driver, or a doctor, or a person who builds houses. This book tells about a special day at school when the children learn about different careers. Each child invites a grown-up to visit and talk about his or her career.As I read, I will make a list of the names of careers. It will help us think about them.

[Begin the chart at the right as a simple list. Do not add the “Outdoor” column yet. Note that this is a very simple feature analysis chart. The organization will become a foundation for read-alouds in the upper grades.]

Text StructureWhen Anne Rockwell wrote this book, she decided to talk about one career, then another, and then another. She talks about 12 careers in all. That is how this book is organized.

Ask Questions During Reading and Model Comprehension StrategiesAs I read, think about how a person’s clothes and tools tell you about that person’s career. Later I’ll ask you to draw a picture of a person and label it so that we know what career that person has followed.

[End the first page]I'm not sure I understand. And you know, whenever that happens a good reader stops and

thinks. I think that this boy has invited a visitor to tell about a career. It sounds like each child will invite someone. But I don't know who will be invited. Who would you invite if you were in this class? Tell your partner.

I think I can predict something here. When I predict, I think about what I know and try to figure out what will happen next. I know that visitors will be coming soon. And I know that one of the students is getting a large chair ready. I will predict that the chair is for the visitors. It looks like a very special chair, doesn't it?

[End of next page]Why is the boy worried? Tell your partner.We will soon find out who the first visitor is. But before I turn the page, I will try to predict who it will be. See if you agree with my prediction. I know that the boy has chosen a grownup he knows. And I know the grownup must have an interesting career. It could be his father, or it could be his mother, or it could be a relative, or it could be a friend. I just don't know enough to be sure about my prediction, but I am going to predict that it will be his … mother. Raise your hand if you agree with me.

[After second line of next page]My prediction was wrong! Raise your hand if your prediction was right. Sometimes our predictions are wrong. We just don't know enough to be sure what will happen next. But it's fun to guess what will happen. Good readers like to do that.

[End of page]Here is a picture of a bulldozer. They are very powerful machines. Why do you think bulldozers are always yellow? Talk to your partner.

[End of page with judge]Can a woman be a judge? [Prompt the conclusion that a woman can have any career.] Can a woman have a career driving a bulldozer?

[End of page with orchestra]So this father stays home and babysits during the day. And the mother is at work. Is it okay for a dad to stay home when the mom is working? Talk about it with your partner. [Consider taking a vote and exploring reasons.]

[End the page with artist]What book do you think Michiko is holding up? Why? The book I am reading was written by a woman, wasn't it? Her name is Anne Rockwell. But do you have to be a woman to write a book for children? [Prompt examples of male authors the children may be familiar with.]

[End of dinosaur page]Does that sound like fun? Maybe not everyone thinks so. Let's take a vote on the careers so far. You can only raise your hand once! If you would like to drive a bulldozer, raise your hand. [Then judge, musician, artist, paleontologist]

[End of crossing guard page]Do you have to be young and strong to have that career? No, but why is it an important job?

Discussion[Review the six careers, pointing to names on the list.]

Sentence ComposingImitateShe is very good at drawing mice.She is very good at drawing _______.She is very good at _______ mice.She is _______ good at drawing mice.She is very _______ at drawing mice.

CombineShe brings Sarah to school every day. She is Sarah’s grandmother.[Prompt how “Sarah’s grandmother” can replace “she.”]

Written ResponseDraw a picture of someone you know. Draw it so that I can tell what the person’s career is. Label your picture and write the name of the person's career.

Day 2Review and Share Written Responses

[Begin by asking students to share their pictures with partners. Teview the list so far.]Ask Questions During Reading and Model Comprehension Strategies

We have learned about six careers, and today we will learn about six more. When we finish, you’ll get a chance to draw a picture of yourself in a career. I’ll ask you to write about your picture too. Let’s get started!

[After nurse page, add nurse to list.]

[End of page with vet]Let’s compare. How is a nurse like a veterinarian?Now let’s contrast. How is a nurse different from a veterinarian?

[End of page with sanitation truck]For some careers, you work indoors and for others you work outdoors. Is this an indoor career or outdoor career? Let's think about the other careers so far. I will write the word Outdoor here, and you can help me decide whether each one is an indoor or an outdoor career. If it is an outdoor career, I will put a plus. If it is not an outdoor career, I will put a minus.

[Review the careers so far.]

[End of page with Evan’s father]Evan’s father is a woodworker. You can see that he has many tools. Is his career indoor or outdoor?

[End page with market]It looks like Nicholas’s father is inside, but some of the food is outside. Is this an indoor or an outdoor career? Talk to your partner. Can a career be indoor and outdoor? Think about my career as a teacher. Most of the time I am inside, but sometimes I go outside. [Give examples.]

[End of page with professor]Who do you think Mr. Siscoe is? Does it seem funny that grownups can have teachers? Maybe you will go to college someday and have a professor for a teacher.

[Page with full classroom]What are the children doing in this picture? [Prompt the fact that the boy telling the story said they would show the grownups their own work.] So you children have jobs too, just like grownups. Does that mean that going to school is a career? [Prompt the conclusion that going to school gets you ready for a career but that it's not really a career in itself.]

Discussion[Review the entire table.] Talk to your partner and see if you can think of another career, one that wasn't mentioned in the book. It could be a career of someone you know.

Sentence ComposingExpandHe shows us how to hammer a nail.

Unscrambleshe takes – care of – all the newborn – babies in – our town

Written ResponseDraw a picture of yourself in a career you might like when you grow up. Write the name of your career and label your picture.

What Magnets Can DoAllan FowlerLexile: 580Grade Level Band: 2-3Days: 2 (not including 1 day for rereading)Kindergarten

Planning Note Although this book contains clear and instructive photographs, there’s nothing like

the real thing. Try to have available two bar magnets, with the poles clearly marked, N and S. The next best thing is a refrigerator magnet. A few paperclips, a nickel, and a penny are easy to obtain. A classroom globe will be useful, and also a compass (a real one, not a smart phone app).

Day 1Introduce Book and Preview Technical Vocabulary

How many of you know what a magnet is? Raise your hand. Magnets seem to have a strange power inside them, don't they? The power attracts, or pulls, things toward the magnet. But not all things. Only things that are made of certain metals. Our coins are made of metal. This nickel is made of a metal called … nickel, which is how it got its name. This penny is made of copper, another kind of metal. This book has lots of interesting information about magnets. It is called What Magnets Can Do, and it was written by Allan Fowler.The author will tell us some of the metals that a magnet will pull, or attract. As I read, you can help me make a list of them. So I will write the name of the metal here, And if the magnet attracts that metal, I will write a plus here. [Do not add the names of metals at this point.]

Text StructureHere is how Allan Fowler decided to write this book. [Build semantic map.] He starts by telling us what magnets are and what they’re made of. He tells us what kinds of things they pull toward them, or attract. He writes about the shapes of magnets. We learn that the two ends of a magnet are called poles, just like the earth. We’ll find out how a compass words. And we’ll learn how people can make their own magnets and how use them. You’ll be surprised where magnets are. They’re everywhere. All that in this little book!

Ask Questions During Reading and Model Comprehension StrategiesAs I read about magnets, pay close attention because later I’ll ask you to write about how they work.

[Page 3]We know now, don't we?

[Page 4]Let me read that last sentence again. It is a very good definition of the word magnet. Make a fist and put it on your chest. I am going to ask a question. If you think the answer is yes, show me one finger. Show me two fingers for no. Ready? Can a magnet be made of wood? Let’s do it again. Can a magnet be made of paper? That's right. I will read the definition one more time because it is so important. [After reading] So, all magnets are made of...

[Middle of page 7]We now can add four types of metal to our list. You can help me decide whether I should write a plus if it is pulled by a magnet. Is iron attracted by a magnet? [Continue with steel, cobalt, and nickel.]

[End of page 7]In this picture, you can see two children using magnets to pick up metal objects. Are their fingers sticking to the magnets? Why?

[Page 8, demonstrate with your own refrigerator magnet if possible.]

[Page 9]What would happen if the rubber ball had a piece of iron inside? Tell your partner what you think.

[Page 11]Could a magnet be shaped like a ball? Raise your hand if you think so. Why?

Discussion[Review feature analysis chart.] We have listed four metals that a magnet that will attract. But there are many other kinds of metal. For example, the book does not mention copper. Remember our penny? I will make a prediction. When I predict, I think about what I know and then I try to figure out something that will happen. I know that copper is a metal. But I also know that the author does not mention copper. So I am going to predict that the magnet will not attract copper. That is what a scientist does. Scientists predict what will happen, and then they do an experiment to see if their prediction is right. Are you ready for our experiment, scientists? Here goes![Discuss the results.]

Sentence ComposingUnscramblea magnet – is a piece – of metal that – can attract – another piece – of metal

CombineMost magnets are made of iron or steel. Some magnets are made of cobalt or nickel.[Prompt use of the words although and but.]

Written ResponseDraw a picture of a magnet. Draw two other things in your picture. Show your magnet attracting one of them. But also show that your magnet is not attracting the second thing. Write about your picture.

Day 2Review and Share Written Responses

[Ask students to share drawings with partners. Review chart.]Ask Questions During Reading and Model Comprehension Strategies

After we finish our book about magnets today, I’ll ask you to write again about how they work.

[Middle of page 12]What else can you think of that has a north and a south pole? [Use classroom globe as a prop.] So, is the earth a kind of magnet? Talk to your partner. [After discussing] What happens when I drop this penny on the desk? [Demonstrate.] The earth is pulling it, isn't it? So the earth works like a magnet. But it pulls everything, not just metals. [Demonstrate by dropping any nonmetallic object.]

[Page 13, demonstrate with your own bar magnets, if available.]

[Page 14]Look closely at the letters on these magnets. Both are Ns. If they are both north, the two magnets repel each other. Repel means they push each other away. If one is south and one is north, then they attract, or pull, each other tightly. What would happen if the two south poles came together. Talk to your partner. [Conduct a small experiment if you have two bar magnets.]

[Page 16, even if you do not have two bar magnets, use the questions on this page to promote thinking.]

[Page 21]We have already talked about how the earth is a giant magnet. The compass needle can turn in any direction, but it always swings around so that it points north. That is how we can use a compass to find our direction. [Demonstrate with a real compass if you have one.]

[Page 23]What if you took the wires and battery away? You would still have a metal bar. But would it still be a magnet?

[Before reading page 25]Do you think a magnet could be strong enough to lift a car? Let's vote. Raise your hand if you think that it could. Let's find out.

[Page 28, demonstrate with paperclips if you have a magnet.]What will happen if I take the magnet away? Will these paperclips still be magnets? Why? [Prompt the conclusion that the power passes through the clips from the magnet.]

DiscussionThere was lots of interesting information about magnets in this book. Help me summarize

it. When we summarize, we think about the most important ideas. I will start. A magnet is made of one of these metals. A magnet as a north pole and a south pole. What else should we put in our summary?Remember that this book was written by Allan Fowler. What was the reason that he decided to write this book? Why would an author write a book about magnets?

Sentence ComposingImitateYou can make a magnet yourself.You can make a _______ yourself.You can _______ a magnet yourself.You can _______ a _______ yourself.

ExpandA compass needle always points north.

Written Response after Day 2Draw a picture of someone trying to put two south poles together. Next to that person draw another person who is putting a north and south pole together. Write about your picture.

Follow the Water from Brook to OceanArthur DorrosLexile: 600Grade Level Band: 2-3Days: 2 (not including 1 day for rereading)Kindergarten

Planning Notes Have a globe available on the first day. Two glasses, with water in only one, would also be useful. We have chosen to focus on vocabulary related to water because the terms are

conceptually connected and easy to introduce as a cluster, although many animal names are included.

Day 1Introduce Book and Preview Technical Vocabulary

This globe is our world, planet earth. The blue part is the ocean. There’s lots and lots of water in the ocean, isn’t there? Have you ever wondered where all that water in the ocean comes from? This book will tell us. It is called Follow the Water from Brook to Ocean, and it was written and illustrated by Arthur Dorros.[Construct the diagram as you speak.]In this book, we will follow water from high up as it moves downhill on its way to the ocean. It all starts with rain. The rain moves along in brooks, like the one on the cover. Brooks are small. Sometimes the brook will take the water into a lake or reservoir. A reservoir is a lake made by people to keep drinking water. At other times, the brook will get bigger and bigger until it becomes a river. Rivers bring their water to the ocean. Just before they get there they spread out into a triangle shape called a delta.

Text StructureArthur Dorros, the author of this book, decided to follow the water from rain all the way to the ocean. So as we read the book, we will be going downhill and we will also be going through time.[Point out that the diagram shows how water moves through time.]

Ask Questions During Reading and Model Comprehension StrategiesAs I read today, pay special attention to how the water in a brook flows into a lake. You can write about this later.

[First page]Where else might you see water after it rains?

[Skateboarding]Why do you think water always flows downhill? [Demonstrate with the two glasses.]

[Girls with umbrellas and boy by glacier]Which kind of water would you rather play in, water from rain or water from melted snow? Why?

[By a brook]Do you think the water in a brook flows faster or slower than water in a river? Why?

[Creatures in the water]Can you think of other creatures that live in the water? Tell your partner.

[In a canoe]Why do you think the water in a mountain stream moves fast?

[Chunk, thunk]What can a river move besides water and canoes?

[Stream flows into a river]What else can people do in a river besides boating and swimming?

[Grand Canyon]Do you think it took very long for a river to carve the Grand Canyon?

[Waterfall]What do you think the river smells like?

Discussion[Review the diagram and decide together the point you’ve reached. Mark it.]

Sentence ComposingImitateThe brook flows into a stream.The brook _______ into a stream.The _______ flows into a _______.

CombineLook at the water dripping from your roof. Watch it gush out of the drainpipes.[Prompt connection by using the words and and then.]

Written ResponseDraw a picture of a brook as it goes into a lake. Write the word brook and lake on your picture. [Point them out on the diagram.]

Day 2Review and Share Written Responses

[Ask partners to share their pictures of a brook flowing into a lake. Review the diagram, pointing out that you are following the water from the time when it was rain.]

Ask Questions During Reading and Model Comprehension StrategiesToday we will finish our book. Think about the title: Follow the Water from Brook to Ocean. What can infer about where the water will be at the end of the book? Later I will ask you to write about how the water enters the ocean.

[Bends in the river]Why do you think the river moves slower on flat land than in the mountains?

[Muddy river]Do you think that “Big Muddy” is a good name for the Missouri River? Why?

[Floods]How can a flood destroy a home?

[Dam]How could a river dry up? Where would the water go?

[Lake]Let’s make a contrast. Remember that when we contrast two things, we tell how they are different. Do you think the water in a lake moves faster than water in a river? Raise your hand if you do. [Ask why.]

[Pollution]Why do you think people put trash in rivers and streams? Talk about it with your partner. Is this a good place for trash?

[Delta]Why does the water move slower as it gets closer to the ocean?

[World]Does the earth have more water or land? Do you think the earth should have more water or more land – or the same amount of each? Why?

[Ocean]Can you think of other creatures that live in the ocean? Do you think the ocean water moves fast or slow? Why?

[Playing in the water]Where did the water start? Where will it end up?

Discussion[Review the key terms in the diagram as you retrace the movement of the water.]

Sentence ComposingUnscramblewater may – travel over – land for thousands – of miles before –it finally reaches – the ocean

ExpandIt was a long journey to the ocean.

Written ResponseDraw a picture of a river delta. Be sure to write the word river, ocean, and delta on your picture. [Point them out on the diagram.]