FANTASY

®

GUIDEDREADING

NARRATIVE POEM

®

GUIDEDREADING

MONDO BOOKSHOP GRADE 1 1

ISB

N 9

78-1

-628

89-0

91-4

LITERACY STANDARDS ADDRESSED IN THIS PLAN

KEY IDEA In this rhyming narrative poem, Flora goes to the zoo with her father. When she looks at the animals, she notices many details about them—and some of them even look back!

Zoo-Looking

RL.1.1 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Ask and answer questions about key details in a text.

RL.1.4 MAIN FOCUS Craft & Structure Sessions 1, 2, 3 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

RL.1.7 MAIN FOCUS Integration of Knowledge & Ideas Sessions 1, 2, 3 Use illustrations and details in a story to describe its characters, setting, or events.

RL.1.10 Range of Reading & Level of Text Complexity With prompting and support, read prose and poetry of appropriate complexity for grade 1.

SL.1.1a Comprehension & Collaboration Sessions 1, 2, 3 Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

L.1.4 Vocabulary Acquisition & Use Sessions 1, 2, Additional Instruction Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

L.1.5a Vocabulary Acquisition & Use Additional Instruction Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

RF.1.3b Phonics & Word Recognition Session 2, Additional Instruction Decode regularly spelled one-syllable words.

RF.1.4 Fluency Session 2 Read with sufficient accuracy and fluency to support comprehension.

W.1.3 Text Types & Purposes Writing Connection Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

W.1.8 Research to Build & Present Knowledge Sessions 2, 3 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Written by Mem Fox and illustrated by Candace Whitman

2 ZOO-LOOKING

Session 1 Text Selection: pp. 3–30

PREVIEWING THE TEXT 5 minutesRead aloud the title of the book and the names of the author and illustrator. Talk about the cover illustration. Then invite students to read the back cover with you.

The book we will read today is titled Zoo-Looking. It was written by Mem Fox. Candace Whitman created the pictures. Who will tell us what is happen-ing in the picture on the front cover?

I see a girl looking at a tiger. The title of the book is Zoo-Looking, so I think the girl is at the zoo.

Let’s turn to the back cover and read it together. . . . What else do we learn about the girl?

Her name is Flora. She goes to the zoo with her dad.

READING THE TEXT CLOSELY 10 minutesIntroduce the text pattern by sampling pages 6–9 with students.

Zoo-Looking is a rhyming poem that tells a story. Let’s look at pages 6 and 7 in the book and read the sentence together. . . . Now let’s do the same on pages 8 and 9. . . . Can you tell me which words rhyme in the sentences?

black; back

Now who will tell us which words are the same in both sentences?

the words “She looked at the”

You’ll find these words at the beginning of most the sentences in the book. Look for this word pattern and other pairs of rhyming words as you read the book.

Explain the learning focuses to students. Then have them read pages 3–9 on their own. Encourage them to whisper-read or read silently. Check their application of the learning focuses and provide support as needed.

Today we are going to read closely and ask and answer questions about important details in the book. We’ll use both the words in the book and the illustrations to help us do this. I’ll start. When we looked at the cover of the book together, I wondered—which animal will the girl see first at the zoo? See if you can find the answer to my question as you read pages 3–9. . . . Now, who can answer my question and name the animal that Flora sees first?

giraffe

Did anyone else have a question while reading?

I wondered why the panther on page 7 didn’t look back at Flora.

Let’s look at the illustration and think this through. What is the panther doing in the picture?

It is walking past Flora.

Who has an answer to the question?

I think the panther was busy or it didn’t see Flora. That’s probably why it didn’t look back at her.

If you are satisfied that students can apply the learning focuses, have them read the rest of the book. If needed, prompt students to reread pages 3–9, and ask and answer questions about key details.

Our work today is to continue to answer questions about characters and events in Zoo-Looking. We’ll use details in the text and the illustrations to help us do that.

LEARNING FOCUSES RL.1.1, RL.1.7

Students read closely and use text evidence to ask and answer questions about key details in the text, and they use the illustrations and details in the narrative poem to describe characters and events.

VOCABULARY

RL.1.4 Point out that the title, Zoo-Looking, is a compound word that is used as a verb, or an action word. Ask: What do you think people see when they are zoo-looking? (zoo animals) Ask students to name animals they might see if they were “zoo-looking.”

ELL SUPPORT

L.1.4 Vocabulary Support vocabulary words such as silky, slithered, and smack in context using the ELL vocabulary strategies in Getting Started.

Corrective FeedbackHave students closely reread the title and pages 3 to 9 to ask and answer questions. Encourage them to silently reread section by section, stopping to think and talk together about their understandings.

MONDO BOOKSHOP GRADE 1 3

DISCUSSING THE TEXT 10 minutesInvite students to share questions they had as they continued to read. Guide them to use the text and illustrations to answer those questions. Remind them to follow agreed-upon rules for discussion, such as speaking one at a time.

Who would like to share a question they had while continuing to read Zoo-Looking?

I can’t find Flora on page 11. The text says, “She looked at the snake,” but the picture confuses me. Where is Flora?

Let’s look closely at the illustration together. Can anyone find Flora? What clues helped you?

Flora is at the top left of the picture. She is looking down at the snake, so you can’t see her face. Her purple hat helped me find her. Her hands helped me find her, too.

Did anyone else have a question?

On page 14, it says, “She looked at the monkey as its baby got a smack.” I wondered why a monkey would smack its baby.

Did you figure out the answer as you read? If you did, will you tell us about it?

I used the picture to help me figure out the answer. The picture showed me details that the words did not explain. The “baby” in the picture looks like a toy or a doll. I think the “baby” that is mentioned in the poem is a toy.

Focus on the word koala on page 21. Let’s point to the word koala on page 21. This may be a difficult word for you to pronounce, so say it again with me.

koala

The text doesn’t tell us what a koala is like, so let’s use the illustration to figure this out. Who will use the picture to describe a koala?

A koala is an animal with gray or brownish fur. It looks like a bear. It has a big nose. It carries its baby on its back.

Confirm students’ good use of the learning focuses and encourage them to keep the focuses in mind whenever they read a story or a narrative poem.

You asked and answered questions about what happened in the book, and you used the words and illustrations to help you understand important details. Remember to do this whenever you read a story or a poem that tells a story.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focus.

TEACHER’SCHOICE COMPREHENSION: KEY DETAILS

E-RESOURCEE-RESOURCE Formative Assessment Have students use the blackline master on page 10 to draw and label something that Flora did in Zoo-Looking and then ask and answer a question about it. Review students’ responses as you evaluate their mastery of the learning focus.

SL.1.1a DISCUSSION Collaborative

DISCUSSION TIP

Remind students to listen carefully as others speak so they can contribute to the discussion.

COMPREHENSION SHARE

Look for answers to your questions as you are reading.

L.1.4 VOCABULARY Clarify Meaning

RL.1.1 COMPREHENSION Key Details

4 ZOO-LOOKING

Session 2 Text Selection: pp. 3–30

RETURNING TO THE TEXT 5 minutesGuide students to reflect on their reading in Session 1. Prompt them to recall how they applied the learning focuses.

Let’s talk about what we did in the last session.

We read a rhyming poem that told a story. The poem was about what a girl did at the zoo. We asked and answered questions about important details in the poem.

Who will tell me what helped us figure out important details in the poem?

We used the words in the poem and the pictures to help us figure out important details.

READING THE TEXT CLOSELY 10 minutesExplain the new learning focuses. Then invite students to reread pages 3–9 on their own. Check in to see how well they have understood the focuses. If you are satisfied that students can apply them, set the reading assignment for the session. If not, provide corrective feedback as suggested on page 2 of this lesson plan.

Today we will continue to ask and answer questions about important details in the book, Zoo-Looking, and use the illustrations to learn more about the characters, setting, and events. We will also talk about words in the book that appeal to our senses. Who can name the five senses for us?

seeing, hearing, touching, tasting, and smelling

Now reread pages 3 through 9 and look for words that appeal to those senses. . . . Let’s look at the word silky on page 6. Point to the word and say it with me aloud.

silky

Can you tell me which of your senses you would use to experience something silky?

seeing, touch

What does the word silky help you picture in this part of the poem?

the panther’s fur

How do you imagine the panther’s coat would look and feel?

smooth, shiny, soft

Remind students to continue to ask and answer questions about details in the poem.

Remember that as you are reading, it is also important to ask and answer questions about important details in the book. Did anyone have a question about a detail as they reread pages 3 through 9?

Page 4 says that the giraffe looked back at the girl, but it doesn’t tell us anything else about what the giraffe is doing. I see a twig with leaves in the giraffe’s mouth. What is the giraffe doing with this?

Let’s think this through. The text doesn’t give us any more information, but I do see part of a tree at the top of the picture. Can anyone answer this question?

I know that giraffes eat leaves, so I think the giraffe has the twig in its mouth because it is eating leaves from the tree.

LEARNING FOCUSES RL.1.1, RL.1.4, RL.1.7

Students read closely and use text evidence to identify words and phrases that appeal to the senses. They continue to ask and answer questions about key details in the text and to use the illustrations and details in the narrative poem to describe characters and events.

TEACHER TIP

Help students recall what the five senses are: seeing, hearing, touching, tasting, and smelling. Point out that students will be able to see in their minds what is happening in a story or a poem if they understand words that appeal to those senses.

ELL SUPPORT

RL.1.1 Discussing the Text Ask questions at students’ language proficiency levels and provide the following sentence frames for student responses: B: What is ___? Why does ___? Who is ___? Where is ___?I/A: I want to know what ___ means. I want to know what will happen ___. I found an an answer to my question. It is ___.

MONDO BOOKSHOP GRADE 1 5

Formative Assessment: Phonics and Fluency Listen to each student read a portion of the text. Observe how they decode regularly spelled, one-syllable words, such as black (page 6), crack (page 10), smack (page 14), whack (page 18), and snack (page 22). Pay close attention to fluency as well. If students need additional practice with decoding or fluency, provide the necessary sup-port at the end of the session. Ask students to note words or phrases they find challenging for discussion after the reading.

DISCUSSING THE TEXT 10 minutesFacilitate a discussion in which students identify words that appeal to the senses. Talk with them about the words and encourage them to also continue to ask and answer questions about details in the poem. Remind them to follow your rules for discussion.

Let’s continue to talk about words in the book that appeal to our senses. Can anyone name a word that appeals to the sense of seeing, hearing, touching, tasting, or smelling?

I noticed the word slithered on page 10. It tells how the snake moved, and it really helped me picture that movement in my mind.

Let’s find the word on page 10. Point to it, and say it aloud again.

slithered

Can you tell me which of your senses you would use to experience something that slithered?

seeing

Let’s use our hands to show how the snake would have looked as it slithered through the crack. . . . Did anyone else find a word that appeals to the senses?

I think the word gobbled on page 22 appeals to the senses. It the word tells how the bear eats its snack. The word appeals to my sense of taste and sight.

Let’s pretend we are the bear and show how it gobbled up its snack.

After discussing sensory words in the text, focus the discussion on questions and answers about details in the poem. Invite students to find details in the illustrations as well as the text.

Did anyone have additional questions about any details in the poem while rereading it?

I wondered why Flora is standing with her arms out on page 13.

Can someone tell us how we can answer this question?

The answer isn’t in the poem, so we’ll have to look closely at the picture to figure it out.

Yes, let’s do that now. Look at the penguin on page 12. Now, who can tell us why Flora is standing with her arms out?

Flora is copying the penguin on page 12. The penguin has its wings out, and Flora is doing the same thing with her arms.

Focus on the word yak on page 27.

Let’s look at the word yak on page 27 again. Point to it and say it with me.

yak

Even though yak is an easy word to read, you might not know what it means. Let’s use the text and illustration to figure it out. Who will start?

The text on page 27 says, “She looked at the elephant next to the yak.” The picture shows an animal with horns next to the elephant, so I think that is the yak. A yak must be an animal with horns that looks something like a cow or an ox.

SL.1.1a DISCUSSION Collaborative

DISCUSSION TIP

Remind students to take turns speaking so everyone can be heard.

COMPREHENSION SHARE

Look closely at the illustrations to see if they show details that will help you understand important information in the text.

L.1.4 VOCABULARY Clarify Meaning

6 ZOO-LOOKING

Confirm students’ good use of the learning focuses and encourage them to keep the focuses in mind whenever they read a story or a narrative poem.

We listened to each other and shared our ideas one at a time in our discussion today. You noticed the words in the poem Zoo-Looking that appeal to the senses and talked about how those words helped you picture what the poem has to say. You also asked and answered questions about important details in the poem. What helped you do this?

details in the text and the pictures

Remember to look for sensory words and ask and answer questions about important details whenever you read a story or a poem.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focus.

TEACHER’SCHOICE PHONICS AND FLUENCY FOLLOW-UP

Phonics Practice Write black and crack on a whiteboard or easel. Underline the a in each word. Guide students to use the Sound and Say routine to read the words.

Let’s practice reading regularly spelled one-syllable words using our Sound and Say routine. We’ll try it together. (Point to the underlined letter of the word.) Sound it. (Students say the underlined sound.) Now say the word. (Repeat for the next word.) Let’s go back to pages 6 and 10 and read these words in the text.

Fluency Practice Chorally read a portion of the poem with students. Remind them to make their voices sound like yours as you read. When possible, model how to use clues in the illustrations to understand the meaning of the text.

TEACHER’SCHOICE COMPREHENSION: SENSORY WORDS

E-RESOURCEE-RESOURCE Formative Assessment Have students use the blackline master on page 11 to further explore the sensory words in the poem and make up their own. Review students’ answers as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE

E-RESOURCEE-RESOURCE Formative/Summative Assessment Use the blackline master on page 12 to introduce the constructed response question: What animals can you see at a zoo? Use information from Zoo-Looking to draw and describe zoo animals. Have students use self-stick notes to mark places in the book that help them answer the question. Point out that the details they include can come from the illustrations as well as from the text. Review students’ self-stick notes as you evaluate their mastery of the learning focuses.

RF.1.3bPHONICS & WORD

RECOGNITION One-Syllable Words

RF.1.4FLUENCY

Comprehension

RL.1.4COMPREHENSION

Sensory Words

W.1.8 , RL.1.1WRITING

Gather Information

MONDO BOOKSHOP GRADE 1 7

RETURNING TO THE TEXT 5 minutesExplain that students will reread Zoo-Looking again. Have them read indepen-dently with as little interruption as possible. Provide support when needed. Observe students’ fluency and make a judgment as to whether or not they need additional fluency practice.

Remember to read closely and use the text and illustrations to ask and answer questions about important details in the book. As you read, continue to look for sensory words that help you picture what is happening in the poem.

READING THE TEXT CLOSELY 10 minutesReview the learning focuses and have students reread pages 3–9 on their own. Check in to see how they are doing with application of the focuses as you have done previously. Then have students finish reading the book.

Let’s review. Which word on pages 3 through 9 do you think is a sensory word?

the word silky on page 6

Can you tell me the senses that you might use to experience something silky?

seeing, touch

Now, did anyone have an additional question as you read the beginning of the book again?

On page 8, Flora looks like she is really close to the tiger. I wondered why Flora is so close to it. Is she in danger?

Let’s think through this together. Who will start?

If you look carefully at the picture, you can see a wall in front of Flora. I think Flora is looking down at the tiger. In zoos, animals are often separated from people by walls. Flora is safe at the zoo.

DISCUSSING THE TEXT 10 minutesPromote a discussion that links the three learning focuses. Support students as they share questions and answers about details in the text and continue to identify sensory words. Have them also identify words that suggest characters’ feelings. Remind them to follow rules for discussion, such as listening to others with care.

Did you find answers to any other questions that you had as you continued to reread the book? Who will share a question and answer with us?

I wondered what kind of an animal an ostrich is. The picture on pages 16 and 17 shows that an ostrich has a long neck and long legs like a giraffe, but I know an ostrich isn’t a giraffe. When I looked closer at the picture, I noticed that the ostrich has wings and a beak. Those details in the picture helped me figure out that an ostrich is a bird.

As you asked and answered questions in your reading, what other sensory words did you notice? Let’s list some of the words and the senses they appeal to.

I noticed the word smack on page 14. The picture helped me know that a smack is like a hit, so smack appeals to the sense of touch. I noticed the word whack on page 18. The word is in slanted letters and has an exclamation point after it. This makes me think that the word whack can stand for a sound. It is also a movement that the zebra does with its tail, so whack is about the sense of sound, touch, and seeing.

LEARNING FOCUSES RL.1.1, RL.1.4, RL.1.7

Students read closely and use text evidence to continue to ask and answer questions about key details in the text and to use the illustrations and details in the narrative poem to describe characters and events. They identify words and phrases that appeal to the senses or suggest characters’ feelings.

SL.1.1a DISCUSSION Collaborative

VOCABULARY

RL.1.4 Have a discussion with students about additional sensory words in the book, such as smack and whack. Then work with students to use the words he smiled back at the end of the book to identify characters’ feelings.

Session 3 Text Selection: pp. 3–30

8 ZOO-LOOKING

Now, let’s reread the last sentence in the book on page 28. . . . Which word or words in this sentence helps you understand how the characters feel?

The words “he smiled back” help us know that both characters are happy. Flora and her dad enjoyed the zoo.

Encourage students to share their understandings with a partner.

Share what you learned with your partner. Remember to take turns speaking.

We can ask and answer questions to help us get the ideas in the stories and poems that we read. Certain words can help us picture what is hap-pening in a book we read so that we can better understand it. Sometimes these words make us feel what the words are saying.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE

E-RESOURCEE-RESOURCE Formative/Summative Assessment Have students use the black-line master on page 12 to write a response to the question: What animals can you see at a zoo? Use information from Zoo-Looking to draw and describe zoo animals. Tell students they can use their self-stick notes to help them write their answer.

W.1.8, RL.1.1WRITING

Respond to Question

TEACHER’SCHOICE Writing Connection

W.1.3WRITING Narrative

WRITING A NARRATIVE

E-RESOURCEE-RESOURCE Summative Assessment Have students compose a story in which they tell about another trip to the zoo that Flora takes with her dad. Suggest that they include zoo animals in their story that are different from the animals in Zoo-Looking. Remind them to write a beginning, middle, and end to their story, and suggest that they use temporal words to signal event order.

What other animals do you think Flora would see if she took another trip to the zoo with her dad? Write a story that tells what she would see. Make sure your story has a beginning, middle, and end. Use words such as first, next, then, and last to help you tell about things in order.

MONDO BOOKSHOP GRADE 1 9

WORD STUDYSort Words into Categories Reinforce word concepts by having students sort the names of animals in the poem by category. Write the categories: Furry or Hairy Mammal, Bird, and Snake or Fish on a whiteboard or easel. Prompt stu-dents to find animal names in the book and sort them by the categories. Write students’ responses below the appropriate category headings.

Let’s look at page 4 and find a name of the animal in the text. Who will tell me the animal name?

giraffe Now look at the categories that I have written: Furry or Hairy Mammal, Bird, and Snake or Fish. In which category does a giraffe belong?

Furry or Hairy Mammal Who will find another animal name in the book and categorize it for us?

I see the word panther on page 6; a panther is a big cat. It belongs in the category Furry or Hairy Mammal. I see the word snake on page 10. A snake belongs in the Snake or Fish category. I see the word penguin on page 12. A penguin belongs in the Bird category.

VOCABULARYMultiple-Meaning Words Point out the word coat on page 6 and engage students in a discussion about different meanings of the word.

Let’s read aloud the sentence on page 6 in the book. . . . Now point to the word coat. The word is used as a noun, or a naming word, in this sentence. What does the word mean in this sentence?

It means “fur.” It means “the covering that is on an animal.” Can you give me another meaning for the noun coat?

A coat can also be something you wear over your clothes to keep you warm. Let’s discuss another meaning for the word coat. Listen to this sentence: I use a brush to coat the wall with paint. Will someone please act out this sentence for me? . . . What does the word coat mean in my sentence?

to cover a wall or surface with a layer of something, like paint Can you tell me how coat is used in the sentence I just gave you? What kind of word is it?

a verb or action word

PHONICSRead Regularly Spelled One-Syllable Words Use the Sound and Say routine for more practice with regularly spelled, one-syllable words. Guide students to identify the letters and sounds that differ in a list of words drawn from the text, or that you have created in advance. Depending on the ability of your group, you can work with word pairs (smack, whack) or a word bank containing several pairs of words.

Let’s practice finding some letter sounds that change one word into another word. Here is the word smack. We read this word in the book we just finished. Let’s say each sound in smack. (Say the sounds.) Now here is a word that looks almost like smack. (Point to the word whack.) What letters are different? (Students name the letters wh.) Let’s say the sounds together. What’s the word? (Students say whack.) Which sound was different from smack? (Students say /w/.)

L.1.5a VOCABULARY Sort Words into Categories

L.1.4 VOCABULARY Multiple-Meaning Words

RF.1.3b PHONICS & WORD RECOGNITION One-Syllable Words

TEACHER’SCHOICE Additional Instruction

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10 ZOO-LOOKING

Name Date

Comprehension: Key Details

1. Draw and label something that Flora did at the zoo.

Flora _____________________________________________ at the zoo.

2. Write a question about what Flora did.

3. Write an answer to your question.

Score:

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MONDO BOOKSHOP GRADE 1 11

Name Date

Comprehension: Sensory Words

In Zoo-Looking, we read many words that were about our senses. Fill in the blanks with the words used in the book.

The panther had a black coat.

The snake through a crack.

The monkey got a .

The zebra’s tail went !

Make a picture of something you can hear, taste, touch, smell, or see.

Use a word to describe it.

Score:

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12 ZOO-LOOKING

Name Date

Constructed ResponseWhat animals can you see at a zoo?

Use information from Zoo-Looking to draw and describe zoo animals.

1. Draw and label a zoo animal. Use a sensory word to describe it.

Animal name:

Description:

2. Draw and label another zoo animal. Use a sensory word to describe it.

Animal name:

Description:

Score: