®
Guided
Reading
Procedure
How to Make
Salsa
Written by Jaime Lucero and illustrated by Francisco X. Mora
KEY IDEA Through a stated main topic and key ideas and details, the author uses
text, illustrations, and text features to teach students how to make salsa and serve it.
Session 1 Text Selection: pp. 3–9
Students
key idea: text selection Students will use key ideas and details that are supported by the text,
illustrations, and text features to learn about gathering supplies and making initial preparations for
making salsa.
Session Learning Focus/Standards
RI.1.2 Identify the main topic and retell key details of a text.
RI.1.7 Use the illustrations and details in a text to describe its key ideas.
SL.1.1c Ask questions to clear up any confusion about the topics and
texts under discussion.
Comments for future instruction:
✓= demonstrated/articulated
Previewing the Text X = not demonstrated/not articulated
5 minutes
et’s look at the front cover together. I’ve eaten salsa in a restaurant, but I’ve never made
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my own. Based on the picture on the front cover, what foods do you think you need to
make salsa?
Based on the back cover, what is one thing we can do with our salsa after we make it?
That sounds like fun! Let’s start reading this text.
Mondo Bookshop Grade 1 1
Reading the Text CLOSELY 10 minutes
hen we read a procedure, or step-by-step directions, we need to be certain about the goal
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of the procedure. What will we accomplish or make by completing the procedure? This goal
is the main topic of the text. Let’s read page 3. . . . What do you think is the goal, or main
topic, of this text?
Who has ideas about why we might want to make salsa?
What type of procedure will we follow in this text to make salsa?
he main topic is supported by key details, which the author shows in words and pictures.
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Let’s look at pages 4–7. Who has thoughts about the first things we need to do before we
can make salsa?
These key details support the main topic of the text.
s we read, let’s continue to pay attention to how the author uses words and pictures to give
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key details about the main topic. Let’s read pages 8 and 9. . . . Who can share a key detail we
read here?
Who can show us where you found that information?
That’s a good way to use words and pictures to find key details that support the main topic.
ur work as readers today is to keep using the words and pictures to retell key details that
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support the main topic of the text. Let’s think about which details will help us complete the
remaining steps.
Discussing the Text 10 minutes
e’ve identified the main topic already. Let’s talk about the key details we found in the text
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and illustrations. Who has questions about the steps listed on page 8?
How can we find out?
hat helps clear up our confusion over the word clove. Who can tell me how we might peel
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the cloves and the onion?
What made you think this?
he author helps us make salsa by telling us what to do with the tools and ingredients. Let’s look
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at step 5 on page 8. What do we do with the garlic and onion?
eel is an action word. Who can share what it means to peel something? (Refer students to
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the glossary, if needed.)
What other things might we peel?
ou did a great job using words and pictures to find key details that support the main topic.
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Remember to use this same skill when you read other procedures.
2 How to Make Salsa
®
Guided
Reading
Procedure
How to Make
Salsa
Written by Jaime Lucero and illustrated by Francisco X. Mora
KEY IDEA Through a stated main topic and key ideas and details, the author uses
text, illustrations, and text features to teach students how to make salsa and serve it.
Students
Session 2 Text Selection: pp. 3–9
Session Learning Focus/Standards
RI.1.2 Identify the main topic and retell key details of a text.
RI.1.5 Know and use various text features (e.g., headings, tables of
contents, glossaries, electronic menus, icons) to locate key facts or
information in a text.
RI.1.7 Use the illustrations and details in a text to describe its key ideas.
SL.1.1c Ask questions to clear up any confusion about the topics and
texts under discussion.
Comments for future instruction:
X = not demonstrated/not articulated
✓= demonstrated/articulated
returning to the text 5 minutes
Let’s quickly review our discussion of How to Make Salsa from the last session.
Reading the Text CLOSELY 10 minutes
e have discussed that the author uses words and pictures to give key details that
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support the main topic. Today as we reread, we are going to think about how the author
uses text features to organize the information. Let’s look at the heading at the top of page
4. Who can share what we might find on this page?
Mondo Bookshop Grade 1 1
he heading tells us what kind of information is on the page. Do you think we will find food
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ingredients in this list?
Who would like to share thoughts about where we can find out what food we need?
eadings are one of the many text features in this book that we can use to quickly find
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information.
Discussing the Text 10 minutes
I’d like to hear about other text features you’ve found so far.
Who has a question about this text feature?
Who has an answer?
list with numbers is a text feature that tells you in what order to do steps. There’s another
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text feature I’d like to show you. Turn to page 16. What do you see?
Who can tell what you might need a glossary for?
This text feature is helpful for defining words quickly and easily.
e talked about how the author helps us make salsa by telling us what to do with the tools
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and ingredients. Let’s look at some of the other action words the author uses on page 8. Who
has ideas about these?
Who can share how washing your hands and washing vegetables are the same and different?
e’ve talked a lot about how the author uses words, pictures, and text features to give
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key details that support the main topic. When we were confused about ideas, we asked
questions. How does asking questions help you understand the book better?
2 How to Make Salsa
®
Guided
Reading
Procedure
How to Make
Salsa
Written by Jaime Lucero and illustrated by Francisco X. Mora
KEY IDEA Through a stated main topic and key ideas and details, the author uses text,
illustrations, and text features to teach students how to make salsa and serve it.
Session 3 Text Selection: pp. 10–15
Students
key idea: text selection Students will use key ideas and details that are supported by text,
illustrations, and text features to learn how to make salsa and serve it.
Session Learning Focus/Standards
RI.1.2 Identify the main topic and retell key details of a text.
RI.1.5 Know and use various text features (e.g., headings, tables of
contents, glossaries, electronic menus, icons) to locate key facts or
information in a text.
RI.1.7 Use the illustrations and details in a text to describe its key ideas.
SL.1.1c Ask questions to clear up any confusion about the topics and
texts under discussion.
Comments for future instruction:
✓= demonstrated/articulated
returning to the text X = not demonstrated/not articulated
5 minutes
s we read How to Make Salsa, we used the words, pictures, and text features to retell
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key details that support the main topic. How does this strategy help us understand the
step-by-step procedure?
Mondo Bookshop Grade 1 1
Reading the Text CLOSELY 10 minutes
oday as we read, we are going to pay close attention to how the author uses words,
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pictures, and text features to give key details that support the main topic. Now that we have
gathered our supplies and started the process, what will we do next?
Who can share what we should do first?
How do we know to do this step first?
Who has an idea about what tools we would use to complete this step?
By using the illustrations and text features, you were able to answer questions.
Discussing the Text 10 minutes
Let’s keep discussing the topic of making salsa. Who has questions?
Who has an idea about where we could find the answer to this?
That’s a great text feature to use. Let’s do that now. . . . What did you find?
e discussed key details about our topic, asked questions to clear up confusion, and found
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answers using the text features. What else did we use?
ow you’ll read pages 12–15 on your own. You may want to use self-stick notes to write
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questions about anything that’s confusing. Who can share why it’s important to get
information from both the illustrations and the text when we’re identifying main topics and
key details?
If you have questions about any of the steps, turn to a partner and ask him or her.
2 How to Make Salsa