B OOK
S HOP
®
A young boy points out what he sees on his first day at school.
SUPPORTS
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n
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One word changes at ends of sentences
Identifying which character is speaking
Slight shift in pattern meaning on last
page
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Focus Sheets (see Bookshop Reading
Teacher’s Guide)
FEATURES
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Familiar story setting
Informative illustrations
Realistic fiction genre
SESSION
Several copies of The First Day of
School
Blackline Masters (see pages 7 and 8)
My Word Book
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CHALLENGES
indicates possible student responses
T E A C H I N G FOCUS
1
5
M inute
INTRODUCING T H E T E X T
To think about and form
predictions about author’s
message in response to
picture stimulus
10
15
n Introduce students to the book by first looking at the cover illustration and title.
Invite them to make predictions about the story. Then confirm or adjust those
inu
predictions following the reading of theMtextt on the back cover. Have students
discuss their predictions with each other.
Our book today is called The First Day of School. Read the title with me. Let’s
look at the picture and guess what the story might be about. ( It’s about a
boy’s first day at school.) Let’s read theMback
i n u t cover to help us with our thinking:
“The first day of school is exciting. You meet your new teacher. You see old
friends.” What do you think now? ( I thought it was about a boy’s first day at
school, and it is.) There’s a question on the back cover: “What else happens on
the first day of school?” Talk with your neighbor and see if you can make more
i n uthe
guesses about what else might happen Mon
t first day of school. (  The boy will
play with the other kids; he will learn how to write his name; he will eat lunch in
20
Written by Janîce Leotti / Illustrated by Eva Vagreti Cockrille
BOOKSHOP MATERIALS
es
978-1-60201-303-2 4/10
n
dad, here, is, my, the
es
The First Day of School
n
HIGH-FREQUENCY WORDS
Simple language structure
Repetitive language pattern
Close picture-text match
es
G U I D E D
G U I D E D
SUMMARY
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R E A D I N G R E A D I N G L E V E L A
I M A G I N AT I V E R E C O U N T
LEVEL A
MONDO BOOKSHOP GRADE 1
1
the cafeteria.) We’ll find out what the boy does when we read the story.
Talking about the words on the back cover can help us understand what
the book will be about.
ELL S U P P O R T
Use illustrations as
starting points for activating prior knowledge
and vocabulary.
n Guide students to make predictions about the author’s message based on
the illustrations inside the book. Have them turn to pages 2–3. Confirm
students’ predictions by reading and pointing to the text: Here is my
school. Here is my friend.
Look carefully at the pictures on pages 2 and 3. What do you think the
boy might tell us about? (  He might tell us about his friend; he might
tell us about his school.) Let’s read what’s written on these pages to see
if your guesses are right… It looks like your predictions were right!
Sometimes authors use pictures with the words in order to tell us
something that they want us to know. Pictures are useful for readers
because they give us more ideas about the words on the page. When you
read today, look at the pictures and try to make guesses about what the
author wants to tell us.
s
READING T H E T E X T
5
M inute
10
15
es
20
es
es
n Have students read the book in pairs. Encourage them to think about and
make predictions about the author’s message using the illustrations as they
M inut
read. Listen to them read individually,
and provide support if necessary as you
circulate around the group. Comment explicitly on students’ use of effective
reading strategies. Recording evidence of reading behaviors on the reading
focus sheet, along with support provided, will help guide future decisions
about grouping and teaching. M i n u t
Today as you read, look carefully at the pictures and use them to make
predictions about what the author wants to tell us. When you come to
a word that is difficult, stop. Try to sound out the word and use the
pictures as clues. Make sure that what you read makes sense. I will listen
to each of you read, so please raise
M i n u t your voice so I can hear you.
Comment on students’ successful use of problem-solving
strategies, such as Sound, Read, and Check. Remind students
that sounding out the word and using picture supports is a strategy that
they can use in many situations as they encounter unfamiliar or
challenging words.
When I was listening to you read, I noticed that when Zach came to the
word classroom, he stopped. He sounded out the first part of the word:
/c-l- -s/. Then he looked at the picture. The picture shows a classroom.
This helped Zach sound out the rest of the word: /r/ / / /m/. Zach went
back and reread the whole sentence to make sure it made sense. Zach
used the Sound, Read, and Check strategy very well.
PH O N I C S
2
THE FIRST DAY OF SCHOOL
5
15
S
H
A
R
Minut
E
Looking through a
book and thinking
15
about what is
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happening can help
you make sense of the
story as you read.
es
20
Minut
es
20
10
es
10
n Return to the teaching focus by engaging students in a discussion about
how the illustrations helped them to predict the author’s message. Have
M inut
students share examples from the book
to support their ideas about the
author’s message.
Before we read, we discussed how the picturess in a story could tell us
a lot about the words on each page. Let’s look at page 4 and read the
words on the page. Now look at the picture
of the boy’s classroom. Let’s
M inut
talk about what we see. (  Students look happy to see the boy and his
friend; there are lots of colorful decorations on the walls.) Sometimes
authors use pictures instead of words to tell us a message, or something
important they want us to know about the story. The author of this story
has a message she wants to tell us. Who
M i n u twould like to share a prediction
they made about what the author wants to tell us? (  The boy likes going
to school; the boy goes to a nice school; the boy likes his new classmates
and new teacher.) Those are good predictions. Let’s look at the pictures in
the book and find some other examples that might lead us to think about
what the author wants to tell us. ( On page 5 the teacher is helping
the boy do his work and they both are smiling; I think that the author is
telling us that the boy likes going to school because there is a picture of
him smiling.) You really know how to use the pictures in a book to make
predictions about the author’s message. When we use the pictures in a
book to think about and make predictions about the author’s message,
we can better understand what we are reading. Try to keep this in mind
when you read other books.
25
Develop functional classroom vocabulary for students who
need it by using the pictures on pages 4–5.
Let’s think about the classroom in this story. What tools is the boy using
to do his work? ( paper, pencil, eraser) What do you see on the walls?
( pictures, calendar, map) Can anyone tell us about calendars? What
does a calendar tell you? ( what month it is; what day it is; the days of
the month) Good! What month is it in this story? ( September) What
month is it for us? What does the map on the wall show? ( USA) That’s
right, it is a map of the United States, which is the country we are living
in. Who can tell us what you might use a map for? ( You can use a map
to find out how to go somewhere; to find a new place.)
VO C A B U L A R Y
V O C A B U L A R Y
Other words you
can explore in the
book include books,
tables, chairs, desk,
flag, cafeteria, and
school bus.
Use the blackline master on page 7 as a follow-up independent activity to
help students connect text and pictures.
This sheet shows things that we have in school. I want you to draw a line
from the sentence to the picture that matches it.
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DISCUSSING T H E T E X T
5
M inute
MONDO BOOKSHOP GRADE 1
3
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SESSION
2
REVISITING T H E T E X T
10
n Ask students to reflect on the text read previously and to think about the
comprehension strategy they used.
M inut
Let’s think about the story we read together
yesterday. Who would like
to share what the story was about? ( It was about a boy’s first day at
school.) That’s right—it was about a boy going to school for the first
time and all the things he sees. Yesterday we used the illustrations in
the book to predict what the author’sMmessage
in the book might be. Who
inut
would like to share a prediction they made about what the author wanted
to tell us? ( The boy is happy that it’s the first day of school; the boy
likes his school.)
R
E
20
es
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Good readers think
about their own
experiences to help
them understand what
they are reading.
n Introduce the new focus and help students apply this as they read the story
for the second time, independently.
M i n uus
t think about something that’s
Often what we are reading makes
happened in our own life. It helps to think of these experiences and the
message in the text to help us better understand what we are reading.
Today as we read, I want you to think about how the boy’s first day of
school was like your own first day at school. Let’s begin by looking at
M inut
page 2. What is the boy wearing? ( He is wearing a sweatshirt; he is
wearing jeans and sneakers.) Who remembers what they wore on the first
day of school? ( I wore a new dress; I wore sneakers.) Some of you wore
sneakers, just like the boy in the book. Let’s see if we can find other things
that you may have in commonMwith
i n u t the boy in the book. What is the boy
carrying? ( He is carrying a lunch box; he is carrying a backpack.) What
did you bring with you on the first day of school? ( I brought a purple
backpack; I brought my lunch in a new lunchbox.) Once again, I can see
that some of you brought the same things the boy brought. As we read the
book again today, think about what happens to the boy and whether this
happened to you on your first day of school. We’ll share our ideas later.
10
A
15
H
20
S
es
READING T H E T E X T
M inut
s
5
M inute
es
15
es
Combine personal
experience and message
from text to gain
understanding of text
s
T E A C H I N G FOCUS
5
M inute
n Ask students to read the text independently with as little interruption as
possible, providing them with individual support only when necessary. If
students encounter words they don’t understand, ask them to remember
these for discussion after the lesson. Observe students’ fluency as they
read, and make a judgment as to whether or not they need additional
fluency practice.
Remember to think about your own first day of school as you read this
story again by yourself. It will be easier for you this time, and I will be
listening to hear you read it just as if you were talking. If you come
4
THE FIRST DAY OF SCHOOL
across a word you don’t understand, I’ll help you, and then we can talk
about it together when we have all finished reading.
Comment on students’ successful use of the Read the Parts
strategy. Remind students that sounding out the word and
looking at the picture is a strategy they can use whenever they encounter
unfamiliar words.
I want to share with you what I noticed Daria do when she came to the
word teacher on page 5. She knew the beginning letter made the sound
/t/. She knew the ending sound was /er/. She thought about the letters in
the middle and remembered that ea makes the long /e/ sound and that ch
makes the /ch/ sound. So she tried the sounds together: /t / / / /ch/ /er/. She
did a great job using the Read the Parts strategy to figure out a new word.
Remember that you can use this strategy whenever you find a difficult
word.
PH O N I C S
T E A C H E R TIP
Provide ways for
students to remember
compound words by
breaking the words
down and making
connections. Point out
and discuss the word
backpack on page 7
and explain how it is
similar to the word
classroom.
5
15
15
20
Minut
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es
25
If necessary, revisit parts of the text to help students build fluent
and phrased reading. Choose parts of the text that students
found challenging. Have them read along with you and then by themselves.
I noticed that some of you were not reading “like talking” in parts of the
book. Let’s practice that together. Turn to page 2. I will read the sentence
aloud… Now you try it… Try to copy the way I read it… Now let’s
practice reading the whole story together.
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es
20
10
es
10
n Return to the teaching focus by having students connect personal
experiences with the message of the text. Students should use examples
M i n u t they made.
from the book to illustrate the connections
You all read that story well. Now think about your first day at school. In
what ways was your day similar to the boy’s? Talk with a partner about
how you felt, then we will all share. ( On my first day at school I did all
the things the boy does, except at the end; he takes the bus home, but I
M inut
didn’t; my mommy came and picked me up.
I felt happy to see my mommy,
just like the boy looks happy to see his daddy on page 8.) Today we
thought about things we did and felt that were similar to what happened
to the boy in the story. Think about how you felt on your first day of
school. Were you happy, excited? ( MOn
i n u tmy first day of school I felt
excited, but I also felt a little scared. Then I saw my friend Sarah and that
made me happy.) Did you feel the same as or different than the boy in the
story? ( I felt the same way as the boy did. I know this because on page 2
he looks a little scared walking into school, but then looks happy on page 3
when he sees his friend. I think he felt scared until he found his friend.) Next
time you read a story, think about things you’ve done and felt that remind
you of someone in a story. That way you can make more sense of what
you read.
FL U E N C Y
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s
DISCUSSING T H E T E X T
5
M inute
MONDO BOOKSHOP GRADE 1
5
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ADDITIONAL INSTRUCTION
ELL S U P P O R T
Help ELL students by
encouraging them to
practice pronouncing
the words several
times.
YOU
CHO R
ICE
(ba
stude sed on
nt ne
eds)
Say It Slowly: Help students practice segmenting words
into phonemes.
I will say a word from the book. Then we’ll each say a sound
in the word, one sound at a time. Listen: my. Say it slowly.
( /m➝/ /ī➝/) Listen: dad. Say it slowly. ( /d/ /ă➝/ /d/) Let’s try
one more. Listen: lunch. Say it slowly. ( /l➝/ /u➝/ /n➝/
/ch/) Great. Remember that saying all the sounds in words helps
us become better readers and writers.
PH O N I C S
Compound Words: Refer the students to the word
classroom on page 4. Introduce the concept of
compound words to determine word meaning. Discuss the meanings
of classroom, backpack (page 7), and bedtime.
Sometimes you will find a long word that you don’t know. You
can break up the word into smaller parts that you know. For
example, the long word on page 4 can be broken up into two words,
class and room. When you put these two words together, you’ll get
a new long word, classroom. Now what do you think classroom
means? ( a room where a class meets; a room where we have
classes) Good! These kinds of words are called compound words.
Let’s look at another compound word. Turn to page 7. What word
do you see that is made of two smaller words? ( backpack)
Point to the boy’s backpack in the picture. Now point to the word.
What are the two smaller words? ( back and pack) Why do you
think this is called a backpack? ( A backpack is a bag you put on
your back; it’s a pack on your back.) Let’s try another compound
word, this time one that’s not in the story. Who can tell me the
smaller words in bedtime? (bed and time.) Good. What do you
think bedtime means? (the time of day you go to sleep.) That’s
right! The next time you find a long word, try breaking it up into
words that you know. Then you can tell what the word means.
VO C A B U L A R Y
Share a Story: Reinforce ideas in the story
by having students write about similar
experiences of their own. Provide copies of the blackline master
on page 8.
You have done such great thinking about this story that it would
be fun to do some writing of your own. I want you to write about
things you see here at your school. Write two sentences telling
about something at school. You can draw a picture to illustrate
what you see under the sentences. The sentences have been started
for you with the words, “Here is my __________.”
WRITING
6
THE FIRST DAY OF SCHOOL
CONNECTION
Name:
Name
Name
Date:
Name
School
Draw a line from each sentence to the picture that goes with it.
Draw a line from each sentence to the picture that goes with it.
Draw a line from each sentence to the picture that goes with it.
Here
my
Here is
isHere
my school.
school.
is my school.
Here
my
is my teacher.
Here is
isHere
my teacher.
teacher.
Copyright ©2004 Mondo Publishing
Copyright
Copyright
©2004
©2004
Mondo
Mondo
Publishing
Publishing
Copyright
©2007
Mondo
Publishing
Here
is my classroom.
Here
is
my
classroom.
Here is my classroom.
Here is my backpack.
Here
Here is
is my
my backpack.
backpack.
Here is my lunch.
Here
Here is
is my
my lunch.
lunch.
BOOKSHOP GRADE 1
MONDO BOOKSHOP GRADE 1
BOOKSHOP GRADE 1
The First Day of School / Comprehension
7
The First Day of School
7
The First Day of School / Comprehension
7
Name:
Date:
Here Is My School
Here is my
.
Here is my
.
Copyright ©2007 Mondo Publishing
8
MONDO BOOKSHOP GRADE 1
The First Day of School