®
GUIDED
READING
POETRY
Jewels: Children’s
Play Rhymes
Selected by Shelley Harwayne and illustrated by Teresa Farr
KEY IDEA This illustrated book of poems and rhymes for children includes a wide
variety of selections from around the world.
LITERACY STANDARDS ADDRESSED IN THIS PLAN
RL.K.1* MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Ask and answer questions about key details in
a text including characters’ feelings or actions
while referring to what is explicitly stated in the
text and use details to support basic inferences.
*standard adapted from another grade
RL.K.4 Craft & Structure Sessions 1, 2, 3 Ask and answer questions about unknown words
in a text.
RL.K.6 MAIN FOCUS Craft & Structure Sessions 2, 3 With prompting and support, name the author
and illustrator of a story, and define the role of
each in telling the story.
RL.K.7 MAIN FOCUS Integration of Knowledge
& Ideas L.K.5b Vocabulary Acquisition & Use Additional Instruction Demonstrate understanding of frequently
occurring verbs and adjectives by relating them to
their opposites (antonyms).
L.K.5d Vocabulary Acquisition & Use Additional Instruction Distinguish shades of meaning among verbs
describing the same general action (e.g., walk,
march, strut, prance) by acting out the meanings.
RF.K.3b Phonics & Word Recognition Session 2, Additional Instruction Associate the long and short sounds with the
common spellings (graphemes) for the five
major vowels.
RF.K.4 Fluency Session 2 Read emergent-reader texts with purpose and
understanding.
Sessions 1, 2, 3 With prompting and support, describe the
relationship between illustrations and the story
in which they appear (e.g., what moment in a
story an illustration depicts).
W.K.1
Writing Connection Use a combination of drawing, dictating, and
writing to compose opinion pieces in which they
tell a reader the topic or the name of the book
they are writing about and state an opinion or
preference about the topic or book (e.g., My
favorite book is...).
ISBN 978-1-62889-020-4
RL.K.10 Range of Reading & Level of Text Complexity Actively engage in group reading activities with
purpose and understanding.
SL.K.1 Comprehension & Collaboration Session 1, 2, 3 Participate in collaborative conversations with
diverse partners about kindergarten topics and
texts with peers and adults in small and larger
groups.
L.K.4
Text Types & Purposes W.K.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.
Vocabulary Acquisition & Use Session 1 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on
kindergarten reading and content.
MONDO BOOKSHOP GRADE K 1
Session 1 Text Selection: pp. 4–24
LEARNING FOCUSES
PREVIEWING THE TEXT RL.K.1*, RL.K.7
Read aloud the title and the book credits. Invite students to read the back
cover with you. Then discuss the illustrations.
Students read closely and
use text evidence to ask and
answer questions and to
make inferences about key
details, including characters’
feelings and actions. With
prompting and support, they
describe the relationship
between the illustrations and
the text.
5 minutes
oday we’ll read a book of poetry titled Jewels—Children’s Play Rhymes.
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Let’s begin by reading the name of the person who selected, or picked out,
the rhymes and the name of the person who drew the pictures. . . . Now flip
the book over and let’s read the back cover. . . . Who can tell us where the
rhymes come from?
from many different lands, from around the world
et’s look at the pictures on the front cover, back cover, and title page. I
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wonder what the rhymes will be about. Does someone have an idea?
The kids in the pictures are doing different things. I think the rhymes will be
about kids from different lands doing lots of different fun things.
VOCABULARY
RL.K.4 Point out the word
Jewels in the title. Model
asking and answering
questions to determine
word meaning: What are
jewels? (sparkling stones like
diamonds) Why might rhymes
be called jewels? (because
they sparkle; because they
are special like a diamond)
READING THE TEXT CLOSELY 10 minutes
Discuss the Contents page with students.
efore we start to read, let’s turn to the Contents and read the headings. . .
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What kind of rhymes will we read?
poems; action, game, and jump rope rhymes; rhymes that are songs
o you see words after the titles of the rhymes? I’ll read aloud some
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of them. . . . What do these words tell us?
They name places or cultures where the rhymes are from.
Explain the learning focuses to students. Then have them read pages 4–5 on
their own. Encourage them to whisper-read, or to read silently if they can.
Check students’ application of the learning focuses and provide support
as needed.
s we read today, we are going to ask some questions about the rhymes in
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the book. We’ll use the words and pictures to answers those questions, and
we’ll put ideas together to make some good guesses about things that aren’t
in the words. Who has a question about the poems we just read?
ELL SUPPORT
What is the girl looking at on page 4?
Vocabulary Support
vocabulary words such as
jewels, grass, and housetop
in context using the ELL
vocabulary strategies in
Getting Started.
L.K.4
Who can answer that question?
She’s looking at the sun sparkling on the water.
Both the picture and the words tell us this. Who else has a question?
How does child on page 5 feel about the rain?
he words don’t answer this question, but we can make a good guess. Let’s
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talk it though. Who has an idea?
Corrective Feedback
Have students closely reread the
title and pages 4 and 5 to see
if they can make any inferences
about this book. Encourage
them to silently reread section
by section, stopping to think
and talk together about their
understandings.
I think the boy likes the rain. He looks happy in the picture. The words say
the rain isn’t on him. Rain is fun if you don’t get too wet!
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 4–5 and
ask and answer questions about the feelings and actions of the characters in
the rhymes.
2 JEWELS: CHILDREN’S PLAY RHYMES
ur work today is to ask and answer questions about the rhymes, using what
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we know from the pictures and the words to help us.
DISCUSSING THE TEXT 10 minutes
Prompt students to share questions they had as they read the rest of the book.
Guide them to make inferences using details from the rhymes and the pictures.
Encourage all students to participate in a collaborative group discussion.
his book has lots of rhymes that are fun to read. Who will share a question
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they had while reading the rhymes?
What is the child in “Me and My Ball” telling the ball to do?
Who can use the words and pictures to answer?
The picture shows granny asleep. The words say “Ball make granny stop
snore.” The boy is throwing the ball and telling it to wake up granny so she
stops snoring.
SL.K.1 DISCUSSION
Collaborative
DISCUSSION TIP
So that all may participate
in the discussion, remind
students to take turns
speaking.
Who else has a question?
I don’t understand the rhyme “Hominy, Succotash.” What do the words
mean?
he rhyme and the illustration don’t give us the answer, so let’s talk through
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some ideas. First, look back at the Contents page. Who can tell us where the
poem comes from?
COMPREHENSION SHARE
Use clues from the pictures
along with what you already
know to make a good guess
about what is happening in
a rhyme.
It’s Native American.
Now let’s look back at the poem. What can you tell me about the words?
I think hominy is a food. I know a raccoon and a skunk are animals. The
words must be words that come from Native American people.
Focus on the word burro on page 14.
et’s go back and look at the rhyme on page 14. Point to the word burro at
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the end of the first line. This is a word you might not know, so let’s say
it together.
L.K.4 VOCABULARY
Word Meaning
burro
ow point to the burro in the picture on page 14. Who will use the picture to
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tell us what a burro is?
A burro is an animal you can ride on, like a small horse or donkey.
Confirm students’ good use of the learning focuses and encourage them to
keep them in mind whenever they read poetry.
ou put together words and pictures along with what you know to make
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some good guesses. Remember to do this whenever you read poems
or rhymes.
E-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 their effective use of the learning focus.
TEACHER’S
CHOICE COMPREHENSION: KEY DETAILS
E-RESOURCE
Formative/Summative Assessment Have students use the
blackline master on page 10 to ask and answer questions about key details in
Jewels—Children’s Play Rhymes. Review students’ questions and answers as
you evaluate their mastery of the learning focus.
RL.K.1* COMPREHENSION
Key Details
MONDO BOOKSHOP GRADE K 3
Session 2 Text Selection: pp. 4–24
LEARNING FOCUSES
RL.K.1*, RL.K.6, RL.K.7
With prompting and
support, students discuss
the creators of the book and
define their roles. Students
continue to read closely and
use text evidence to ask and
answer questions and to
make inferences about key
details, including characters’
feelings and actions. They
continue to describe the
relationship between the
illustrations and the text.
RETURNING TO THE TEXT 5 minutes
Guide 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 book of poems and rhymes. We asked and answered questions
about what we read. Sometimes we used the pictures to help us make
good guesses.
READING THE TEXT CLOSELY 10 minutes
Explain the session’s learning focuses and invite students to reread pages 4–5
on their own. Check to see how well they have understood the focus. If you are
satisfied that students can apply it, set the reading assignment for the session.
If not, provide corrective feedback as suggested on page 2 of this lesson plan.
efore we began reading Jewels—Children’s Play Rhymes, we looked at the
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cover and named the person who picked out the poems and rhymes for the
book. This person did not write the poems and rhymes, so she is not the
author of the book. Some of the poems were written by different poets.
Some of the rhymes were not written by anyone at all. Those rhymes were
passed down from person to person and retold many times. Even though
the book does not have an author, it does have an illustrator. An illustrator
is a person who draws the pictures for a book. Now let’s look at the cover
again. Who can point to the name of the person who selected the poems
and rhymes?
Her name is right here.
er name is Shelley Harwayne. Next let’s point to the name of the illustrator.
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That’s the person who drew the pictures.
Her name is right here.
er name is Teresa Farr. How do the illustrator’s pictures help us understand
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the poems and rhymes in the book?
The pictures show what the words say. Sometimes the pictures show things
that are not in the words.
Remind students to continue to ask and answer questions as they read and to
make good guesses to help them better understand the poems and rhymes in
the book.
Who had a question about the beginning of the book?
Why does the girl on page 4 have an umbrella?
The poet doesn’t tell us this, so let’s use the picture to make a good guess.
The picture shows the girl on a beach. The sun is bright. The sun at the
beach can burn you. The girl uses the umbrella to keep the sun from
burning her.
Formative Assessment: Phonics and Fluency Listen to each student read
a portion of the text. Observe how they decode various spellings of long e in
words such as sea (page 4) and tree (page 5). Pay close attention to fluency
as well. If students need additional practice with decoding or fluency, provide
the necessary support at the end of the session. Ask students to note words or
phrases they find challenging for discussion after the reading.
4 JEWELS: CHILDREN’S PLAY RHYMES
DISCUSSING THE TEXT 10 minutes
Prompt students to consider the role of the person who selected the rhymes
for the book, as well as the role of the illustrator, as they continue to share
questions and make inferences. Encourage all students to participate, whether
they are speaking to a partner or in the larger group.
ometimes we talk with a partner and sometimes with a bigger group. When
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you have an idea to share, please speak up and let your partner or the group
know. Now let’s look at the poem on page 17 and think about the person
who selected this rhyme for the book. Where is this rhyme from? Remember,
you can look on the Contents page to find out.
The rhyme is Chinese. It’s from the country China.
Why do you think Shelley Harwayne picked this rhyme for the book?
She wanted to make a book of play rhymes. She wanted to have rhymes
from many lands. This rhyme is fun to say. It’s a rhyme from another
country.
ow let’s think about the pictures again. How does the picture on page 17
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help us understand the rhyme?
SL.K.1 DISCUSSION
Collaborative
DISCUSSION TIP
Remind students to listen
carefully as others speak so
they can contribute to the
discussion.
COMPREHENSION SHARE
Some rhymes, such as nursery
rhymes, have no authors. They
are rhymes that have been
retold for many, many years.
The picture shows a family stirring cake batter. It helps us know that the
words go with making a cake. The picture shows us that we can use the
rhyme to pretend to make a cake ourselves.
Focus on the word merrily on page 24.
et’s find the word merrily in the rhyme on page 24. Who has a question
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about this word?
RL.K.4 VOCABULARY
Ask & Answer Questions
Why is it repeated four times? What does the word mean?
Who’d like to share some ideas?
I think the word is repeated to make a rhythm.
et’s figure out the meaning of the word merrily together. How do you think
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the girl in the picture feels as she rows the boat gently down the stream?
She’s smiling. She must feel happy. She thinks of life as a dream. I think she
being in the boat. It looks fun.
I notice that the word merrily is formed from the word merry. Who can tell us
what merry means?
happy, cheerful
Now let’s use these clues to tell the meaning of the word merrily.
The word merrily means “in a happy or cheerful way.” When we do
something merrily, we do something happily or cheerfully.
Confirm students’ good use of the learning focuses and encourage them to
keep the focuses in mind whenever they read poetry.
ou understood that one person picked out all the poems and rhymes in
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the book. You also understood that the illustrator made all the pictures for
the book. Who can remember what we did to understand the poems and
rhymes?
We asked questions. We answered questions. We thought about the
pictures and the words. Sometimes the words weren’t enough. So we used
the pictures and made good guesses.
Remember to do this whenever you read poems or rhymes.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick Start
Planner, note the session’s learning focus. Observe each student’s articulation
and use of text evidence to evaluate their effective use of the learning focus.
MONDO BOOKSHOP GRADE K 5
TEACHER’S
RF.K.3b
PHONICS & WORD RECOGNITION
Long Vowel Sounds
CHOICE PHONICS AND FLUENCY FOLLOW-UP
Phonics Practice Write sea and tree on a whiteboard or chart paper. Underline
the ea of sea and the ee of tree. Guide students to use the Sound and Say
routine to read these words.
et’s practice reading words with the long e sound using our Sound and
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Say routine. We’ll try it together. (Point to underlined letters 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 4 and 5 and read these words in
the rhymes
RF.K.4
FLUENCY
Purpose & Understanding
RL.K.7
COMPREHENSION
Text & Illustrations
Fluency Practice Chorally reread two or three rhymes with students. Remind
them to make their voices sound like yours as you read at a pace that supports
comprehension and emphasizes the rhythm of each poem. As you read, pause
at commas and periods, and read exclamations and questions with appropriate
expression and intonation.
TEACHER’S
CHOICE COMPREHENSION: TEXT AND ILLUSTRATIONS
E-RESOURCE
Formative Assessment Have students use the blackline master
on page 11 to further explore how the poems and rhymes are expressed
through both words and images. They will identify what is learned through
each one in “My Mama’s Calling Me.” Review students’ answers as you
evaluate their mastery of the learning focuses.
W.K.8, RL.K.1*
WRITING
Gather Information
TEACHER’S
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Use the blackline master on
page 12 to introduce the constructed response question: Which rhyme from
the book would you like to chant or sing as you play? 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 main text. Review students’ self-stick notes as you evaluate their
master of the learning focus.
6 JEWELS: CHILDREN’S PLAY RHYMES
Session 3 Text Selection: pp. 4–24
RETURNING TO THE TEXT 5 minutes
Explain that students will reread Jewels—Children’s Play Rhymes again.
Have them read independently 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.
emember to read closely and use the words and pictures to ask and answer
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questions. Think about what the words and pictures tell you about the poems
and rhymes. When you can’t find an answer, try to make a good guess about
what is happening.
READING THE TEXT CLOSELY 10 minutes
Review the learning focuses and have students reread pages 4–5 on their own.
Check to see how they are doing with application of the focuses, as you have
done previously. Then have students independently reread the rest of
the book.
LEARNING FOCUSES
RL.K.1*, RL.K.6, RL.K.7
Students continue to
read closely and use text
evidence to ask and answer
questions and to make
inferences about key details,
including characters’ feelings
and actions. With prompting
and support, they continue
to describe the relationship
between the illustrations and
the text, and they continue
to discuss the roles of the
creators of the book.
Did you have any questions as you reread the beginning of the book?
Why did the person who selected the poems begin the book with “Jewels”
and “Rain on the Green Grass”?
et’s talk through this question and make a good guess. Who can tell us
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something these two poems have in common?
Both pictures show kids. Both kids are holding an umbrella. Both poems
show the weather.
ood thinking. Now let’s reread the poems aloud. . . . What do you notice
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about how they sound?
They both rhyme the word me with another word. They have the same
rhythm.
The poems are a lot alike, so they make a nice opening for the book.
DISCUSSING THE TEXT 10 minutes
Prompt a discussion that links the three learning focuses. Support students as
they share questions and answers, consider the role of the contributors to the
book, and use pictures and their own knowledge to make inferences. Remind
students to participate whether they are discussing with partners or larger
groups.
et’s all remember to share ideas with our partners and groups. Did you have
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any questions as you continued to reread on your own?
I wondered what the word bean means on page 20. Vegetable didn’t make
sense.
Who can tell us how you figured out the meaning?
The picture helped me. The first girl taps her shoe, just like the words in
the rhyme say. The third girl taps her back, just like the words in the rhyme
say. The second girl taps her head. That made me think that “Tap me on
the bean” means “Tap me on the head.”
SL.K.1 DISCUSSION
Collaborative
VOCABULARY
RL.K.4 Remind students to
ask and answer questions
about words they don’t
understand. Encourage them
to share their questions and
answers with the group.
ow let’s talk about the rhyme on page 23. Reread the rhyme aloud with
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me. . . . What do the words in the rhyme say?
Everybody loves Saturday night.
MONDO BOOKSHOP GRADE K 7
What does the illustrator show people doing in the picture?
COMPREHENSION SHARE
Someone is playing the piano. Other people are singing and dancing.
Look at the pictures to see if
they can tell you more about
the book. Look to see if the
pictures show people, places,
or ideas from the poems or
rhymes.
Think about what the picture shows. How do you think the people feel? Let’s
make a good guess.
They look like they are having fun. I think they feel happy. I think they like
being together. That’s how I would feel if I were getting together with my
friends on Saturday night.
Encourage students to share their understandings with a partner or group.
Now share what you learned with your partner or group.
We can ask and answer questions to help us understand poems and
rhymes. We can ask about the meaning of words in a poem or rhyme. We
can ask about the pictures. Sometimes we have to put ideas together to
make good guesses about things that the words don’t tell us.
TEACHER’S
W.K.8, RL.K.1*
WRITING
Respond to Question
TEACHER’S
CHOICE
CHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE
E-RESOURCE
Formative/Summative Assessment Have students use the
blackline master on page 12 to write a response to the question: Which rhyme
from the book would you like to chant or sing as you play? Tell students they
can use their self-stick notes to help them write their answer.
Writing Connection
W.K.1
WRITING
Opinion
WRITING AN OPINION
E-RESOURCE
Summative Assessment Have students use a combination of
drawing, dictating, and writing to compose an opinion piece in which they
name their favorite poem or rhyme in the book and tell why they liked it
the most.
hat is your favorite poem or rhyme in Jewels—Children’s Play Rhymes?
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Write the title of your favorite poem or rhyme and draw what it is about.
Then write why it is your favorite poem or rhyme in the book.
8 JEWELS: CHILDREN’S PLAY RHYMES
TEACHER’S
CHOICE
Additional Instruction
WORD STUDY
Shades of Meaning Prompt students to distinguish shades of meaning among
verbs that describe the same general action. Reread the rhyme “Mary Mack”
on page 8 with students and point out the word jump in the second stanza.
Prompt them to list words that have almost the same meaning as the verb
jump. Write the words on a whiteboard or chart paper. Support students as
they act out the words.
L.K.5d VOCABULARY
Shades of Meaning
et’s reread the rhyme “Mary Mack” on page 8. . . . Why did Mary Mack ask
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her mother for fifteen cents?
to see the elephant jump over the fence
ind the word jump in the rhyme. Let’s think of some words that have almost
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the same meaning as jump. Who will help me name some words?
hop, leap, bounce
ow pretend you are the elephant. I’ll give a command, and you act it out:
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Jump over the fence. . . . Hop over the fence. . . . Leap over the fence. . . .
Bounce over the fence. . . . The words jump, hop, leap, and bounce mean
almost the same thing, but their meanings are just a little bit different.
VOCABULARY
Antonyms Help students identify the antonyms in the rhyme “Pease Porridge
Hot” on page 12 in Jewels—Children’s Play Rhymes. Then build on their
knowledge of antonyms by prompting them to list other antonyms, including
both adjectives and verbs.
et’s reread the rhyme on page 12 together. . . . Who can name the words in
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this rhyme that are opposites?
The words hot and cold are opposites.
ords that have opposite meanings like hot and cold are called antonyms.
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Let’s list some other words that are opposites, or antonyms. Who can name a
word that means the opposite of happy?
L.K.5b VOCABULARY
Antonyms
VOCABULARY
You may want to keep an
illustrated word wall with
pairs of illustrated antonyms.
sad
Who can name a word that means the opposite of shout?
whisper
Let’s make a list of other opposites like these.
tall/short, walk/run, first/last, lost/found, back/front, take/give
PHONICS
Long Vowel Sounds Use the Sound and Say routine for more practice with long
vowel sounds. Guide students to identify the letters and sounds that differ in
a list of words drawn from the text or created in advance. Depending on the
ability of your group, you can work with word pairs (rope, boat) or a word
bank containing several pairs of words.
RF.K.3b PHONICS & WORD RECOGNITION
Long Vowel Sounds
et’s practice finding letter sounds that are the same in two different words.
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Here is the word rope. Let’s say each sound in rope. (Say the sounds.) Now,
here is a word that has the same long o sound as rope. (Point to the word
boat.) Let’s say the sounds together. What is this word?
boat
Which spelling of long o was different from rope?
oa
MONDO BOOKSHOP GRADE K 9
Name
Date
Comprehension: Key Details
1. Draw a person from one of the rhymes.
2. Write a question about how the person feels.
© Mondo Publishing
3. Write an answer to your question. Make a good guess if you need to.
Score:
10 JEWELS: CHILDREN’S PLAY RHYMES
Name
Date
Comprehension: Text and Illustrations
We learned that the words tell us what the rhyme is about and the
pictures show us what the people, places, and things look like.
The words in the rhyme “My Mama’s Calling Me” on page 13 tells us about
friends playing a game.
What did the words tell you?
What did you learn from the picture?
© Mondo Publishing
If you were the illustrator, what would you add to the picture? Draw it.
Score:
MONDO BOOKSHOP GRADE K 11
Name
Date
Constructed Response
Which rhyme from the book would you like to chant
or sing as you play?
© Mondo Publishing
Draw what you would do while you chant or sing the rhyme.
Score:
12 JEWELS: CHILDREN’S PLAY RHYMES