SAMPLE LESSON
Teacher’s Manual
CCC Collaborative Literacy
THIRD EDITION
1
GRADE
Making Meaning® Sample Lesson, Grade 1
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Week 1
OV E R V I E W
“School Bus” and “Sliding Board”
from Did You See What I Saw? Poems about School by Kay Winters,
illustrated by Martha Weston
These poems bring school days to life.
“The Balloon Man”
Poem
by Dorothy Aldis (see page 138)
This poem is about a man who sells balloons to children.
Online Resources
Visit the CCC Learning Hub (ccclearninghub.org) to find your online resources for this week.
Whiteboard Activity
•
WA1
Assessment Form
•
“Class Assessment Record” sheet (CA1)
Reproducible
•
(Optional) “The Balloon Man” (BLM2)
Professional Development Media
•
“Using ‘Think, Pair, Share’ ” (AV7)
•
“Asking Facilitative Questions” (AV20)
•
“Using CCC’s Whiteboard Activities” tutorial (AV40)
124 Making Meaning® Teacher’s Manual, Grade 1
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Comprehension Focus
•
Students visualize to make sense of text.
•
Students informally use schema and make inferences as they visualize.
•
Students read independently.
Social Development Focus
•
Students learn the procedure for “Think, Pair, Share.”
•
Students work in a responsible way.
•
Students act in fair and caring ways.
DO AHEAD
✓ Consider previewing this unit’s read-aloud selections with your English
Language Learners before you read them to the whole class. You might
read the selections once without stopping and then reread them, stopping
frequently to discuss them and to check for understanding. To further
support comprehension, show the students the illustrations that
accompany the selections or show them pictures of objects mentioned,
such as balloons.
✓ Make available texts at a variety of levels so that the students can
practice visualizing during IDR and Independent Strategy Practice
throughout the unit.
✓ Prior to Day 1, decide how you will randomly assign partners to work
together during the unit.
✓ Prior to Day 1, prepare the “Thinking About My Reading” chart
on a sheet of chart paper (see Step 2). Also prepare to model the
self-monitoring procedure with a book read independently during
IDR (see Step 3).
Vocabulary Note
✓ Prior to Day 3, make a copy of the “Class Assessment Record”
sheet (CA1); see page 30 of the Assessment Resource Book.
If you are teaching the vocabulary
lessons, teach the Week 10 lessons
this week.
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Day 1
Individualized Daily Reading
Materials
•
In this lesson, the students:
“Thinking About My Reading”
chart, prepared ahead
•
Begin working with new partners
•
Learn a procedure for self-monitoring
•
Read independently
•
Work in a responsible way
1 Pair Students and Get Ready to Work Together
Randomly assign partners. Gather the class with partners sitting
together, facing you. Give partners a few minutes to talk informally
and get to know each other.
Remind the students that they have been choosing and reading “justright” books during IDR, and that reading books that are just right for
them helps them grow as readers. Ask:
Q What do you think about when you are choosing a “just-right” book? Turn
to your partner.
Students might say:
“I think about if the book looks interesting to me.”
“I read a few pages to see if I can read most of the words.”
“I look for books that have characters I like in them.”
Explain that today they will learn another way to decide if the books
they are reading are just right.
Teacher Note
To provide the students with additional
support with self-monitoring strategies,
you might teach IDR Mini-lesson 4,
“Self-monitoring” (found in Appendix A).
2 Introduce Self-monitoring
Remind the students that reading books that are just right for them
helps them grow as readers. Explain that one way good readers know if
their books are just right for them is by pausing while they are reading to
think about how well they understand what they have just read.
Direct the students’ attention to the “Thinking About My Reading”
chart, and explain that these are questions the students can ask
themselves as they are reading to help them know if their books are
just right for them.
126 Making Meaning® Teacher’s Manual, Grade 1
Making Meaning® Sample Lesson, Grade 1 © Center for the Collaborative Classroom collaborativeclassroom.org
Thinking About My Reading
What is happening in my book?
Do I understand what I am reading?
Can I read most of the words?
Point to and read aloud each question on the chart. Tell the students
that if they do not know what is happening in their books or do not
understand what they are reading, they should go back and reread. If
they still do not understand, they may need to get new books.
Explain that today they will read independently and practice stopping to
ask themselves the questions on the chart.
3 Model Self-monitoring
Have the students watch as you model reading a book and asking
yourself the questions on the “Thinking About My Reading” chart.
You might say:
“I picked the book [The Story of Ferdinand by Munro Leaf] to read
during IDR. I’m going to read the first few pages quietly to myself.
Now I’m going to check to see if this book is right for me. I’ll ask
myself the first question on the chart, ‘What is happening in my
book?’ In this part of the book we meet a little bull named Ferdinand
who likes to sit quietly under a tree and smell the flowers. I can retell
what’s happening in the part of the book I just read. Next I’ll ask
myself the second question, ‘Do I understand what I am reading?’
Yes, I can understand what I am reading. Ferdinand would rather
sit by himself and smell the flowers than play with the other little
bulls. Finally I’ll ask myself the third question, ‘Can I read most of the
words?’ I have been able to read all of the words so far. Based on my
answers to these questions, I think that I can continue reading this book.”
Explain that today the students will read independently and that you
will stop them every few minutes to have them think about how well
they understand what they just read. Tell the students that when you
stop them, you would like them to think about each of these questions
quietly before continuing to read.
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4 Read Independently and Self-monitor
Have the students get their book bags and begin reading quietly to
themselves. After 5 minutes, signal for their attention and read the
questions on the chart aloud. Pause after each question to give the
students time to think. Remind them that if they do not understand
what they have read, they should go back and reread.
Have the students resume reading quietly. After 5 minutes, stop them
again and repeat the procedure. Invite students who do not think their
books are just right for them to select different books.
Have the students continue reading quietly. As they read, circulate
among them and ask individual students to read parts of their books
aloud and tell you what those parts are about. If any students are
struggling to understand their texts, use the questions on the chart to
help them be aware of their own comprehension. After 5 minutes, signal
to let the students know when it is time to stop reading.
5 Reflect on Independent Reading
Ask and briefly discuss:
Q Is the book you are reading just right for you? How did you decide?
Have a few volunteers share their thinking with the class.
Students might say:
“I had a hard time reading a lot of words in the first few pages of my
book, so I decided to trade it in.”
“I decided my book was just right because I could read the words and I
knew what was happening.”
Then ask:
Teacher Note
Post the “Thinking About My Reading”
chart in the classroom so the students
can continue to refer to it during IDR.
Q What did you do to take responsibility for yourself during independent
reading today?
Tell the students that they will continue to practice thinking about their
own reading in the coming lessons. Have the students put away their
book bags and return to their seats.
128 Making Meaning® Teacher’s Manual, Grade 1
Making Meaning® Sample Lesson, Grade 1 © Center for the Collaborative Classroom collaborativeclassroom.org
Read-aloud/Strategy Lesson
In this lesson, the students:
Day 2
Materials
•
Learn the procedure for “Think, Pair, Share”
•
Hear and discuss poems
•
Visualize to understand and enjoy the poems
•
Identify words in the poems that suggest feelings or appeal to the senses
•
Read independently for up to 15 minutes
•
Practice self-monitoring
•
“School Bus” and “Sliding
Board” (Did You See What I Saw?
pages 5 and 14)
ABOUT VISUALIZING
Readers create unique mental images from texts based on their own schema,
or background knowledge and experiences, and inferences they make from
descriptive language. Visualizing enhances readers’ understanding and
enjoyment of all types of texts. While some young readers visualize naturally,
others benefit from instruction about visualizing. All students benefit from
reflecting on the fact that they are visualizing. In this unit, the students
visualize as they listen to read-alouds and read independently. (For more
information about visualizing, using schema, and making inferences, see
“The Grade 1 Comprehension Strategies” in the Introduction.)
Teacher Note
1 Gather and Introduce “Think, Pair, Share”
Gather the class with partners sitting together, facing you. Remind the
students that they have been using “Turn to Your Partner” to talk about
their thinking. Explain that today they will learn another way to help
them talk in pairs called “Think, Pair, Share.”
Explain that “Think, Pair, Share” is like “Turn to Your Partner.” The
difference is that the students think by themselves before they talk in
pairs. Explain that you will ask the students a question, and they will
think about it quietly for a moment. Then, when you say “Turn to your
partner,” they will turn to their partners and begin talking. When you
signal for their attention, partners will end their conversations and turn
their attention back to you. (For more information, see “Cooperative
Structures” in the Introduction.)
If your students are already familiar with
“Think, Pair, Share,” simply remind them
of your expectations.
Teacher Note
To see an example,
view “Using ‘Think,
Pair, Share’ ” (AV7).
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To have the students practice “Think, Pair, Share,” ask:
Teacher Note
After you ask the question, pause
for 5–10 seconds for the students to
think. Then say “Turn to your partner”
and have partners discuss the question.
Q What can you do to be a good partner? [pause] Turn to your partner.
After a few moments, signal for the students’ attention and have a few
pairs share what they discussed with the whole class.
2 Introduce and Practice Visualizing
Explain that today the students will hear two poems about school and
use the words in the poems to visualize, or make pictures in their minds.
To have them practice visualizing, ask them to close their eyes and
imagine their own school.
Teacher Note
Allow the students a few moments to
create images in their minds before
giving them the prompts. Pause between
prompts to give them time to create
their mental images.
Stimulate their thinking with prompts such as:
•
Think about our school building. What does it look like inside? Outside?
•
Think about our playground. What do you see and hear on the playground?
•
Think about our classroom. What things do you see in our room?
After a few moments, ask the students to open their eyes. Use “Think,
Pair, Share” to have the students first think about and then discuss:
Q What did you visualize, or picture in your mind, when you thought about
our school? [pause] Turn to your partner.
After a few moments, signal for the students’ attention and have a few
volunteers share what they discussed with the class.
3 Introduce Did You See What I Saw? Poems
about School
Tell the students that the two poems you will read are from Did You See
What I Saw? Poems about School by Kay Winters. Explain that as you read,
you would like them to close their eyes and use the words they hear to
make pictures in their minds. Explain that closing their eyes will help
them make pictures in their minds without being distracted by things in
the classroom.
Teacher Note
Explain that you will read each poem twice before asking them to open
their eyes and talk about the pictures they made in their minds.
The purpose of rereading is to help the
students recall what they heard and
focus on the words that trigger their
mental images. Talking about their
mental images helps partners identify
words or phrases that trigger those
images. The students will realize that
what each person pictures in his or her
mind is unique.
130 Making Meaning® Teacher’s Manual, Grade 1
Making Meaning® Sample Lesson, Grade 1 © Center for the Collaborative Classroom collaborativeclassroom.org
4 Read “School Bus” Aloud and Visualize
Facilitation Tip
Ask the students to close their eyes. Read “School Bus” (page 5) aloud
twice, slowly and clearly, without showing the illustrations. Pause
between readings.
ELL Vocabulary
English Language Learners may benefit from hearing the following
vocabulary defined:
bumpy: bouncing up and down
During this unit, practice asking
facilitative questions during class
discussions to help the students build
on one another’s thinking and respond
directly to one another, not just to you.
After a student comments, ask the class
questions such as:
Q Do you agree or disagree with
[Deborah]? Why?
Q What questions can you ask
[Deborah] about what she said?
stuffed: very full
Ask the students to open their eyes. Use “Think, Pair, Share” to have
partners first think about and then discuss:
Q What did you picture in your mind as you listened to the poem? [pause]
Turn to your partner.
Q What can you add to what
[Deborah] said?
To see this Facilitation
Tip in action, view
“Asking Facilitative
Questions” (AV20).
Signal for the students’ attention and have one or two volunteers share
their mental pictures with the class. As the students share, ask which
words or phrases helped them create their pictures. Follow up by asking:
Q The poem says “Stuffed with kids!” How do you picture the kids in the bus?
What do you think it feels like to be on a bus “stuffed with kids”?
Students might say:
“I saw a picture of getting squished on the bus.”
“I imagined all the kids talking and shouting when the poem said that
the bus was loud.”
“I imagined feeling hot and crowded because there were so many kids
on the bus.”
5 Read “Sliding Board” Aloud and Visualize
Explain that the students will hear another poem and picture it in
their minds. Read the title and explain that this is a poem about a
playground slide.
Have the students close their eyes; then read the poem “Sliding
Board” (page 14) aloud using the same procedure you used with
“School Bus.”
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After the students have shared their visualizations with their partners
and the class, reread the poem and facilitate a class discussion by asking
questions such as:
Q Who did you picture on the slide? How is that person coming down
the slide?
Q What sounds did you imagine? What words helped you imagine those
sounds?
Q What do the words “swish, whish” bring to your mind?
6 Reflect on “Think, Pair, Share”
Remind the students that today they learned to use “Think, Pair, Share.”
Without mentioning any of the students’ names, share some of your
observations about how partners worked together.
You might say:
“I noticed that partners let each other think quietly before starting to
talk. I also noticed that partners looked at each other as they talked
and didn’t interrupt each other. That is important because it shows
that you think what your partners are saying is important.”
E ELL Note
Cooperative structures like “Turn to Your
Partner” and “Think, Pair, Share” support
the language development of English
Language Learners by providing frequent
opportunities for them to talk about
their thinking and listen to others.
Tell the students that they will have more opportunities in the coming
days to use “Think, Pair, Share” as they work with their partners.
I NDIVID UALIZE D DAILY RE AD ING
7 Read Independently and Practice Self-monitoring
Direct the students’ attention to the “Thinking About My Reading”
chart, and review that yesterday they practiced asking themselves
questions as they were reading to help them decide if their books were
just right for them. Explain that again today, you will stop them as they
are reading and ask them to think about the questions on the chart. Tell
the students that if they decide that the books they are reading are not
just right, they may select different books to read.
Have the students get their book bags and read quietly to themselves for
up to 15 minutes. Stop the students periodically and have them monitor
their comprehension by thinking about the questions on the chart.
132 Making Meaning® Teacher’s Manual, Grade 1
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As the students read, circulate among them and check individual
students’ comprehension by asking each student to read a selection
aloud to you and tell you what it is about. If any students are struggling
to understand their texts, use the questions on the chart to help them
be aware of their own comprehension.
Signal to let the students know when it is time to stop reading. Facilitate
a brief discussion about how the students are doing thinking about their
own reading. Ask:
Q If you do not understand something you just read, what might you do?
Q If you do not know a lot of the words in the book you are reading, what
should you do?
Tell the students that they will continue to practice thinking about
their own reading during IDR. Have them put away their book bags and
return to their seats.
E XT ENSI O NS
Read Other Poems from Did You See What I Saw?
Read other poems from Did You See What I Saw? and have the students
continue to practice visualizing. After the students share their mental
images of each poem, show the illustrations and look for similarities and
differences between their mental pictures and the book’s illustrations.
Compare “Sliding Board” and “Swinging”
Reread “Sliding Board” to the students. Then read “Swinging”
aloud (page 15 in Did You See What I Saw?). Facilitate a discussion
comparing the two poems using questions such as:
Q What are these two poems about?
Q How are they alike? How are they different?
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Day 3
Read-aloud/
Guided Strategy Practice
Materials
•
In this lesson, the students:
“The Balloon Man”
(see page 138)
•
Hear and discuss a poem
•
Visualize a character in the poem
•
Student Response Book page 2
•
Draw mental images of the character
•
“The Balloon Man” chart (WA1)
•
Crayons and markers
Read independently for up to 15 minutes and practice self-monitoring
•
•
Give one another time to think
•
Act in fair and caring ways
•
“Class Assessment Record”
sheet (CA1)
1 Review “Think, Pair, Share”
Gather the class with partners sitting together, facing you. Tell the
students that again today you will read a poem aloud and they will use
the words in the poem to visualize, or create pictures in their minds.
Explain that they will continue to use “Think, Pair, Share” to talk about
what they visualize. Ask:
Q Why is it important to give each other time to think about your own
pictures before talking?
Have two or three students share their thinking with the class.
Teacher Note
2 Introduce “The Balloon Man”
You might want to give the students
a few moments to visualize balloons
before you read the poem.
Tell the students that you will read “The Balloon Man” by Dorothy Aldis.
Explain that this is a poem about a man who sells balloons to children.
3 Read Aloud and Visualize
E ELL Note
Prior to today’s read-aloud, consider
asking one of your students to act out
each line of the poem as you read, to
increase comprehension.
Tell the students that you will read the poem aloud twice. Ask them to
close their eyes and make mental pictures of the balloon man as they
listen. Read “The Balloon Man” (including the title) aloud, slowly and
clearly, clarifying vocabulary as you read. Then pause and read the poem
a second time.
Suggested Vocabulary
bob and tug: float up and down and pull gently
ELL Vocabulary
English Language Learners may benefit from hearing additional
vocabulary defined, including:
puddles: small pools of water on the ground
134 Making Meaning® Teacher’s Manual, Grade 1
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After the second reading, use “Think, Pair, Share” to have partners first
think about and then discuss:
Q How did you picture the balloon man in your mind? [pause] Turn to your
partner.
Have one or two students share their mental pictures with the class.
4 Draw Mental Images of the Balloon Man
Teacher Note
Have the students return to their desks. Distribute a Student Response
Book to each student. Explain that the students will use their Student
Response Books throughout the year to record their thinking about books
they hear and read. Ask each student to write his name on the inside
front cover of his Student Response Book and then open it page 2, “How
I Pictured ‘The Balloon Man.’ ” Tell the students that they will now use
crayons or markers to draw how they pictured the balloon man. Have
each student first think quietly about the picture in her mind and then
draw it in her Student Response Book.
You will analyze the work the students
do in their Student Response Books
in this step for this unit’s Individual
Comprehension Assessment.
Circulate among the students as they draw. Reread the poem to
individual students as needed. If the students have difficulty drawing,
you might model by doing a brief sketch where everyone can see it, using
the ideas of a few volunteers. The students can use your model to help
them get started and continue adding their own details. Point out that
the pictures they made in their minds are more important than their
drawings. They should try to capture on paper what they see in their
minds. Give the students a few minutes to complete their drawings,
letting them know when they have about 2 minutes left.
CL A SS A SS E SS M E N T NOT E
Ask yourself:
•
Are the students able to describe and draw their mental images?
•
Are their mental images connected to the poem?
Record your observations on the “Class Assessment Record” sheet (CA1);
see page 30 of the Assessment Resource Book. Use the following suggestions
to support the students:
•
If all or most students are able to describe and draw mental images that
connect to the poem, continue on to Week 2.
(continues)
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CL A SS A SS ESS MEN T N OTE (continued)
•
If about half of the students are able to describe and draw mental images that
connect to the poem, reread the poem again and ask questions such as:
Q What do you picture the balloon man doing?
Q What sounds do you hear?
Q What color balloons do you see?
•
Technology Tip
If only a few students are able to describe and draw mental images that
connect to the poem, you might give the class additional instruction
by repeating Days 2 and 3 of this week using alternative poems before
continuing on to Week 2. Visit the CCC Learning Hub (ccclearninghub.
org) to view the “Grade 1 Alternative Texts” list.
5 Share and Discuss Drawings and Words
Whiteboard activities (WA) are
interactive charts that can be
displayed using an interactive
whiteboard. Alternatively, you
may print the whiteboard activities
and project them using
a projection device.
For more information,
view the “Using CCC’s
Whiteboard Activities”
tutorial (AV40).
Have partners share and discuss their drawings. When partners have
had a chance to share, display the “The Balloon Man” chart ( WA1)
and reread the poem aloud again. Ask and discuss as a class:
Q What words or phrases from the poem helped you draw your picture?
As students share, circle the words or phrases they mention on the
chart. Then ask:
Q What did you include in your picture that is not mentioned in the poem?
What made you decide to add that to your picture?
I NDIVID UALIZE D DAILY RE AD ING
6 Read Independently and Practice Self-monitoring
Remind the students that they have been practicing asking themselves
questions as they are reading to help them think about whether the
books they are reading are just right for them. Direct their attention to
the “Thinking About My Reading” chart, and explain that again today
you will stop the students as they are reading and ask them to think
about the questions on the chart. Remind them that if they decide their
books are not just right for them, they may choose different books.
Have the students get their book bags and read quietly for up to
15 minutes. Stop the students periodically and read the questions
on the chart aloud. Pause between each question to give the students
time to think.
136 Making Meaning® Teacher’s Manual, Grade 1
Making Meaning® Sample Lesson, Grade 1 © Center for the Collaborative Classroom collaborativeclassroom.org
As the students read, circulate among them and ask individual students
to read parts of their books aloud and tell you what those parts
are about. If any students are struggling to understand their texts,
use the questions on the chart to help them be aware of their own
comprehension.
Signal to let the students know when it is time to stop reading. Ask:
Q Is the book you are reading just right for you? How do you know?
Tell the students that they will continue to think about their own
reading in the coming weeks. Have them put away their book bags
and return to their seats.
W R I T I NG AB O U T RE AD IN G
Write About Drawings of “The Balloon Man”
Materials
Remind the students that earlier they heard the poem “The Balloon
Man” and drew pictures of how they visualized the balloon man in the
poem. Have the students turn to Student Response Book page 2. Explain
that you will reread “The Balloon Man.” As you read, the students will
look at their drawings and think about the words in the poem that
helped them draw their pictures.
•
Reread “The Balloon Man” aloud slowly and clearly. Ask the students to
think again about this question they discussed earlier:
Q What words or phrases in the poem helped you draw your picture?
Have one or two volunteers share their thinking. Tell the students that
you are going to have them write about their pictures and the words in
the poem that helped them visualize the balloon man. Post your picture
of “The Balloon Man” where everyone can see it. Ask the students to
watch as you think aloud and model writing about your picture.
You might say:
•
•
Copy of “The Balloon
Man” (BLM2) for each student
Student Response Book page 2
Your picture of “The Balloon
Man,” prepared ahead
Teacher Note
Prior to doing this activity, visit the CCC
Learning Hub (ccclearninghub.org) to
access and print “The Balloon Man” by
Dorothy Aldis (BLM2). Make enough
copies for each student to have one, and
set aside a copy for yourself.
Also prepare a drawing of “The Balloon
Man” that you can use when you model
writing about a mental image.
“I’ll describe what I drew and what parts of the poem helped me draw
my picture. I’ll write: I drew the balloon man standing with a bunch of
balloons in one hand and a yellow horn in the other. The balloons I drew
are green, blue, yellow, and red because the poem says, ‘Green balloons
and blue balloons / And yellow ones, and red.’ There are puddles on the
ground near the balloon man because the poem says, ‘He blows his horn
and walks about / Through puddles, in the spring.’ ”
Distribute copies of “The Balloon Man” (BLM2). Explain that the
students can reread the words as they write about their own pictures.
Have the students write about their pictures and the words in the poem
that helped them visualize the balloon man. If time permits, ask a few
volunteers to share their drawings and descriptions with the class.
Vocabulary Note
Next week you will revisit “Sliding
Board” and “The Balloon Man” to teach
the Week 11 vocabulary lessons.
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Poem
The Balloon Man
by Dorothy Aldis
Our balloon man has balloons.
He holds them on a string.
He blows his horn and walks about
Through puddles, in the spring.
He stands on corners while they bob
And tug above his head—
Green balloons and blue balloons
And yellow ones, and red.
He takes our pennies and unties
The two we choose; and then
He turns around, and waves his hand,
And blows his horn again.
“The Balloon Man” from Here, There and Everywhere by Dorothy Aldis, copyright © 1927, 1928,
copyright renewed © 1955, 1956 by Dorothy Aldis. Used by permission of G. P. Putnam’s Sons
Books for Young Readers, a division of Penguin Group (USA) LLC.
138 Making Meaning® Teacher’s Manual, Grade 1
Making Meaning® Sample Lesson, Grade 1 © Center for the Collaborative Classroom collaborativeclassroom.org