Intro to Let's Visit the Moon
1 Build Understanding
SWBAT discuss various perceptions of the moon by sharing their opinion and supporting their claim.
Display the photos for the students.
Ask the following questions: 1) What do you see? 2) Do you think the artist illustrated the moon correctly? Why or why not?
Tell children that today they will continue reading about the moon in the informational text Let’s Visit the Moon in the Text Collection. Remind students of the Enduring Understanding: Readers understand that sensory details in a text can describe and that facts and details in a text can convey information.
REMIND THE STUDENTS: Artists long ago sketched the planets and moon based on what they saw and what they believed to be true. Just like in Many Moons, the artists all saw the moon differently. Your senses help you learn about the word around you, but can cause you to see, ear, taste, smell, or feel something different than someone else. That is why it is important to include facts with your sensory details.
2 Explore the Text
Play Intro to the Moon on Aurasma channel NYC ReadyGen Grade 1, Unit 5.
Look through the pages of Let’s Visit the Moon starting on pp. 4–5 with children. Ask children what kinds of things they might learn as they read the text. Explain to children that as they read and discuss Let’s Visit the Moon, they will think about the following Essential Question: How do readers of informational texts identify facts and details that convey information?
READ ALOUD For today’s lesson, read aloud pp. 4–11. As you read, have children listen for specific facts about the moon. After reading, discuss the questions below.
• What is one fact you read about the moon?
• What is the moon is like?
• What questions do you have?
After a brief discussion, students will respond to these questions via Padlet.
3 Close Reading
During guided close reading, have children focus on key details on pp. 6–11 of Let’s Visit the Moon. Use the following questions to lead the discussion.
• On page 6, what does the writer say the moon looks like at different times? (She says it may glow like a silver ball or it may look like a thin strip of light. Sometimes you can see it during the day.) Key Ideas and Details
• How is page 7 different from page 6? (Page 7 lists questions we might have about the moon. The article will answer the questions. Page 6 talks about how the moon looks to us.) Why do you think the writer started with page 6 instead of page 7? (Possible responses: to get the reader interested; to help the reader imagine the moon) Craft and Structure
• By-the-Way Words Page 8 tells facts about the moon and the sun. How is the moon different from the sun? (It is not as bright.) What do we see in the sky that is a star? (the sun) Is the moon a star? (no) What is a star? (Explain to children that a star is a mass of very hot gas and that it shines in the sky by its own light.)
• What are pages 10 and 11 about? (things people used to believe about the moon) Which of these strange ideas have you heard? Did you believe any of them? (Responses will vary.) How do these pages connect to what we read in Many Moons? (The wise men had strange ideas about the moon. One of them thought it was made of green cheese. The Jester winked at the “man in the moon.”) Integration of Knowledge and Ideas
4 Benchmark Vocabulary
Find and read aloud the sentences from Let’s Visit the Moon, pp. 6–7, with the word glows.
Using Web B, create a semantic map.
Definition: Using the sentence from the text and a sentence you create, have students generate the definition of the word glows.
Can Look Like: Have students come up with other variations of the word (e.g. glow, glowing, etc.).
Similar Words: Have students generate a list of similar words.
Antonym: Students create a list of opposites for the word.
MONITOR PROGRESS Have children show contextual understanding of the Benchmark Vocabulary by using the word in a sentence on p. 253 in the Reader’s and Writer’s Journal. Use responses to monitor children’s vocabulary development.
5 Text-Based Conversation
COLLABORATE Have children turn back to pp. 8–11. Pose this discussion topic to children: How is the information on pages 8 and 9 different from the information on pages 10 and 11? Why do you think the
author included both sets of pages?
Before you assign groups, review how to ask questions to gather more information from a speaker. You may want to model using a think aloud:
Sometimes you might not completely understand what a member of your group has said. Maybe you just didn’t hear the whole idea. Maybe you would like the person to say a little bit more about what he or she
means. You can ask questions to get information during a discussion. Just remember to raise your hand and ask politely. You can say, “I didn’t understand what you said. Could you please say it again?” Or you can say, “I’m not sure what you mean. Could you tell us more about that idea?”
6 Reading Analysis
Go to Questions corkboard on Padlet to review the questions students had about the moon. Review how to ask a question with question starters (5Ws/ "I wonder ...). Eliminate/Rephrase non-questions and see if any of the questions were answered during the reading of the text. If students are able to answer the question, have them find their answer within the text. Give students an opportunity to ask and answer questions about pp. 6–11 of Let’s Visit the Moon.
Ask: What did people believe about the moon long ago?
7 Independent Reading Practice
READING ANALYSIS : ASK AND ANSWER QUESTIONS Have children use p. 259 of the Reader’s and Writer’s Journal to ask and answer two questions about the pages they’ve read.
WRITING IN RESPONSE TO READING Have children work independently on p. 255 of the Reader’s and Writer’s Journal. Have children give their opinion of the text selection.
ACCOUNTABLE INDEPENDENT READIN G As children read texts independently, remind them to ask questions about the key facts and details in the text. Use the Independent Reading Routine on
8 Reading Wrap-Up
Have a few students share what they wrote on page 255.
Key Standards Supported
|L.1: Vocabulary Acquisition and Use|
|L.1.4||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.1.4a||Use sentence-level context as a clue to the meaning of a word or phrase.|
|RI.1: Craft and Structure|
|RI.1.4||Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.|
|Key Ideas and Details|
|RI.1.1||Ask and answer questions about key details in a text.|
|RI.1.2||Identify the main topic and retell key details of a text.|