��ࡱ�>�� ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� ���Hbjbj���� �������;���������� � pp$����(((Px�$�(����(�ɆɆɆ��������������,d���R'�ɆՅ�ɆɆɆ'���pp�g<�������Ɇp"����Ɇ������2����r?����� {��������ۇ�7�.�R�0��e��h���h�\?���?�J��\ɆɆɆ'�'���ɆɆɆ����������������������������������������������������������������������h�ɆɆɆɆɆɆɆɆɆ� � 6:   Title/Author: The Seashore Book by Charlotte Zolotow Suggested Time to Spend: 5 Days (Recommendation: two sessions per day, at least 20 minutes per day) Common Core grade-level ELA/Literacy Standards: RL.1.1, RL.1.2, RL.1.3, RL.1.4, RL.1.7; W.1.2, W.1.7, W.1.8; SL.1.1, SL.1.2, SL.1.4, SL.1.5, SL.1.6; L.1.1, L.1.2, L.1.4 Lesson Objective: Students will listen to an illustrated narrative poem read aloud and use literacy skills (reading, writing, speaking, and listening) to identify words and phrases that appeal to their senses. Teacher Instructions Before the Lesson Read the Big Ideas and Key Understandings and the Synopsis below. Please do not read this to the students. This is a description to help you prepare to teach the book and be clear about what you want your children to take away from the work. Big Ideas/Key Understandings/Focusing Question How does the mother help her child experience the seashore through the use of sensory details and figurative language? Synopsis A young boy, who has never seen the sea, asks his mother to describe it. As the poem progresses, the author uses descriptive words, similes, and figurative language to make the experience come alive. The young boy comes to realize he can return to the beach anytime through his imagination. Go to the last page of the lesson and review �What Makes this Read-Aloud Complex.� This was created for you as part of the lesson and will give you guidance about what the lesson writers saw as the sources of complexity or key access points for this book. You will of course evaluate text complexity with your own students in mind, and make adjustments to the lesson pacing and even the suggested activities and questions. Read the entire book, adding your own insights to the understandings identified. Also note the stopping points for the text-inspired questions and activities. Hint: you may want to copy the questions vocabulary words and activities over onto sticky notes so they can be stuck to the right pages for each day�s questions and vocabulary work. The Lesson � Questions, Activities, and Tasks Questions/Activities/Vocabulary/TasksExpected Outcome or Response (for each)FIRST READING: Read aloud the entire book with minimal interruptions. Stop to provide word meanings or clarify only when you know the majority of your students will be confused. Class KWL chart recording students� responses The goal here is for students to enjoy the book, both writing and pictures, and to experience it as a whole. This will give them some context and sense of completion before they dive into examining the parts of the book more carefully. Before reading, the teacher will ask students what they know about the beach and what questions they have. Encourage students to describe what they know about the beach with as much detail as possible and remind them that the big idea focuses on the use of sensory details. They might understand this to mean colors and textures at this point in the lesson. After reading, the teacher will ask students what they learned. SECOND READING: Create a poster with five columns labeled with the five senses. Tell the students they will be listening for the ways the author uses sensory details to describe the event. Label the poster see, hear, taste, touch, and smell. Add a pictorial representation next to each word. Reread whole book stopping at the following pages. Continue to add the describing words to the poster as students find new words or answer your questions. Reread page 3 What words does the author use to describe the sand? What words does the author use to describe the sea? What does the water�s edge mean? How do you know? Reread page 7 The author says, �The cold water makes your skin feel like peppermint,� Let�s talk about that phrase. What feeling do you get when you taste peppermint? Let�s look at that sentence again (reread). So let�s use the words you just used to see what the author means by the water makes your skin feel like peppermint. What do you think that means?  HYPERLINK "http://www.bing.com/videos/search?q=sounds+of+waves&FORM=VIRE3" \l "view=detail&mid=EB86CD6EFABAEAE43081EB86CD6EFABAEAE43081" http://www.bing.com/videos/search?q=sounds+of+waves&FORM=VIRE3#view=detail&mid=EB86CD6EFABAEAE43081EB86CD6EFABAEAE43081 or search for sounds of waves After listening to the sounds of the waves, how does that make you feel? Close your eyes and visualize the waves. Describe how the waves look, sound and make you feel. Prompt the students to discuss the difference between how we feel things like the sand and water compared to how we �feel� when we hear something like waves. Read pg. 9 �The swishswashing sound of them lulls you to sleep.� Where should we put �swishswashing� on our chart? Reread page 11 After reading page 11, do you see any other sensory details? Since this book does not have any examples for the sense of smell, what smells might you encounter at the beach?  Students may want to add details to this chart as they discover them through the various readings, so keep chart posted and be used during the culminating activity. Cool, green The place where the water and the sand meet. The picture shows the boy running along the part of the beach where the sand and water touch. The water is cold so the ocean water makes your skin feel tingly, like a peppermint candy. Students may explain how we feel sand and water with our hands, but we feel sounds inside our bodies or hearts. Students may say that they see water moving up and down or waves crashing. Students will share responses with a partner. Students will probably point out the phrase, �We sit there together and eat our sandwiches and drink lemonade from our thermos,� Students may mention seeing a toy boat, but this will be a point of discussion on day 3. If students have not been to the beach, remind them of the activities you might do at the beach, barbecuing, fishing, and saltwater. THIRD READING: Before beginning the third read, have students chorally read the charts you�ve created thus far. If possible pass around beach realia (shells, rocks, fish, boats, crabs, etc) and have them describe them in groups of 3 using some of the same words from the chart. Add any additional words they use to the chart. Teach students that figurative language is used to help them experience the beach. Reread the story pausing at the following pages. Discuss with students the meaning of the similes (comparing two things using �like� or �as�) and metaphors (comparing two things without using �like� or �as�) and how it helps them create a picture in their mind. Create a figurative language poster in advance or with the students as you come across the examples so they can read, see and hear the author�s use of language. �But when you wake up, you see their claw prints like pencil lines in the sand.� Close your eyes. Can you visualize what animal made those footprints? What do pencil lines look like? How are they related to a bird�s footprint? Far, far out, so far it seems a toy, a little white sailboat skims over the water and disappears.� What do you think the word skims means? What did the author mean by it looks like a toy? �An airplane flies low in the sky. Its shadow on the sand is like a gigantic bird.� Why did the author describe the shadow like a gigantic bird? �The setting sun is a huge orange ball.� How is the sun setting similar to an orange ball? Give students the figurative language quadrant handout. Read each quote from the story and have students draw what it means and what they visualize. Note: There are multiple examples of figurative language in the text. The teacher can stop and discuss as needed. Students may say long, skinny, and straight lines. Birds have small feet. Teacher may choose to show an image of a bird�s footprint. Students may say skim means float. It looks like a toy because toys are small. Teacher may need to prompt that it looks small because it is so far away. Students may say that they both have wings, a long body, rounded head, and tail. Students may say that is large, round, and orange in the evening when the sun goes down. The students will complete this at their desks. Teacher will read one quote and give the students opportunity to draw before moving on to the next quote. Teacher may have students share with a partner or inside outside circle for an opportunity to speak and listen.FOURTH READ: Activity: Distribute white paper to all students. Have students draw a picture describing what they hear. Read line by line, highlighting as you read key words or phrases that they should be visualizing. Reread the poem story. Stop at page 12. Have page 12, paragraph 2 posted on chart paper for all students to see. Read the chart chorally, without showing the illustration. Reread the chart line by line asking the following questions. �The tide is going out.� Teacher says, �Tide means where the water meets the sand. Draw a line across your paper. The top part of your paper is the water. The bottom part is the sand.� �So we wade over to a big rock covered with seaweed and moss.� Teacher says, �Wade means walk through water.� Who is wading through the water? Where are they walking? What covers the rock? Teacher may show students pictures of seaweed and moss if needed. �We sit there together and eat are sandwiches and drink lemonade from our thermos,� Teacher says, Where are they sitting? What are they doing? What are they drinking out of? Teacher reads, �Watched the small brown sand crabs squaggling at our toes.� Teacher says, How does a crab move? How many sand crabs do they see? FIFTH READ: Activity: Have students standing on a large piece of paper next to all around the room. The paper will allow them to keep their feet in one place, but able to move the rest of their bodies. As you read the poem, have students act out what is happening, prompting and modeling as needed. The mom and boy are wading through the water. Students draw a boy and mother. Students respond, a big rock. Students draw a big rock. Students respond, seaweed and moss. Students add seaweed and moss. They are sitting on the rock. Students add that they are eating sandwiches and drinking lemonade, and they are drinking lemonade out of a thermos. Students show the teacher how a crab moves with their hands or fingers. Students draw crabs. Students will respond that there is a �s� on crabs so that means more than one. Students may choose to act out both the living and non-living items such as the boy, his mother, the waves, boat crab, etc. Help students make their movements as specific as possible so they deepen their understanding of the vocabulary and language. For example, squaggaling sounds like a fast, scrabbling movement, not just a crawl on the sand. Or, �the sailboat skims�� is a smooth movement, not a rough wavy one. FINAL DAY WITH THE BOOK - Culminating Task Imagine that you are speaking to a friend that has never been to the beach. Write a paragraph to describe the experience. Use sensory details to help your friend visualize the beach. Then, draw a picture to accompany your description. (Note: since the illustrations are done in watercolor, consider having students draw with crayon and go over their picture with watercolors to emulate the illustrator.) Refer students back to the posters and realia so that they may use the language from them in their paragraphs. Sample answer: When you go to the beach, you will see crabs squaggling on the sand. You will smell the salty sea. At the beach, you will feel the sand on your feet like sandpaper. You will hear the swishswashing of the craching waves on the shore. Vocabulary These words merit less time and attention (They are concrete and easy to explain, or describe events/ processes/ideas/concepts/experiences that are familiar to your students ) These words merit more time and attention (They are abstract, have multiple meanings, and/or are a part of a large family of words with related meanings. These words are likely to describe events, ideas, processes or experiences that most of your student will be unfamiliar with) Page 3 - Mist � a thin fog Page 3- Hazy � not clear because of mist, clouds, or smoke Page 15 � skims � moves along the surface Page 15 � wade � walk through water Page 15 � seaweed � plants that grow in the ocean Page 15 � moss � flowerless plant from the sea Page 15 � squaggling � nonsensical word the author uses to describe how the crab moves Page 19 � streaks �horizontal lines in the clouds Page 19 � pier �wooden structure from the shore to the ocean Page 21 � dune �small hill of sand  Page 1 - Seashore � land next to the ocean including plants, animals, and atmosphere Page 3- water�s edge � where the water and sand meet Page 9 � lulls � to soothe or calm especially using sound Page 25 � tide �the water coming in and out from the shore  Fun Extension Activities for this book and other useful Resources Ask the children, �What would be something you would like to learn more about from the seashore?� Collect a series of possible topics. Then, provide students with a number of books on each of these topics. Ask that they read a certain number of books and make a list of things they learned from them. Have students apply what they�ve learned about sensory details and figurative language and describe a place that is familiar to them. After drawing and writing, have them share their descriptive paragraphs with their classmates in small or large groups. Teacher may conduct an author study on Charlotte Zolotow. This website contains other books and information about the author: http://www.charlottezolotow.com/teachers_resources.htm Note to Teacher You may want to read other texts about the beach that provide students with more background information in a narrative format. Also, note this book has many vocabulary words, so you may find some that you need to address that are not listed above. What Makes This Read-Aloud Complex? Quantitative Measure Go to  HYPERLINK "http://www.lexile.com/" http://www.lexile.com/ and enter the title of your read-aloud in the Quick Book Search in the upper right of home page. Most texts will have a Lexile measure in this database.  Qualitative Features Consider the four dimensions of text complexity below. For each dimension*, note specific examples from the text that make it more or less complex.    Reader and Task Considerations What will challenge my students most in this text? What supports can I provide? Sentence structure; varying lengths, use of unfamiliar adjectives, figurative language, content specific vocabulary, and use of third-person narrative structure. The abstract concept that the child in the story is not actually at the beach, yet, at the end of the story, he says he can return to the beach by closing his eyes. Students will have to visualize along with the How will this text help my students build knowledge about the world? Domain specific vocabulary regarding seashore habitats Grade level What grade does this book best belong in? First Grade     Fresno Unified School District The Seashore Book Recommended for Grade 1 *For more information on the qualitative dimensions of text complexity, visit  HYPERLINK "/content/upload/Companion_to_Qualitative_Scale_Features_Explained.pdf" /content/upload/Companion_to_Qualitative_Scale_Features_Explained.pdf Most of the texts that we read aloud in K-2 should be in the 2-3 or 4-5 band, more complex than the students can read themselves. 2-3 band 420-820L 4-5 band 740-1010L _840L_______ Slightly complex; theme is obvious and revealed on the first page. �What is the seashore like?� a little boy asked his mother. Moderately complex; illustrations support selected parts of the text. �An airplane flies low in the sky�like a gigantic bird� (illustration reveals a plane and a bird in the sky) Very complex; complex sentences and similes on every page. �We sit at the edge of the water and build a castle of wet sand until the waves wash up and suck it back to sea. 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