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Let the Magic of Reading Begin!

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DISCUSSION GUIDE Disney • HYPERION BOOKS

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© Disney © 2016 Marvel

About the Book Series The World of Reading series is designed to support the unique needs of developing and emerging readers. Each story incorporates exciting characters, engaging themes, and colorful illustrations that children can embrace. The series helps young readers (Pre-K through Grade 2) explore new challenges within books, such as unique text features, grade-appropriate vocabulary words, and story lines that easily align to Common Core State Standards.

Common Core Alignment This guide is aligned with the College and Career Readiness Anchor Standards (CCR) for Foundational Skills, Literature Reading Standards, Writing, and Speaking and Listening. The broad CCR standards are the foundation for the grade level–specific Common Core State Standards. Each question and activity in this guide includes a reference for the CCR strand, domain, and standard that is addressed. To support instruction also reference the grade level–specific Common Core State Standards to scaffold the questions for each reader.

Pre-1

Reader-in-Training: Pre-K – Kindergarten

• Easy vocabulary • Word repetition • Short, simple sentences

Beginner Reader: Pre-K – Grade 1 • Simple text • Word repetition

Junior Reader: Kindergarten – Grade 2

• Simple story lines • Compound sentences • Contractions 2

Pre-1

Reader-in-Training: Pre-K – Kindergarten

• Easy vocabulary • Word repetition • Short, simple sentences

Level Description Level Pre-1 stories are intended for Pre-K through Kindergarten students. The books include colorful illustrations, picture reading, word repetition, and short and simple sentences. The visual supports in the texts enable young readers to make connections between letters, words, and sounds, which is a “Foundational Skill” within the kindergarten Common Core State Standards.

Differentiated Text Supports Some sentences in the story have a small illustration above keywords to help children identify and say the word aloud (i.e., picture reading words). While previewing the story, review some “picture reading words” to help the readers understand the purpose of the images and build student excitement about the story. (Reading: Foundational Skills: R.FS.1)

Before Reading Strategies Begin by previewing the title of the story with the young readers. Ask, What do you think the story will be about based on the title? If there are unfamiliar words in the title, provide a child-friendly definition and check student understanding through targeted questions. For example, Can you show me what the word __________ means (act it out)? Can you think of someone or something that is ____________? What is the opposite of ___________? Can you draw a picture of __________? (Reading: Foundational Skills: R.FS.1) Point out important foundational skills as you hold the book and preview the pages. Ask the readers, Where is the front of the book? Where is the back of the book? How do I open the book? Where should I place my finger when I am ready to start reading? Which direction will I move my finger as I read? Once I am finished with this line, where should my finger go next? (Reading: Foundational Skills: R.FS.1) Target the student’s print awareness through specific questions on the first and second page of the book. For example, Can you show me an uppercase letter on the first page? Can you show me a lowercase letter? Can you show me a word? What separates each word (a space)? Can you show me a sentence? Can you show me an illustration? (Reading: Foundational Skills: R.FS.1) Start with a “picture walk” of the story and select a few illustrations to highlight with the readers. Tell the student to look for the following in the selected illustrations: 1) people, cartoons, animals (characters); 2) places (setting); and 3) characters doing things (events). After examining the selected pages ask, What do you think is going happen in the story based on the pictures we looked at? (Reading Literature: Integration of Knowledge and Ideas: R.CCR.1)

Phonemic Awareness (Blending) Pick a few one-syllable words from the story, say the words aloud (one at a time), and ask the student to segment the words into the beginning, middle (medial), and final sound. Ask advanced students to think of a rhyming word after they blend the sounds. (Reading: Foundational Skills: R.FS.2)

Phonemic Awareness (Segmenting) Now do the opposite: Pick three one-syllable words and only say the sounds aloud (one at a time). Ask the student to put the sounds together and say the word. Ask advanced students to use the word in a sentence after segmenting the sounds. (Reading: Foundational Skills: R.FS.2)

During Reading Strategies Ask, Are there any words or letters on this page that you know? Can you point to them and say them? If the student points to a letter, ask whether the letter is uppercase or lowercase. (Reading: Foundational Skills: R.CCR.1)

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Give the readers an opportunity to say the “picture reading words” aloud during the story. The visual support will help him or her access the text and stay engaged in the story. (Reading: Foundational Skills: R.CCR.1) Who are the people, animals, or cartoons in the story (characters)? Can you think of another book, television show, or movie that you’ve seen this character in before? (Reading Literature: Key Ideas and Details: R.CCR.3) What happened in the story? Can you show me where that happened? (Prompt the reader to use picture supports.) What happened next? How does the story end? (Reading Literature: Key Ideas and Details: R.CCR.2)

After Reading Which picture from the story did you like the best? Tell me what is happening in the picture. Why is this picture important or special? Point out that pictures help readers understand the story. (Reading Literature: Integration of Knowledge and Ideas: R.CCR.7) Let’s think about another story that we have read. How did the characters feel in that book? What did the characters do in that book? How are the characters in this story the same as in the other book (feelings or actions)? How were the characters in this book different from the other story (feelings or actions)? (Reading Literature: Integration of Knowledge and Ideas: R.CCR.9) Use the graphic organizer below to write about your favorite part of the story. You should write a sentence about your favorite part, draw a detailed picture, and tell everyone why it was your favorite part of the story. (Writing: Text Types and Purposes: W.CCR.3)

Follow-up Writing Question Tell me about your picture. Which part of the story did you choose to draw? Which characters, places, and/or details are shown in your picture? The student should also read the sentences aloud. (Reading Literature: Key Ideas and Details: R.CCR.1)

Reading Fluency Practice It is important for young readers to practice navigating a story. After reading the text two times, build the reader’s fluency by allowing him or her to partner-read with an adult. The adult should read one sentence and then let the readers say the same sentence aloud. If the reader is more advanced, the adult can read one page and then have the reader take his or her turn repeating. (Reading: Foundational Skills: R.CCR.4)

Story Event What Happened?

My Picture

I like this part because

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Beginner Reader: Pre-K – Grade 1 • Simple text • Word repetition Level Description Level 1 books are written to meet the needs of Pre-Kindergarten through Grade 1 students. The texts feature colorful illustrations, simple text, and word repetition to help elementary readers build decoding skills and reading fluency.

Before Reading Strategies Point to the title of the story and ask the reader to say the sight words and “sound out” or “blend” the decodable words. Then read the title together and ask the student to begin thinking about what will happen in the story. (Reading: Foundational Skills: R.FS.3) Present two or three important vocabulary or decodable words from the story and give the readers an opportunity to take a picture walk through the book. Ask, What do you think will happen in the story based on the title, pictures, and vocabulary words? Record the student’s prediction and check whether it is correct at the end of the story. (Reading Literature: Key Ideas and Details: R.CCR.1) What is the difference between a narrative text and an expository text? Based on our preview of the story, do you think this book is going to tell us a story (narrative text) or give us information (expository text)? Why? (Reading Literature: Craft and Structure: R.CCR.5)

Phonemic Awareness (Sound Discrimination) Pick a few words from the story that have long or short vowels, say the words aloud (one at a time), and ask the child whether he or she hears a long or short vowel. As a challenge/extension activity ask the readers to use the word in a sentence and think of a rhyming word. (Reading: Foundational Skills: R.FS.2)

During Reading Strategies The Common Core State Standards (Foundational Skills) highlight reading keywords with inflectional endings and decoding two-syllable words for Grade 1 students. As you read, ask students to point out and say any words with inflectional endings. Record the words as the student finds them and review the words when the story is complete. Also, encourage the readers to decode two-syllable words by breaking them into syllables and then blending the sounds. (Reading: Foundational Skills: R.FS.3) Who are the main characters in the story? How are the characters alike or similar? How are the characters different? How do the actions of one character impact the others? For example, when ______________ does (insert specific action), what does __________________ do? Can you guess what might happen to the characters next? How do you think the characters will solve the problem? Why? (Reading Literature: Integration of Knowledge and Ideas: R.CCR.9) Select a character for the student to think deeply about while reading the story (i.e., motivations and feelings). Ask, How does the character feel at the beginning of the story? Where did you find that in your book? How does the character feel at the end of the story? Are there any keywords or phrases that show that in our story? (Reading Literature: Craft and Structure: R.CCR.4)

After Reading Strategies Take a look at the prediction you made before reading the book. Was it correct? What parts of your prediction matched the story? How was your prediction different from what happened in the story? (Reading Literature: Key Ideas and Details: R.CCR.1) What are the most important events in the story? Where do the important events take place (setting)? What do the characters learn from each event? Use your book to show where you found your answers. (Reading Literature: Key Ideas and Details: R.CCR.3)

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What is the message or lesson that someone can learn by reading this story? Use your text to show where you found the answer. Why is the lesson or message important? Can you think of a time that you needed to learn this lesson or hear this message? (Reading Literature: Key Ideas and Details: R.CCR.2) What part of the story did you like the best? Why? Would you recommend this book to a friend or classmate? Why or why not? If your friend or classmate asked what the book was about, how would you explain the book in three sentences? (Reading Literature: Key Ideas and Details: R.CCR.1) Use the graphic organizer below to retell three major events from the story in the correct order. You should use sequencing words to describe the order in the first column (e.g., first, then, second, last, third . . . ), provide complete sentences with event details in the second column, and draw a picture that matches the description in the third column. (Writing: Text Types and Purposes: W.CCR.3)

Follow-up Writing Question With the help of your graphic organizer retell the major events of the story. How does the story end? Did you like the ending? Why? Can you think of another story with a similar ending? (Reading Literature: Key Ideas and Details: R.CCR.1)

Reading Fluency Practice Students can build reading fluency through multiple exposures to a story or text. After reading the book two or three times together, encourage the readers to practice reading the book to other adults or older siblings. Give the readers a blank signature list and ask him or her to have anyone who hears the entire book sign the list. Challenge the student to get five to ten signatures from different people. (Reading: Foundational Skills: R.FS.4)





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Sequence Word

Event Details

Picture

Junior Reader: Kindergarten – Grade 2

• Simple story lines • Compound sentences • Contractions Level Description Level 2 books are intended for Kindergarten through Grade 2 students. The books feature detailed illustrations, engaging simple story lines, compound sentences, and contractions. The texts support ongoing decoding skills, reading fluency, and comprehension of detailed stories.

Before Reading Strategies The Common Core State Standards (Foundational Skills) highlight student ability to decode prefixes, suffixes, and words with two-syllables in Grade 2. Present four or five important vocabulary or decodable words (e.g., words with prefixes or suffixes, and two-syllable words) from the story. Then give the readers an opportunity to preview the book (e.g., illustrations, bolded words, enlarged text, etc ). While previewing, the readers should think about important characters, settings, or major events in the story. (Reading: Foundational Skills: R.FS.3) What do you think will happen in the story based on the title, illustrations, and selected vocabulary words? Have you seen these characters in another book or movie, or on television? If yes, how do the characters act in the books, movie, or television show (key characteristics and actions)? Based on what you know about the characters, what might happen in the story? Students should record their predictions in the graphic organizer below and check whether they are correct at the end of the story. Why is it important to make a prediction about the story before we read? How does previewing make us better readers? (Reading Literature: Key Ideas and Details: R.CCR.1)

During Reading Strategies While the student reads, ask him or her to “sound out” or “blend” the decodable words. The readers should pay attention to prefixes, suffixes, and words with two-syllables that follow a regularly spelled pattern. (Reading: Foundational Skills: R.FS.3) Select a page of the story and allow the student to take a deeper look at the characters and plot. Ask, How do these sentences and this picture help us understand the character? Based on what you read, what is happening on this page? What is the illustration showing us? What might happen on the next page? (Reading Literature: Integration of Knowledge and Ideas: R.CCR.7)



Before Reading

Prediction Chart

After Reading

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Pay special attention to “speech bubbles” or quotation marks that show the character is speaking in the story. Remind the reader to speak in a new or different voice for each character. Ask, How is this character different from other characters in the story? Does this character act or do things differently than other characters? (Reading Literature: Craft and Structure: R.CCR.6) What challenges does the character face in the story? What does the character do when the problem begins (response)? How is the character’s problem solved in the end of the story? (Reading Literature: Key Ideas and Details: R.CCR.1)

After Reading Strategies Take a look at the prediction you made before reading the book. Write down what actually happened in the “After Reading” section of the organizer. Be sure that your sentences include answers to important “wh” questions, such as who, what, where, when, why, and how. (Reading Literature: Key Ideas and Details: R.CCR.1) In your own words, what message, lesson, or moral does someone learn by reading this story? Support your answer with evidence from the text. Can you give an example of another story that taught the readers a similar lesson? Can you think of a character in another book who needs to learn this same lesson? Why? (Reading Literature: Key Ideas and Details: R.CCR.2) Have students use the graphic organizer below to retell four events from the story in the correct sequence. They should use sequence words for the order in the first column (e.g., first, then, conclusion, last, third ), give a description of the characters’ actions in the second column, write the characters’ feelings in the third column, and draw a picture that matches their sentences in the final column. (Writing: Text Types and Purposes: W.TTP.3)

Follow-up Writing Question Have students use their graphic organizer to help them write an essay about the story. The paragraph should describe the order of events (sequence), the characters’ actions, how the characters show their feelings, and the solution to the problem. (Writing: Text Types and Purposes: W.TTP.3)

Reading Fluency Practice Reading fluency is an important skill that is comprised of accuracy, speed (appropriate rate), and prosody (expression). After reading the text two or three times, ask the reader to practice reading the story independently with lots of expression at a moderate speed. The reader should take on voices of the characters and self-correct decoding errors. (Reading: Foundational Skills: R.FS.4)

Sequence Word

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Major Character Action

Character’s Feelings

Picture

This guide was created by Dawn Jacobs, who has a doctorate in Special Education: Learning Disabilities and works to improve academic outcomes for all students through teacher development, instructional design, and research in the areas of response to intervention, social support, and parent involvement. Many more discussion guides can be found on the Disney • Hyperion website at www.disneybooks.com.

© 2016 Marvel

© Disney

www.disneybooks.com

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