Georgia– What’s So Great About This State? By: Kate Boehm Jerome

Vocabulary Region: Week 1 – Day 1 A noun Adjective form is regional Means area with common features There are different geographical regions in every state in the U.S. Adjective form is regional

Vocabulary Piedmont: Week 1 – Day 1 Area at the foot of the mountains Pied means foot Mont means mountain Area at the foot of the mountains

Text Features: Week 1 – Day 1 Georgia– What’s So Great About This State? By: Kate Boehm Jerome pp. 2-9 Text Features: Table of Contents Illustrations Graphics Captions Photographs

Week 1 – Day 1 Georgia– What’s So Great About This State? By: Kate Boehm Jerome pp. 2-9 Reading nonfiction texts: it is important to pay attention to the way that the author has set up the information. It is also important to pay attention to the illustrations, photographs, and other graphics. As we read this book, we will look at graphics and captions first, and then read the text. Look at the Table of Contents: How is the author organizing the book?

Text Structure Week 1 – Day 1 Georgia (pp. 2-9) History Land Georgia People Facts You can see that there are four topics. Read them with me. There are also subtopics that aren’t listed in the table of contents. We’ll come to those as we read.

***Every time we read a book we read for a purpose.*** Week 1 – Day 1 First Focus ~ Choral Reading (15 mins) (pp. 2-9) Let’s read the first section, called “Land,” to see which facts the author includes to introduce us to Georgia’s land. Pay attention to the five regions that make up Georgia. ***Every time we read a book we read for a purpose.***

***Every time we read a book we read for a purpose.*** Week 1 – Day 1 Choral Reading (pp. 2-9) Top of page 5, after reading subheading I just noticed something unusual about this subheading. It’s just like the book’s title. It’s a question. I like subheadings that are questions because they help me focus as I read. When I see one, I read to answer the question. ***Every time we read a book we read for a purpose.***

***Every time we read a book we read for a purpose.*** Week 1 – Day 1 New Focus ~ Reread with a Partner (10mins) (pp. 2-9) Reread “Land” with your partner. Ask yourself why the author decided to start with a section about the land in Georgia? ***Every time we read a book we read for a purpose.***

Week 1 – Day 1 Comprehension Discussion (pp. 2-9) Let’s turn back through this section about Georgia’s land and see if we can answer the questions we saw in the subheadings. What's up in the blue ridge region? What can I see in the ridge and valley region? What is in the plateau region? What is special about the piedmont region? What can I see in the coastal plains? Why are the beaches special? ***Why are the lakes and rivers special? pg. 9 What can I see in the lakes and rivers? What can I see in the borderlines? ***The next three sections are about Georgia’s history, Georgia’s people, and then lots of other facts. Why do you think the author started the book with the land?

Journal Entry Week 1 – Day 1 Use regions and piedmont in 7-up sentences that capture (includes) important details from the book. Look back through the first section on Georgia’s land. Which one of the five (5) areas is most interesting to you? Why? Give reasons from the text to support your opinion. (Use R.A.C.E. strategy)

Vocabulary sacrifice: Week 1 – Day 2 A noun Something we give up for someone else’s sake Would you sacrifice this for food, clothing, or shelter for your family?

Vocabulary monuments: Week 1 – Day 2 Examples: Structures that are made to honor someone or something Examples: Statues, gravestones, or flags

Week 1 – Day 2 Text Structure (pp. 10-17) Museums Monuments Georgia’s History Plantations Today we are going to continue with the second section of our book. It’s about Georgia’s history. There are three subtopics in this section. 1st - Georgia’s monuments 2nd - Georgia’s museums 3rd - Georgia’s plantations.

***Every time we read a book we read for a purpose.*** Week 1 – Day 2 First Focus ~ Choral Reading (15 mins) pp. 10-17….p.15 (figurative lang./Tybee Lighthouse) As we read second section “HISTORY”, you’ll notice that the author again uses questions for some of her subheadings. When we come to one, remember to read to see if you can answer it. ***Every time we read a book we read for a purpose.***

***Every time we read a book we read for a purpose.*** Week 1 – Day 2 Choral Reading (pp. 10-17) Page 15: after sentence about Tybee lighthouse. That’s an interesting sentence. I’ll read it again. It says that the “light station tells a 270-year- old story.” How can a lighthouse tell a story? The author doesn’t mean that the lighthouse really talks. This is an example of figurative language. By using the word tell, the author treats the lighthouse as if it were human. Now that’s an interesting way to use language! ***Every time we read a book we read for a purpose.***

***Every time we read a book we read for a purpose.*** Week 1 – Day 2 New Focus ~ Reread with a Partner (10mins, pp. 10-17) As you read the “History” section again with your partner, think about the places you’d like to know more about and perhaps visit one day. ***Every time we read a book we read for a purpose.***

Week 1 – Day 2 Comprehension Discussion (pp. 10-17) Let’s turn back through this section about Georgia’s history and see if we can answer the questions we saw in the subheadings. Why are Georgia monuments so special? What kind of monuments can I see? Where are monuments placed? ***Why are Georgia's museums special? ***What can I see in a museum? ***Why are plantations special? What can I see if I visit a plantation? Let’s vote. We’ve just read about Georgia’s monuments, museums, and plantations. Raise your hand if you’d like to visit some of the monuments. Tell me your reasons. [repeat for Museums; Plantations]

Journal Entry Week 1 – Day 2 Reread these pages (10-17) then use the word sacrifice in a super sentence that tells some of things people gave up to make Georgia a great state. What if you could decide on a new monument to be built anywhere in Georgia? Write and tell who the monument would be about and why.

Vocabulary traditions: Week 1 – Day 3 A noun The actions people take because of their culture We are going to see that a state can have traditions.

Vocabulary resources: Week 1 – Day 3 A noun The supply of items that can be used We are going to see that states have resources.

Week 1 – Day 3 Text Structure (pp. 18-25) The People! Creating Jobs Protecting Celebrating The author gave us a lot of information yesterday about the history of Georgia. Today’s section is called, “The People!” Remember that she has decided to break each topic into subtopics. There are three subtopics in this section. 1st – Protecting 2nd – Creating Jobs 3rd – Celebrating

***Every time we read a book we read for a purpose.*** Week 1 – Day 3 First Focus ~ Choral Reading (15 mins) pp. 18-25….p.21 (Barrier Islands) Let’s read to see what we can find out about the Georgia’s people. ***Every time we read a book we read for a purpose.***

***Every time we read a book we read for a purpose.*** Week 1 – Day 3 Choral Reading (pp. 18-25) Page 21: after “barrier islands”. There’s an interesting word, barrier. A barrier keeps something from moving through. Georgia’s barrier islands are just off the coast. I can infer that we call them barrier islands because they protect the coast from the Atlantic Ocean. There are always rough waves and sometimes big storms. Barrier islands might help keep people along the coast safe. ***Every time we read a book we read for a purpose.***

***Every time we read a book we read for a purpose.*** Week 1 – Day 3 New Focus ~ Reread with a Partner (10mins; pp. 18-25) As you read again, pay close attention to subheadings that are questions. pp. 18-25 ***Every time we read a book we read for a purpose.***

Week 1 – Day 3 Comprehension Discussion Let’s turn back through this section about Georgia’s people and see if we can answer the questions we saw in the subheadings. We’ve finished the third section of the book. The author put these sections in this order: land, then history, and last people. Would you have chosen a different order? Let’s chart some of the other ways she might have organized the book.

Week 1 – Day 3 Comprehension Discussion Let’s chart some of the other ways she might have organized the book.

Journal Entry Week 1 – Day 3 Write 7-up sentences using the words tradition and resources that capture (include) important details from the book. Reread the section on celebrations on page 25. Which celebration would you like to attend most? Give your reasons.

Vocabulary colonize: Week 1 – Day 4 A verb To send people to a new land to live Colony – is the noun form Georgia was the last colony that Great Britain formed in America.

Vocabulary symbols: Week 1 – Day 4 A verb Things we choose to stand for something else We are going to see that there are state symbols in Georgia.

Vocabulary Review Week 1 – Day 4 Region Piedmont Sacrifice Monuments Traditions Resources

Week 1 – Day 4 Text Structure Georgia (pp. 26-29) Land History Georgia People Facts Looking at the last section: tells many interesting facts about Georgia. [Construct diagram with 4 spokes] The 3 main topics are Land, History, and People. The 4th is all kinds of facts. Today, we’ll be moving around the pages a bit. Are you ready for a bumpy ride with some sharp turns? Let’s go!

***Every time we read a book we read for a purpose.*** Week 1 – Day 4 First Focus ~ Choral Reading (15 mins) pp. 26-29….p.28-29 (Fun Facts) As we read “FACTS”, think about new facts you’re learning. How many did you already know? ***Every time we read a book we read for a purpose.***

***Every time we read a book we read for a purpose.*** Week 1 – Day 4 Choral Reading (pp. 26-29) Top of p. 29 Wait a minute. I just noticed something. Remember how the author likes to use questions as subheadings? She’s not doing that now. Look around these pages. We can’t even tell what the headings mean until we read what’s under them. I think I know why she’s using a different style. Look at the heading at the top of page 28 – “Fun Facts.” I think she’s trying to make the headings fun for us. ***Every time we read a book we read for a purpose.***

***Every time we read a book we read for a purpose.*** Week 1 – Day 4 New Focus ~ Reread with a Partner (10mins; pp. 26-29) As you reread “FACTS” with your partner, think about which facts are the most interesting. Which are the strangest? Which ones will you share with your family tonight? pp. 26-29 ***Every time we read a book we read for a purpose.***

Week 1 – Day 4 Comprehension Discussion Which fact about Georgia did you think was the strangest? Which facts are you going to share at home tonight? Can you think of any fact you wanted to know about Georgia but that the author didn’t mention? I wish she’d mentioned more about the fish we find in Georgia. Who else can think of something not in the book?

Journal Entry Week 1 – Day 4 Practice for your word study test with a partner. Reread all of the items mentioned on page 26 and 27. Make up a new category. Tell what you think it should be and give your reasons. Here are some possibilities: the state snake, the state spider, the state dog, the state dessert. You can choose anything. Use your imagination, but give your reasons.

Word Study / Vocabulary Test Week 1 – Day 5 Vocabulary Word Study / Vocabulary Test

Text Structure (p. 30-31) Week 1 – Day 5 History Land Georgia People Facts Let’s review the structure of our book.

Text Structure (pp. 30-31) Week 1 – Day 5 Let’s review the structure of our book. Topic-subtopic- the most common way that author’s organize information books. [Review the diagram.] On the last two pages, you’ll find out where to learn more about Georgia, plus a few more interesting facts.

***Every time we read a book we read for a purpose.*** Week 1 – Day 5 First Focus ~ Choral Reading (15 mins) pp. 31…. How do you think the author chose which facts to include on page 31? Choral Reading ~ p.31 only ***Every time we read a book we read for a purpose.***

***Every time we read a book we read for a purpose.*** Week 1 – Day 5 New Focus ~ Reread with a Partner (10mins; p. 31) As you reread page 31 with your partner, think about the famous Georgians. Can you think of anyone you would add to the list? P. 31 ***Every time we read a book we read for a purpose.***

Week 1 – Day 5 Comprehension Discussion If your name were in the section called Some Famous Georgians, what would you be famous for? Write and tell why.

Journal Entry Week 1 – Day 5 Look back through the whole book. Make your own Top Ten list of things that make Georgia special. Tell why you put them in that order.