Purpose of lesson and alignment to standards:

• This lesson is the first in a series of six in which students engage in a close read-aloud of The Invisible Boy. This book provides another example of school to help students define and clarify the purpose of school. In this book, students learn that school helps us to appreciate other people's abilities and underscores the importance of treating others kindly. Additionally, students track the main character's change of emotions to better understand the impact of their words and actions on their classmates.
• A close read-aloud is an instructional practice that gives beginning readers an opportunity to study a complex text with teacher support for the purpose of deep comprehension. A close read-aloud of a particular text occurs in a series of short sessions (approximately 20-25 minutes each) across multiple lessons. In the first session, students hear the entire text read aloud by the teacher, without interruption. In subsequent sessions, the teacher poses a focus question to set a purpose for deeper analysis and facilitates deeper comprehension by rereading excerpts of the text with this question in mind. In each session, the teacher lifts students' understanding of the text through purposeful text-dependent questions, interactive discussion, and other activities that support comprehension. In the final session, students synthesize their learning by answering the focus question through a culminating writing or speaking task.
• Close read-alouds are meant to support a deep understanding of a worthy text, support students' mastery of the CCSS reading informational or literature standards, and engage students with discussion, movement, and dramatic expression. Monitor both students' understanding and their engagement; adjust the practice as necessary to support each.
• For every close read-aloud, there is a Close Read-aloud Guide (see supporting materials). This material lays out the entire sequence of sessions. Before launching the first session with a given text, review the entire guide to have the big picture of the work students will do with that text across multiple lessons. Keep this guide in hand across the multiple lessons.
• Close read-alouds are distinct from, and do not replace, more typical daily read-alouds. Daily read-alouds are essential so that students experience the volume of reading needed to build their world knowledge and vocabulary. See the K-5 Recommended Texts list for suggested texts (related to the module topic) to use in more typical read-alouds. This list also includes texts on the topic of schools for independent reading, which occurs during the K-2 Reading Foundations Skills Block. Ensure that students have a variety of informational and narrative texts below, on, and above grade level for this topic available during independent reading in the K-2 Reading Foundations Skills Block. These texts can be purchased; many of them can also be found in local libraries. To enhance this list, consider bringing in other texts you know of that relate to the module topic.
• The pages of The Invisible Boy are not numbered. For instructional purposes, the page that begins with "Can you see Brian, the invisible boy?" should be considered page 2 and all pages thereafter numbered accordingly.
• As part of the close read-aloud in Work Time A, students study the word invisible through the use of a Frayer Model. Since this word is important to understanding the story, students take the time to deeply study it using a graphic organizer. Although the learning target, I can define invisible and visible, is introduced in the opening, do not define the word during the Opening.
• In the Closing, students participate in the Pinky Partners protocol. Consider how familiar students are with this protocol and reallocate class time to introduce and practice it if necessary.
• Lessons 3-5 featured built-out instruction for Goal 1 Conversation Cues. Moving forward, this will appear only as reminders after select questions. Continue using Goal 1 Conversation Cues to promote productive and equitable conversation. Refer to the Lesson 3 Teaching Notes and see the Tools page for additional information on Conversation Cues.
• Be sure to order six or seven additional copies of the text The Invisible Boy to keep in the classroom. Students are often excited to reread familiar books during choice time, and this would allow extra exposure to word recognition and picture details. Additionally, one extra copy will be used to cut out the illustrations to use for a class anchor chart in Lesson 8.

How this lesson builds on previous work:

• The Invisible Boy gives students another opportunity to explore the module guiding question: "What is school, and why are schools important?"
• Take note of how students are interacting with one another using the Speaking and Listening Checklist, specifically as it pertains to SL.2.1a (see Assessment Overview and Resources). Redirect students as needed using the Classroom Discussion Norms anchor chart. Although the skills for SL.2.1 are gradually taught through the entire module, take notes and assess students who already demonstrate mastery. Use protocols and discussions in the lesson as opportunities to gather evidence on each student for these standards.

Areas in which students may need additional support:

• In Work Time A, the idea of being a "close reader" will be new to students. Assure them that questions will be answered as the book is revisited in each lesson.
• In Work Time B, students fill in the remaining parts of the Frayer Model independently. Circulate to support them in brainstorming ideas for their work or encourage them to share ideas with a thinking partner. Point students to resources around the room (Word Walls and anchor charts) that may be useful to them in their writing.
• In the Closing, some students may need additional support with the Pinky Partners protocol, since it is new. Support students' use of the classroom discussion norms by giving specific feedback on behaviors that demonstrate those norms and modeling for students who are on their way to mastering those skills.

Down the road:

• Each close read-aloud in Lessons 8-11 will provide rich opportunities to see the change of emotions of the main character in The Invisible Boy. Preview the entire Close Read-aloud Guide (all sessions) to fully understand the arc of these lessons and to see how the learning and skills build from one to the next.
• The foundational skills of speaking and listening are being developed in these Unit 1 lessons. Unit 2 will provide additional practice on SL.2.1a, as well as additional skills through SL.2.1b and SL.2.1c. All of the SL.2.1 substandards will be formally assessed in Unit 3.