Fountas-Pinnell Level MNonfictionSelection SummaryJust as a scientist in the lab uses tools and follows instructions to complete an experiment, so a cook in the kitchen uses special tools for different tasks and follows a recipe to prepare food.
All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Miffl in Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-30783-1 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09
If you have received these materials as examination copies free of charge, Houghton Miffl in Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
Characteristics of the Text Genre • Nonfi ction
Text Structure • Five short chapters with headings• Comparison between scientists and cooks presented on fi rst page
Content • Cooking tools• Cooking procedures
Themes and Ideas • Cooking and science have some things in common.• Cooking requires special tools and the ability to follow instructions.
Language and Literary Features
• Writer talks directly to the reader: You’re baking a cake.• Explanation of an Italian expression: a good fork
Sentence Complexity • Variety in sentence length• Some sentences with lists of verbs and nouns: Tools help them warm, freeze, mix, and
festive – joyous, p. 7ingredients – the things you
include in a recipe, p. 6recommended – suggested, p. 6
remarked – spoke about something, p. 10
tense – nervous or anxious, p. 5
Kitchen Science by Lisa Benjamin
Build BackgroundHelp students use their knowledge about cooking in the kitchen. Build interest by asking a question such as the following: What kinds of food would you like to cook? Read the title and author and talk about the cover photo.
Introduce the TextGuide students through the text, noting important ideas and nonfi ction features. Help with unfamiliar language so they can read the text successfully. Give special attention to the target vocabulary. Here are some suggestions:
Page 2: Explain that this book tells about science that takes place in the kitchen. Suggested language: Turn to page 2 and look at the table of contents. It lists the chapters of the book. The chapter headings tell what the chapters are about.
Page 3: A scientist follows instructions to do an experiment and a cook follows instructions to make a meal. A cook’s instructions are called a recipe.
Pages 4–5: Point out that the book includes many terms for cooking tools. Make sure students understand the terms teaspoon, measuring spoon, measuring cup, scale, blender, food processor, torch. Point out the word tense on page 5 and explain that it is a synonym for anxious. Some cooks feel anxious, or worried, about measuring things the right way. If you were cooking, what would make you feel anxious?
Page 6: Explain that ingredients are the things included in a recipe. Have students look at the photo. What are the ingredients in this salad?
Page 8: Point out that captions can give extra information about the text. Read the caption. What information does this caption tell you?
Page 9: Explain that ovens and freezers have thermometers to measure degrees, or how hot or cold the temperature is. Why is it important for a cook to set the oven at the right number of degrees when baking a cake?
Now turn back to the beginning of the book and read to fi nd out what cooking and science have in common.
ReadHave students read Kitchen Science silently while you listen to individual students read. Support their problem solving and fl uency as needed.
Remind students to use the Infer/Predict Strategy and use clues to fi gure out more about the selection.
Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the text.Suggested language: After reading this book, would you like to be a cook? Why or why not?
Ways of ThinkingAs you discuss the text, help students understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Scientists and cooks follow instructions and use tools.
• Cooks use different tools for measuring, mixing, heating, cooling, and eventually eating.
• Cooking and science have some things in common.
• Like scientifi c experiments, cooking can require special tools and knowledge.
• Most captions identify objects in the photos and explain how they are used.
• The table of contents and chapter headings tell what information will be covered in the book.
• The author writes the last chapter using a humorous tone.
Choices for Further Support• Fluency Invite students to choose a passage from the text to read aloud. Remind
them to read at a good speed, but not so fast that the words run together and the meaning of the text is lost.
• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas.
• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that sometimes a word has a suffi x that can help them understand the word’s meaning. For example, the word blender on page 7 has the suffi x -er, meaning “that which.” So the word blender means “that which blends, or mixes together.” Provide other examples, such as processor, freezer, and timer.
Writing about ReadingVocabulary PracticeHave students complete the Vocabulary questions on BLM 15.1.
RespondingHave students complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on page 12. (Answer: degrees)
Reading Nonfi ctionNonfiction Features: Table of Contents and Chapter Headings Remind students that nonfi ction has many features to help students fi nd and understand important information. The table of contents and chapter headings are two of these features. Have students look at the table of contents on page 2. Explain that a table of contents appears at the beginning of a book and lists the chapter headings and the page number on which each chapter begins. By scanning the table of contents before reading, a reader can get an overview of the information in the book.
Chapter headings are another source of information. Each heading tells what a chapter will be about. Have students turn to page 3. Read the chapter heading. What will this chapter be about? Then have students choose a chapter in the book to reread. Ask them to write a chapter heading (different from the one in the book) that will help a reader know what the chapter is about.
Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6.
Assessment Prompts• On page 5, which word means “to fi nd out how heavy something is”?
• Which words on page 7 help the reader know the meaning of salsa?
• The book says that cooks pay attention to the temperature when they heat or freeze food. Find the sentence on page 9 that shows how cooks can tell what the temperature is.
Target VocabularyFill in two more Examples and Non-examples for anxiously. Then create your own Four-Square Maps for two of the remaining Target Vocabulary words.
anxiously
cross
degrees
festive
ingredients
recommended
remarked
tense
Vocabulary
Definitionnervously
Example
• feeling scared during a storm
• worrying about something
• waiting to make a speech
SentenceWe waited anxiously to see who the judges picked for the choir.
3_246239RTXEAN_L11-15TV.indd Page Sec4:3 2/28/09 4:52:47 AM elhi /Volumes/118/HS00117/work%0/indd%0/Target_Vocabulary/3_246239RTXEAN_U3L11-15TV
English Language DevelopmentReading Support Check regularly on student’s oral reading to determine accuracy, fl uency, and comprehension.
Cultural Support On page 7, the book includes a question to the reader based on the ingredients and preparation of mashed potatoes. While students of many cultures eat potatoes, mashed potatoes may be an unfamiliar form of a common food. Provide support for answering the question.
Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.
Beginning/Early Intermediate Intermediate Early Advanced/ Advanced
Speaker 1: Where do people cook food?
Speaker 2: in the kitchen
Speaker 1: What do people do after the food is cooked?
Speaker 2: eat
Speaker 1: Why is the book called Kitchen Science?
Speaker 2: It is about science in the kitchen.
Speaker 1: Name some tools that cooks use.
Speaker 2: possible answers: measuring spoon and cup, scale, blender, food processor, torch
Speaker 1: How are a cook and a scientist alike?
Speaker 2: They both follow instructions and they use tools.
Target VocabularyFill in two more Examples and Non-examples for anxiously. Then create your own Four-Square Maps for two of the remaining Target Vocabulary words.
anxiously
cross
degrees
festive
ingredients
recommended
remarked
tense
Vocabulary
Definitionnervously
Example
• feeling scared during a storm
•
•
SentenceWe waited anxiously to see who the judges picked for the choir.
