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Number of Words: 291
L E S S O N 1 8 T E A C H E R ’ S G U I D E
How We Get Foodby Erin Duffy
Fountas-Pinnell Level GInformational TextSelection SummaryFood comes to your table in many ways. Some food is grown in home gardens. Some people grow food on small farms and sell their produce at farmers’ markets. Big farms truck their crops to stores in distant cities and towns.
Build BackgroundRead the title to children and talk with them about the cover photo. Encourage children to use what they know about the food they eat to think about the book. Anticipate the text with questions such as these: Where does the food you eat come from? Does your family grow food in a garden? Do you buy it at a grocery store?
Front-Load Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: garden, fruits, vegetables, seeds, water, sunlight, fi elds, market.
Introduce the TextGuide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Call their attention to any labels. Here are some suggestions:
Page 2: Explain that this book tells about the food we eat. Suggested language: Turn to page 2 and look at the picture. Let’s read the label together: food. Say the word food. What is the fi rst sound you hear in the word food? What letter would you expect to see fi rst in the word food? Find the word food in the text and put your fi nger under it. What kinds of food do you see in the picture? Which of these foods do you like to eat?
Page 3: Remind children that information in the pictures can help them read. Turn to page 3. What do you think these people are doing? They may be planting seeds under the ground. Say the word: ground. The fi rst two sounds in the word ground are /g/ and /r/. Look at the labels. Point to the label that says: ground. What might happen if people don’t put the seeds far enough beneath the soil?
Page 4: Turn to page 4. What can you see in the picture? When these fruits and vegetables are ripe, they can go right from the garden to the table. Say the word right. What sound do you hear fi rst in the word right? What letter would you expect to see fi rst in the word right? Find the word right on the page and put your fi nger under it.
Page 7: Turn to page 7 and read the label: market. Sometimes farmers sell their food at a market. What is being sold here? How might the food sold at a market be different than food sold in a supermarket?
Now go back to the beginning and read to fi nd out all about food.
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ReadAs the children read, observe them carefully. Guide them as needed, using language that supports their problem-solving ability.
Respond to the TextPersonal ResponseAsk children to share their personal responses to the book. Begin by asking what they liked best about the book, or what they found most interesting.Suggested language: What did you learn about where food comes from that you didn’t know before?
Ways of ThinkingAs you discuss the text, make sure children understand these teaching points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Many people grow food in home gardens.
• People grow fruit, wheat, vegetables, and animals on small or big farms.
• Some farmers sell their food at markets; others use trucks or trains to take food to cities where it is sold at stores.
• Food is grown in many places, from small gardens to large farms.
• It takes a lot of work to get food from the farm or garden to people’s tables.
• The writer includes a lot of information about how people plant gardens and what seeds need to grow.
• The writer’s purpose is to show how much work it takes to grow food.
Choices for SupportFluencyAsk children to choose a page of the book to read aloud. Remind them to pay attention to phrasing. By breaking each sentence into natural phrases, readers refl ect the meaning of the sentence.
Phonemic Awareness and Word WorkProvide practice as needed with words and sounds, using one of the following activities:• Build Sentences Materials: index cards. Write the high frequency words from the
book on index cards: fi rst, food, ground, right, sometimes, these, under, your. Then write the content words on index cards: food, grow, vegetables, seeds, water, sunlight, farms, animals. Have children build sentences using the word cards, plus additional words as needed. Have them read the sentences and illustrate them if they wish.
• Consonant Clusters Have children list words with consonant clusters at the beginning. Start with words in the book, such as fruits, ground, grow, plants, trucks, trains, and store. Help them read each word and then add more words.
Writing About ReadingCritical ThinkingRead the directions for children on BLM 18.10 and guide them in answering the questions.
RespondingRead aloud the questions at the back of the book and help children complete the activities.
Target Comprehension SkillAuthor’s Purpose
Target Comprehension Skill Explain to children that they can think about the author’s
purpose by fi nding details in a book that show why the author writes a book. Model how to think about the author’s purpose.
Think Aloud
What is the author’s purpose in writing this book? Some details tell how people grow food in home gardens. Other details explain that farmers grow fruit and vegetables on small farms and sell their food at markets. On page 9, the author explains that trucks and trains take food from big farms to stores in cities and towns. I think the author wrote this book so readers could learn different ways food is grown and delivered to our tables.
Practice the SkillHave children choose another book and tell the author’s purpose for writing it.
Writing PromptRead aloud the following prompt. Have children write their response, using the writing prompt on page 6.
This book is full of facts about food. Pick one food you read about. Write about where that food comes from and how it gets to your kitchen. Use details from the book in your answer.
English Language LearnersCultural Support Some of the foods pictured in this book may be unfamiliar to children. Help them name the different foods described in this book. They also may need help in understanding the food production and distribution systems described. Or have children use the audio or online recordings.
Oral Language DevelopmentCheck the children’s comprehension, using a dialogue that best matches their English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the child.
Beginning/ Early Intermediate Intermediate Early Advanced/ Advanced
Speaker 1: When people grow food at home, where do the vegetables grow?
Speaker 2: in a garden
Speaker 1:Who grows crops in fi elds?
Speaker 2: farmers
Speaker 1: What do people get from chickens?
Speaker 2: eggs
Speaker 1: Where do you plant seeds?
Speaker 2: under the ground
Speaker 1: How does food get from big farms to cities and towns?
Speaker 2: in trucks or trains
Speaker 1: What kind of work do farmers do?
Speaker 2: Farmers take care of plants and animals. They pick crops and sell the food.
Speaker 1: What do farmers get from animals?
Speaker 2: They get milk from cows and eggs from chickens.
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Name Date
How We Get FoodThis book is full of facts about food. Pick one food you read about. Write about where that food comes from and how it gets to your kitchen. Use details from the book in your answer.
