B e n c h m a r k e d u c a t i o n c o m p a n y Social Studies Metacognitive Strategy Ask questions • Vocabulary Develop academic content vocabulary • Phonics/Word Study Recognize words with r-controlled • /âr/ Grammar and Usage Use negatives • Fluency Read with phrases • Comprehension Strategies Identify Sequence of Events • Summarize Information • Use Graphic Features to Interpret • Information Use Text Features to Locate Information • Skills & Strategies For students reading at Literacy Level P/38, including: Grade 3 readers • Grades 4–8+ students reading below level • English-language learners at TESOL Level 5 • Bridges Theme: The American Revolution The American Revolution (Level P/38) • Battles of the American Revolution: Saratoga • (Level P/38) People of the American Revolution (Level P/38) • Social Studies Big Idea This book is about a key turning point in the Revolutionary War—The Battle of Saratoga. Students will meet many of the soldiers and citizens who played leading roles. Battles of the American Revolution: Saratoga Level P/38 87016_TG.indd 1 1/14/11 3:50:15 PM
Transcript
B e n c h m a r k e d u c a t i o n c o m p a n y
Social Studies
Metacognitive StrategyAsk questions •
VocabularyDevelop academic content vocabulary •
Phonics/Word StudyRecognize words with r-controlled • /âr/
Grammar and UsageUse negatives •
FluencyRead with phrases •
Comprehension StrategiesIdentify Sequence of Events •Summarize Information • Use Graphic Features to Interpret •InformationUse Text Features to Locate Information •
Skills & Strategies
For students reading at Literacy Level P/38, including:
Grade 3 readers • Grades 4–8+ students reading below level • English-language learners at TESOL Level 5 •
Bridges Theme: The American RevolutionThe American Revolution (Level P/38) • Battles of the American Revolution: Saratoga •(Level P/38)People of the American Revolution (Level P/38) •
Social Studies Big IdeaThis book is about a key turning point in the Revolutionary War—The Battle of Saratoga. Students will meet many of the soldiers and citizens who played leading roles.
Battles of the American Revolution: SaratogaLevel P/38
• Use the sample chart below to help them fill in any missing information.
• Invite students to find each photograph in the book and read its caption.
Words To Think About• Have students turn to the Words To Think
About spread. Ask them to study the word map for propaganda and think of other characteristics and examples to add. Then read the last paragraph of the sidebar on page 16 and ask: What characteristics and examples could you add now? What do you think the word propaganda means? (information used to try to change people’s thinking)
• Ask students to study the multiple meanings for plateau. Then read the second paragraph on page 19 and ask: What do you think the word plateau means in this book? (a flat, even piece of land)
• Ask students to study the word pedestal for militia and think of other answers. Then read the first paragraph on page 9 and ask: What information can we add now? What do you think the word militia means? (volunteer soldiers)
• Remind students that good readers use their own knowledge and the text to figure out the meanings of words.
Prepare to Read
Build ComprehensionPictures To Think About• Hand out books. Read the title aloud. Ask
students to tell what they see on the cover.• Tell students that the Battle of Saratoga was
one of the most important battles in the Revolutionary War.
• Have students turn to the page titled Pictures To Think About. Tell them they will use information on these pages to help recall and add to what they already know about the American Revolution.
• Explain that the picture in the center shows the British and American generals at the end of the Battle of Saratoga.
• On the board, create a chart with two columns labeled What is it? and What do I know about it? Have students make a copy on paper.
• Ask partners to study each photograph, starting with the top picture on the left-hand page and moving clockwise. Have students complete as much of the chart as they can on their own and then share their ideas with the class.
Pictures To Think About
Photograph What is it? What do I know about it?
1 Revolutionary War battle the way war was fought in the 1700s, with soldiers on foot and horseback
2 map routes British and American troops took to meet for battle of Saratoga
3 Revolutionary War soldiers
fancy uniforms for British soldiers; plain for American soldiers
4 sign called for American soldiers to fight in Revolutionary War
Preview the Book• Turn to the Table of Contents. Point out
that the chapter headings describe different stages of the battle. Ask student partners to discuss what they think they will learn while reading this book.
• Turn to the Index. Explain that an index lists the topics in alphabetical order and the pages they are found on. Ask students to find the words Virginia riflemen in the Index and then again on the correct pages in the book.
Set Learning Goals• Pair students and ask them to generate a
learning-goal statement about the book’s topic, such as I want to learn why the Battle of Saratoga was so important. Have pairs share their statements with the group.
• Post the learning-goal statements on the board in the classroom.
Build Vocabulary for Comprehension • Write the words propaganda, plateau, and
militia on the board. Remind students they have already discussed these three important words. Tell them you will now share additional words they will need to know, adding artillery, Brunswicker, campaign, grenadier, Hessian, Loyalist, provisions, rebel, siege, and terrain to the list on the board. Read each word and ask students to pronounce it.
• Model how to sort the words on a three- column chart labeled Know, Think I Know, and Do Not Know. Say: I know the word rebel. I will write rebel in the first column. I do not know the word grenadier. I will write grenadier in the last column. I have heard of the word artillery, but I do not know much about it. I will write artillery in the center column. Ask students to make their own charts and sort the words according to their current understanding of each one. Explain that as they learn more about the words they can move them to different columns.
Introduction• Ask students to turn to the Introduction on
pages 2 and 3. Explain that an introduction tells what a book is about.
• Ask students to discuss what they see in the photograph and chart and why they think the author put these here.
• Invite students to read the Introduction silently. Then say: Page 3 lists several things you will learn about the Battle of Saratoga. Which of the items most interests you? Why? Turn to a partner and discuss your answers. After partners confer, invite them to share their thinking with the group.
Know Think I Know Do Not Know rebel artillery grenadier
Text and Graphic Features Use this table to help students see how text and graphic features provide extra information to readers.
Chapter Feature Prompts Answers1 map
(p. 4)How does the map support the text on page 4?
It illustrates the routes the three columns of General Burgoyne’s army followed.
3 labeled illustra-tions (pp. 12–13)
1. How are the uniforms of British and American soldiers different? 2. How do these illustrations add to the facts in the book?
1. British uniforms were fancy and expensive, with gold, silver, embroidery, lace, and fur. American uniforms were not all alike and were simple and basic. 2. They help show how much better equipped the British army was.
4 sidebar (p. 27)
1. What can you tell about Baroness Riedesel from her diary entry? 2. How does this primary source add to your understanding of the Revolutionary War?
1. She was well-educated and courageous. 2. It shows how different that war was from modern wars, with families of the foreign officers traveling with the troops. It also shows how frightening, dangerous, and miserable war is.
Before ReadingBuild Vocabulary for Comprehension• Write Hessian on the board.• Have students turn to page 6. Guide students
to see that the word Hessian is directly defined in the text. Say: The author defines Hessian for us. She uses the words were known as to let us know she is defining the word. Ask students to define the word Hessian using the text.
Model Monitor-Reading Strategy: Ask Questions • Say: One way to make sure I understand what
I read is to ask myself questions. Sometimes I find the answers to my questions in the book. Other times I can ask an expert or do some research to find the answers.
• Use a real-life example of asking questions. Say: I read an article about minutemen in the Revolutionary War. I asked myself what the word minutemen means. I was able to use clues in the text to figure out the tricky word.
• Explain that today students will ask questions about tricky words in Chapter 1.
• Read page 4 aloud while students follow along. Say: The text says Burgoyne decided to divide his army into three columns. What could the word columns mean? Now I see that the author gives a synonym for the word columns: groups. I found the answer in the text.
Set Purpose for Reading • Ask students to read pages 4–6 silently
and write questions about tricky words in their journals.
• Tell students they will also read to answer the question What was General Burgoyne’s plan?
During ReadingObserve and Prompt Reading Strategies• As students read, watch as they take notes
about tricky words. Jot down what you see each student doing. Document who is and is not using this monitor-reading strategy.
• Take note of students who have difficulty.
After ReadingDiscuss the Reading• Ask students to share their questions about
tricky words. Ask: How did asking questions about tricky words help you understand General Burgoyne’s plan?
• Have students answer the question What was General Burgoyne’s plan?
• To focus on text and graphic features for Chapter 1, use the map prompt from the chart on page 3 of this guide.
• Use the Bridges: Battles of the American Revolution: Saratoga Comprehension Question Card for text-dependent questions that refer to this section.
Review Vocabulary • Ask students to restate the direct definition
for Hessian.• Ask students to locate the word on their
vocabulary charts and decide if they want to move it to another column.
Summarize Information • Explain that a summary gives the key ideas
from a book. Say: To help myself remember what I read, I often summarize the information in a chapter. Summarizing means pulling out the most important ideas and details and reducing a long piece of text to something short and to the point.
• Have students turn to Chapter 1. As a group, decide on the key ideas and have one or two students write the information on chart paper or the board. (General Burgoyne decided to cut the rebel army in half by surrounding forces in the North. He planned to divide his army into three columns, one coming from Canada on the Hudson River, a second marching north from New York City, and a third coming from Canada on the Mohawk River. However, Burgoyne did not understand the size and rough land of America.)
• Keep the key ideas posted. Say: After we select the key ideas from the rest of the book, we will write a summary together.
Before ReadingBuild Vocabulary for Comprehension• Write the words rebel, Loyalist, grenadier,
and artillery on the board.• Guide students to see that rebel is described
on page 7. Say: The author gives us clues to help us define rebel. Help students find the clues (burned crops and houses, set livestock free, blocked roads, tore down bridges) and define rebel. Repeat the process for Loyalist on page 8 and grenadier on page 12.
• Say: The author gives us examples on page 15 to help us define artillery. Ask students to find the examples. (guns and ammunition)
Guide Monitor-Reading Strategy: Ask Questions • Remind students they can ask themselves
questions about tricky words while they read and look for the answers in the text.
• Explain that readers can also ask other kinds of questions. Say: Sometimes we want to know who did something, what happened, or when or where something happened. Other times we want to know why or how something is done. We might find the answer in the book. If not, we can ask an expert or do some research.
• Read the chapter heading on page 7 aloud and model asking a who, what, when, where, why, or how question about it. After you read the page aloud, ask: Is the answer on the page? If so, ask students to point out the answer. If not, remind them that the answer might be on another page in the book.
Set Purpose for Reading • Ask students to read Chapters 2 and 3 and jot
down who, what, when, where, why, and how questions as they read.
• Tell students they will also read to answer the questions What happened as Burgoyne’s troops began their trip to Albany? and What events led British troops and American troops to Bemis Heights?
During ReadingObserve and Prompt Reading Strategies• For students who struggle with asking
questions, model it again. Then read the last paragraph on page 8 aloud. Invite students to ask a who, what, when, where, why, or how question about the text.
After ReadingDiscuss the Reading• Ask students to share their questions.
Ask: How did asking questions help you understand what happened as the Battle of Saratoga got underway?
• Have students answer the questions What happened as Burgoyne’s troops began their trip to Albany? and What events led British troops and American troops to Bemis Heights?
• To focus on text and graphic features, use the labeled illustrations prompt from the chart on page 3 of this guide.
• Use the Bridges: Battles of the American Revolution: Saratoga Comprehension Question Card for text-dependent questions that refer to this section.
Review Vocabulary • Ask students to restate the descriptions given
for rebel, Loyalist, and grenadier and the examples given for artillery.
• Ask students to decide if they want to move any words to another column on their charts.
Summarize Information • As a group, decide on the key ideas from
Chapter 2 and add them to the Chapter 1 summary. (As Burgoyne’s troops marched toward Albany, rebel forces burned crops and blocked roads and bridges to make their trip harder. Burgoyne was forced to send his men into Vermont, where many were killed or captured.)
• Repeat the process with Chapter 3. (Burgoyne decided to send his troops across the Hudson River and down the west bank to Albany. Rebel troops decided to meet the enemy on a plateau, Bemis Heights.)
Before ReadingBuild Vocabulary for Comprehension• Although no glossary words appear in Chapter
4 or the Conclusion, use this opportunity to introduce additional content words. Write the words traitor and surrendered on the board.
• Have students turn to page 26 and locate traitor. Say: The author describes the word traitor and gives an antonym, or opposite. Ask students to find the antonym for traitor. (hero) Ask: What is the definition of traitor? (a person who betrays his or her country by helping the enemy)
• Ask students to turn to page 28 and locate surrendered. Guide them to see that surrendered is described. Say: The author gives us clues to help us define surrendered. Help students find the clues (Burgoyne handed his sword to Gates, the British troops marched by the American troops and put down their guns) and define surrendered. (admitted defeat)
Apply Monitor-Reading Strategy: Ask Questions• Remind students they have asked themselves
questions about tricky words and information in the book. Say: We will continue asking questions about who, what, when, where, why, and how.
• Read page 21 aloud as students follow along. Say: I want to know what happened as a result of Arnold’s quick decision. I will look for the answer as I keep reading. Then ask students to share their questions about the page.
Set Purpose for Reading • Ask students to read Chapter 4 and the
Conclusion and record who, what, when, where, why, and how questions and answers.
• Tell students they will also read to answer the question How did decisions by Generals Burgoyne, Gates, and Arnold during the Battle of Saratoga change the course of the Revolutionary War?
During ReadingObserve and Prompt Reading Strategies• As students read, watch them take notes as
they ask questions and look for answers.• Ask yourself Who is still struggling with this
strategy? How can I help them? and provide support as needed.
After ReadingDiscuss the Reading• Invite students to share their questions
and answers.• Ask: How did asking questions help you
understand the results of the Battle of Saratoga? Discuss students’ responses.
• Ask: How did decisions by Generals Burgoyne, Gates, and Arnold during the Battle of Saratoga change the course of the Revolutionary War?
• To focus on text and graphic features, use the sidebar prompt from the chart on page 3 of this guide.
• Read and discuss the checkpoints on pages 20 and 27.
• Use the Bridges: Battles of the American Revolution: Saratoga Comprehension Question Card for text-dependent questions that refer to this section.
Review Vocabulary • Ask students to restate the antonym and
description given for traitor and the description given for surrendered.
• Invite students to add the words to a column on their vocabulary charts.
Summarize Information • Have students turn to Chapter 4. Ask: What
are the key ideas from Chapter 4? (The British had an advantage during the first part of the battle at Bemis Heights, but Burgoyne did not get the new troops that were expected. The British and Americans both waited for nearly three weeks. Then Burgoyne was persuaded to attack with fewer men than he wanted. Benedict Arnold helped the Americans defeat the British. Burgoyne surrendered to Gates.)
• Tell students they will write a summary of the book later on in the lesson.
Build ComprehensionIdentify Sequence of Events• Model Say: Good readers identify the
sequence of events in texts. Sometimes authors provide clue words such as next or after that. Other times we must recognize a sequence on our own. I notice on pages 14 and 15 the author says the British troops marched across a bridge made of boats. Two days later the German soldiers followed. When all the men had crossed, they untied the boats so they could no longer go back to Canada. The clue words two days later and when help point out the sequence of events.
• Draw a series of boxes connected by arrows and ask students to create similar charts on paper. Record information for the sequence of events from pages 14–15 while students do the same.
• Guide Draw a second series of boxes and arrows with students. Tell them they will find another sequence of events on pages 22–23.
• Have students reread the pages. Ask: What happened first? What happened next? Continue the process until students have noted the most important events in sequential order. Point out clue words such as almost at once, now, first, then, soon, and at last. Record students’ responses in the appropriate boxes while they do the same.
• Apply Reread the sequence chart and then explain that student partners will find one more sequence of events on page 28. Remind them to look for clue words.
• Monitor students’ work. If students use a sequence different from the one in the sample, be sure the events are listed in the correct order.
Shared WritingSummarize the Book• Say: We have selected key ideas from each
chapter. Now we will work together to write a summary of the entire book.
• Ask: How can we summarize the book in our own words? Ask one or two students to serve as scribes as the class forms summary sentences.
Sample Summary for Battles of the American Revolution: SaratogaGeneral Burgoyne of Britain planned to surround rebel forces in the North to end the Revolutionary War. He sent three columns of troops to Albany, but rebel forces burned crops and blocked roads in their path. In Vermont, the rebel militia killed many British soldiers. Finally, British and rebel troops met at Bemis Heights. The British started out well but did not get the new troops they needed. After a three-week wait, Burgoyne attacked. However, with the help of Benedict Arnold, the Americans won the battle.
After Reading
British troops marched across a bridge made of boats.
300 British soldiers came over a hill. Burgoyne and Gates rode up to each other.
They untied the boats so they couldn’t go back to Canada.
Phonics/Word Studyr-controlled /âr/• Ask students to locate the word barely on
page 5. Write barely on the board and circle are. Say: The letters are in the first syllable of the word barely sound like the word air. Slowly draw your finger under the word as you say the sounds. Then ask students to do the same in their books. Repeat the process with the letters air in hair (page 16), ar in parents (page 17), and er in America (page 3).
• Ask students to locate additional words with the /âr/ sound in the page 16 subhead (prepare) and page 27 sidebar (apparel, terribly). Write the words on the board, and then ask students to offer examples of their own. Read each word, inviting students to echo-read.
• Say: I will give you a clue about one of the words. Use my clue to figure out which word I chose. Then I will circle the letters that make the /âr/ sound in the word. Model the process using one of the words, such as A coat and helmet are part of a firefighter’s _____. (apparel) Invite each student to choose one of the words, offer a clue, and circle the letters that make the /âr/ sound.
• See SpiralUp Phonics Skill Bag #11 from BEC for more in-depth instruction.
Grammar and UsageNegatives• Say: Authors sometimes use negatives, or
words that mean no. Ask students to read the third sentence on page 2 with you: “The strongest army does not always win every battle.” Ask: Does the strongest army always win every battle? (No, it does not.)
• Ask students to locate and discuss other examples of the word not throughout the book. Then repeat the process with the negative words none (page 6), nothing (pages 7 and 8), no (pages 10, 13, and 15), and never (pages 8 and 17).
• Invite students to make up sentences about the people and events in the book that include the words not, none, nothing, no, or never.
FluencyRead with Phrases• Say: As good readers, we do not pause or stop
between words. Instead, we look for groups of words that belong together. Words that belong together are called phrases.
• Ask students to turn to page 2. Read the third paragraph in a choppy, word-by-word manner. Say: Now I will read the sentences in phrases. I will look for groups of words that belong together. Read the paragraph again using phrases, such as During this war, / the battles / did not happen / in a distant land. / The American and British troops / fought in / the fields of America. Have students read the paragraph aloud as modeled.
• Invite students to read a self-selected page to a partner. Remind them to watch for groups of words that belong together so they can read with phrases.
Intervention Support for Struggling Readers and ELLs
