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 TEACHER’S GUIDE • Small Group Reading Lesson • Skills Bank • Reproducible Activities Social Studies Anchor Comprehension Strategies Analyze Character • Summarize Information • Phonemic Awareness Initial /d/ • Phonics Initial d • Concepts About Print Front cover • Title • High-Frequency Words am, I • Concept Vocabulary Things kids like to do • Social Studies Big Idea Individuals in a society have • unique preferences. Skills & Strategies Things I Like Doing Level A/1
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
Teacher’s Guide
• Small Group Reading Lesson • Skills Bank • Reproducible Activities
social studies
Anchor Comprehension StrategiesAnalyze Character •Summarize Information •
Phonemic AwarenessInitial /d/ •
Phonics Initial d •
Concepts About PrintFront cover •Title •
High-Frequency Wordsam, I •
Concept Vocabulary Things kids like to do •
Social Studies Big Idea Individuals in a society have •unique preferences.
Activate Prior KnowledgeEncourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer “Things We Like Doing” (left) or copy the organizer on chart paper, leaving the outer circles blank. Begin a discussion of activities that students like to do. Prompt them to use words with –ing by saying: Running [or some other activity] is an activity I enjoy doing. What activities do you enjoy doing? Record students’ suggestions in the outer circles of the web. Tell students that they will come back to the web after they have finished reading the book.
Preview the BookRead the title and name of the authors to students. Ask:
• What is the boy in the picture on the cover doing? Do you think he likes watching the birds? What makes you say that?
Ask students to look at the title page. Ask:
• What is this girl doing? Do you enjoy painting pictures?
Preview the photographs with students, reinforcing the language used in the text. For example, say: I see a boy swimming. Do you like swimming? What do you see in the next picture? The girl is jumping on her bed. Does she look like she likes jumping? What is the boy doing on the slide? Is sliding down a slide fun?
Set a Purpose for ReadingHave students turn to page 2 and whisper-read the book. Say: I want you to read the book to find out about things the children like doing. Monitor students’ reading and provide support when necessary.
Review Reading StrategiesUse the cues provided to remind students that they can apply different strategies to identify unfamiliar words.
Small Group Reading Lesson
ViSuAl CueS• Look at the beginning letter.
(j in jumping; d in dancing)• Look for familiar chunks
within the word. (read in reading; swing in swinging)
StRuCtuRe CueS• Think about whether the
sentence sounds right.• Look for repeated language
Observe and Prompt Reading StrategiesObserve students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently.
Reflect on Reading StrategiesAfter students have completed their reading, encourage them to share the reading strategies they used. Reinforce the good reading behaviors you noticed by saying:
• I noticed, [student’s name], that when you came to a word you didn’t know, you went back and reread the sentence. Did this help you figure out the word?
• [Student’s name], I saw you try to sound out the word dancing. You looked at the first letter in the word and then you checked the picture. That was good reading.
Build ComprehensionASK And AnSweR QueStiOnS
Help students review the text content and relate it to what they already know by asking some or all of the following questions.
• What do the children in the book like doing? (swimming, p. 2; jumping, p. 4; sliding, p. 6; dancing, p. 8; reading, p. 10; kicking, p. 12; skating, p. 14; swinging, p. 16) (Locate facts)
• What game is the boy who is kicking playing? (soccer) (Draw conclusions)
• Which two activities in the book do you usually do on a playground? (sliding, swinging) (Classify and categorize)
• Which activities can be done indoors and outdoors? (Answers will vary. Students will probably think of swimming, jumping, and skating as indoor/outdoor activities.) (Classify and categorize/ Draw conclusions)
• What is your favorite activity? Why? (Answers will vary.) (Use creative thinking)
Things I Like Doing
Teacher Tip
After Reading
using the Skills BankBased on your observations of students’ reading behaviors, you may wish to select activities from the Skills Bank (pp. 6–9) that will develop students’ reading strategies.
Question typesStudents need to understand that they can use information from various places in the book, as well as background knowledge, to answer different types of questions. These lessons provide four types of questions, designed to give students practice in understanding the relationship between a question and the source of its answer.
• Questions that require students to go to a specific place in the book.
• Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book.
• Questions that require students to combine background knowledge with information from the book.
• Questions that relate to the book topic but require students to use only background knowledge and experience, not information from the book.
Build ComprehensionlOCAte FACtS And SuMMARize inFORMAtiOn
Model Create an overhead transparency of the graphic organizer “What the Children Like Doing” or copy the web on the board. Discuss with students the things the children in the book are doing. Model how to find and record the information on the web. Use the following think-aloud.
I can better remember what I read if I organize the information on a graphic organizer like this one. This book tells about things children like to do. I can use the circles on the web to list those activities. I look on page 2. It says, “I am swimming.” The picture shows a boy swimming. I’ll write “swimming” in one of the circles. Let’s look for the next thing the children like doing.
Practice and Apply Guide students as they turn to the next page and look for the next activity. Encourage students to add details to the verbs: for example, jumping on the bed. If you think students understand what to do, distribute copies of the graphic organizer and monitor their work. Allow time for them to share their recorded information.
MonitoringComprehension• Are students able to revisit
the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the wording of the question to the wording in the text.
• Are students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer.
• Can students combine their background knowledge with information from the text to draw conclusions? If they are having difficulty, model how you would answer the question.
• Are students’ answers to creative questions logical and relevant to the topic?
• Do students’ completed graphic organizers reflect the ability to summarize the text by locating and recording key facts? If students are having difficulty, provide more modeling.
interactive writingHave students use the information from the graphic organizer to write summary sentences about the book. Say: The author tells us about things that children like to do. Let’s think back on what we read. Our chart is a good summary that can help us remember. Let’s think of a sentence we can write that describes what the children are doing. (Possible sentences include “The boy is kicking a soccer ball.” and “The girl is dancing.”) Repeat the sentence aloud several times with students so they can internalize the language pattern. Collaborate with them to write the sentence on chart paper or the board one word at a time. Start by saying the first word slowly. Ask: What sound do you hear at the beginning of this word? What other sounds do you hear? Let students write the known sounds in each word and then fill in the remaining letters for them. Continue until the sentence is completed.
write independentlyHave students write their own message based on the text. Encourage them to articulate words slowly, use spaces between words, and write known words fluently.
When students have completed their messages, confer with them individually. Validate their knowledge of known words and letter/sound correspondences by placing a light check mark above students’ contributions. Provide explicit praise as you write the message conventionally for students to see.
Reread for FluencyAsk students to reread Things I Like Doing to a partner. Have them take turns reading the book aloud to each other and then discuss the activities in the book they like to do.
Connect to HomeHave students read the take-home version of Things I Like Doing to family members. Suggest that they discuss favorite activities with family members.
Teacher TipModeling Fluency • Read sections of the book
aloud to students to model fluent reading of the text.
• Model using appropriate phrasing, intonation, volume, expression, and rate.
• Have students listen to you read a portion of the text and then read it back to you.
√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
t h u j e r u l i s s c a t e n g
The girl is skating.
00442_TG.indd 5 11/15/10 4:25:44 PM
Phonemic Awareness: listening for initial /d/Tell students that you are going to say a word and that you want them to tell you what the beginning sound is. Say the word doing. Make sure students can identify the /d/ sound at the beginning. Tell them that you are going to say some more words. Whenever they hear a word that begins with the /d/ sound, they should clap their hands. Say the following words: jumping, dancing, kicking, dinner, card, down, door, leaf, bear. Then ask students to suggest some words that begin with the /d/ sound.
Phonics: initial dWrite the words dancing, dog, and dinner on the board. Ask students what letter they see at the beginning of each word. (d) Circle each d. Ask students what sound the letter d makes in these words. (/d/) Have pairs of students look through familiar books to find other words that begin with /d/. Give the pairs sticky notes to mark at least five words in the books. Then have the pairs take turns sharing their /d/ words with the group.
Concepts About PrintAsk students to hold up their books. Say: Show me the front of the book. Students should show the cover of the book. Say: Point to the title of the book. After students have done so, read the title aloud together. Say: Point to the authors’ names. After you read the names aloud, ask: What do authors do? (They write the book.) Explain that the cover, title, and names of authors are important parts of a book. To reinforce that these are also standard features of books, give students several familiar books and ask the same questions about those books.
High-Frequency word VocabularyWrite the words I and am in large letters on the board. Read the words aloud with students. Have them spell each word in the air with their fingers as they say the word. Tell students that you are going to pretend to do something and that you want them to imitate what you do. Ask volunteers to use the words I and am to tell the group what they are doing. For example, you might wave your hand. Students should wave their hands, and volunteers will say, “I am waving.” Give students the opportunity to act something for the rest of the group to imitate and make up a sentence about.
Concept Vocabulary: things kids like to doAsk students to think of things that children like to do. First, have them review their pre-reading graphic organizer. Write the activities they name on the board, such as reading, playing baseball, riding bikes, swimming, and watching TV. Then have students look through the book for more activities. Add these to the list as students name them: for example, jumping, sliding, dancing, skating, and swinging. Finally, ask students to brainstorm activities that are not on the list. Suggest that they think about things they do at school, after school, or on weekends. Add these words to the list: for example, walking, running, singing, sleeping, eating, helping, writing, and building. Point out that all these words tell about actions, or things that people do. Have students take turns choosing a word from the list, acting it out, and letting the rest of the group guess the action.
explain • Create an overhead transparency of the graphic organizer “Things I Like Doing” or draw it on the board. Say: The people or animals that a book is about are the characters. We can think about who the characters are. We can think about why the characters act the way they do. When we think about the characters and their actions, we are analyzing characters.
Model • Say: Let’s analyze the characters in Things I Like Doing. To analyze characters, I need to ask myself whom this book is about. Take a picture walk through the book and identify the activity each person likes to do. Say: I see that the characters in this book are children. These children like to do many different things. We can say these children have hobbies, or things they like to do a lot. In the center of the web on the graphic organizer, write children with hobbies. Then say: We know who the characters are: children with hobbies. Now we need to analyze the characters. That means we tell about who the children are and why they enjoy their hobbies. Let’s start by telling about a few of the hobbies. I see that some of the children are jumpers, dancers, and readers. In the first web oval, write jumpers, dancers, readers.
guide • Say: Let’s analyze what the characters are like. Ask students to turn to pages 8 and 9. Ask: Do you think the dancer practices? What does that tell you about her? (Allow time for students to respond, assisting if needed.) Yes, I think all of the children practice their hobby a lot. The children like their hobbies and want to get better. That means they are committed, or focused on getting better. I think you would have to be committed to become good at a hobby. In the second oval on the graphic organizer, write committed.
Apply • Ask students to work with a partner to analyze the characters throughout the rest of the book. Encourage students to think about who the characters are, not just what they do for a hobby. After each partnership shares, record their ideas on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.
00442_TG.indd 8 11/15/10 4:25:45 PM
name _______________________________________________________ date __________________
