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
Small Group Reading Lesson Skills Bank Reproducible Activities
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.
skills & strategies
Things I Like DoingLevel A/1
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2Things I Like Doing
2011 Benchmark Education Company, LLC
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
patterns. (I am . . .)
MeAning CueS Think about what makes
sense in the sentence. Look at the picture to
confirm the meaning of the word.
playing video games
going to movies
Things We Like Doing
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3 2011 Benchmark Education Company, LLC
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, [students name], that when you came to a word you didnt know, you went back and reread the sentence. Did this help you figure out the word?
[Students 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
using the Skills BankBased on your observations of students reading behaviors, you may wish to select activities from the Skills Bank (pp. 69) 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.
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4Things I Like Doing
2011 Benchmark Education Company, LLC
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. Ill write swimming in one of the circles. Lets 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.
Small Group Reading Lesson (continued)
i like. . .
sliding on a slide
reading a book
kicking a ball
skating on ice
what the Children like doing
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5Things I Like Doing
2011 Benchmark Education Company, LLC
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. Lets think back on what we read. Our chart is a good summary that can help us remember. Lets 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.
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