A Plant Has Needs
Level A/1
A Plant Has Needs Teacher’s Guide For students reading at Literacy Level A/1, including: •• English-language learners •• Students reading below grade level •• Kindergarten emergent readers
Skills & Strategies Anchor Comprehension Strategy
•• I dentify Main Idea and Supporting Details Metacognitive Strategy
Theme: Plants
•• Ask questions
•• A Plant Has Needs (A/1) •• The Birthday Flowers (C/4) •• A Plant Has Parts (C/4) •• Every Tree Has a Life Cycle (D/6) •• Garden Lunch (E/8) •• A Seed Needs Help (E/8)
Vocabulary
•• Recognize high-frequency words •• Develop Tier Two vocabulary •• Develop Tier Three vocabulary
Grammar and Language Development
•• R ecognize the sentence structure This ____ has ____. •• Use subject/verb agreement
Phonemic Awareness
Science Big Idea:
•• Listen for initial /l/
Phonics
Readers learn that plants need water, light, air, food, and soil.
•• Use first-letter cues to solve words •• Recognize words with initial l
Fluency
•• Read with appropriate stress or emphasis
Concepts About Print
•• Read a line of print left to right
Writing
•• Write to a picture prompt
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
Before Reading Related Resources The following Benchmark Education resources support this lesson. Other Early Explorers Books • How Does a Cactus Grow? (G/11) • All About Trees (G/12) • Do Plants Grow Under Water? (I/15) • What Are the Parts of a Tree? (I/16) • Honeybees Help Flowers (K/20) • The Bee Puzzle (K/20) • How Do Trees Grow? (M/28) Fluency and Language Development • A Plant Has Needs Audio CD Comprehension Resources • A Plant Has Needs question card • Power Tool Flip Chart for Teachers • Student Bookmark Assessment • Early Explorers Overview & Assessment Handbook • Grade K Comprehension Strategy Assessment Book
Make Connections and Build Background •U se a Photograph or Realia Tell students you will read a book about things plants need. Show students the plants in the cover photograph or a live plant in the classroom. Say: People water plants. A plant needs water. Ask students to Think/Pair/Share other things plants need. As each partnership shares, invite the other students to repeat the response.
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A Plant Has Needs
•U se a Graphic Organizer Write the phrase Things Plants Need on the board and underline it. Read the phrase and ask students to help you list the things they mentioned. As students respond, write the words under the heading. Then read each word and ask students to echo-read.
Things Plants Need water dirt space food sun
Introduce the Book •G ive each student a copy of the book. Remind students they will read about things plants need. Preview the book, encouraging students to interact with the pictures and text on each page as you emphasize the elements from the page 3 chart that will best support their understanding of the book’s language, concepts, and organization. (Items in bold print include sample “teacher talk.”) •P ages 2–3 Words to Discuss Ask students to point to each photograph as you say its matching label. Repeat the process, inviting students to echoread. After students Think/Pair/Share what they know about each word, fill in any missing details. Say: We will see these words in the book.
© 2011 Benchmark Education Company, LLC
Pages
Text and Graphic Features
Words to Discuss
Cover
title, author, photo
1
title, author, photo
2–3
photos
air, food, light, water
4–5
close-up photo, photo
plant, water
6–7
photo
rain
8–9
photo
sun
10–11
photo
light
12–13
photo
air
14–15
photo
food
16
photo
soil
English/Spanish Cognates
plant/la planta
Sentence Structures
This ____ has ____.
air/el aire
© 2008 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-60437-459-9
© 2011 Benchmark Education Company, LLC
A Plant Has Needs
3
Before Reading (continued) •P age 4 Graphic Feature Say: This page has a close-up photo. A close-up photo shows a small part of a larger object. What does this close-up photo show? (water coming out of a watering can) Why is this close-up photo on this page? (the page is about water) •P age 4 Spanish Cognate Ask: Does plant sound like a word you know in Spanish? (Allow time for students to respond.) The English word plant sounds like the Spanish word la planta. Plant and la planta mean the same thing. Where might you see a plant? Write the word plant on the board and ask students to locate it on page 4 in the book. •P age 4 Sentence Structure Write This ____ has ____ on the board. Read the sentence structure aloud and ask students to repeat it several times. Say: We use this sentence structure to tell about something. Model using the sentence structure to tell about the cover photograph, such as This garden has plants or This plant has flowers. Then assist students in forming their own sentences using the structure. Say: This sentence structure is in the book. Can you find the structure on page 4? Frame the sentence. Let’s read the sentence together.
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A Plant Has Needs
Rehearse Reading Strategies •S ay: One word in this book is rain. Say the word rain. What letter do you expect to see at the beginning? Allow time for students to respond, assisting as needed. Then ask them to find the word rain on page 6. Say: Use first-letter sounds to help you when you read. •R emind students to use other reading strategies they are learning as well, such as checking the pictures and returning to the beginning of the sentence if something doesn’t sound right.
Set a Purpose for Reading •D irect students’ attention to the list of things plants need. Say: Now it’s time to whisper-read the book. Read to learn what plants need.
© 2011 Benchmark Education Company, LLC
During Reading
After Reading
Observe and Prompt Reading Strategies
Use the Graphic Organizer to Summarize
•A fter the supportive introduction, students should be able to read all or most of the book on their own. Observe students as they read. Take note of the graphophonic, syntactic, and semantic cues they use to make sense of the text and self-correct. Prompt individual students who have difficulty problem-solving independently, but be careful not to prompt English-language learners too quickly. They may need more time to process the text as they rely on their first language for comprehension.
•A sk students to think about their reading. Say: Look at our list. What things did we read about in the book? Put a check mark next to each matching response. Then ask students to name the other things they read about in the book. Add these words and put check marks next to them. Choral-read the checkmarked words. Then ask students to use the graphic organizer to tell a partner about the book.
Cue Source Prompt
Example
Page
Graphophonic
Look at the first letter.
soil
16
Syntactic
Think about the sentence structure.
This plant has light.
10
Semantic
Check the picture.
air
12
© 2011 Benchmark Education Company, LLC
What Plants Need water ✟ dirt ✟ space ✟ food ✟ sun ✟ rain ✟ light ✟ air ✟ soil ✟
A Plant Has Needs
5
After Reading (continued)
Reading Strategy Mini-Lesson: Ask Questions •R eflect Ask: Did you understand what you read? What parts were hard to understand? How did you help yourself? •M odel Say: I want to understand what I read. One way is to ask questions about the book. Ask students to turn to page 2. Say: I had a question about the first photograph. What does this photograph show? Then I read the word next to the photo: air. Now I know this photograph shows air. Ask students to turn to page 6. Say: I read: “This plant has rain.” I asked myself another kind of question. What would happen if the plant didn’t have rain? The book doesn’t answer this question. I will have to find the answer another way. •G uide Invite students to read page 10 with you. Ask the following questions, allowing time for students to respond after each one: Did you ask yourself a question when you read this page? Did you wonder what gives the plant light? Did the book answer your question? How did you find the answer? Did you have a question about this page that wasn’t answered in the book? What is it? How can you look for an answer to your question? After students share any additional questions, invite them to tell a partner how asking questions helped them better understand page 10. •A pply Ask each student to turn to his or her favorite page. Ask students to read the page to a partner and share any questions they have. The partner may then find the answer in the book
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A Plant Has Needs
or help think of another way to find the answer. Observe students as they ask questions, providing assistance if needed. See the Early Explorers Overview & Assessment Handbook for an observation chart you can use to assess students’ understanding of the monitor-reading strategy. Then say: You can ask yourself questions any time you read. Remember to ask questions to help you understand.
Answer Text-Dependent Questions •E xplain Remind students they can answer questions about books they have read. Say: We answer different types of questions in different ways. I will help you learn how to answer each type. Tell students today they will practice answering Take It Apart! questions. Say: The answer to a Take It Apart! question is not stated in the book. You must think like the author to figure out the answer. •M odel Use the Take It Apart! question on the question card. Say: I will read the question to figure out what to do: “The author uses bold print words in this book. Why does the author use bold print words?” The question asks me to figure out the author’s purpose. I know because the question has the words why and author. What other words in the question will help me? (Allow student responses.) Yes, I need to look at the bold print words in the book. Model doing so. Say: I see the bold print words water, light, air, and food on pages 4, 10, 12, and 14. These words also appear on pages 2–3. These are words I need to know. I think the author uses bold print to show that these are important words. I am thinking like the author. The answer makes sense.
© 2011 Benchmark Education Company, LLC
• Guide Ask students to answer the other questions on the question card. Use the Power Tool Flip Chart and Student Bookmark to provide additional modeling as needed. Remind students to ask themselves these questions: What is the question asking? How can I find the answer? Does my answer make sense? How do I know?
Build Comprehension: Identify Stated Main Idea and Supporting Details
•G uide Say: Let’s find another supporting detail. Look on page 6. What else does this plant have? Allow time for students to respond, assisting if needed. Say: Yes, this plant has rain. Rain is another supporting detail. Write rain in the second Detail box. •A pply Ask each student to work with a partner to find other supporting details to add to the graphic organizer. Remind them to look for words that name things plants need. Finally, read the completed graphic organizer aloud and invite students to echo-read.
•E xplain Create an overhead transparency of the graphic organizer on page 12 or draw it on the board. Say: Nonfiction books have main ideas and supporting details. The main idea is the most important thing we learn. Details tell about the main idea. •M odel Say: Sometimes the title of the book is the main idea. Ask students to read the title aloud. Say: This title tells the most important thing we learn. “A plant has needs” is the main idea of the book. Write A plant has needs in the Main Idea box on the graphic organizer and read it with students. Then ask them to turn to page 4. Say: Now we need to look for supporting details. The details tell us things plants need. This plant has water. Water is something a plant needs. Write water in the first Detail box on the graphic organizer.
© 2011 Benchmark Education Company, LLC
A Plant Has Needs
7
After Reading (continued)
Mini-Lessons for Differentiating Instruction
Home Connection
Write to a Picture Prompt
•G ive students the take-home version of A Plant Has Needs to read to family members. Encourage students to work with a friend or family member to draw a picture of themselves taking care of a plant. Invite them to bring their pictures to share with the group.
•W rite a How-To Tell students they will talk about a picture from the book. Then they will write about the picture. Ask them to turn to page 5. Say: I can use this picture to tell how to water a plant: Fill a watering can. Hold the tip close to the plant. Pour the water on the plant. Now I will write my idea. Model writing your sentences on the board. Ask students to tell a partner how to do something they see in one of the pictures. Allow time for students to share their howto’s, providing assistance as needed. Then say: You used a picture to tell how to do something. Now write your idea. When you are finished, read your writing to a partner.
Reader Response Invite students to respond to the book in a way that is meaningful to them. Model and use think-alouds as needed to scaffold students before they try the activities on their own. • With a partner, act out how to take care of a plant. • Draw a picture of a plant outside. Label the sun, soil, and air. • Tell something you learned from the book. • Tell about your favorite photograph in the book. • Use the photographs in the book to retell the information to a partner. • Write three words to describe one of the plants in the book.
Concepts About Print •R ead a Line of Print Left to Right Turn to page 4. Say: A line of print is made of words. We always read the left word first. Then we move our eyes along the line as we read each word. Without reading the words aloud, model how to put your finger under the left word and move it word by word to the right. Then invite students to mimic your actions.
Phonemic Awareness: Initial /l/ •T ell students you will read a sentence from A Plant Has Needs. Ask them to listen for the word that begins with /l/: This plant has light (page 10). Reread the sentence if needed so students can identify the word light.
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A Plant Has Needs
© 2011 Benchmark Education Company, LLC
• Say: I will name some places you might find plants. Some begin with /l/ and some do not. Raise your left hand when you hear a word that begins with /l/: by a lake, by a pond, near a lawn, in a garden, along a lane, along a road.
Phonics: Initial “l” •W rite the letter “l” on the board. Tell students they will go on a letter “l” hunt in A Plant Has Needs. After they find all the words that have “l” (plant, light, soil), ask them which word begins with “l.” • Ask students to brainstorm words that begin with /l/. List the words on the board. Read each word, inviting students to echo-read. • Say: I will act out one of the words. You can guess the word. I will circle the letter “l” in the word. Then you will know you guessed correctly. Model the process using one of the words on the list, such as laughing, turning on a lamp, lifting, or raking leaves. Then invite each student to act out one of the words and circle the letter that makes the /l/ sound.
Vocabulary •T ier Two Vocabulary Pronounce the word require and ask students to repeat it. Say: Things we need are things we require. Plants require water. Plants require light. Discuss other things plants require, such as air and soil. Then model a sentence, such as Our classroom computers require electricity. Invite students to share their own sentences, providing assistance as needed. Ask: What
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word have we been talking about?
Yes—require. Let’s try to use the word require many times today. We can use the word at school and at home. •T ier Three Vocabulary Review the book with students and write the words air, food, light, water, plant, needs, rain, sun, and soil on index cards. Ask students to read the words with you. Then mix up the cards and place them face down on a table. Choose two cards, make an oral sentence using both words, and turn the cards face down again. Invite students to take turns following the same steps. Continue the game until each student has had several turns using different word pairs. For additional practice, students may work as a group or in pairs to complete the vocabulary activity on page 11.
Grammar and Language Development Subject/Verb Agreement •M odel Invite students to choral-read page 16. Write This plant has soil on the board and underline the word has. Say: The plant is one thing. We say one thing has something. We also say one person or one animal has something. I can use the word has. Point to one student or object as you model sentences such as: Guillermo has black hair. Annika has a blue shirt. The door has a knob. The desk has two drawers.
A Plant Has Needs
9
•G uide Ask students to read page 6 aloud. Ask: Why does the author use the word has in this sentence? (she is writing about one plant) Repeat the process on pages 8 and 10. •A pply Give student pairs an index card with the word has. Ask partners to pass the card back and forth as they make up sentences about each other, such as Jenna has brown eyes and Cody has gray pants. Provide assistance as needed.
Fluency: Read with Appropriate Stress or Emphasis •S ay: We do not read every word the same way. Instead, we watch for words to stress or emphasize. We decide what to stress or emphasize by thinking about the important words. • Have students turn to page 4. First, read the page in a flat voice. Discuss how this makes the listener feel. Then read the page again, emphasizing the words This and water. Say: This and water are important words in this sentence. This tells us we are reading about one plant. We are reading about the plant in the photograph. Water tells us what the plant in the photograph has. The plant has water. Read the page again, asking students to echo-read. • Ask students to turn to page 6. Help student locate words to emphasize, such as This and rain. Choral-read the page with them, emphasizing the words discussed. • Invite students to take turns rereading A Plant Has Needs with a partner. Remind them to stress or emphasize important words as they read.
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A Plant Has Needs
© 2011 Benchmark Education Company, LLC
Name:
Date:
Vocabulary Read each sentence. Then draw a picture for each sentence. A plant has soil.
A plant has light.
A plant has water.
A plant has food.
© 2011 Benchmark Education Company, LLC
A Plant Has Needs
11
Name:
Date:
A Plant Has Needs Main Idea
Detail:
Detail:
Detail:
Detail:
Detail:
Detail:
Detail:
12
A Plant Has Needs
© 2011 Benchmark Education Company, LLC
A Plant Has Needs Teacher’s Guide For students reading at Literacy Level A/1, including: •• English-language learners •• Students reading below grade level •• Kindergarten emergent readers
Skills & Strategies Anchor Comprehension Strategy
•• I dentify Main Idea and Supporting Details Metacognitive Strategy
Theme: Plants
•• Ask questions
•• A Plant Has Needs (A/1) •• The Birthday Flowers (C/4) •• A Plant Has Parts (C/4) •• Every Tree Has a Life Cycle (D/6) •• Garden Lunch (E/8) •• A Seed Needs Help (E/8)
Vocabulary
•• Recognize high-frequency words •• Develop Tier Two vocabulary •• Develop Tier Three vocabulary
Grammar and Language Development
•• R ecognize the sentence structure This ____ has ____. •• Use subject/verb agreement
Phonemic Awareness
Science Big Idea:
•• Listen for initial /l/
Phonics
Readers learn that plants need water, light, air, food, and soil.
•• Use first-letter cues to solve words •• Recognize words with initial l
Fluency
•• Read with appropriate stress or emphasis
Concepts About Print
•• Read a line of print left to right
Writing
•• Write to a picture prompt
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
Before Reading Related Resources The following Benchmark Education resources support this lesson. Other Early Explorers Books • How Does a Cactus Grow? (G/11) • All About Trees (G/12) • Do Plants Grow Under Water? (I/15) • What Are the Parts of a Tree? (I/16) • Honeybees Help Flowers (K/20) • The Bee Puzzle (K/20) • How Do Trees Grow? (M/28) Fluency and Language Development • A Plant Has Needs Audio CD Comprehension Resources • A Plant Has Needs question card • Power Tool Flip Chart for Teachers • Student Bookmark Assessment • Early Explorers Overview & Assessment Handbook • Grade K Comprehension Strategy Assessment Book
Make Connections and Build Background •U se a Photograph or Realia Tell students you will read a book about things plants need. Show students the plants in the cover photograph or a live plant in the classroom. Say: People water plants. A plant needs water. Ask students to Think/Pair/Share other things plants need. As each partnership shares, invite the other students to repeat the response.
2
A Plant Has Needs
•U se a Graphic Organizer Write the phrase Things Plants Need on the board and underline it. Read the phrase and ask students to help you list the things they mentioned. As students respond, write the words under the heading. Then read each word and ask students to echo-read.
Things Plants Need water dirt space food sun
Introduce the Book •G ive each student a copy of the book. Remind students they will read about things plants need. Preview the book, encouraging students to interact with the pictures and text on each page as you emphasize the elements from the page 3 chart that will best support their understanding of the book’s language, concepts, and organization. (Items in bold print include sample “teacher talk.”) •P ages 2–3 Words to Discuss Ask students to point to each photograph as you say its matching label. Repeat the process, inviting students to echoread. After students Think/Pair/Share what they know about each word, fill in any missing details. Say: We will see these words in the book.
© 2011 Benchmark Education Company, LLC
Pages
Text and Graphic Features
Words to Discuss
Cover
title, author, photo
1
title, author, photo
2–3
photos
air, food, light, water
4–5
close-up photo, photo
plant, water
6–7
photo
rain
8–9
photo
sun
10–11
photo
light
12–13
photo
air
14–15
photo
food
16
photo
soil
English/Spanish Cognates
plant/la planta
Sentence Structures
This ____ has ____.
air/el aire
© 2008 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-60437-459-9
© 2011 Benchmark Education Company, LLC
A Plant Has Needs
3
Before Reading (continued) •P age 4 Graphic Feature Say: This page has a close-up photo. A close-up photo shows a small part of a larger object. What does this close-up photo show? (water coming out of a watering can) Why is this close-up photo on this page? (the page is about water) •P age 4 Spanish Cognate Ask: Does plant sound like a word you know in Spanish? (Allow time for students to respond.) The English word plant sounds like the Spanish word la planta. Plant and la planta mean the same thing. Where might you see a plant? Write the word plant on the board and ask students to locate it on page 4 in the book. •P age 4 Sentence Structure Write This ____ has ____ on the board. Read the sentence structure aloud and ask students to repeat it several times. Say: We use this sentence structure to tell about something. Model using the sentence structure to tell about the cover photograph, such as This garden has plants or This plant has flowers. Then assist students in forming their own sentences using the structure. Say: This sentence structure is in the book. Can you find the structure on page 4? Frame the sentence. Let’s read the sentence together.
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A Plant Has Needs
Rehearse Reading Strategies •S ay: One word in this book is rain. Say the word rain. What letter do you expect to see at the beginning? Allow time for students to respond, assisting as needed. Then ask them to find the word rain on page 6. Say: Use first-letter sounds to help you when you read. •R emind students to use other reading strategies they are learning as well, such as checking the pictures and returning to the beginning of the sentence if something doesn’t sound right.
Set a Purpose for Reading •D irect students’ attention to the list of things plants need. Say: Now it’s time to whisper-read the book. Read to learn what plants need.
© 2011 Benchmark Education Company, LLC
During Reading
After Reading
Observe and Prompt Reading Strategies
Use the Graphic Organizer to Summarize
•A fter the supportive introduction, students should be able to read all or most of the book on their own. Observe students as they read. Take note of the graphophonic, syntactic, and semantic cues they use to make sense of the text and self-correct. Prompt individual students who have difficulty problem-solving independently, but be careful not to prompt English-language learners too quickly. They may need more time to process the text as they rely on their first language for comprehension.
•A sk students to think about their reading. Say: Look at our list. What things did we read about in the book? Put a check mark next to each matching response. Then ask students to name the other things they read about in the book. Add these words and put check marks next to them. Choral-read the checkmarked words. Then ask students to use the graphic organizer to tell a partner about the book.
Cue Source Prompt
Example
Page
Graphophonic
Look at the first letter.
soil
16
Syntactic
Think about the sentence structure.
This plant has light.
10
Semantic
Check the picture.
air
12
© 2011 Benchmark Education Company, LLC
What Plants Need water ✟ dirt ✟ space ✟ food ✟ sun ✟ rain ✟ light ✟ air ✟ soil ✟
A Plant Has Needs
5
After Reading (continued)
Reading Strategy Mini-Lesson: Ask Questions •R eflect Ask: Did you understand what you read? What parts were hard to understand? How did you help yourself? •M odel Say: I want to understand what I read. One way is to ask questions about the book. Ask students to turn to page 2. Say: I had a question about the first photograph. What does this photograph show? Then I read the word next to the photo: air. Now I know this photograph shows air. Ask students to turn to page 6. Say: I read: “This plant has rain.” I asked myself another kind of question. What would happen if the plant didn’t have rain? The book doesn’t answer this question. I will have to find the answer another way. •G uide Invite students to read page 10 with you. Ask the following questions, allowing time for students to respond after each one: Did you ask yourself a question when you read this page? Did you wonder what gives the plant light? Did the book answer your question? How did you find the answer? Did you have a question about this page that wasn’t answered in the book? What is it? How can you look for an answer to your question? After students share any additional questions, invite them to tell a partner how asking questions helped them better understand page 10. •A pply Ask each student to turn to his or her favorite page. Ask students to read the page to a partner and share any questions they have. The partner may then find the answer in the book
6
A Plant Has Needs
or help think of another way to find the answer. Observe students as they ask questions, providing assistance if needed. See the Early Explorers Overview & Assessment Handbook for an observation chart you can use to assess students’ understanding of the monitor-reading strategy. Then say: You can ask yourself questions any time you read. Remember to ask questions to help you understand.
Answer Text-Dependent Questions •E xplain Remind students they can answer questions about books they have read. Say: We answer different types of questions in different ways. I will help you learn how to answer each type. Tell students today they will practice answering Take It Apart! questions. Say: The answer to a Take It Apart! question is not stated in the book. You must think like the author to figure out the answer. •M odel Use the Take It Apart! question on the question card. Say: I will read the question to figure out what to do: “The author uses bold print words in this book. Why does the author use bold print words?” The question asks me to figure out the author’s purpose. I know because the question has the words why and author. What other words in the question will help me? (Allow student responses.) Yes, I need to look at the bold print words in the book. Model doing so. Say: I see the bold print words water, light, air, and food on pages 4, 10, 12, and 14. These words also appear on pages 2–3. These are words I need to know. I think the author uses bold print to show that these are important words. I am thinking like the author. The answer makes sense.
© 2011 Benchmark Education Company, LLC
• Guide Ask students to answer the other questions on the question card. Use the Power Tool Flip Chart and Student Bookmark to provide additional modeling as needed. Remind students to ask themselves these questions: What is the question asking? How can I find the answer? Does my answer make sense? How do I know?
Build Comprehension: Identify Stated Main Idea and Supporting Details
•G uide Say: Let’s find another supporting detail. Look on page 6. What else does this plant have? Allow time for students to respond, assisting if needed. Say: Yes, this plant has rain. Rain is another supporting detail. Write rain in the second Detail box. •A pply Ask each student to work with a partner to find other supporting details to add to the graphic organizer. Remind them to look for words that name things plants need. Finally, read the completed graphic organizer aloud and invite students to echo-read.
•E xplain Create an overhead transparency of the graphic organizer on page 12 or draw it on the board. Say: Nonfiction books have main ideas and supporting details. The main idea is the most important thing we learn. Details tell about the main idea. •M odel Say: Sometimes the title of the book is the main idea. Ask students to read the title aloud. Say: This title tells the most important thing we learn. “A plant has needs” is the main idea of the book. Write A plant has needs in the Main Idea box on the graphic organizer and read it with students. Then ask them to turn to page 4. Say: Now we need to look for supporting details. The details tell us things plants need. This plant has water. Water is something a plant needs. Write water in the first Detail box on the graphic organizer.
© 2011 Benchmark Education Company, LLC
A Plant Has Needs
7
After Reading (continued)
Mini-Lessons for Differentiating Instruction
Home Connection
Write to a Picture Prompt
•G ive students the take-home version of A Plant Has Needs to read to family members. Encourage students to work with a friend or family member to draw a picture of themselves taking care of a plant. Invite them to bring their pictures to share with the group.
•W rite a How-To Tell students they will talk about a picture from the book. Then they will write about the picture. Ask them to turn to page 5. Say: I can use this picture to tell how to water a plant: Fill a watering can. Hold the tip close to the plant. Pour the water on the plant. Now I will write my idea. Model writing your sentences on the board. Ask students to tell a partner how to do something they see in one of the pictures. Allow time for students to share their howto’s, providing assistance as needed. Then say: You used a picture to tell how to do something. Now write your idea. When you are finished, read your writing to a partner.
Reader Response Invite students to respond to the book in a way that is meaningful to them. Model and use think-alouds as needed to scaffold students before they try the activities on their own. • With a partner, act out how to take care of a plant. • Draw a picture of a plant outside. Label the sun, soil, and air. • Tell something you learned from the book. • Tell about your favorite photograph in the book. • Use the photographs in the book to retell the information to a partner. • Write three words to describe one of the plants in the book.
Concepts About Print •R ead a Line of Print Left to Right Turn to page 4. Say: A line of print is made of words. We always read the left word first. Then we move our eyes along the line as we read each word. Without reading the words aloud, model how to put your finger under the left word and move it word by word to the right. Then invite students to mimic your actions.
Phonemic Awareness: Initial /l/ •T ell students you will read a sentence from A Plant Has Needs. Ask them to listen for the word that begins with /l/: This plant has light (page 10). Reread the sentence if needed so students can identify the word light.
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• Say: I will name some places you might find plants. Some begin with /l/ and some do not. Raise your left hand when you hear a word that begins with /l/: by a lake, by a pond, near a lawn, in a garden, along a lane, along a road.
Phonics: Initial “l” •W rite the letter “l” on the board. Tell students they will go on a letter “l” hunt in A Plant Has Needs. After they find all the words that have “l” (plant, light, soil), ask them which word begins with “l.” • Ask students to brainstorm words that begin with /l/. List the words on the board. Read each word, inviting students to echo-read. • Say: I will act out one of the words. You can guess the word. I will circle the letter “l” in the word. Then you will know you guessed correctly. Model the process using one of the words on the list, such as laughing, turning on a lamp, lifting, or raking leaves. Then invite each student to act out one of the words and circle the letter that makes the /l/ sound.
Vocabulary •T ier Two Vocabulary Pronounce the word require and ask students to repeat it. Say: Things we need are things we require. Plants require water. Plants require light. Discuss other things plants require, such as air and soil. Then model a sentence, such as Our classroom computers require electricity. Invite students to share their own sentences, providing assistance as needed. Ask: What
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word have we been talking about?
Yes—require. Let’s try to use the word require many times today. We can use the word at school and at home. •T ier Three Vocabulary Review the book with students and write the words air, food, light, water, plant, needs, rain, sun, and soil on index cards. Ask students to read the words with you. Then mix up the cards and place them face down on a table. Choose two cards, make an oral sentence using both words, and turn the cards face down again. Invite students to take turns following the same steps. Continue the game until each student has had several turns using different word pairs. For additional practice, students may work as a group or in pairs to complete the vocabulary activity on page 11.
Grammar and Language Development Subject/Verb Agreement •M odel Invite students to choral-read page 16. Write This plant has soil on the board and underline the word has. Say: The plant is one thing. We say one thing has something. We also say one person or one animal has something. I can use the word has. Point to one student or object as you model sentences such as: Guillermo has black hair. Annika has a blue shirt. The door has a knob. The desk has two drawers.
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•G uide Ask students to read page 6 aloud. Ask: Why does the author use the word has in this sentence? (she is writing about one plant) Repeat the process on pages 8 and 10. •A pply Give student pairs an index card with the word has. Ask partners to pass the card back and forth as they make up sentences about each other, such as Jenna has brown eyes and Cody has gray pants. Provide assistance as needed.
Fluency: Read with Appropriate Stress or Emphasis •S ay: We do not read every word the same way. Instead, we watch for words to stress or emphasize. We decide what to stress or emphasize by thinking about the important words. • Have students turn to page 4. First, read the page in a flat voice. Discuss how this makes the listener feel. Then read the page again, emphasizing the words This and water. Say: This and water are important words in this sentence. This tells us we are reading about one plant. We are reading about the plant in the photograph. Water tells us what the plant in the photograph has. The plant has water. Read the page again, asking students to echo-read. • Ask students to turn to page 6. Help student locate words to emphasize, such as This and rain. Choral-read the page with them, emphasizing the words discussed. • Invite students to take turns rereading A Plant Has Needs with a partner. Remind them to stress or emphasize important words as they read.
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Vocabulary Read each sentence. Then draw a picture for each sentence. A plant has soil.
A plant has light.
A plant has water.
A plant has food.
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A Plant Has Needs Main Idea
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