Birthdays Around the World
Level M/28
Birthdays Around the World Social Studies
Teacher’s Guide Skills & Strategies Anchor Comprehension Strategies
•• Evaluate Fact and Opinion •• Summarize Information •• Compare and Contrast Phonics
•• Hard and soft c •• Spellings for /sh/
Concept Vocabulary
•• Words associated with birthdays
Grammar/Word Study •• Dictionary skills
Social Studies Big Idea
•• People around the world celebrate their birthdays in different ways.
• Small Group Reading Lesson • Skills Bank • Reproducible Activities
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Small Group Reading Lesson Day 1 Prediction Chart How I think children around the world might celebrate birthdays Before Reading
After Reading Chapters 1–2
After Reading the Whole Book
They might have parties with family and friends. They might wear special clothes. They might play certain games. They might have a cake or some other special food. They might sing a special birthday song.
Activate Prior Knowledge Show students the cover of the book and read the title. Ask: • What are the birthday candles on? How does the title of the book help you understand the picture on the cover? • Do you think that children in other countries celebrate their birthdays the same way you celebrate yours? Involve students in a discussion about birthdays and birthday celebrations. Encourage them to share what they and their families do to celebrate birthdays or other occasions. Distribute copies of the prediction chart (left). Ask students to predict how they think children around the world celebrate their birthdays. Have students write their ideas in the first column of their charts. Tell them that they will return to the charts to check their predictions as they are reading the book.
Preview the Book Give each student a copy of the book. Have students turn to the table of contents. Ask: • What can you learn about a book from its table of contents? • What page would you go to if you wanted to read about birthday games? Let’s turn to that page. • What is the purpose of the captions by the illustrations on these two pages? Point out the word piñata in bold type on page 14. Have students turn to the glossary at the back of the book and find the word. Read the definition together. Demonstrate how to use the pronunciation guide to read the word. Some students may benefit from a discussion of the words in the glossary prior to reading the book. You may want to read through the words and their definitions with students and answer any questions they may have. Point out the index at the bottom of the page. Ask: • What is the purpose of the index in this book? • On what page can I find out about leap year? • On what pages can I read about candles? Let’s turn to these pages to see what we can find.
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Birthdays Around the World © 2011 Benchmark Education Company, LLC
Set a Purpose for Reading: Chapters 1–2, pp. 2–7 Have students read the headings on pages 2 and 4. Say: Let’s read these chapters silently to learn about birthday parties and celebrations. Monitor students’ reading and provide support as necessary.
Monitoring Reading Strategies before reading • Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words. during reading • Observe 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. after reading • Discuss words that gave students difficulty and the strategies they used to work them out. Reinforce good reading behaviors you observed by saying: • I noticed, [student’s name], that you used the glossary to help you figure out some words you didn’t know. That is a good strategy. • [Student’s name], I saw you sounding out the word recognized. First you broke it into syllables, then you sounded out each part. That’s what good readers do.
Visual Cues • Look at the initial letters. • Break the word into syllables and sound out each part. • Look for familiar chunks within the word. • Think about what sound the vowel makes in the word. Structure Cues • Think about whether the words in the sentence sound right. Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the word. Remind students that they can use the glossary at the end of the book to check any words that are printed in bold type.
You may wish to select activities from the Skills Bank (pp. 9–10) that will develop students’ reading strategies. Repeat this monitoring process each time students read a new section of the book.
Build Comprehension ASK AND ANSWER QUESTIONS Help students review their purpose for reading these chapters. Encourage them to use information from the text and their background experience to answer some or all of the following questions. • Now that you have read chapters 1 and 2, do you want to revise or add to your predictions? Write in the second column of your charts. (Answers will vary.) (Make predictions) • Why is their first birthday special for Korean children? Why is their 13th birthday special for Israeli children? (In the past, many Korean babies died before their first birthday. In addition, the children pick objects that are supposed to determine their future. Israeli children have a ceremony on their 13th birthday that says they are now grown-ups.) (Locate facts/Summarize information) © 2011 Benchmark Education Company, LLC
Prediction Chart How I think children around the world might celebrate birthdays Before Reading
After Reading Chapters 1–2
They might have parties with family and friends.
Birthday parties began a long time ago in Europe as a way to scare away bad spirits.
They might wear special clothes. They might play certain games. They might have a cake or some other special food. They might sing a special birthday song.
After Reading the Whole Book
German babies get special candles. In Kenya, babies have a naming ceremony. In Korea, the first birthday is special. In Israel, the 13th birthday is the most important.
Birthdays Around the World
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Small Group Reading Lesson
(continued)
Set a Purpose for Reading: Chapters 3–4, pp. 8–13 Have students read the headings on pages 8 and 12. Say: Let’s read these chapters silently to learn about birthday traditions and foods. Monitor students’ reading and provide support as necessary.
Build Comprehension ASK AND ANSWER QUESTIONS Help students review their purpose for reading the chapters. Encourage them to use information from the text and their background experience to answer some or all of the following questions. • In which country might you wake up one morning to find your bed surrounded by presents? (Denmark, p. 9) (Locate facts) • What sort of hat do Peruvian children wear at their birthday parties? Why do you think they wear a hat like that? (a crown; a child who is having a birthday is a special or honored person, just like a king or queen.) (Locate facts/Make inferences) • What do you think children in Ghana think about the breakfast they get on their birthdays? (Answers will vary. One possible answer: People normally get things they like on their birthdays, so children in Ghana probably enjoy their special breakfast.) (Make inferences)
Day 2 Review Chapters 1–4 Have students review what they have read about birthday celebrations. Ask: • From your reading so far, what would you say birthdays around the world have in common? • Which birthday celebration or tradition would you most like to see people in the United States adopt? • What are some new words you learned from your reading so far?
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Birthdays Around the World © 2011 Benchmark Education Company, LLC
Set a Purpose for Reading: Chapters 5–6, pp. 14–19 Have students read the headings on pages 14 and 16. Say: Let’s read these chapters silently to learn about birthday games and more birthday traditions. Monitor students’ reading and provide support as necessary.
Build Comprehension ASK AND ANSWER QUESTIONS Engage students in a discussion about the text. Encourage them to ask questions about what they read. Model how to use background knowledge and experience, as well as information in the text, to answer questions. Ask: • What do piñatas and the “Pass the Parcel” game have in common? (They both involve a prize or prizes inside a package or container.) (Compare and contrast) • According to the Asian lunar calendar, what would a child born in 2003 grow up to be like? (elegant, artistic, and fun to be around) (Interpret graphics) • Why do you think many Latin American cultures consider a girl’s 15th birthday to be special? (Answers will vary. One possible answer: They may think that 15 is the age when a girl becomes a woman.) (Make inferences) • How could you be 10 years old but only have had three birthdays? (You were born on February 29 during a leap year) (Draw conclusions)
Teacher Tip Question Types Students 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 text. • 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.
Birthdays Around the World © 2011 Benchmark Education Company, LLC
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Small Group Reading Lesson
Prediction Chart How I think children around the world might celebrate birthdays Before Reading
After Reading Chapters 1–2
After Reading the Whole Book
They might have parties with family and friends.
Birthday parties began a long time ago in Europe as a way to scare away bad spirits.
People mark birthdays with presents, f lags, favors, pins, hats, and other special treats.
They might wear special clothes. They might play certain games. They might have a cake or some other special food. They might sing a special birthday song.
German babies get special candles. In Kenya, babies have a naming ceremony. In Korea, the first birthday is special. In Israel, the 13th birthday is the most important.
Special foods and meals are important parts of many birthday celebrations. Children play with a piñata in Mexico. They play “Pass the Parcel” in Nigeria. Some people celebrate only on the day of the saint for whom they were named.
(continued)
Build Comprehension: Chapters 1–6 ASK AND ANSWER QUESTIONS • What can you add to your prediction chart after reading the whole book? (Answers will vary.) (Locate facts) • What did you notice the most during your reading—the ways that birthdays are different or the ways they are the same? (Answers will vary.) (Compare and contrast/Draw conclusions) • Why do you suppose parents around the world organize special birthday parties for their children? (Answers will vary. One possible answer: Parents love their children and want to make them feel special on their birthdays.) (Make inferences) • Are birthdays more important to children or to adults? Explain your answer. (Answers will vary.) (Use creative thinking) SUMMARIZE INFORMATION/COMPARE AND CONTRAST Model Explain that being able to write a brief summary of information is an important skill. Lead students to understand that taking notes is an essential step in this process, especially when they are comparing and contrasting two or more objects, events, or ideas. Copy the graphic organizer on the board and model for students how to record important information using the chart. Say: Imagine that someone asked you to write about two of the celebrations you read about. How could you organize the information? Here is a way to get the important facts right where you need them.
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Birthdays Around the World
This chart is a useful way of organizing information when you have to compare and contrast two subjects. It lets you make two sets of notes so that you can tell at a glance which information is about which subject. Let’s choose two of the countries from the book and write notes about how people celebrate birthdays there. I’ll write “Celebrating Birthdays” at the top of the chart. I’m going to choose Israel and Poland as the countries I want to write about, so I’ll write their names as subjects 1 and 2. The book gives information about birthdays in Israel on page 7. Let’s read the first sentence. I don’t have room to write all those words, so I’ll shorten it to “13th birthday most important.” Let’s look at the next sentence. I’m going to write “special ceremony” next and what the ceremony is called. You’ll notice that what I’m writing is much shorter than the text. I leave out words and don’t bother with capital letters and punctuation. This is what you do when you take notes. You don’t want to copy the book! Let’s take some more notes on our two subjects. © 2011 Benchmark Education Company, LLC
Practice and Apply Distribute copies of the graphic organizer to students. Have them help you take more notes on the two subjects. Make sure that students understand the shorthand nature of note-taking. Model again if necessary how to leave out unnecessary words. Encourage students to record information from the illustrations and their captions. Students should also note any facts they know from their own knowledge and experience.
Compare and Contrast Topic:____Celebrating ____________________________________Birthdays ____________________________________________________ Subject 1: ___Israel ____________________________________________________________________________________ Notes: 13th birthday most important special ceremony: for boys: bar mitzvah; for girls: bat mitzvah children prepare for months are said to be grown up lifted in chair decorated with streamers guests dance around them Yom Holedet Sameach means “happy birthday” Israel is in the Middle East
Subject 2: ____Poland __________________________________________________________________________________ Notes: celebrate name day, not birthday
name day: special day on calendar for your name
person with name day gives party guests bring f lowers and gifts birthday song: “May you live 100 years in health . . .” Poland is in Europe
Teacher Tip Monitoring Comprehension • 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 make inferences? 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 an ability to summarize and compare and contrast information in the text? If students are having difficulty, provide more modeling and guided practice in this skill.
Birthdays Around the World © 2011 Benchmark Education Company, LLC
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Small Group Reading Lesson
(continued)
Small Group Writing Two Holidays Topic:_________________________ ___________________________________________________________________ Independence Day Subject 1: ____________________ ___________________________________________________________________ Notes: on July 4 watch fireworks at night barbecues when the United States said it was a free country lots of f lags parades and picnics a fun day people don’t work or go to school Thanksgiving Day Subject 2: ______________________________________________________________________________________ Notes: fourth Thursday in November get together with family and friends big turkey dinner time to give thanks for good things too much to eat watch football no school or work
Reread for Fluency You may wish to read sections of the book aloud to students to model fluent reading of the text. Model using appropriate phrasing, intonation, expression, volume, and rate as you read. Some students may benefit from listening to you read a portion of the text and then reading it back to you. Have students reread Birthdays Around the World with a partner. Have them read the text together and then take turns reading it to each other.
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MODEL THE WRITING Show students how they can use the graphic organizer to help them plan their own writing. Once again, copy the graphic organizer on the board. Decide on two related subjects and record the topic at the top of the chart. The topic might be “Two Holidays”; the subjects might be Thanksgiving Day and Independence Day. Help students record notes about these holidays in the appropriate sections. Ask questions that can be applied to both holidays, such as Why do we celebrate these holidays? and What do we eat on these holidays? Record their suggestions on the board. Tell students they now have the information they need to write a comparison. They know what their subjects are and what details to include. Working on one paragraph at a time, have students suggest sentences that balance information about both their subjects. Record their suggestions. Read aloud each paragraph as it is completed and ask students if they need to clarify any information. Show them how to edit their writing. Then work on the next paragraph. The completed comparison might be similar to the following: “Independence Day and Thanksgiving Day are two of the most important holidays in the United States. We celebrate Independence Day on July 4 and Thanksgiving on the fourth Thursday in November. People do not have to work or go to school on these two holidays. “Independence Day is when we remember that the United States is a free country. Thanksgiving Day is a time to say ‘thank you’ for all the good things we have. On Independence Day we have barbecues and watch fireworks. On Thanksgiving Day we have a big turkey dinner with our families and friends. They are both fun days.” APPLY (INDEPENDENT WRITING) Give each student a blank copy of the graphic organizer. Tell students they are to write a short composition comparing and contrasting two holidays, two places they have lived, two family vacations, or their experiences in two grades in school. They should use the graphic organizer to make notes about their subjects.
Connect to Home Have students read the take-home version of Birthdays Around the World to family members.
Birthdays Around the World © 2011 Benchmark Education Company, LLC
Skills Bank: Decoding Phonics: Hard and soft c Write the words candles and celebrate on the board. Have students say the words aloud. Then ask: What sound do you hear at the beginning of candles? (/k/) At the beginning of celebrate? (/s/) What letter makes both the /k/ sound and the /s/ sound? (c) Circle the c in each word. Explain that when c makes the /k/ sound, it is called hard c, and when it makes the /s/ sound, it is called soft c. Have pairs of students search through the book to find words that have either hard or soft c. (cultures, candles, cake, countries, because, calendar, candy, celebrated, ceremony, voice, parcel, except) Ask them to list the words on their papers. Write the headings “Hard c” and “Soft c” on the board. Have the pairs read the words they found in the book and tell you in which column to write each word. Then ask students to think of a general rule about the sound the letter c makes, based on the words they found. Lead them to understand that when c is followed by an e, the c generally makes the /s/ sound.
Phonics: Spellings for /sh/ Write the word wish on the board. Read the word aloud with students. Ask: What sound do you hear at the end of wish? (/sh/) What letters make this sound? (sh) Underline sh in wish and say: This is the most common way to spell the /sh/ sound. Then write the words traditions and special on the board. Ask students where they hear the /sh/ sound in these words. (in the middle) Ask: Is the /sh/ sound spelled sh in these words? (no) Underline ti in tradition and ci in special and explain that ti and ci can also make the /sh/ sound. Have pairs of students search through the book to find other words in which /sh/ is spelled sh, ti, or ci. (she, shouts, Danish, shape, dish, mashed, nation’s, ancient) Under the headings “sh,” “ti,” and “ci,” write the words students find. Then let them brainstorm other words to add to the lists, such as crashing, sharp, washer, addition, station, action, vacation, delicious, suspicion, social, and conscious. Have volunteers add the words to the lists on the board.
Hard c Soft c cultures celebrated candles ceremony cake
voice
countries parcel because except calendar candy
sh ti she nation’s shouts addition Danish station shape action dish vacation mashed
ci ancient delicious suspicion social conscious
Birthdays Around the World © 2011 Benchmark Education Company, LLC
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Skills Bank: Decoding
Israeli boys _________ their 13th birthdays with a _________.
(continued)
Concept Vocabulary: Words associated with birthdays Write the word birthdays in the center circle of a word web. Ask students to think of words they associate with birthdays. Encourage them to use their own knowledge and experience as well as ideas from their reading. Write students’ suggestions in the circles of the web: for example, celebrate, candles, cake, singing, wish, happy, party, games, presents, decorations, ceremony, special, balloons, streamers, and so on. Then have students form pairs and ask the pairs to make up sentences using any two of the words in the web. Have the pairs say their sentences, omitting the web words by saying “blank” in their place. Ask the rest of the group to guess the missing words.
Grammar/Word Study: Dictionary skills Have students turn to the glossary at the back of their books and look at the list of words. Ask: How are these words arranged in the glossary? (They are in alphabetical order.) Check students’ understanding of the concept of alphabetical order by asking them to put the following words in alphabetical order: orange, apple, plum, grape, banana, watermelon. Ask them to explain what they did to alphabetize the words, focusing on the idea that they had to look at the first letter in each word. (apple, banana, grape, orange, plum, watermelon) Then have students look again at the glossary. Say: The first three words—celebrated, ceremony, cultures—all begin with the letter c. What do I have to do to put these words in alphabetical order? Make sure students understand that sometimes they will have to use the second or third letters of words to put them in alphabetical order. Have students form pairs, and ask them to turn to page 2 of the book. Read the first sentence aloud. Say: There are 11 words in this sentence. I want you to write those words in alphabetical order. When the pairs have finished writing the words on their papers, have them take turns giving the words in order as you write the list on the board. The final list should read a, are, birthday, have, live, matter, no, or, where, who, you.
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Copyright © 2011 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# 978-1-4108-0187-6
Name _______________________________________________________ Date ___________________
Prediction Chart How I think children around the world might celebrate birthdays Before Reading
© 2011 Benchmark Education Company, LLC
After Reading Chapters 1–2
After Reading the Whole Book
Skills Bank Build Comprehension Evaluate Fact and Opinion ••Explain Create an overhead transparency of the graphic organizer “Birthdays Around the World” or draw it on the board. Say: A fact is something that is true about a subject and can be proven. An opinion is what someone thinks or believes about the subject and cannot be proven true or false. ••Model Say: Let’s identify facts and opinions in Birthdays Around the World. Read the second paragraph on page 3. Say: I read that the first parties were held hundreds of years ago in Europe. I can look this up in an encyclopedia to find out if it is true or false. If something can be proven, it is a fact. Record this statement in the Fact column on the graphic organizer. Then say: I also read that the good wishes of friends and families will scare away bad spirits that surround you on your birthday. This is what people thought. It cannot be proven true or false, so it is an opinion. Record this statement in the Opinion column. ••Guide Say: Now let’s find another fact and opinion. Look at pages 4 and 5. Which statement can be proven true or false? (Allow time for students to respond, assisting if needed.) Yes, people in Ethiopia shout to announce the birth of a baby. This can be proven true, so it is a fact. Record this statement in the Fact column on the graphic organizer. Then ask: Which statement is what someone thinks or believes? (Again allow time for students to respond.) Yes, people in some European countries believe that a tree planted in honor of a child’s birth can tell if the child will be strong and healthy. This is an opinion because it is what some people think or believe. It cannot be proven true or false. Record this statement in the Opinion column. ••Apply Ask students to work with a partner to find other facts and opinions in the book. Remind them that facts can be proven, while opinions cannot. After the partnerships share, record their ideas on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.
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Birthdays Around the World ©2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date __________________
Birthdays Birthdays Around the theWorld World Evaluate Evaluate Fact Fact and and Opinion Opinion Fact
©2011 Benchmark Education Company, LLC
Opinion
Notes
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Birthdays Around the World ©2011 Benchmark Education Company, LLC
Notes
Birthdays Around the World ©2011 Benchmark Education Company, LLC
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Name _______________________________________________________ Date __________________
Compare and Contrast Topic
______________________________________________________________________________________________
Subject 1: ______________________________________________________________________________________ Notes:
Subject 2: _____________________________________________________________________________________ Notes:
© 2011 Benchmark Education Company, LLC
Birthdays Around the World Social Studies
Teacher’s Guide Skills & Strategies Anchor Comprehension Strategies
•• Evaluate Fact and Opinion •• Summarize Information •• Compare and Contrast Phonics
•• Hard and soft c •• Spellings for /sh/
Concept Vocabulary
•• Words associated with birthdays
Grammar/Word Study •• Dictionary skills
Social Studies Big Idea
•• People around the world celebrate their birthdays in different ways.
• Small Group Reading Lesson • Skills Bank • Reproducible Activities
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 Day 1 Prediction Chart How I think children around the world might celebrate birthdays Before Reading
After Reading Chapters 1–2
After Reading the Whole Book
They might have parties with family and friends. They might wear special clothes. They might play certain games. They might have a cake or some other special food. They might sing a special birthday song.
Activate Prior Knowledge Show students the cover of the book and read the title. Ask: • What are the birthday candles on? How does the title of the book help you understand the picture on the cover? • Do you think that children in other countries celebrate their birthdays the same way you celebrate yours? Involve students in a discussion about birthdays and birthday celebrations. Encourage them to share what they and their families do to celebrate birthdays or other occasions. Distribute copies of the prediction chart (left). Ask students to predict how they think children around the world celebrate their birthdays. Have students write their ideas in the first column of their charts. Tell them that they will return to the charts to check their predictions as they are reading the book.
Preview the Book Give each student a copy of the book. Have students turn to the table of contents. Ask: • What can you learn about a book from its table of contents? • What page would you go to if you wanted to read about birthday games? Let’s turn to that page. • What is the purpose of the captions by the illustrations on these two pages? Point out the word piñata in bold type on page 14. Have students turn to the glossary at the back of the book and find the word. Read the definition together. Demonstrate how to use the pronunciation guide to read the word. Some students may benefit from a discussion of the words in the glossary prior to reading the book. You may want to read through the words and their definitions with students and answer any questions they may have. Point out the index at the bottom of the page. Ask: • What is the purpose of the index in this book? • On what page can I find out about leap year? • On what pages can I read about candles? Let’s turn to these pages to see what we can find.
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Birthdays Around the World © 2011 Benchmark Education Company, LLC
Set a Purpose for Reading: Chapters 1–2, pp. 2–7 Have students read the headings on pages 2 and 4. Say: Let’s read these chapters silently to learn about birthday parties and celebrations. Monitor students’ reading and provide support as necessary.
Monitoring Reading Strategies before reading • Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words. during reading • Observe 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. after reading • Discuss words that gave students difficulty and the strategies they used to work them out. Reinforce good reading behaviors you observed by saying: • I noticed, [student’s name], that you used the glossary to help you figure out some words you didn’t know. That is a good strategy. • [Student’s name], I saw you sounding out the word recognized. First you broke it into syllables, then you sounded out each part. That’s what good readers do.
Visual Cues • Look at the initial letters. • Break the word into syllables and sound out each part. • Look for familiar chunks within the word. • Think about what sound the vowel makes in the word. Structure Cues • Think about whether the words in the sentence sound right. Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the word. Remind students that they can use the glossary at the end of the book to check any words that are printed in bold type.
You may wish to select activities from the Skills Bank (pp. 9–10) that will develop students’ reading strategies. Repeat this monitoring process each time students read a new section of the book.
Build Comprehension ASK AND ANSWER QUESTIONS Help students review their purpose for reading these chapters. Encourage them to use information from the text and their background experience to answer some or all of the following questions. • Now that you have read chapters 1 and 2, do you want to revise or add to your predictions? Write in the second column of your charts. (Answers will vary.) (Make predictions) • Why is their first birthday special for Korean children? Why is their 13th birthday special for Israeli children? (In the past, many Korean babies died before their first birthday. In addition, the children pick objects that are supposed to determine their future. Israeli children have a ceremony on their 13th birthday that says they are now grown-ups.) (Locate facts/Summarize information) © 2011 Benchmark Education Company, LLC
Prediction Chart How I think children around the world might celebrate birthdays Before Reading
After Reading Chapters 1–2
They might have parties with family and friends.
Birthday parties began a long time ago in Europe as a way to scare away bad spirits.
They might wear special clothes. They might play certain games. They might have a cake or some other special food. They might sing a special birthday song.
After Reading the Whole Book
German babies get special candles. In Kenya, babies have a naming ceremony. In Korea, the first birthday is special. In Israel, the 13th birthday is the most important.
Birthdays Around the World
3
Small Group Reading Lesson
(continued)
Set a Purpose for Reading: Chapters 3–4, pp. 8–13 Have students read the headings on pages 8 and 12. Say: Let’s read these chapters silently to learn about birthday traditions and foods. Monitor students’ reading and provide support as necessary.
Build Comprehension ASK AND ANSWER QUESTIONS Help students review their purpose for reading the chapters. Encourage them to use information from the text and their background experience to answer some or all of the following questions. • In which country might you wake up one morning to find your bed surrounded by presents? (Denmark, p. 9) (Locate facts) • What sort of hat do Peruvian children wear at their birthday parties? Why do you think they wear a hat like that? (a crown; a child who is having a birthday is a special or honored person, just like a king or queen.) (Locate facts/Make inferences) • What do you think children in Ghana think about the breakfast they get on their birthdays? (Answers will vary. One possible answer: People normally get things they like on their birthdays, so children in Ghana probably enjoy their special breakfast.) (Make inferences)
Day 2 Review Chapters 1–4 Have students review what they have read about birthday celebrations. Ask: • From your reading so far, what would you say birthdays around the world have in common? • Which birthday celebration or tradition would you most like to see people in the United States adopt? • What are some new words you learned from your reading so far?
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Birthdays Around the World © 2011 Benchmark Education Company, LLC
Set a Purpose for Reading: Chapters 5–6, pp. 14–19 Have students read the headings on pages 14 and 16. Say: Let’s read these chapters silently to learn about birthday games and more birthday traditions. Monitor students’ reading and provide support as necessary.
Build Comprehension ASK AND ANSWER QUESTIONS Engage students in a discussion about the text. Encourage them to ask questions about what they read. Model how to use background knowledge and experience, as well as information in the text, to answer questions. Ask: • What do piñatas and the “Pass the Parcel” game have in common? (They both involve a prize or prizes inside a package or container.) (Compare and contrast) • According to the Asian lunar calendar, what would a child born in 2003 grow up to be like? (elegant, artistic, and fun to be around) (Interpret graphics) • Why do you think many Latin American cultures consider a girl’s 15th birthday to be special? (Answers will vary. One possible answer: They may think that 15 is the age when a girl becomes a woman.) (Make inferences) • How could you be 10 years old but only have had three birthdays? (You were born on February 29 during a leap year) (Draw conclusions)
Teacher Tip Question Types Students 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 text. • 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.
Birthdays Around the World © 2011 Benchmark Education Company, LLC
5
Small Group Reading Lesson
Prediction Chart How I think children around the world might celebrate birthdays Before Reading
After Reading Chapters 1–2
After Reading the Whole Book
They might have parties with family and friends.
Birthday parties began a long time ago in Europe as a way to scare away bad spirits.
People mark birthdays with presents, f lags, favors, pins, hats, and other special treats.
They might wear special clothes. They might play certain games. They might have a cake or some other special food. They might sing a special birthday song.
German babies get special candles. In Kenya, babies have a naming ceremony. In Korea, the first birthday is special. In Israel, the 13th birthday is the most important.
Special foods and meals are important parts of many birthday celebrations. Children play with a piñata in Mexico. They play “Pass the Parcel” in Nigeria. Some people celebrate only on the day of the saint for whom they were named.
(continued)
Build Comprehension: Chapters 1–6 ASK AND ANSWER QUESTIONS • What can you add to your prediction chart after reading the whole book? (Answers will vary.) (Locate facts) • What did you notice the most during your reading—the ways that birthdays are different or the ways they are the same? (Answers will vary.) (Compare and contrast/Draw conclusions) • Why do you suppose parents around the world organize special birthday parties for their children? (Answers will vary. One possible answer: Parents love their children and want to make them feel special on their birthdays.) (Make inferences) • Are birthdays more important to children or to adults? Explain your answer. (Answers will vary.) (Use creative thinking) SUMMARIZE INFORMATION/COMPARE AND CONTRAST Model Explain that being able to write a brief summary of information is an important skill. Lead students to understand that taking notes is an essential step in this process, especially when they are comparing and contrasting two or more objects, events, or ideas. Copy the graphic organizer on the board and model for students how to record important information using the chart. Say: Imagine that someone asked you to write about two of the celebrations you read about. How could you organize the information? Here is a way to get the important facts right where you need them.
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Birthdays Around the World
This chart is a useful way of organizing information when you have to compare and contrast two subjects. It lets you make two sets of notes so that you can tell at a glance which information is about which subject. Let’s choose two of the countries from the book and write notes about how people celebrate birthdays there. I’ll write “Celebrating Birthdays” at the top of the chart. I’m going to choose Israel and Poland as the countries I want to write about, so I’ll write their names as subjects 1 and 2. The book gives information about birthdays in Israel on page 7. Let’s read the first sentence. I don’t have room to write all those words, so I’ll shorten it to “13th birthday most important.” Let’s look at the next sentence. I’m going to write “special ceremony” next and what the ceremony is called. You’ll notice that what I’m writing is much shorter than the text. I leave out words and don’t bother with capital letters and punctuation. This is what you do when you take notes. You don’t want to copy the book! Let’s take some more notes on our two subjects. © 2011 Benchmark Education Company, LLC
Practice and Apply Distribute copies of the graphic organizer to students. Have them help you take more notes on the two subjects. Make sure that students understand the shorthand nature of note-taking. Model again if necessary how to leave out unnecessary words. Encourage students to record information from the illustrations and their captions. Students should also note any facts they know from their own knowledge and experience.
Compare and Contrast Topic:____Celebrating ____________________________________Birthdays ____________________________________________________ Subject 1: ___Israel ____________________________________________________________________________________ Notes: 13th birthday most important special ceremony: for boys: bar mitzvah; for girls: bat mitzvah children prepare for months are said to be grown up lifted in chair decorated with streamers guests dance around them Yom Holedet Sameach means “happy birthday” Israel is in the Middle East
Subject 2: ____Poland __________________________________________________________________________________ Notes: celebrate name day, not birthday
name day: special day on calendar for your name
person with name day gives party guests bring f lowers and gifts birthday song: “May you live 100 years in health . . .” Poland is in Europe
Teacher Tip Monitoring Comprehension • 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 make inferences? 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 an ability to summarize and compare and contrast information in the text? If students are having difficulty, provide more modeling and guided practice in this skill.
Birthdays Around the World © 2011 Benchmark Education Company, LLC
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Small Group Reading Lesson
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Small Group Writing Two Holidays Topic:_________________________ ___________________________________________________________________ Independence Day Subject 1: ____________________ ___________________________________________________________________ Notes: on July 4 watch fireworks at night barbecues when the United States said it was a free country lots of f lags parades and picnics a fun day people don’t work or go to school Thanksgiving Day Subject 2: ______________________________________________________________________________________ Notes: fourth Thursday in November get together with family and friends big turkey dinner time to give thanks for good things too much to eat watch football no school or work
Reread for Fluency You may wish to read sections of the book aloud to students to model fluent reading of the text. Model using appropriate phrasing, intonation, expression, volume, and rate as you read. Some students may benefit from listening to you read a portion of the text and then reading it back to you. Have students reread Birthdays Around the World with a partner. Have them read the text together and then take turns reading it to each other.
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MODEL THE WRITING Show students how they can use the graphic organizer to help them plan their own writing. Once again, copy the graphic organizer on the board. Decide on two related subjects and record the topic at the top of the chart. The topic might be “Two Holidays”; the subjects might be Thanksgiving Day and Independence Day. Help students record notes about these holidays in the appropriate sections. Ask questions that can be applied to both holidays, such as Why do we celebrate these holidays? and What do we eat on these holidays? Record their suggestions on the board. Tell students they now have the information they need to write a comparison. They know what their subjects are and what details to include. Working on one paragraph at a time, have students suggest sentences that balance information about both their subjects. Record their suggestions. Read aloud each paragraph as it is completed and ask students if they need to clarify any information. Show them how to edit their writing. Then work on the next paragraph. The completed comparison might be similar to the following: “Independence Day and Thanksgiving Day are two of the most important holidays in the United States. We celebrate Independence Day on July 4 and Thanksgiving on the fourth Thursday in November. People do not have to work or go to school on these two holidays. “Independence Day is when we remember that the United States is a free country. Thanksgiving Day is a time to say ‘thank you’ for all the good things we have. On Independence Day we have barbecues and watch fireworks. On Thanksgiving Day we have a big turkey dinner with our families and friends. They are both fun days.” APPLY (INDEPENDENT WRITING) Give each student a blank copy of the graphic organizer. Tell students they are to write a short composition comparing and contrasting two holidays, two places they have lived, two family vacations, or their experiences in two grades in school. They should use the graphic organizer to make notes about their subjects.
Connect to Home Have students read the take-home version of Birthdays Around the World to family members.
Birthdays Around the World © 2011 Benchmark Education Company, LLC
Skills Bank: Decoding Phonics: Hard and soft c Write the words candles and celebrate on the board. Have students say the words aloud. Then ask: What sound do you hear at the beginning of candles? (/k/) At the beginning of celebrate? (/s/) What letter makes both the /k/ sound and the /s/ sound? (c) Circle the c in each word. Explain that when c makes the /k/ sound, it is called hard c, and when it makes the /s/ sound, it is called soft c. Have pairs of students search through the book to find words that have either hard or soft c. (cultures, candles, cake, countries, because, calendar, candy, celebrated, ceremony, voice, parcel, except) Ask them to list the words on their papers. Write the headings “Hard c” and “Soft c” on the board. Have the pairs read the words they found in the book and tell you in which column to write each word. Then ask students to think of a general rule about the sound the letter c makes, based on the words they found. Lead them to understand that when c is followed by an e, the c generally makes the /s/ sound.
Phonics: Spellings for /sh/ Write the word wish on the board. Read the word aloud with students. Ask: What sound do you hear at the end of wish? (/sh/) What letters make this sound? (sh) Underline sh in wish and say: This is the most common way to spell the /sh/ sound. Then write the words traditions and special on the board. Ask students where they hear the /sh/ sound in these words. (in the middle) Ask: Is the /sh/ sound spelled sh in these words? (no) Underline ti in tradition and ci in special and explain that ti and ci can also make the /sh/ sound. Have pairs of students search through the book to find other words in which /sh/ is spelled sh, ti, or ci. (she, shouts, Danish, shape, dish, mashed, nation’s, ancient) Under the headings “sh,” “ti,” and “ci,” write the words students find. Then let them brainstorm other words to add to the lists, such as crashing, sharp, washer, addition, station, action, vacation, delicious, suspicion, social, and conscious. Have volunteers add the words to the lists on the board.
Hard c Soft c cultures celebrated candles ceremony cake
voice
countries parcel because except calendar candy
sh ti she nation’s shouts addition Danish station shape action dish vacation mashed
ci ancient delicious suspicion social conscious
Birthdays Around the World © 2011 Benchmark Education Company, LLC
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Skills Bank: Decoding
Israeli boys _________ their 13th birthdays with a _________.
(continued)
Concept Vocabulary: Words associated with birthdays Write the word birthdays in the center circle of a word web. Ask students to think of words they associate with birthdays. Encourage them to use their own knowledge and experience as well as ideas from their reading. Write students’ suggestions in the circles of the web: for example, celebrate, candles, cake, singing, wish, happy, party, games, presents, decorations, ceremony, special, balloons, streamers, and so on. Then have students form pairs and ask the pairs to make up sentences using any two of the words in the web. Have the pairs say their sentences, omitting the web words by saying “blank” in their place. Ask the rest of the group to guess the missing words.
Grammar/Word Study: Dictionary skills Have students turn to the glossary at the back of their books and look at the list of words. Ask: How are these words arranged in the glossary? (They are in alphabetical order.) Check students’ understanding of the concept of alphabetical order by asking them to put the following words in alphabetical order: orange, apple, plum, grape, banana, watermelon. Ask them to explain what they did to alphabetize the words, focusing on the idea that they had to look at the first letter in each word. (apple, banana, grape, orange, plum, watermelon) Then have students look again at the glossary. Say: The first three words—celebrated, ceremony, cultures—all begin with the letter c. What do I have to do to put these words in alphabetical order? Make sure students understand that sometimes they will have to use the second or third letters of words to put them in alphabetical order. Have students form pairs, and ask them to turn to page 2 of the book. Read the first sentence aloud. Say: There are 11 words in this sentence. I want you to write those words in alphabetical order. When the pairs have finished writing the words on their papers, have them take turns giving the words in order as you write the list on the board. The final list should read a, are, birthday, have, live, matter, no, or, where, who, you.
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Copyright © 2011 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# 978-1-4108-0187-6
Name _______________________________________________________ Date ___________________
Prediction Chart How I think children around the world might celebrate birthdays Before Reading
© 2011 Benchmark Education Company, LLC
After Reading Chapters 1–2
After Reading the Whole Book
Skills Bank Build Comprehension Evaluate Fact and Opinion ••Explain Create an overhead transparency of the graphic organizer “Birthdays Around the World” or draw it on the board. Say: A fact is something that is true about a subject and can be proven. An opinion is what someone thinks or believes about the subject and cannot be proven true or false. ••Model Say: Let’s identify facts and opinions in Birthdays Around the World. Read the second paragraph on page 3. Say: I read that the first parties were held hundreds of years ago in Europe. I can look this up in an encyclopedia to find out if it is true or false. If something can be proven, it is a fact. Record this statement in the Fact column on the graphic organizer. Then say: I also read that the good wishes of friends and families will scare away bad spirits that surround you on your birthday. This is what people thought. It cannot be proven true or false, so it is an opinion. Record this statement in the Opinion column. ••Guide Say: Now let’s find another fact and opinion. Look at pages 4 and 5. Which statement can be proven true or false? (Allow time for students to respond, assisting if needed.) Yes, people in Ethiopia shout to announce the birth of a baby. This can be proven true, so it is a fact. Record this statement in the Fact column on the graphic organizer. Then ask: Which statement is what someone thinks or believes? (Again allow time for students to respond.) Yes, people in some European countries believe that a tree planted in honor of a child’s birth can tell if the child will be strong and healthy. This is an opinion because it is what some people think or believe. It cannot be proven true or false. Record this statement in the Opinion column. ••Apply Ask students to work with a partner to find other facts and opinions in the book. Remind them that facts can be proven, while opinions cannot. After the partnerships share, record their ideas on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.
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Birthdays Around the World ©2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date __________________
Birthdays Birthdays Around the theWorld World Evaluate Evaluate Fact Fact and and Opinion Opinion Fact
©2011 Benchmark Education Company, LLC
Opinion
Notes
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Birthdays Around the World ©2011 Benchmark Education Company, LLC
Notes
Birthdays Around the World ©2011 Benchmark Education Company, LLC
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Name _______________________________________________________ Date __________________
Compare and Contrast Topic
______________________________________________________________________________________________
Subject 1: ______________________________________________________________________________________ Notes:
Subject 2: _____________________________________________________________________________________ Notes:
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